I worked with a task force to develop learning outcomes that describe the breadth of our library instruction program
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Outcomes to Assessment - Assessment of Library Instruction - LibGuides at Portland Stat... - 0 views
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Reflections on year one at PSU | Information Wants To Be Free - 0 views
meredith.wolfwater.com/...reflections-on-year-one-at-psu
info-literacy instruction assessment people libraries professional management
shared by Sara Thompson on 21 May 12
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I’m now working with our distance learning librarian and our newly-hired instructional designer to develop a two-tiered model for deploying learning objects (one for students to drill down to just the content that meets their information need and the other for faculty to easily embed learning objects — with suggested assessments and lesson plans — in their courses).
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I’ve really worked with my direct reports to support them and help them find projects and foci that make them feel effective and give their job coherence
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But some of the things I was asked to accomplish in my first year (like building a culture of assessment!) really required someone with significant political capital.
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Connect, Collaborate, and Communicate: A Report from the Value of Academic Libraries S... - 1 views
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This report presents five recommendations for the library profession: 1. Increase librarians' understanding of library value and impact in relation to various dimensions of student learning and success. 2. Articulate and promote the importance of assessment competencies necessary for documenting and communicating library impact on student learning and success. 3. Create professional development opportunities for librarians to learn how to initiate and design assessment that demonstrates the library's contributions to advancing institutional mission and strategic goals. 4. Expand partnerships for assessment activities with higher education constituent groups and related stakeholders. 5. Integrate the use of existing ACRL resources with library value initiatives.
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Essay on making student learning the focus of higher education | Inside Higher Ed - 1 views
www.insidehighered.com/...earning-focus-higher-education
essay education assessment teaching learning
shared by Sara Thompson on 20 Apr 12
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We have reduced K-12 schooling to basic skill acquisition that effectively leaves most students underprepared for college-level learning. We have bastardized the bachelor’s degree by allowing it to morph into a ticket to a job (though, today, that ticket often doesn’t get you very far). The academy has adopted an increasingly consumer-based ethic that has produced costly and dangerous effects: the expectations and standards of a rigorous liberal education have been displaced by thinly disguised professional or job training curriculums; teaching and learning have been devalued, deprioritized, and replaced by an emphasis on magazine rankings; and increased enrollment, winning teams, bigger and better facilities, more revenue from sideline businesses, and more research grants have replaced learning as the primary touchstone for decision-making.
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The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
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Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
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Rethinking higher education means reconstituting institutional culture by rigorously identifying, evaluating and challenging the many damaging accommodations that colleges and universities, individually and collectively, have made (and continue to make) to consumer and competitive pressures over the last several decades. What do we mean by “damaging accommodations?
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We mean the allocation of increasing proportions of institutional resources to facilities, personnel, programs and activities that do not directly and significantly contribute to the kind of holistic, developmental and transformative learning that defines higher learning.
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We mean the deplorable practice of building attractive new buildings while offering lackluster first- and second-year courses taught primarily by poorly paid and dispirited contingent faculty.
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We mean the assumption that retention is just keeping students in school longer, without serious regard for the quality of their learning or their cumulative learning outcomes at graduation.
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The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so. Isolated examples to the contrary exist, but are only the exceptions that prove the rule.
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In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
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1. The widespread acceptance and application of a new and better touchstone for decision-making in higher education, linked to a strong framework of essential, core principles. A touchstone is a standard, or criterion, that serves as the basis for judging something; in higher education, that touchstone must be the quality and quantity of learning. A touchstone and a clear conceptual framework link our advocacy for change to a powerful set of ideas, commitments, and principles against which to test current policies, practices, and proposals for reform.
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2. A comprehensive re-evaluation of undergraduate education and experience guided by those core principles. This must occur both nationally, as an essential public conversation, and within the walls of institutions of all types, missions, and sizes.
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3. The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike. Such rethinking ought to be transparent, informed by public conversation, and enacted through decisions based on the new touchstone, improving the quality and quantity of learning.
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4. Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.
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Cultural problems require cultural solutions, starting with a national conversation about what is wrong, and what is needed, in higher education. The country should reasonably expect higher education to lead this conversation. For real change to occur, discussions about the quality and quantity of learning in higher education and the need for reform must occur at multiple levels, in many places, and over a significant period of time -- most importantly on campuses themselves
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If enough change occurs in enough places, and if our public expectations remain high and consistent, learning may become the touchstone for decision-making; the quality and quantity of learning -- documented by rigorous assessment -- may become both each institution’s greatest concern and the basis for comparisons between various colleges and universities
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Richard P. Keeling is principal, and Richard H. Hersh is senior consultant, for Keeling & Associates, a higher education consulting practice. They are authors of the recent book, We’re Losing Our Minds: Rethinking American Higher Education (Palgrave Macmillan, 2011), from which this essay is partly excerpted.
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The core explanation is this: the academy lacks a serious culture of teaching and learning. When students do not learn enough, we must question whether institutions of higher education deliver enough value to justify their costs. Resolving the learning crisis will therefore require fundamental, thoroughgoing changes in our colleges and universities.
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2009 - Lack of Annual Reports Make it Difficult to Analyze Library Strategic Credibility - 0 views
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Learning Space Toolkit - 0 views
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"North Carolina State University (NCSU) Libraries and its Distance Education and Learning Technology Applications (DELTA) are partnering with strategic consultants brightspot strategy and DEGW to design, share, and promote an updated model for institutions to plan and support technology-rich informal learning spaces. This Learning Space Toolkit will include a roadmap to guide the process along with tools and techniques for assessing needs, understanding technology, describing spaces, planning and delivering support services, and assembling space, technology, and services to meet needs, even as they change."
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Flow - A Measure of Student Engagement « User Generated Education - 0 views
usergeneratededucation.wordpress.com/...-measure-of-student-engagement
teaching education assessment psychology students
shared by Sara Thompson on 31 May 12
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The characteristics of “Flow” according to Czikszentmihalyi are: Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training Sense of ecstasy – of being outside everyday reality Great inner clarity – knowing what needs to be done and how well it is going Knowing the activity is doable – that the skills are adequate, and neither anxious or bored Sense of serenity Timeliness – thoroughly focused on present, don’t notice time passing Intrinsic motivation – whatever produces “flow” becomes its own reward
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Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following http://www.cea-ace.ca/education-canada/article/sorting-students-learning)
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In the past it was often assumed that disengaged students were easy to identify: they were the young people at the back of the class, the ones making their way to shop or special classes, or those lingering down the street well after the bell had rung. Data from What did you do in school today? suggest that disengagement is not – and may never have been – limited to small groups of students or as visible as we once thought. Over half of the students in our sample (n=32,300) – many of whom go to class each day, complete their work on time, and can demonstrate that they are meeting expected learning outcomes – are experiencing low levels of intellectual engagement.
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"The Canadian Education Association's (CEA) released a report What did you do in school today? - a three-year research and development initiative designed to assess, and mobilize new ideas for enhancing the learning experiences of students. Intellectual challenge was measured by Csikszentmilhalyi's theory of flow."
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M.I.T. Expands Free Online Courses, Offering Certificates - NYTimes.com - 0 views
www.nytimes.com/...ses-offering-certificates.html
education online-learning courses prof-dev professional
shared by Sara Thompson on 19 Dec 11
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“The technologies available are much more advanced than when we started OpenCourseWare,” Mr. Agarwal said. “We can provide pedagogical tools to self-assess, self-pace or create an online learning community.”
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While access to the software will be free, there will most likely be an “affordable” charge, not yet determined, for a credential.
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The certificate will not be a regular M.I.T. degree, but rather a credential bearing the name of a new not-for-profit body to be created within M.I.T; revenues from the credentialing, officials said, would go to support the M.I.T.x platform and to further M.I.T’s mission.
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And because the M.I.T.x platform will be available free to people around the world, M.I.T. officials said they expected that other universities would also use it to offer their own free online courses. Mr. Reif said that M.I.T. was investing millions of dollars in the project, and that it expected to raise money from foundations and others.
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"M.I.T. led the way to an era of online learning 10 years ago by posting course materials from almost all its classes. Its free OpenCourseWare now includes nearly 2,100 courses and has been used by more than 100 million people. But the new "M.I.T.x" interactive online learning platform will go further, giving students access to online laboratories, self-assessments and student-to-student discussions."
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Think Like a Start-Up: a White Paper - The Ubiquitous Librarian - The Chronicle of High... - 0 views
chronicle.com/...k-like-a-startup-a-white-paper
libraries innovation management professional planning ideasfile resources
shared by Sara Thompson on 09 Apr 12
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I’ve been fascinated with startup culture for a long time and as I considered all the changes happening in academic libraries (and higher ed) the parallels were quite stunning.
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we are being required to rethink/rebuild/repurpose what a library is and what it does. The next twenty years are going to be an interestingly chaotic time for the history of our institutions.
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In concise terms: startups are organizations dedicated to creating something new under conditions of extreme uncertainty. This sounds exactly like an academic library to me. Not only are we trying to survive, but we’re also trying to transform our organizations into a viable service for 21st century scholars and learners.
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I’ve found that entrepreneurs tend to love talking about the future of higher education, largely because it didn’t work well for them and they want to see something different.
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Let me know if something resonates with you or your workplace. I’d love to hear from libraries practicing a similar R&D methodology.
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Deb, I think this would be right up your alley. He's asking a lot of the same questions you ask, with some interesting links on the last page to other resources. Sections: 1. Is higher ed too big to fail? 2. Innovators wanted 3. Think like a startup 4. Lean startups 5. Build, Measure, Learn 6. Three Essential Qualities 7. Too much assessment, not enough innovation 8. A strategic culture (not plan) 9. Microscopes and telescopes 10. Real artists ship
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Course Planning & Teaching Resources :: Iowa State U, Center for Excellence in Learning... - 0 views
www.celt.iastate.edu/teaching
teaching learning edtech prof-dev education resources to-read instruction
shared by Sara Thompson on 03 Apr 12
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Information Literacy Instruction and Student Achievement | ACRL Value of Academic Libra... - 1 views
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Early last month Megan posted about recent research connecting academic libraries and student achievement. She mentioned that there are multiple projects in the U.S. currently underway to correlate library use and GPA, and I have results from just such a project to share with you all!
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In a recently completed study at University of Wyoming I discovered a positive correlation between upper-division library instruction and higher GPA at graduation (by upper-division, I mean post-first-year). This is based on an analysis of 4,489 transcripts of graduating seniors at the University of Wyoming, and the transcript analysis was supplemented by focus groups with graduating seniors
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Look for the article in the March or June 2012 issue of Evidence Based Library and Information Practice. Here’s the citation: Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice.
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Surveys of Provosts and Presidents - their concerns, the Value report, and po... - 0 views
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The two reports of interest are: The 2011-12 Inside Higher Ed Survey of College and University Chief Academic Officers http://www.insidehighered.com/download?file=finalCAOsurveyreport.pdf Presidential Perspectives, the 2011 Inside Higher Ed Survey of College and University Presidents http://www.insidehighered.com/sites/default/archive/storage/files/SurveyBooklet.pdf
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The CAO survey had 1081 participants, while the survey of Presidents had 956 participants. There is no information that can confirm that both the CAO and President from the same institution were in the majority for the respondents. So, the respondents for each report could be from different institutions.
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nly one category — library resources and services — did a majority of all presidents (and a bare majority at that: 51 percent) rate the technology investment as “’very effective.’” You can read the entire article here: http://www.insidehighered.com/news/survey/president2011
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One of the contributing factors as expressed in the Value report in terms of why students choose to leave an institution is the issue that they don’t develop a personal connection with their institution.
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In March, Inside Higher Ed released an "inaugural" Survey of College & University Chief Academic Officers. This report was the fourth in a series of surveys of senior academic leaders with the three other reports conducted in 2011 focusing on admissions officers, chief business officers, and presidents.
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Information Literacy and the FYE « info-fetishist - 0 views
info-fetishist.org/...formation-literacy-and-the-fye
info-literacy instruction libraries students assessment resources
shared by Sara Thompson on 20 Apr 12
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Ithaka :: Taking Steps Toward "Interactive Learning Online" - 0 views
www.ithaka.org/...ystems-in-u-s-higher-education
teaching online-learning data assessment surveys research education LMS
shared by Sara Thompson on 01 May 12
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“Barriers to Adoption of Online Learning Systems in US Higher Education,” an Ithaka S+R report released today and funded by the Bill & Melinda Gates Foundation, highlights the challenges to be overcome by institutions so that they can take advantage of online learning technologies, and explores why highly interactive online systems have yet to take hold in any substantial way.
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“As online learning systems of this kind are developed, however, a critically important question will be who is going to control the student usage and performance data,” added Mr. Guthrie. “On the web, all actions and behaviors can be tracked and analyzed. These data are critical to refinement of these systems and to our overall understanding of how people learn. These data should not be privatized.”
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“Barriers to adoption of these systems vary greatly. Perhaps most importantly, most current systems that are highly interactive do not allow faculty to customize content to suit their specific needs. Faculty are also concerned that online education might distance them from their students. Finally, very little good data exist on the effectiveness of existing highly interactive online systems.”
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While this is a time of great experimentation in the use of educational technologies, with almost as many approaches as there are colleges and universities, the report highlights several challenges that are common across all sectors. First, faculty at every type of institution take great pride in their ability to select content and craft a learning process for their students; they want to have the ability to continue to customize that learning experience in an online environment. Second, while a number of institutions are capitalizing on online learning to generate net revenue by expanding their offerings to new and non-traditional students, colleges and universities generally find it very difficult to employ these technologies to reduce costs in their traditional residential curriculum.
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The report offers academic leaders strategies—rewarding early adopters, offering incentives, providing technical support, sharing incremental revenue, experimenting with new administrative structures—to facilitate the adoption of online learning,
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two system-wide issues emerge from the report that require careful consideration: the need for open, shared data on student learning and performance tracked through these new systems, and the need for sustainable and customizable platforms that can be used across higher education.”
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project curve, part six: collaborative instruction portfolios. « info-mational - 0 views
infomational.wordpress.com/...orative-instruction-portfolios
instruction portfolios info-literacy libraries training professional prof-dev articles
shared by Sara Thompson on 17 Feb 12
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An important deliverable of this project is that it creates an lasting, annualized archive of the cumulative efforts, learning objects, and outcomes related to a given instruction program on both the course and aggregate level
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Portfolio projects of this nature also streamline group efforts and produce ready programmatic evidence of instructional effectiveness and outcomes, crucial to the processes of accreditation, review, and value demonstration
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The Learning Black Market - 0 views
tallblog.conted.ox.ac.uk/...the-learning-black-market
info-literacy search training education research students
shared by Sara Thompson on 12 Dec 11
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In simple terms students personal use of the internet is generally very effective for their education but they are nervous that their practices are not valid and don’t reveal them to their tutors.
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The learning black market exists largely in the Personal area of the map. Our data from the Transitional education-stage (Late stage secondary school + first year undergraduate) is indicating that learning activity in this area has two main elements
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I suspect that Facebook IM is used extensively for homework as it’s convenient and immediate. It’s also private and a very low risk way of collaborating with a fellow student.
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A search on Google to help complete an assignment commonly returns a Wikipedia article. As we know Wikipedia articles are pitched at an ideal level and length to get a handle on a new subject which is something our Transitional students have to do a lot. The problem is that most of the students in the Transitional education stage we have spoken to in the US and the UK have been told not to use Wikipedia and so keep this practice a secret.
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The debate should be around how we evolve educational processes to take advantage of or to account for these new forms. We cannot continue to teach the literacies that have been the mainstay of the educational system in their current form because the web smashes traditional paths to understanding.
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This is generating the learning black market in which is it all too easy to simulate understanding for coursework and formal assessments. Worse still, it is a market in which genuine learning can take place but is not being recognised because resources and practices are not seen as valid and therefore do not become visible to the formal education system.
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I think what you are describing here is more accurately a grey (or parallel) market “the trade of a commodity through distribution channels which, while legal, are unofficial, unauthorized, or unintended by the original manufacturer”.
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I chose the name ‘Learning Black Market’ because of the way in which I think current approaches are pushing students learning practices ‘underground’ (as Jo’s experience would indicate). It’s the clandestine aspect of the phrase that I’m interested in. The ‘goods and services’ are not in themselves illegal but they are being treated that way by students.
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Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 1 views
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And for my own account of the decision not to use term papers when I taught at Michigan State, you can check out a piece I published in Academe in Sept-Oct 2011. In some ways, it is more assertive on this issue than Richtel's piece, and is highly critical of the establishment English Department that too-often forgets its own importance as society’s “keeper” of two of the three R’s of traditional literacy, namely “reading” and “‘writing.’” I won’t rehearse my critique; here's the link: http://www.aaup.org/AAUP/pubsres/academe/2011/SO/Feat/davi.htm).
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She is also working with composition teachers around the country who are documenting similar findings that, in fact, this generation comes in reading and writing more and better–and, yes, differently–than earlier ones, not worse. Lunsford uses the same metrics to assess these students as were used to evaluate past ones. Her website is: http://www.stanford.edu/~lunsfor1/
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We have a Word Press class website. Students blog every week about the reading and project-based assignments they create. The two students charged with leading the class that week have to respond to every blog. The students respond to one another.
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When I put their semester's work into a data hopper, even I was shocked to find out that they were averaging around 1000 words per week,
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I argue that the open architecture of the Web is built on the principle of diversity and maximum participation--feedback and editing
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Students learn to evaluate one another's thinking and challenge one another--and, far more important, they learn from one another and correct themselves. I cannot think of a better skill to take out into the world.
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I respond more too. Like my students, I feel like I'm not spending as many hours reading and grading term papers, but, I know, from the end-of-term data crunching again, that, in fact, I have spent more time responding to their writing than I used to.
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the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work. When it is substantive, the student is elated and surprised that their words were taken seriously. When it is rude or trollish, the student is offended. Both responses are good. The Internet needs more people committed to its improvement, to serious discourse.
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As I often do with classes, I did a diagnostic, found that many of my students were woefully lacking in basic writing skills. I asked them what they most wanted from a writing class, and quickly transformed the class into a "writing as if your life depended upon it" workshop.
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The "final" in the class was for each student--with lots of readings by me and the rest of the class--to apply for three or four summer jobs and internships. That year, every student landed a position.
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More recently, I asked graduate students why they often left their term papers until the end and, with sadness, they confessed it was often because the whole exercise of writing a research paper is so debilitating and terrifying they often developed writer's block or writer's anxiety and needed the deadline to motivate them to write.