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Sara Thompson

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 - No Cached
  • I worked with a task force to develop learning outcomes that describe the breadth of our library instruction program
  • I talk about this, and our model, in the most recent Adventures in Library Instruction podcast.
  • 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).
  • ...3 more annotations...
  • 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
  • creating a guide on assessment techniques.
  • 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.
  • Sara Thompson on 21 May 12
     
    Summary of her first year as head of library instruction, creating a new program, assessment, lessons learned. 
Sara Thompson

Lesson Plans - Digital Writing and Research Lab - 0 views

lessonplans.dwrl.utexas.edu

assignments teaching courses instruction instruction-design examples presentations

shared by Sara Thompson on 28 May 12 - No Cached
  • Sara Thompson on 28 May 12
     
    "The DWRL is pleased to share our library of innovative technology-based lesson plans and classroom assignments created by DWRL Instructors. Our new online database features a wide assortment of lesson plans and assignments employing a number of technologies. The lesson plans address a broad spectrum of pedagogical activities-from initial brainstorming to electronic peer review, from interactive visual rhetoric lessons to collaborative multi-media online publications; the site also features lesson plans suitable for time spans as short as a single class and as lengthy as semester-long projects. Also, be sure to visit the DWRL's Blogging Pedagogy site which features an ongoing series of weekly interviews with individual instructors about their technology-based assignments, allowing for a more in-depth and personal look at our featured lesson plans."
Deb Robertson

DigitalCommons@Macalester College - Library Technology Conference: Library Data and Stu... - 0 views

digitalcommons.macalester.edu/...28

library impact Macalester College higher education retention

shared by Deb Robertson on 28 Jun 12 - No Cached
  • Deb Robertson on 28 Jun 12
     
    Does the use of library print and digital collections correlate with course pass/fail rates, grades, or GPA? How does use of instructional tools or attendance at instruction sessions or workshops correlate with student success in the classroom? Using circulation data, online resource usage records, workstation login data, workshop registrations, and more, the University of Minnesota Libraries are attempting to answer these questions. To access the full presentation for this session, click on the "Download" button on the right.
fleschnerj

Publishers Will Appeal E-Reserves Decision That Favored Georgia State U. - 0 views

chronicle.com/...39732

Copyright GSU libraries

shared by fleschnerj on 11 Sep 12 - No Cached
  • fleschnerj on 11 Sep 12
     
    The publisher plaintiffs who accused Georgia State University of copyright infringement in a lawsuit over course e-reserves aren't happy with the outcome of that case. On Monday they said they would appeal a federal judge's decision, handed down in May, that was largely a win for the defendants.
Sara Thompson

A Post-LMS World (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...244412

future education LMS moodle technology software edtech

shared by Sara Thompson on 02 Feb 12 - No Cached
  • According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.
  • A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
  • LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.
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  • Effective LMS 3.0 learning grids create and inspire greater user independence and self-governance to facilitate effective content-creation capacities and new crowd-sourced intellectual property through the personalization of a vast array of information sources. LMS 3.0, properly designed, creates reliable content that facilitates learning through organized interaction and communications processes that include the widest-possible spectrum of points of view.
  • LMS 3.0 information architecture plays an increasingly important role as the gravitational pull for core strategies in assessment, engagement, retention, and outcomes.
  • Tracking learning events is crucial, but ultimately faculty are interested in the kind of learning that yields positive behavioral changes reflected in outcomes and a mastery level leading to a seamless transition to the workforce.
  • LMS 3.0 design expands functionality to include open, flexible digital repositories with components that add context through outcomes measurement, social curation, reporting, analytics, and extensive sharing capabilities.
  • Higher education is increasingly embracing a more open future, and next-generation LMS design needs to commit to an open ideology.
  • Moving from LMS 1.0 environments that do not offer long-standing, established community contributor models—from the perspective of both source code and open content—to a truly open environment will be a critical success benchmark for the post-LMS era.
  • Effective e-learning design, as a lowest common denominator, will embrace nimble, interoperable, modular infrastructure in ways that make learning contemporary, relevant, and engaging.
  • Sara Thompson on 02 Feb 12
     
    An interesting opinion piece on the future of the LMS.  Try reading this and replacing "LMS" with "library database" ... what would that look like? 
Sara Thompson

New interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 0 views

harvardmagazine.com/...twilight-of-the-lecture

teaching learning education online-learning bcushare future

shared by Sara Thompson on 23 Feb 12 - No Cached
  • The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States. Astonishingly, the test showed that their introductory courses had taught them “next to nothing,”
  • “They had a bag of tricks, formulas to apply. But that was solving problems by rote. They floundered on the simple word problems, which demanded a real understanding of the concepts behind the formulas.”
  • More important, a fellow student is more likely to reach them than Professor Mazur—and this is the crux of the method. You’re a student and you’ve only recently learned this, so you still know where you got hung up, because it’s not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces.”
  • ...12 more annotations...
  • Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained obstinately confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’” Immediately, the lecture hall was abuzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me—I had just spent 10 minutes trying to explain this. But the class said, ‘OK, We’ve got it, let’s move on.’
  • This innovative style of learning grew into “peer instruction” or “interactive learning,”
  • Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well.
  • Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer.
  • Interactive pedagogy, for example, turns passive, note-taking students into active, de facto teachers who explain their ideas to each other and contend for their points of view.
  • “Now, think of how you became good at it,” he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make “two things stand out,” Mazur says. “The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’” The other thing is that for many audiences, which often number in the hundreds, “there is absolutely zero percent for lectures. Nobody cites lectures.”
  • The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.
  • So I began to ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.”
  • Students find a neighbor with a different answer and make a case for their own response. Each tries to convince the other. During the ensuing chaos, Mazur circulates through the room, eavesdropping on the conversations. He listens especially to incorrect reasoning, so “I can re-sensitize myself to the difficulties beginning learners face.” After two or three minutes, the students vote again, and typically the percentage of correct answers dramatically improves. Then the cycle repeats.
  • ‘We’ve never done a problem of this kind.’ I tell them, ‘If you had done a problem of this kind, then by definition, this would not be a problem.’ We have to train people to tackle situations they have not encountered before.
  • “It’s not easy. You get a lot of student resistance,” he continues. “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.
  • In addition to student resistance, there is architectural resistance. “Most classrooms—more like 99.9 percent—on campus are auditoriums,”
Sara Thompson

Findings: How We Will Read: Laura Miller and Maud Newton - 0 views

blog.findings.com/...d-laura-miller-and-maud-newton

books ebooks iPad reading future publishing

shared by Sara Thompson on 01 Mar 12 - No Cached
  • Welcome to the second installment of “How We Will Read,” a series exploring the future of reading from the perspectives of publishers, writers, and intellectuals. This week, we talked to Laura Miller and Maud Newton, founders of The Chimerist, a new blog dedicated to exploring the imaginative potential of the iPad.
  • There’s some sort of disgrace to being a reader, or a viewer, or just absorbing some work of culture — it’s this lesser activity, by that rationale. I really disagree with that. I feel like reading and looking at art and all of these things are creative acts in their own way. The experience of a piece of culture being appreciated takes two people.
  • But it is a special kind of canvas. It is a device that enables you to focus on one thing at a time, and I know some people have a real issue with that, that you can’t open another window inside what you’re doing, but I actually find that really refreshing. Even as someone who loves the internet. When I turn to my iPad, I’m looking for a different kind of distraction-free experience, for whatever I’m working on at the time.
  • ...9 more annotations...
  • LM: Everything that Maud said. I wrote a piece about enhanced fiction e-books for Salon a couple of weeks ago, and I have one on nonfiction coming up any day now. I have been thinking about the whole narrative issue. I think there is a huge difference between fiction and nonfiction
  • MN: The pleasure of surrender, in fiction, is the exact opposite of interactivity. It’s this sinking in to the pleasure of the story
  • LM: I wrote a piece years before the iPad ever existed, actually, on hypertext fiction for the New York Times Book Review.
  • There’s an app called Once Magazine that’s mostly photograph-based. It is an iPad-specific magazine that reports on various happenings around the world. It’s a very interesting product, and I’ve been really impressed with all the issues so far.
  • MN: I’ve been playing around this app called Meanwhile, which is based on a graphic novel by Jason Shiga produced in 2009 as a really complicated choose-your-own-adventure book, evidently. I became aware of it through my friend Chris Baker, who’s an editor at WIRED. I’ve been playing around with that and enjoying it. The cartoonist is also a mathematician, so there are a lot of complex and frustrating story loops that you can get caught in.
  • I do think this speaks to what Laura was saying about the tension between trying to solve something and trying to experience it.
  • And, the thing about Chopsticks is that some of it is inherent to the iPad’s touchscreen technology, but it could have been a website or something. A lot of things you see on the iPad are different kinds of web art that’s been ported into this new format. And you absorb it in a different way because you’re holding it in your hand, and you’re touching it.
  • And then I became really interested in the size of some of these devices. Somebody in the London Review of Books made the observation that the old cuneiform tablets that the Babylonians and other ancient cultures used were actually about the same size as the iPhone. [Peter Campbell, “At the British Museum.”] So I’m interested in this different way of experiencing story and technology.
  • We’re both a little odd in that we don’t necessarily fetishize the object. I read so voraciously and indiscriminately as a child that my mother was constantly buying books at yard sales and the goodwill, and whatever. And a lot of times they were falling apart — literally. I would just hope the spine wouldn’t completely come off by the end of it. So I have a somewhat utilitarian approach to the object itself, even though I appreciate a beautiful book — and I can of course be swayed to pick up a book because of the way it looks. But I don’t really care what it looks like, once I’m reading it, if I like it.
fleschnerj

From the Frying Pan Into the Fire (and Back Again): Adventures in Subject-Based, Credit... - 0 views

www.inthelibrarywiththeleadpipe.org/...bject-based-credit-instruction

Library instruction credit course-specific

shared by fleschnerj on 09 Mar 12 - No Cached
  • fleschnerj on 09 Mar 12
     
    Here's a fun one about a credit instruction class.
Sara Thompson

What Penguin are doing to help reduce a books carbon footprint - Green Penguin - Pengui... - 0 views

www.penguin.co.uk/...whatwecandotohelp.html

ebooks environment

shared by Sara Thompson on 27 Oct 10 - No Cached
  • But to give a rough idea, a 500-page paperback (such as Zadie Smith's White Teeth) will typically account for around 2.5 kg of carbon dioxide emissions per copy. Over the course of a year there are 130,000 titles published in the UK, which generally means over 240 million books are printed. The sums speak for themselves.
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