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Sara Thompson

British Library: going beyond books | Culture professionals network | Guardian Professi... - 0 views

www.guardian.co.uk/...british-library-doing-more

creativity art design libraries marketing collaboration commons

shared by Sara Thompson on 28 Apr 12 - No Cached
  • As this is a new initiative for the library, we're currently talking to as many creative practitioners as possible about how the library can shape services for them. We recently organised mentoring days, focus groups and networking events with partners such as Sheffield Doc/Fest
  • There's been a real buzz around the British Library recently – for the first time in March we held the Spring Festival, a five day celebration of creativity, fashion and design aimed at the creative industries. There was a lot on show, including a spring market, LATE event with 50 artists working in the front hall and a vintage knitting event – over 1,700 people took part.
  • Sara Thompson on 28 Apr 12
     
    There is so much potential for museums, galleries and libraries to think more broadly about how their collections can help and inspire anyone who needs them - whether it's artists, designers, business people or academics.
Mark Lindner

Press Releases New Report Explores Roles of Libraries and Museums in an Era of Particip... - 0 views

www.imls.gov/_of_participatory_culture.aspx

libraries

shared by Mark Lindner on 20 May 12 - No Cached
  • Mark Lindner on 20 May 12
     
    nstitute of Museum and Library Services announce the publication of "Libraries and Museums in an Era of Participatory Culture." The report details the events of the October, 2011 convening of fifty-eight library, museum, and cultural heritage leaders from thirty-one countries. Together, the participants developed a set of recommendations to help libraries and museums embrace new possibilities for public engagement that are made possible by societal and technological change. The deliberations identified "imperatives for the future" including accepting the notion of democratic access, placing a major emphasis on public value and impact, and embracing lifelong learning.
Sara Thompson

Every stereotypical presentation ever : 404 Tech Support - 0 views

www.404techsupport.com/...tereotypical-presentation-ever

funny ideasfile presentations bcuedtech examples videos

shared by Sara Thompson on 18 Jan 12 - No Cached
  • Sara Thompson on 18 Jan 12
     
    Oh, I am so using this at some training event at some point in the future.
fleschnerj

Outreach is Year Round - 0 views

theoutreachlibrarian.com/...outreach-is-year-round

events outreach

shared by fleschnerj on 09 Oct 11 - No Cached
  • fleschnerj on 09 Oct 11
     
    I especially liked this quote: I'll call attention once again to the University of Wisconsin-Madison's House Party as an example of an excellent new year kick-off event. There's no bait-and-switch, but they have built-in incentives to keep students coming back to use the library for its intended purpose. For example, the winner of the Texas Hold'Em tournie wins their own study table in the library for the year, complete with a nice sign designating it their table. The first interaction most new students have with a librarian is having their palm read or playing ninja tag with them, not finding out about resources which they don't yet need. We do much the same with our button-making booth and CARNinfoVAL. It's a strong, unexpected first impression.
Sara Thompson

Harvard Seeks to Jolt University Teaching - Teaching - The Chronicle of Higher Education - 1 views

chronicle.com/...130683

teaching learning bcushare innovation students education

shared by Sara Thompson on 16 Feb 12 - No Cached
  • In large part, the problem is that graduate students pursuing their doctorates get little or no training in how students learn. When these graduate students become faculty members, he said, they might think about the content they want students to learn, but not the cognitive capabilities they want them to develop.
  • Such approaches would demand much more of students and faculty. Students should be made to grapple with the material and receive authentic and explicit practice in thinking like an expert, Mr. Wieman said. Faculty would need to provide timely and specific feedback, and move beyond lectures in which students can sit passively receiving information.
  • Higher education once was immune, he said, until the spread of online learning, which will allow lower-cost providers to extend into the higher reaches of the marketplace. "Higher education," he said, "is vulnerable to disruption." And, while students are changing, several speakers described conventional teaching approaches as being ineffective.
  • ...5 more annotations...
  • "We assume that telling people things without asking them to actively process them results in learning," Mr. Wieman said. The conference, which also featured demonstrations of innovative approaches to teaching, was the first event in a new Harvard Initiative for Learning and Teaching
  • Take, for example, the lecture, which came up for frequent shellacking throughout the day. It is designed to transfer information, said Eric Mazur, professor of physics at Harvard. But it does not fully accomplish even this limited task. Lectures set up a dynamic in which students passively receive information that they quickly forget after the test. "They're not confronted with their misconceptions," Mr. Mazur said. "They walk out with a false sense of security."
  • The traditional lecture also fails at other educational goals: prodding students to make meaning from what they learn, to ask questions, extract knowledge, and apply it in a new context.
  • Asking students to explain concepts or to teach one another the material they have just learned are also effective.
  • Writing is often an effective pedagogical tool, too, several speakers said. For his history of psychology course, Mr. Roediger asks his students to send him short essays before each class meets. They respond to the reading. (Others at the conference who use this method said they sometimes ask their students to identify outstanding questions or relevant areas of their reading that have been left unexplored.) Mr. Roediger reads the one-page essays before class and works their thoughts into his comments.
Sara Thompson

21st Century Literacies: Syllabus, Assignments, Calendar | HASTAC - 0 views

hastac.org/...-syllabus-assignments-calendar

syllabi info-literacy courses examples assignments collaboration ideasfile teaching

shared by Sara Thompson on 28 May 12 - No Cached
  • Peer evaluation:  You must do your assignments satisfactorily to fulfill your contract.   Each week, two or three students will work as a peer group in charge of leading our joint education for two or three classes.  During that unit, the peer leaders will assign readings as well as writing or multimedia assignments--and they will be charged with determining if each student has satisfactorily completed the assignment.   They will be charged with providing written feedback on all assignments.  Their goal will be to ensure that each student satisfactorily completes the assignment and they will work with each student to make sure they succeed.
  • How to Crowdsource Grading, I described this method: http://www.hastac.org/blogs/cathy-davidson/how-crowdsource-grading
  • SYLLABUS We will be co-creating a syllabus in this course.  Professor Davidson will begin, there will be several special guests or other events, but the remainder of the course content will be assigned by peer-leaders charged with offering a challenging, creative, informative, inspiring, participatory educational experience (No Talking Heads Please!) for the class.   Peer-led classes might that involve reading/seeing/listening to/experiencing imaginative works (including scientific papers,) attending lectures, visiting art museums and going to concerts together, or visiting businesses and community organizations to understand how these literacies are changing.  I will get us started with some readings and a museum visit and a collaborative public wiki-based writing assignment.   We have a number of exciting visitors coming this term.   The rest of the syllabus will be filled out by the peer leaders and will evolve over the course.
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.
  • ...7 more annotations...
  • 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? 
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