Becoming an Educational Change

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Blended Librarian Webcast: Becoming an Educational Change Agent on Thursday, May 21, 2009 @ 3pm Eastern

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Steven Bell and John Shank, co-founders of the Blended Librarians Online Learning Community and their guests, Josh Kim and Barbara Knauff, invite you to join the next webcast, “Becoming an Educational Change Agent” On Thursday, May 21, 2009 at 3 pm. EDT.

Event Description:
In this session, we'll explore the changing role of academic teaching and learning "support" staff. How has it evolved over the past decade, and where are our job descriptions going? How much of our work is reactive, and how much of is advocacy for changes in instructional paradigms? How are the roles between instructional designers and librarians demarcated, and where are they beginning to shift or merge? Is learning technology itself an emerging academic discipline? We'll begin with a brief presentation on these issues by Josh Kim and Barbara Knauff, Senior Learning Technologists at Dartmouth College (see their recent Educause Review column on these issues, "Business Cards for the Future", but the majority of the session will be given over to a participant discussion of these issues

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  • Becoming an Educational Change

    1. 1. Becoming an Educational Change Agent www.fieldstonealliance.org/client/client_images/cartoon-change_agent.jpg By Josh Kim, Dartmouth College Blended Librarian Webcast on Thursday, May 21, 2009 @ 3pm Eastern by LearningTimes
    2. 2. http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/BusinessCardsfortheFuture/163271
    3. 3. <ul><li>Polling Question: </li></ul><ul><li>Do you consider yourself an educational change agent?: </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>I wish </li></ul><ul><li>Don’t believe in the concept </li></ul>
    4. 4. http://www.flickr.com/photos/mcazadi/2388418126/ Conversation
    5. 5. Barbara Knauff [email_address] Education: PhD in French Literature Yale University Background: Senior Learning Technologist: Dartmouth Adjunct Faculty Member : Dartmouth Faculty: St. Mary's College of Maryland
    6. 6. Joshua Kim [email_address] Education: PhD in Sociology (Demography) Brown University Background: Senior Learning Technologist: Dartmouth Part-Time Faculty: Dartmouth & Quinnipiac: Program Manager: Quinnipiac University Online Producer: Britannica.com Faculty: WVU
    7. 7. My first exposure to educational technology http://www.flickr.com/photos/draggin/15223525/sizes/o/
    8. 8. <ul><li>Polling Question: </li></ul><ul><li>Best describes your job title: </li></ul><ul><li>Academic Librarian </li></ul><ul><li>Educational Technologist </li></ul><ul><li>Instructor </li></ul><ul><li>Other </li></ul>
    9. 9. <ul><li>Polling Question: </li></ul><ul><li>How long have you you worked in academe? </li></ul><ul><li>0 to 3 years </li></ul><ul><li>4 to 7 years </li></ul><ul><li>8 to 14 years </li></ul><ul><li>15 years + </li></ul>
    10. 10. <ul><li>Polling Question: </li></ul><ul><li>How long have you had your current job title?: </li></ul><ul><li>0 to 3 years </li></ul><ul><li>4 to 7 years </li></ul><ul><li>8 or more years </li></ul>
    11. 11. Status Quo http://www.flickr.com/photos/scoot/112670340/sizes/o/
    12. 12. Status Quo http://www.ansp.org/museum/leidy/other/images/Leidy_class-a.jpg 1888
    13. 13. change: from lecture to seminar http://www.exeter.edu/admissions/147_harkness.aspx
    14. 14. Change: research based approach (how people learn) http://www.nap.edu/openbook.php?record_id=9457&page=18 How People Learn: Bridging Research and Practice National Academies Press; June 2000)
    15. 15. Change: recognizing multiple intelligences http://www.flickr.com/photos/edyson/5970302/sizes/o/
    16. 16. Change: The brain and how the mind works http://nehatiwari.com/wp-content/uploads/2007/11/diagram_brain_cortex.jpg
    17. 17. Active Learning
    18. 18. Learner Centric Courses
    19. 19. Social Learning
    20. 20. Students as Knowledge Producers
    21. 21. Information Abundance
    22. 22. Communication and Collaboration
    23. 23. Constructivism
    24. 24. Change Agents
    25. 25. Change Agents <ul><li>Change agents are marginalized </li></ul><ul><li>Change agents exist between cultures </li></ul><ul><li>Change agents are not fully part of the </li></ul><ul><li>cultures they work in </li></ul>
    26. 26. Between Two Cultures http://www.flickr.com/photos/alghani/2738800836/sizes/m/ Computing Faculty Professor Charles Francis Xavier
    27. 27. Question: How has the role of instructional technologist evolved over the past decade, and where is the job going?
    28. 28. Evolution of Our Jobs http://www.walksf.org/segways/segwayEvolutionByMackay.jpg
    29. 29. Question: How much of our work is reactive, and how much of is advocacy for changes in instructional paradigms?
    30. 30. <ul><li>Polling Question: </li></ul><ul><li>Is an aspect of your work trying to move towards a more proactive stance with faculty colleagues as well? </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Not Sure </li></ul>
    31. 31. <ul><li>Polling Question: </li></ul><ul><li>Would you characterize efforts to move to a more proactive relationship with faculty/instructor colleagues as successful? </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Not Sure </li></ul>
    32. 32. Question: How are the roles between instructional designers and librarians demarcated, and where are they beginning to shift or merge?
    33. 33. <ul><li>Polling Question: </li></ul><ul><li>Do you regularly work with learning technologists in your current role? </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Does not apply </li></ul>
    34. 34. <ul><li>Polling Question: </li></ul><ul><li>Did the title of the position you are in now exist 5 years ago?: </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Not Sure </li></ul>
    35. 35. <ul><li>Polling Question: </li></ul><ul><li>The tasks that you spend your time on now are: </li></ul><ul><li>Totally different from when I started this position </li></ul><ul><li>Have remained fairly constant </li></ul><ul><li>I’m too new in my position to judge. </li></ul>
    36. 36. Challenge: Communicating what a learning technologist does. http://cache.gawker.com/assets/resources/2008/04/communication2.jpg
    37. 37. Challenge: Claiming the role of colleague with faculty as opposed to support staff.
    38. 38. <ul><li>Polling Question: </li></ul><ul><li>Who would you characterize as your main clients – the people you work mostly with in your position? </li></ul><ul><li>Faculty </li></ul><ul><li>Students </li></ul><ul><li>About equal faculty and students </li></ul><ul><li>Other </li></ul>
    39. 39. <ul><li>Polling Question: </li></ul><ul><li>Does your work involve significant interaction with a course management system such as Blackboard? </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Not applicable </li></ul>
    40. 40. Polling Question: In two sentences or less explain what a learning technologist does.
    41. 41. <ul><li>Polling Question: </li></ul><ul><li>Do you feel like you have the opportunity to play a significant role in the strategic direction of your campus? </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Not sure </li></ul>
    42. 42. <ul><li>Polling Question: </li></ul><ul><li>Are learning technologist treated as colleagues by faculty at your institution? </li></ul><ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Depends on the Learning Technologist </li></ul>
    43. 43. Challenge: Getting a seat at the strategic table.
    44. 44. Challenge: Finding the right nudges to encourage instructors to partner with us in the course design and development process.
    45. 45. Discussion Question: What aspect(s) of the status quo are you trying to change in your institution?
    46. 46. Discussion Question: What do you see as the obstacles for catalyzing change?
    47. 47. Discussion Question: What are some effective strategies that you have employed to bring about change? Can you give specific examples?

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