Skip to main content

Home/ BCU Library/ Group items tagged examples

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
1More

Memphis Public Library's New ILS: Other Sirsi OPAC examples - 3 views

memphislibrary.blogspot.com/...other-sirsi-opac-examples.html libraries interface OPAC examples
shared by Sara Thompson on 18 Nov 11 - No Cached
  • Sara Thompson on 18 Nov 11
     
    other examples of SirsiDynix OPACs - all at public libraries, though
1More

This is a news website article about a scientific finding | Martin Robbins | Science | ... - 0 views

www.guardian.co.uk/...1 funny articles research science news ideasfile
shared by Sara Thompson on 26 Apr 12 - No Cached
  • Sara Thompson on 26 Apr 12
     
    I'm keeping this as an example for class presentations.  I don't know what it's an example of, but some day I will need this. I just know it. Found it again recently from a twitter thread.
1More

WorldCat search box [WorldCat Affiliate Program] - 1 views

www.worldcat.org/tools search oclc howto webdesign libraries webtools
shared by Sara Thompson on 09 Nov 11 - Cached
  • Sara Thompson on 09 Nov 11
     
    WorldCat search widgets to embed on websites ... not as tweakable as I remember them being, especially not the 3rd example.  2nd example can be played with, though. 
1More

Logan Library - Logan, Utah - 2 views

library.loganutah.org bcushare OPAC libraries examples
shared by Sara Thompson on 18 Jan 12 - Cached
  • Sara Thompson on 18 Jan 12
     
    Sara's favorite example of SirsiDynix OPAC, but with some features we don't need
1More

Index labels and examples of expert search in WorldCat - 0 views

www.oclc.org/...WorldCat.htm oclc worldcat search libraries tips
shared by Sara Thompson on 18 Nov 11 - No Cached
  • Sara Thompson on 18 Nov 11
     
    Index labels and examples of expert search in WorldCat; short code commands for things like title, series, isbn and many others
1More

Canvas: Syllabus for Introduction to Research - 0 views

canvas.instructure.com/...syllabus LMS canvas examples courses libraries
shared by Sara Thompson on 29 Feb 12 - No Cached
  • Sara Thompson on 29 Feb 12
     
    A short class on using library services, with just one assignment and a quiz; lots of information in the syllabus. (example using Canvas from Instructure)
1More

Amsterdam's Rijksmuseum Launches Online Digital Collection of 125,000 Masterpieces | LJ... - 1 views

www.infodocket.com/...-of-125000-masterpieces-online art museums digital
shared by Mark Lindner on 27 Nov 12 - No Cached
  • Mark Lindner on 27 Nov 12
     
    "The ultra high-resolution images of works, both famous and less well-known, can be freely downloaded, zoomed in on, shared, added to personal 'studios', or manipulated copyright-free. Users can have prints made of entire works of art or details from them. Other suggestions for the use of images include creating material to upholster furniture or wallpaper, or to decorate a car or an iPad cover for example."
1More

Active Learning Spaces - Steelcase (PDF) - 0 views

www.steelcase.com/...g_spaces_interactive.final.pdf buildings classrooms commons libraries furniture
shared by Sara Thompson on 02 Jun 12 - No Cached
  • Sara Thompson on 02 Jun 12
     
    Great examples of classroom furniture, set-ups. 
1More

Redefining the Academic Library - 3 views

www.slideshare.net/...edefining-the-academic-library management libraries future workflows
shared by Sara Thompson on 11 Dec 11 - No Cached
  • Sara Thompson on 11 Dec 11
     
    An excellent presentation slide deck about the direction libraries could go. Slides I found most interesting / useful: the comparison of metrics on slide 6, the distribution models on slide 11, the library building example on slide 15, the "eras" of slide 17, the PDA rules on slide 28 - fascinating!, and the distribution of library space on slide 36 - raises good questions for us. The last slide ties it all together really well. This would be a great conversation starter!
1More

Balancing Act: How College Students Manage Technology While in the Library during Crun... - 0 views

projectinfolit.org/...11_TechStudy_FullReport1.2.pdf Project Information Literacy PIL information literacy College Students
shared by Deb Robertson on 24 Feb 12 - No Cached
  • Deb Robertson on 24 Feb 12
     
    Our major findings are as follows: 1. During one of the busiest times of the academic year, the students we interviewed were mainly using different IT devices to stay in touch with their friends while they were in the campus library. In the hour before we interviewed them, 81% of the students in our sample had checked for new messages (e.g., email, Facebook, IMs, texts). 2. At the same time, many of the same respondents who said they had checked for messages had also prepared assignments for submission (60%), studied and reviewed materials for class (52%), and satisfied personal curiosity with a computer search (e.g., sports score, news, gossip) (45%). 3. Despite the pressing need to complete assignments at crunch time, few respondents reported having used the full range of library resources and/or services during the previous hour. Many more respondents said they had used library equipment (39%) such as computers and printers than anything else, including scholarly research databases (11%), library books (9%), face-to-face reference (5%), and/or online reference (2%). 4. Overall, we found most respondents (85%) could be classified as "light" technology users. These were students who used "only" one or two IT devices primarily in support of coursework and, to a lesser extent, communication. The most frequent combination (40%) of devices being used was a cell phone (including smart phones) with a personally owned laptop computer while they were in the library. In stark contrast, only 8% of the sample could be classified as "heavy" technology users. 5. For over half the sample, a personally owned laptop (58%) was the primary-most essential-device in use at the time of the interview. A smaller percentage of respondents (35%) were using a library desktop computer. 6. More than any other combination of applications, respondents had both a Web browser and a word processing program open at the same time (47%) while they were in the library. 7. Despi
1More

E-book acquisition based on use and demand could save libraries thousands | Inside High... - 1 views

www.insidehighered.com/...could-save-libraries-thousands coll-dev libraries ebooks
shared by Sara Thompson on 22 Nov 11 - No Cached
  • Sara Thompson on 22 Nov 11
     
    Interesting little case study example of patron-driven acquisition. 
1More

http://www.hiddenpeanuts.com/postfiles/The%20case%20for%20home-grown,%20sustainable%20n... - 0 views

www.hiddenpeanuts.com/...20nex%20-%20Chad%20Haefele.htm libraries articles technology coll-dev ideasfile
shared by Sara Thompson on 27 Nov 11 - No Cached
  • Sara Thompson on 27 Nov 11
     
      "Old models of library operation may disappear, but that does not mean they can't be replaced.  Academic libraries' central book model is temporarily insulated by high prices, but change will come just the same.  The time provided by this insulation should be used to explore sources of content like local special collections with clear ownership and distribution rights.  Without restrictions like those imposed by many third party vendors, special collections can provide a proving ground for next generation interfaces and services. This home-grown expertise within libraries can then be applied on a wider basis in the future.                 The examples and efforts discussed in this column share one thing at their core, and that is that they are services made by libraries, for libraries.  As a collective institution, libraries have great expertise in building sustainable preservation systems capable of lasting many years.  Third party vendors do not have a proven track record on building long term preservation systems for electronic resources at this point in time.  By placing our trust, funds, and collections in the hands of those third parties we turn libraries into middlemen.  For the short term gain of providing easy access to next generation library services, we risk disintermediation by those vendors and removal from the service equation entirely.  Libraries of all types and sizes can look inward and grow from our strengths.  Major publishers and content providers aren't likely to allow new services with the same scope libraries enjoyed in the past.  Fortunately, special collections and collaborative efforts are accessible to even the smallest library as perfect opportunities for gaining relevant experience and expertise.  By basing that experience and expertise on homegrown services built by and for libraries, they can ensure a sustainable future of next generation services."
1More

Pathways To Best Practice guides | m-libraries - 0 views

www.m-libraries.info/...thways-to-best-practice-guides mobile learning education
shared by Mark Lindner on 20 Sep 12 - No Cached
  • Mark Lindner on 20 Sep 12
     
    "We've recently launched a new feature on the blog - the Pathways to Best Practice guides. This series of documents brings together the resources we've been collecting during the project as well as examples of initiatives and the lessons learned which should help you if you are thinking of implementing something similar."
1More

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.
18More

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 - No Cached
  • Culture -- in higher education, and in our society -- is at the heart of the matter.
  • 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.
  • 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.
  • ...14 more annotations...
  • Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
  • 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?
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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
  • 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
  • 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.
  • Sara Thompson on 20 Apr 12
     
    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.
2More

A Brief Introduction to Omeka - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...26079 archives killer app services cloud
shared by fleschnerj on 10 May 12 - No Cached
  • fleschnerj on 10 May 12
     
    If we ever get into the archive and/or Institutional repository business, this would be a killer app. Yup, it would all live in the cloud.
  • Sara Thompson on 11 May 12
     
    Yep, some of the examples from other ProfHacker posts about class assignments where students curate their own courses = way cool.
8More

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.
1More

A Model of Learning Objectives : Revision of Bloom's Taxonomy - 1 views

www.celt.iastate.edu/...RevisedBlooms1.html education teaching visual psychology examples images
shared by Sara Thompson on 29 Mar 12 - Cached
  • Sara Thompson on 29 Mar 12
     
    Really great visual cross-section of cognitive process with knowledge dimensions.  Fascinating way to think about learning activities. 
3More

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.
1 - 20 of 32 Next ›
Showing 20▼ items per page