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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."
Sara Thompson

Library Labs RSS4Lib - 0 views

www.rss4lib.com/library-labs

libraries innovation creativity technology examples webtools search research

shared by Sara Thompson on 28 Jun 12 - No Cached
  • Sara Thompson on 28 Jun 12
     
    "The following is an alphabetical list of library web pages that list experimental, beta, or trial web tools and services."
Sara Thompson

EXTRA ETHER: eBooks Gone in 5 Years? | Jane Friedman - 0 views

janefriedman.com/...a-ether-ebooks-gone-in-5-years

ebooks publishing videos ted future

shared by Sara Thompson on 13 Jul 12 - No Cached
  • He co-edited with Brian O’Leary the seminal Book: A Futurist’s Manifesto, which has enough meaningful, thought-provoking essays in it to keep you muttering to yourself from the tiki bar back to the pool for the rest of the summer. Have a look if you haven’t seen its free online version.
  • McGuire points out that both Amazon’s Kindle and Apple’s iPhone arrived in 2007.
  • Publishers are deathly afraid of the Internet. And they have very good reason to be, because the Internet is famous for gobbling up business models and spitting out total chaos.
  • ...3 more annotations...
  • It’s a problem because in order to get this similarity with the past, we’ve ended up constraining ebooks and making them look a lot more like print books and a lot less like the Internet.
  • He offers a couple of strong examples of deeply interactive projects. One is the YouVersion interactive Bible site. Another is one he describes as an extensively structured online rendering of the 1912 journal of Robert Scott’s expedition to the South Pole, “a beautiful web experience,” each element of the journey tied to Google Maps.
  • For some time now, Virginia Quarterly Review’s Jane Friedman has been trying to wean readers away from the standard idea of “The Book” as the inevitable goal. Here she is, in a piece from October, asking “What is your killer medium?”: The book is often assumed to be the most authoritative and important medium, but that’s only because we’ve all been led to believe that (through a culture that has created The Myth about the author as authority). It’s a Myth, neither good nor bad. Just a belief system that, increasingly, we’re all moving away from.
  • Sara Thompson on 13 Jul 12
     
    Hugh McGuire: "The distinction between "the Internet" and "books" is arbitrary, and will disappear in 5 years. Start adjusting now."
Sara Thompson

NCSU Libraries Mobile Scavenger Hunt: RIS: NCSU Libraries - 0 views

www.lib.ncsu.edu/...scavenger.php

libraries training instruction evernote apps examples assignments

shared by Sara Thompson on 23 Aug 12 - No Cached
  • The NCSU Libraries Mobile Scavenger Hunt is designed to allow maximum mobility of student teams as they explore the library, while the librarians hosting the hunt keep score in real time from a central location. Each team is supplied with a clue sheet with 15 questions about the library and its services, a map of the library, and an iPod Touch for entering clue answers. Students are given a brief introduction to the activity and its rules, as well as basic instruction in use of the iPod and relevant apps, before being sent off to answer their clues. Teams are allowed 25 minutes to explore the libraries and answer the questions before returning to the starting location to review correct answers, learn which team won, and receive prizes.
  • The teams' iPod Touches are equipped with the Evernote multimedia note-taking application, which the teams use to submit text- and photo-based answers to the clues. Each team's Evernote account is shared with a master account monitored by the librarians running the show; through the Evernote web or iPad app, librarians can see each team's notes in real-time as they are created. Scorekeeping is performed using a Google Spreadsheet, which is configured with the expected answers for each question. As teams submit their notes, the librarians are able to mark which questions were answered correctly by modifying the corresponding spreadsheet cells. Scores are tabulated automatically based on which questions are marked correct.
  • NCSU Libraries Mobile Scavenger Hunt: information for instructors4 Complete implementation documentation (pdf)5 Sample introduction slide show (pdf)6 Sample scavenger hunt questions (pdf)7 Scoring sheet template (Google spreadsheet)
  • Sara Thompson on 23 Aug 12
     
    "The NCSU Libraries Mobile Scavenger Hunt is an interactive, technology-rich way to introduce students to the library. Developed in response to student and instructor feedback collected in 2010-2011, it leverages the motivating power of situated learning and the fun of team game dynamics to orient students to the Libraries' spaces, promote the use of emerging technologies, and foster confidence in using the Libraries' collections. The activity is run using iPod Touches and several free apps and online tools. Students answer Scavenger Hunt questions using Evernote, a free app for multimedia note-taking, which is installed on the iPod Touches distributed to the Scavenger Hunt teams. Librarians are able to monitor students' answers in real time as they are entered into Evernote, keeping score on a Google Docs spreadsheet."
Sara Thompson

Getting started with LibGuides - Training LibGuides at University of Illinois Library a... - 0 views

uiuc-training.libguides.com/content.php

libguides training examples howto

shared by Sara Thompson on 30 Nov 11 - No Cached
  • Sara Thompson on 30 Nov 11
     
    A separate LibGuide was spun-off just for staff training ... one of those guides is this one - a LibGuide about LibGuides. 
Sara Thompson

Faculty Workshop on Comprehensive Exams - 0 views

www.evernote.com/...kshop+on+Comps+Preparation.pdf

info-literacy instruction libraries training prof-dev examples

shared by Sara Thompson on 10 Dec 11 - No Cached
  • Sara Thompson on 10 Dec 11
     
    This amazing workshop document was shared in this discussion: http://friendfeed.com/lsw/76c9d2b8/if-this-workshop-results-in-changes-people-are?source%3De-best  It looks at how information literacy is involved with students taking comprehensive exams.  The workshop is for faculty development, to train faculty on scaffolding students up to the skills they will need for the exams.  
Sara Thompson

Zotero Citation Management Tool - LibGuides at Purchase College, SUNY - 0 views

purchase.libguides.com/content.php

citations howto tutorial examples webtools research bcuedtech

shared by Sara Thompson on 14 Dec 11 - No Cached
  • Sara Thompson on 14 Dec 11
     
    "This guide will walk you through setting up and using Zotero to collect and organize resources, cite works, and create bibliographies."
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.
Sara Thompson

Nobody cares about the library: How digital technology makes the library invisible (and... - 1 views

www.foundhistory.org/...isible-and-visible-to-scholars

libraries usability userstudies training professional

shared by Sara Thompson on 23 Feb 12 - No Cached
  • Yet, while it is certainly true that digital technology has made libraries and librarians invisible to scholars in some ways, it is also true, that in some areas, digital technology has made librarians increasingly visible, increasingly important.
  • The invisible library
  • Let me offer three instances where the library should strive for invisibility, three examples of “good” invisibility:
  • ...8 more annotations...
  • Search:
  • APIs and 3rd party mashups:
  • Social media:
  • The visible library
  • Focus on special collections
  • Start supporting data-driven research
  • Start supporting new modes of scholarly communication—financially, technically, and institutionally.
  • Here I’d suggest tools and training for database creation, social network analysis, and simple text mining.
  • Sara Thompson on 23 Feb 12
     
    Skip the first bit about the Chuck clip - not important and too long. Scroll forward to the part starting with "The Invisible Library" -- excellent food for thought about the roles we play. 
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.’
  • 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.
  • 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.
  • This innovative style of learning grew into “peer instruction” or “interactive learning,”
  • “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

10 Amazing Uses for Wolfram Alpha - How-To Geek - 0 views

www.howtogeek.com/...amazing-uses-for-wolfram-alpha

search webtools data research statistics

shared by Sara Thompson on 02 Mar 12 - No Cached
  • Enter two terms with a vs in between them and you’ll get a comparison. For example, you could compare websites to see the differences in traffic between them.
  • Enter a type of food and Wolfram Alpha will provide you with its nutrition information. You don’t have to stop at one — enter multiple types of food and Wolfram Alpha will compare them for you.
  • Ask where you are and Wolfram will use your IP address to track you down. You can also enter an IP address into the box and Wolfram will track that IP address down and tell you where it is.
  • ...5 more annotations...
  • Wolfram Alpha can come up with a random password and estimate how long it will take to crack. You can even tweak the rules used to generate the password.
  • Have you been drinking? Wolfram Alpha can estimate whether you can legally drive home. Ask it if you’re drunk and you’ll get a form asking for more information.
  • Enter a name and you can see how common it is, complete with a graph showing you how popular the name has been over time. Enter multiple names and Wolfram will compare how common they are.
  • Type body mass index and Wolfram will present you with another form. After you provide your weight and height, Wolfram Alpha will calculate your BMI and tell you whether you’re within the normal range.
  • Want to find words that begin with a certain letter, end with a certain combination of letters — or both? Just ask Wolfram Alpha in plain English.
Sara Thompson

Connect to KU - The University of Kansas - 1 views

connect.ku.edu

social examples education webtools ideasfile

shared by Sara Thompson on 04 Nov 11 - No Cached
  • Sara Thompson on 04 Nov 11
     
    A well-organized table of various social media accounts from departments across the University of Kansas.
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