This "invited talk" for the KIPA (Knowledge & Information Professiona Association) 2015 Annual Conference in Denton, TX (March 6-7, 2015) explores what the New Media Consortium "2015 Horizon Report > Higher Education Edition" calls a key trend in educational technology.
This presentation starts with an introduction to the Semantic Web and then moves on to discuss a project of mine involving using the Semantic Web for Genealogy.
The presentation discusses various "vocabularies" that are used to represent topics specific to genealogy.
This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.
This document is the credits and acknowledgments section for a digital story titled "David: A Digital Story". It lists the sources for each of the images used in the digital story, crediting their original photographers on Flickr. It provides attribution for 10 different images, citing the photographer's Flickr username and URL for each image. The document was prepared by Paul Signorelli & Associates for an online course on digital storytelling.
This interactive session reviewing mentoring basics, types of mentoring, and mentoring tips that can be used onsite, online, or in blended onsite-online mentoring situations was prepared for and presented through PCI Webinars on May 22, 2014. The session ends with an exercise designed to encourage participants to immediately put the content to use in their own workplaces,and includes a few resources for further exploration of the topic. Although the target audience was colleagues working in libraries, the content can easily be adapted for use in other worksites.
This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.
This presentation, prepared and facilitated for local library branch programs and neighborhood association meetings in spring/summer 2014, is an updated version of a conference presentation originally given in Davis, CA by Paul Signorelli and Aileen Barr in March 2014. Presenter notes are included with the slides.
This document discusses how analytics can help understand user behavior on library websites and tools for tracking users across domains. It provides answers to questions about using Google Analytics to filter local IP addresses, track users moving between a website and catalog, and track tutorial progress beyond the first page. Recommendations include using JavaScript, IP filtering, and code customizations to connect metrics across separate domains and track users.
This document summarizes a conversation about helping students develop skills for lifelong learning and employment. It discusses exposing students to habits of mind like critical thinking, research practices, and communication skills. It also suggests connecting students to professional networks through associations, conferences and using social media to build personal learning networks. The conversation focused on preparing students for an uncertain future by emphasizing adaptable skills over specific career preparation alone.
This presentation starts with an introduction to the Semantic Web and then moves on to discuss a project of mine involving using the Semantic Web for Genealogy.
The presentation discusses various "vocabularies" that are used to represent topics specific to genealogy.
This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.
This document is the credits and acknowledgments section for a digital story titled "David: A Digital Story". It lists the sources for each of the images used in the digital story, crediting their original photographers on Flickr. It provides attribution for 10 different images, citing the photographer's Flickr username and URL for each image. The document was prepared by Paul Signorelli & Associates for an online course on digital storytelling.
This interactive session reviewing mentoring basics, types of mentoring, and mentoring tips that can be used onsite, online, or in blended onsite-online mentoring situations was prepared for and presented through PCI Webinars on May 22, 2014. The session ends with an exercise designed to encourage participants to immediately put the content to use in their own workplaces,and includes a few resources for further exploration of the topic. Although the target audience was colleagues working in libraries, the content can easily be adapted for use in other worksites.
This presentation about what trainer-teacher-learners can draw from the New Media Consortium 2014 Horizon Report > Higher Education Edition was prepared for members of the Golden Gate Chapter of the Association for Talent Development (ATD)--formerly the American Society for Training and Development (ATD) for delivery on May 15, 2014 in a blended event with Paul Signorelli onsite and Samantha Adams Becker co-presenting via a Google Hangout feed.
This presentation, prepared and facilitated for local library branch programs and neighborhood association meetings in spring/summer 2014, is an updated version of a conference presentation originally given in Davis, CA by Paul Signorelli and Aileen Barr in March 2014. Presenter notes are included with the slides.
This document discusses how analytics can help understand user behavior on library websites and tools for tracking users across domains. It provides answers to questions about using Google Analytics to filter local IP addresses, track users moving between a website and catalog, and track tutorial progress beyond the first page. Recommendations include using JavaScript, IP filtering, and code customizations to connect metrics across separate domains and track users.
This document summarizes a conversation about helping students develop skills for lifelong learning and employment. It discusses exposing students to habits of mind like critical thinking, research practices, and communication skills. It also suggests connecting students to professional networks through associations, conferences and using social media to build personal learning networks. The conversation focused on preparing students for an uncertain future by emphasizing adaptable skills over specific career preparation alone.
2012-06-19--Horizon Report, Technology, and LearningPaul Signorelli
This presentation, for delivery by Samantha Adams and Paul Signorelli on June 19, 2012 at the ASTD Mount Diablo Chapter Monthly meeting, uses a Google+ Hangout as the delivery vehicle. Covering the results of the 2012 New Media Consortium Higher Ed Report, the session was designed to discuss cutting edge technology in education and training by demonstrating the sort of technology trainer-teacher-learners are using.
Training, Teaching, and Learning 2012: State of the Industry ReportsPaul Signorelli
This "State of the Industry" report for the ASTD Sacramento Chapter features a brief summary of AST's recently released 2011 Staet of the Industry report and includes references to other workplace learning and performance (staff training) updates. Presentation delivered January 23, 2012 in Rancho Cordova, California.
This presentation, prepared by Paul Signorelli and Samantha Becker for delivery at the New Media Consortium 2015 Summer Conference (in Washington, D.C.), focuses on developing skills needed to deal with unexpected change--particularly for those working in educational technology. The slides were designed by Samantha; Paul wrote the script that is accessible by clicking the "Notes" icon directly below and to the right of this description.
This document provides an overview of techniques for effective learning. It discusses using stories and chunking information to aid retention. Experiential learning through real-world application and communities of learning are emphasized. Visual aids are also recommended to reinforce lessons. The document concludes by summarizing the key points in a visual format.
The document summarizes a presentation on effective chapter management for nonprofits. It includes discussions of connecting national organizations to local chapters, policies regarding membership dues and advertising, and exercises for participants to strengthen elements like bylaws, job descriptions, and engagement of current and new members. Attendees are encouraged to implement strategies learned to increase engagement within their own organizations.
This session, prepared for an American Library Association Annual Conference LITA presentation in June 2015, continues explorations on bringing onsite and online colleagues together via social media tools including Google Hangouts and Twitter.
This presentation on the basics of creating strategic plans was designed for and delivered to ASTD (American Society for Training & Development) chapter leaders in a one-hour webinar on March 29, 2011. The webinar script is included in the speaker notes section.
This presentation, facilitated PCI Webinars on July 17, 2014, explores how libraries are increasingly serving as lifelong learning centers to the benefit of their communities.
This document summarizes a presentation on social media, library partnerships, and collaboration. The presentation defined community and collaboration, discussed how social media can extend the reach of library activities, and provided examples of partnerships local libraries have formed with organizations in their communities. These partnerships help address needs in the community and inspire further collaboration and action through reading.
This presentation for ASTD (American Society for Training & Development) chapter leaders offers tips on how to effectively recognize and reward volunteers so they remain engaged within the organizations they serve. Co-presented by Paul Signorelli and Rick Kerner, ASTD National Advisors for Chapters advisors, on December 5, 2012 as part of ASTD's ongoing series of webinars.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
Designing Engaging Learning for Library Staff and UsersPaul Signorelli
This document outlines a presentation on designing engaging learning experiences for library staff and users. It discusses the ADDIE model of instructional design, which includes the phases of analysis, design, development, implementation, and evaluation. It also covers concepts from theorists like Malcolm Knowles on adult learning principles and Robert Gagné's nine events of instruction. The presentation provides guidance on how to apply these frameworks to better meet the needs of adult learners and create effective learning both for library staff and public users. It encourages participants to discuss which elements they can immediately apply to current projects.
This presentation, prepared for a PCI Webinars session, explores ways Connected Learning can be integrated into learning opportunities for library staff and learners . (Speaker notes available by clicking the "Notes" button in the lower right-hand corner of the SlideShare display.)
This document provides information about knowledge mobilization and how graduate students can get involved in research. It defines knowledge mobilization and discusses why it is important for graduate students. It outlines how graduate students can get involved in research projects by learning about a professor's work, conducting their own research, meeting colleagues, and developing their research profile. The document also provides information on resources and workshops available through the Office of Research Services to help with knowledge mobilization activities.
Refining training courses about research integrity Mark HooperARDC
Mark Hooper discusses refining research integrity training courses at QUT. They developed short interactive sessions using videos and lightning talks to maximize participation. Feedback was collected before and after each session to improve understanding and format. While some preferred a faster pace, others found it rushed. They incorporated universal design principles to accommodate different needs and made materials available online. Data on web traffic and future attendance will help evaluate the training's effectiveness over time. Collaboration, iterative design, and learning research guided improvements to enhance understanding of research integrity.
This document summarizes a workshop on blended learning and inquiry-based design that engages faculty and students. The workshop introduces the Community of Inquiry framework, which views education as a collaborative and constructivist experience. It describes the three presences - social, cognitive, and teaching - that comprise a community of inquiry. Participants engage in activities to relate the framework to their own contexts. The workshop addresses how the presenters' institution developed a climate for change by applying the Community of Inquiry model across departments and encouraging collaboration. Participants are asked to consider how they can apply the ideas from the workshop in their own work.
Developing Effective Community Partnerships (May 2018)ALATechSource
The document outlines techniques for developing productive community partnerships for libraries. It discusses developing initial outreach approaches and building engagement and trust with potential partners. The webinar provides examples of successful partnerships including programs in schools, an art space collaboration, and a community story time room. Attendees are given exercises to identify current outreach methods and potential new partners in their own communities. The goal is to help libraries foster partnerships that benefit the community.
The document summarizes notes from an orientation meeting for the National Writing Project's Digital Is Project in 2009. The project aims to build an online knowledge base of effective digital writing practices and explore connections between digital media and learning. Key outcomes for 2009 include launching a website with curated teaching resources in September and hosting a conference in November.
Participatory Design & Learning Space EvaluationDoug Worsham
Join in for this opportunity to discuss and share ideas on a diverse toolkit for designing and investigating the success of learning spaces, including participatory design, campus partnerships, and space evaluation toolkits. Resources/links from the presentation: http://zotero.org/groups/498715
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Developing Effective Community Partnerships (December 2017)ALATechSource
This document summarizes a webinar about developing productive community partnerships for libraries. The webinar covered topics like outreach techniques that work well in communities, effectively fostering partnerships, and examples of successful partnership programs. These included a walking program partnership in Markham, art space partnerships in Topeka and Montgomery-Floyd Regional Library, and a community storytime room partnership in Lynchburg Public Library. Exercises had participants identify local outreach opportunities and ways to adapt partnership examples. The webinar provided resources on collaboration and highlighted steps to applying the partnership strategies discussed.
2012-06-19--Horizon Report, Technology, and LearningPaul Signorelli
This presentation, for delivery by Samantha Adams and Paul Signorelli on June 19, 2012 at the ASTD Mount Diablo Chapter Monthly meeting, uses a Google+ Hangout as the delivery vehicle. Covering the results of the 2012 New Media Consortium Higher Ed Report, the session was designed to discuss cutting edge technology in education and training by demonstrating the sort of technology trainer-teacher-learners are using.
Training, Teaching, and Learning 2012: State of the Industry ReportsPaul Signorelli
This "State of the Industry" report for the ASTD Sacramento Chapter features a brief summary of AST's recently released 2011 Staet of the Industry report and includes references to other workplace learning and performance (staff training) updates. Presentation delivered January 23, 2012 in Rancho Cordova, California.
This presentation, prepared by Paul Signorelli and Samantha Becker for delivery at the New Media Consortium 2015 Summer Conference (in Washington, D.C.), focuses on developing skills needed to deal with unexpected change--particularly for those working in educational technology. The slides were designed by Samantha; Paul wrote the script that is accessible by clicking the "Notes" icon directly below and to the right of this description.
This document provides an overview of techniques for effective learning. It discusses using stories and chunking information to aid retention. Experiential learning through real-world application and communities of learning are emphasized. Visual aids are also recommended to reinforce lessons. The document concludes by summarizing the key points in a visual format.
The document summarizes a presentation on effective chapter management for nonprofits. It includes discussions of connecting national organizations to local chapters, policies regarding membership dues and advertising, and exercises for participants to strengthen elements like bylaws, job descriptions, and engagement of current and new members. Attendees are encouraged to implement strategies learned to increase engagement within their own organizations.
This session, prepared for an American Library Association Annual Conference LITA presentation in June 2015, continues explorations on bringing onsite and online colleagues together via social media tools including Google Hangouts and Twitter.
This presentation on the basics of creating strategic plans was designed for and delivered to ASTD (American Society for Training & Development) chapter leaders in a one-hour webinar on March 29, 2011. The webinar script is included in the speaker notes section.
This presentation, facilitated PCI Webinars on July 17, 2014, explores how libraries are increasingly serving as lifelong learning centers to the benefit of their communities.
This document summarizes a presentation on social media, library partnerships, and collaboration. The presentation defined community and collaboration, discussed how social media can extend the reach of library activities, and provided examples of partnerships local libraries have formed with organizations in their communities. These partnerships help address needs in the community and inspire further collaboration and action through reading.
This presentation for ASTD (American Society for Training & Development) chapter leaders offers tips on how to effectively recognize and reward volunteers so they remain engaged within the organizations they serve. Co-presented by Paul Signorelli and Rick Kerner, ASTD National Advisors for Chapters advisors, on December 5, 2012 as part of ASTD's ongoing series of webinars.
This presentation, delivered at the American Library Association 2014 Annual Conference (in Las Vegas) under the auspices of the ALA Learning Round Table, explores ways to assure that learners apply what they learn after leaving a training/learning session.
Designing Engaging Learning for Library Staff and UsersPaul Signorelli
This document outlines a presentation on designing engaging learning experiences for library staff and users. It discusses the ADDIE model of instructional design, which includes the phases of analysis, design, development, implementation, and evaluation. It also covers concepts from theorists like Malcolm Knowles on adult learning principles and Robert Gagné's nine events of instruction. The presentation provides guidance on how to apply these frameworks to better meet the needs of adult learners and create effective learning both for library staff and public users. It encourages participants to discuss which elements they can immediately apply to current projects.
This presentation, prepared for a PCI Webinars session, explores ways Connected Learning can be integrated into learning opportunities for library staff and learners . (Speaker notes available by clicking the "Notes" button in the lower right-hand corner of the SlideShare display.)
This document provides information about knowledge mobilization and how graduate students can get involved in research. It defines knowledge mobilization and discusses why it is important for graduate students. It outlines how graduate students can get involved in research projects by learning about a professor's work, conducting their own research, meeting colleagues, and developing their research profile. The document also provides information on resources and workshops available through the Office of Research Services to help with knowledge mobilization activities.
Refining training courses about research integrity Mark HooperARDC
Mark Hooper discusses refining research integrity training courses at QUT. They developed short interactive sessions using videos and lightning talks to maximize participation. Feedback was collected before and after each session to improve understanding and format. While some preferred a faster pace, others found it rushed. They incorporated universal design principles to accommodate different needs and made materials available online. Data on web traffic and future attendance will help evaluate the training's effectiveness over time. Collaboration, iterative design, and learning research guided improvements to enhance understanding of research integrity.
This document summarizes a workshop on blended learning and inquiry-based design that engages faculty and students. The workshop introduces the Community of Inquiry framework, which views education as a collaborative and constructivist experience. It describes the three presences - social, cognitive, and teaching - that comprise a community of inquiry. Participants engage in activities to relate the framework to their own contexts. The workshop addresses how the presenters' institution developed a climate for change by applying the Community of Inquiry model across departments and encouraging collaboration. Participants are asked to consider how they can apply the ideas from the workshop in their own work.
Developing Effective Community Partnerships (May 2018)ALATechSource
The document outlines techniques for developing productive community partnerships for libraries. It discusses developing initial outreach approaches and building engagement and trust with potential partners. The webinar provides examples of successful partnerships including programs in schools, an art space collaboration, and a community story time room. Attendees are given exercises to identify current outreach methods and potential new partners in their own communities. The goal is to help libraries foster partnerships that benefit the community.
The document summarizes notes from an orientation meeting for the National Writing Project's Digital Is Project in 2009. The project aims to build an online knowledge base of effective digital writing practices and explore connections between digital media and learning. Key outcomes for 2009 include launching a website with curated teaching resources in September and hosting a conference in November.
Participatory Design & Learning Space EvaluationDoug Worsham
Join in for this opportunity to discuss and share ideas on a diverse toolkit for designing and investigating the success of learning spaces, including participatory design, campus partnerships, and space evaluation toolkits. Resources/links from the presentation: http://zotero.org/groups/498715
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Developing Effective Community Partnerships (December 2017)ALATechSource
This document summarizes a webinar about developing productive community partnerships for libraries. The webinar covered topics like outreach techniques that work well in communities, effectively fostering partnerships, and examples of successful partnership programs. These included a walking program partnership in Markham, art space partnerships in Topeka and Montgomery-Floyd Regional Library, and a community storytime room partnership in Lynchburg Public Library. Exercises had participants identify local outreach opportunities and ways to adapt partnership examples. The webinar provided resources on collaboration and highlighted steps to applying the partnership strategies discussed.
This document provides an agenda and overview for a workshop on making best use of cutting-edge technology tools in the social studies classroom. The agenda covers topics such as backchanneling, learning management systems, organization and collaboration tools, presentation tools, website building, video creation, timelines, and meeting Common Core standards. Specific tools that are discussed include Edmodo, Google Drive, Prezi, Animoto, Glogster, and iPad apps. The goal is to explore how these various digital tools can be used to engage students and enhance learning in social studies classes.
This third of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on organizing material, scripting, and preparing/rehearsing for webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
The document discusses how to lead with Web 2.0 tools. It provides an overview of Web 2.0 and examples of tools like podcasting, blogging, wikis, and social bookmarking. It explains how these tools can be used for education, professional development, staff collaboration, and parent communication. Specific applications are described, such as using podcasts for student projects, blogs for book reports, and wikis for staff planning.
2015 c3 workshop -launching and integrating digitial technology and social mediaCharlotte McCorquodale
This document provides guidance on using social media for ministry and communication within a community. It discusses best practices for using digital technologies and social media for faith formation and evangelization. A 7 step plan is outlined for launching and integrating technology into faith formation, including making the case to leadership, dreaming and planning goals, organizing people and technology, researching tools and content, identifying content and curation strategies, launching the initiative, and evaluating and continuing to learn.
Closing Time: Efficient and Effective End of Day Processes (October 2019)ALAeLearningSolutions
This document summarizes a webinar about efficient and effective end of day processes for closing library buildings. The webinar discusses conducting an informal poll to understand staff experience with closing procedures. It also covers announcing closing times in a positive manner, closing in stages, gaining patrons' attention, and addressing challenges like unaccompanied minors. The webinar encourages libraries to take a playful approach to closing announcements and explores potential policy resources and conflict resolution strategies. Attendees are prompted to discuss their closing processes and ways to improve the closing experience.
This document outlines the agenda for the iZone360 Design Showcase on June 14, 2011 in New York City. The showcase featured presentations from principals of several innovative schools in the NYC school system. It also included breakout challenge sessions on topics related to school design such as building support for change, engaging parents and students, and transitioning to competency-based learning. The document provides details on the session times, locations, and facilitators.
Let's face it - librarians know things the rest of us don't. When it comes to finding exactly the right scholarship, connecting to Penn people who are doing interesting things, and collaborating on a grand scale across disciplines and institutions, they know best. This is from a meeting that invited librarians on a quest...
This deck, which includes speaker notes prepared for a highly interactive opening keynote session, was used to set the stage for a dynamic daylong exploration ("From eLearning to Learning: The Library, Community, and Learning Innovation") for Mount Prospect Public Library's 2016 "Staff Inservice Day" May 13, 2016. The deck is part of an online suite of components designed to be used as stand-alone learning objects or in tandem with each other and benefited tremendously from continuous collaboration with the onsite "co-conspirators" who participated as co-learners..
A Storify document captures some of the online exchanges participants were having throughout the day and for a few hours after the onsite event concluded:
https://storify.com/paulsignorelli/from-elearning-to-learning-the-library-community-a From eLearning to Learning: The Library, Community, and Learning Innovation
Online documents that were collaboratively created by participants in a series of onsite breakout sessions are available to Mount Prospect Library staff on their intranet.
Links to blog articles documenting the planning and facilitation process will be posted here as soon as they are available.
For more information about how this onsite-online (blended) event was organized, how it produced concrete results for participants, or how you can work with Paul to have a similarly innovative day of learning designed for your organization, please contact Paul Signorelli (paul@paulsignorelli.com)..
This one-hour session for PCI Webinars features a discussion of what trainer-teacher-learners in libraries can learn from the New Media Consortium (NMC) 2015 Horizon Report > Higher Education edition about ed-tech trends, challenges, and technologies. Speaker notes include excerpts from the report, which is available free of charge online at http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/.
This presentation, prepared and delivered for PCI Webinars, begins with a brief summary of the ATD (Association for Talent Development) 2014 State of the Industry report, surveys a couple of related ATD documents, then focuses on 12 aspects of the state of the training-teaching-learning industry in summer 2015. Topics covered include Clark Quinn's "Revolutionize Learning & Development"; science of learning; learning to learn; adaptive learning technologies; the continuing evolution of MOOCs; flexible learning spaces; and others. Speaker notes accessible by clicking on the NOTES option below the slides.
This document summarizes the Horizon Report for Libraries from 2014. It identifies several technologies to watch over the next 1, 2, and 4-5 years that could impact libraries. These include electronic publishing, mobile apps, bibliometrics/citation technologies, open content, the internet of things, and semantic web/linked data. It also discusses key trends like prioritization of mobile content/delivery. Additionally, it outlines challenges facing libraries like rethinking librarian roles and embracing radical change. Discussion questions are provided throughout to engage participants.
This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
This first of four webinars on "Mastering Online Facilitation," originally delivered and delivered for SEFLIN, provides an overview of how to design and facilitate webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
Flights of Fancy: Taking Mosaic Design & Grassroots Fundraising to New HeightsPaul Signorelli
Delivered at the 15th Biennial Community Built Association Conference (in Davis, CA) with artist Aileen Barr, this presentation reviews how the two ceramic-tiled staircases and adjacent gardens in San Francisco's Inner Sunset District were created through extensive community collaborations that drew donations from across the United States and a few other countries--and may be inspiring a third set of ceramic-tiled steps in the same neighborhood.
This daylong presentation for library directors attending the Northeast Kansas Library System Library Directors Institute on November 7, 2013 in Valley Falls, Kansas, is designed to help participants further hone their skills in fostering community collaborations through a series of conversations and exercises demonstrating the collaborative process.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
This proposed presentation was prepared for delivery at the New Media Consortium Future of Education summit held near Austin, TX January 22-24, 2013. It's based on work I've done with my colleagues Maurice Coleman, Buffy Hamilton, and Jill Hurst-Wahl, and is part of our continuing efforts to support the development of social learning centers onsite and online for libraries and other learning organizations.
This presentation from Paul Signorelli and Sharon Morris was prepared under the auspices of the ALA Learning Round Table for delivery at the ALA Annual Conference on June 26, 2012 in Anaheim, California. "Ignite, Interact, and Engage" explores methods for creating engagingly effective learning opportunities face to face and online.
This presentation, delivered at a San Francisco Department of Public Works Street Parks Project workshop on Saturday, January 28, 2012, demonstrates how a community-based project--the Hidden Garden Steps--raised $10,000 through a two-hour event.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
1. Facilitated by Paul Signorelli
Writer/Trainer/Consultant
Paul Signorelli & Associates
paul@paulsignorelli.com
Twitter: @paulsignorelli
Knowledge & Information
Professional Association (KIPA)
Annual Conference
Denton, TX
March 6, 2015
Session Hashtag: #KIPA2015
Making Space:
Exploring Innovations in Onsite and Online Learning Spaces
49. Resources
“Idea Spaces” presentation on Houston Community College
Northwest Educational Technology Services site at:
http://tech.nwc.hccs.edu/idea-spaces/
“Connected Learning: An Agenda for
Research and Design” available at:
http://dmlhub.net/wp-
content/uploads/files/Connected_Learning
_report.pdf
“A Guide Planning for Assessing 21st
Century Spaces for 21st Century
Learners,” for available at:
http://www.pkallsc.org/assets/files/LS
CGuide-PlanningforAssessing(1).pdf
50. Resources
Learning Spaces Collaboratory Resources page at
http://www.pkallsc.org/Resources
Articles about learning spaces at
https://buildingcreativebridges.wordpress.com/?s=learning+spaces
Horizon Report at
http://www.nmc.org/publication/nmc-
horizon-report-2015-higher-education-edition/
52. For More Information
Paul Signorelli & Associates
1032 Irving St., #514
San Francisco, CA 94122
415.681.5224
paul@paulsignorelli.com
http://paulsignorelli.com
Twitter: @paulsignorelli
http://buildingcreativebridges.wordpress.com
53. Credits & Acknowledgments
Collaborative Commons, University of Texas, Austin: Photos by Paul Signorelli
Setting the Room (ALA Annual Conference, Anaheim, 2012): Photo by Paul Signorelli
Re-setting the Room Sequence (ALA Annual Conference, Las Vegas, 2014): Photos by Paul Signorelli
Defining the Learning Space Images (YouTube Video): From Michael Wesch’s A Vision of Students Today, at
https://www.youtube.com/watch?v=dGCJ46vyR9o
Defining the Learning Space (Anne & Jerome Fisher Fine Arts Library, University of Pennsylvania): Photo by Paul Signorelli
Defining the Learning Space, Media Lab, University of Texas, Austin: Photos by Paul Signorelli
Defining the Learning Space (Volunteer Orientation, ALA Annual Conference, Las Vegas, 2014): Photo by Paul Signorelli
Defining the Learning Space (Poster Session, New Media Consortium Summer Conference, Portland, OR, 2014): Photos by Paul Signorelli
Defining the Learning Space (Networking Uncommons, ALA Midwinter Meeting, Philadelphia, 2014): Photos by Paul Signorelli
Defining the Learning Space (Autodesk Makerspaces, San Francisco, 2014): Photo by Paul Signorelli
Blended Learning Spaces (Desktop/Laptop): Photo by Paul Signorelli
Extended Learning Spaces (From Google Hangout conducted in Networking Uncommons, ALA Midwinter Meeting, January 2015):
Photo by Paul Signorelli
Mobile Learning Spaces (Philadelphia Airport Lounge, sponsored by Free Library of Philadelphia): Photo by Paul Signorelli
Globe: Photo by Paul Signorelli
Flipped Classroom: From Ransomtech’s photostream at http://www.flickr.com/photos/ransomtech/7112676365/sizes/m/
Idea Spaces: Images from Tom Haymes‘ Idea Spaces website at http://tech.nwc.hccs.edu/idea-spaces/
Questions & Comments: From Valerie Everett’s Flickr photostream at
http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/
Editor's Notes
Let’s seek some common ground as, and knowledge and information professionals, we begin our time together today by walking virtually through the Collaborative Commons in the Perry-Castañeda Library on the University of Texas, Austin campus.
If you’re reacting the way I did during a physical walk-through earlier this year, you’re noticing that it wakes us up. It’s an open, yet well-defined space. The flow of light through the windows to the left and from the overhead lighting is comfortable. The colors perk us up immediately and make the space immediately feel vibrant. The seating appears to be comfortable and makes us want to spend time there with our co-learners. The space and furniture are also highly adaptable—we can easily reconfigure the space to meet our learning needs. And although it’s not obvious from this angle, that whiteboard is the middle of the photograph is augmented by tech tools to support the learning process. One final obvious element: learning resources (AKA books) are also within reach.
What if we had none of that? What if we could create a learning space that met our learning needs in the most inviting of ways with whatever we had with us at any given moment?
We actually can lay the foundations for an effective and engaging learning session today by quickly looking at the space we’re in, acknowledging what is positive about it, and noting what will not at all support a dynamic and memorable learning experiences. Then make it work as best we can.
With that, let’s dive into the challenge:
You have three minutes to reset this room in any way that you believe will support your own learning during the time we have together.
Let’s see what you come up with…
[after three minutes and a quick debrief]
If you had been with us at the 2012 ALA Annual Conference Learning Round Table “Ignite Interact Engage” session, you would know how this turned out:
Participants, doing this same exercise (inspired, by the way, by Peter Block, a fabulous writer-trainer-consultant who did this at a conference I attended in 2008), went far beyond anything I had anticipated when they not only rearranged the tables and chairs, but actually went out into a hallway to retrieve a sofa for our session. It left us with a newly-created slogan—”Addressing the couch in the middle of the room”—and created a memorable learning experience that we obviously can easily replicate with our own learners.
(More information at https://buildingcreativebridges.wordpress.com/2012/06/25/ala-annual-conference-2012-addressing-the-couch-in-the-room/.)
A similar exercise at the ALA 2014 Annual Conference (in Las Vegas) produced equally interesting results, as you see from this sequence of four photographs in which learners quickly broke down the shoulder-to-shoulder row-after-row seating arrangement, pulled tables from the side of the room into the middle of the room, and quickly produced a learning circle that left no one standing at the front of the room or sitting in the back, staring at the backs of other participants’ heads.
This, we can probably agree, captures what is essential in our quest to answer the question “how can we design and manage learning spaces that support successful learning opportunities?”:
Learning has to be playful.
Learning has to be memorable.
Learning has to have the learner at the center of the process.
Learning has to meet the needs of the learner as well as the needs of the organization and those it ultimately serves.
And learning has to build off of what we already know.
We’re all familiar with our traditional learning spaces—those lecture halls with rows of seats that place the focus on the teacher-instructor-trainer at the front of the room.
Michael Wesch, in his wonderful YouTube video “A Vision of Students Today” (2007), inspires us to question the efficacy of this centuries old model, as we see in three screenshots from the beginning of the film…
Let’s focus, for a moment, on that lecture hall that is visible behind the Marshall McLuhan quote:
What words come to your mind if you try to describe the sort of learning that takes place in this kind of space?
What does this type of learning space suggest to you as knowledge and information professionals?
(Video at https://www.youtube.com/watch?v=dGCJ46vyR9o.)
Now let’s make the obvious jump and acknowledge the numerous roles that libraries play in providing learning spaces to support our lifelong learning environment:
What words come to your mind if you try to describe the sort of learning that can be fostered in this reading room in the Anne and Jerome Fisher Fine Arts Library on the University of Pennsylvania campus?
Returning to another space within the Perry-Castañeda Library in Austin—we saw the library’s Collaborative Commons a few minutes ago—we move into more contemporary learning spaces as we enter the library Media Lab.
Again, your reactions in terms of what makes this a good or not-so-good learning space:
From the learning facilitator’s point of view?
From the learner’s point of view?
From a knowledge or information manager’s point of view?
We’re part of and surrounded by numerous learning spaces nearly every day, but rarely give them much thought. Let’s remedy that a bit by looking at some informal spaces and how they support learning, and let’s think about how we can use them to our learners’ benefit within our own organizations.
Notice, in this informal setting at an American Library Association conference, that you can’t even tell who the teacher-learning facilitator is. The focus has shifted from teacher at the front of a room to learning facilitator as part of a learning community. We also see the seamless incorporation of technology through a bring-your-own-device underpinning in place.
Yes, it’s in a conference center setting—but it could just as easily be in a business or library setting.
This close-up shot of one of 30 poster sessions held in an open hotel space as part of the New Media Consortium’s Annual Summer Conference (Portland, Oregon; 2014) is wonderful for what it says about the use of a space.
This particular session was promoted as an opportunity to learn about how an elementary school instructor (Cheryl Steighner) incorporated social media tools into day-to-day learning opps for her third-, fourth- and fifth-grade students. The twist, as you’re probably already gathering, was that Cheryl stepped aside and turned this into a learning space where her very young learners were our instructors.
That simple act of flipping things a bit made this a great use of the space and, furthermore, made it a memorable learning experience for everyone—including those young learners who realized that their age didn’t prevent them from being able to help others learn from their own experiences.
(More at https://buildingcreativebridges.wordpress.com/2014/06/20/nmc-2014-summer-conference-not-in-my-wildest-dreams/.)
Jumping back to a conference setting—the American Library Association Midwinter Meeting in Philadelphia (January 2014)—we see yet another wonderful example of minimal set-up creating fantastic learning opportunities. The space is the conference Networking Uncommons—a place with chairs, tables, abundant power cords, good wifi connections—and, most importantly, a standing invitation (from ALA staff to conference attendees) to use the space as a place to meet and talk and engage. The “learners” in this setting are members of ALA’s Library and Information Technology Association who agreed to meet in the Uncommons for an informal conversation; when that conversation turned to a question about whether anyone was using Google Glass yet, and it became clear that one of the LITA members actually had his Glass with him, they quickly transformed the conversation into a learning opportunity centered on their attempts to conduct a conversation via a Google Hangout connecting them via the Glass, other participants’ mobile devices, and a laptop.
A great reminder here for all of us: what at first might have appeared to be a very bizarre example of a bunch of people sitting together but more engaged with tech than with each other actually shows how “blending” an experience through a combination of face-to-face and online interactions can produce a wonderful and unique learning opportunity. All that limits us in this particular case is our imagination and willingness to explore.
Close-up of Jason Griffey, with his Google Glass; Jason is founder and principal consultant at Evenly Distributed (http://evenlydistributed.net/) and formerly served as associate professor and head of Library Information Technology at the University of Tennessee at Chattanooga.
Makerspaces are receiving plenty of attention—and for good reason. As we saw in the previous example, the intersection of people, technology, flexibility, and curiosity can be a powerful combination in fostering learning in a variety of settings. What we see here is one of several industrial-level makerspaces within the Autodesk facility on San Francisco’s Pier 9.
Although many of us affiliated with libraries might think makerspaces as places driven by high-tech equipment, the Autodesk space reminds us that makerspaces are grounded in a long tradition of learning and building with whatever tools we have at hand.
And as we acknowledge the setting as part of the learning space, we can’t help but be completely enamored of how stimulating it is for users of those Autodesk makerspaces to have the views that exist just outside the “classroom” windows.
We’re now quickly moving far beyond anything imagined by those who are still locked into the large-lecture-hall instructor-as-focal-point model. Our personal learning spaces within our homes and offices can bring learning opportunities to us as well as providing us the opportunity to facilitate distance-learning experiences through formal webinars, online synchronous and asynchronous courses, and even through live Twitter sessions (tweet chats)—a “learning space” option we’re going to explore a bit more a few minutes from now.
Note that this can be seen as a learning space connected to and comprised of a number of learning spaces.
Returning to the ALA Networking Uncommons—this time in its incarnation at the 2015 American Library Association Midwinter Conference (Chicago, January2015)—we carry blended learning and blended-learning spaces even further.
This screenshot from an archived recording of a Google Hangout conducted from the Uncommons suggests several things to us:
Part of the learning space is onsite there in the Uncommons. Part of the learning space is online through the Hangout itself. Part of the learning space is in the homes or offices of the other Hangout participants who, in this case, are learning, through experience, how those unable to physically attend a conference can participate virtually through Hangouts or other online teleconferencing/telepresence platforms. And part of the learning space remains accessible in the form of the archived recording that is still available on YouTube:
https://www.youtube.com/watch?v=GR2XyaFeA68
And if we really want to stretch our definition of the learning space in this case, we could suggest that part of the learning space is the article I wrote and posted on my blog to help others learn how they could engage in similar onsite-online blended-conference participation:
https://buildingcreativebridges.wordpress.com/2015/02/01/ala-2015-midwinter-meeting-bringing-offsite-colleagues-into-the-room/
Our view of what constitutes a learning space continues to develop and offer us very interesting possibilities.
I realized, while sitting in this Philadelphia Airport lounge space sponsored by the Free Library of Philadelphia, that it, too, could serve as a temporary learning space if any of us used the wifi access to further our learning by accessing resources online, immerse ourselves in an asynchronous learning module on our laptops or mobile devices, or even engage in a synchronous online learning opportunity such as a tweetchat. And in what is, so far, the most extreme version of turning a space into a learning space, I recently actually participated in a tweet chat with members of one of my learning communities while they were in various places within the United States, Canada, and Australia, and I was 33,000 feet above the planet on a cross-country Virgin America flight that had flawless wifi service.
As should be clear by now, we’re continuing to push the boundaries of what a learning space is; a couple of us, in fact, have repeatedly facilitated learning sessions where I’m onsite and my colleague is elsewhere in the country and connected to us via a Google Hangout. The results are spectacular: with minimal technology, we are able to see, hear, and interact with her, and she can see and hear what is happening in our onsite space. The question I always ask at the end of a session—how long did it take you to forget she was not physically in the room?—generally produces a response of “five minutes or less.”
Let’s not get carried away. It’s not perfect. The sound is not perfectly synched up with the video feed, and there are times when the connections can be less-than-perfect, but participants often become as immersed in the experience as we become when we’re watching a movie or a television program: if what we’re doing is engaging, the tech flaws fade into the background and the learning opportunities become memorable and effective.
That raises a question worth considering: if we’re in this room, and we have colleagues participating from a distance, how big is our learning space?
Here’s one potential and very real answer…
Let’s build upon the wisdom of this particular crowd by responding to a couple of questions grounded in what we have just covered together…
Among the short-term trends driving educational-technology adoption in higher education (for the next one to two years) is an interest in redesigning learning spaces, according to the New Media Consortium’s Horizon Report: 2015 Higher Education Edition (released in February 2015):
“Some thought leaders believe that new forms of teaching and learning require new spaces for teaching and learning...Educational settings are increasingly designed to facilitate project-based interactions with attention to mobility, flexibility, and multiple device usage….A student-centered approach to education has taken root, prompting many higher education professionals to rethink how learning spaces should be configured. The mold of the traditional classroom is being broken by several institutions to accommodate new pedagogies; instead of the traditional rows of chairs with writing surfaces facing a podium, universities are creating more dynamic classroom layouts, often with seating arrangements that foster collaborative work. These redesigned spaces support what is often referred to as flexible or active learning.” (p 16)
Let’s see how that is playing out a bit.
(Horizon Report at http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/.)
What’s worth noting here for our discussion today is that learning spaces are driven by changes in our pedagogical models. A commonly-asked question that all of us are going to have to face sooner than later is: If we want to move toward more learner-centric models of learning, what are we going to do with inflexible learning spaces that have fixed shoulder-to-shoulder seating or hard-to-move furniture?
The Flipped Classroom model—which continues to evolve from its initial format of having learners view brief lectures and then using their face-to-face classroom time for collaborative, interactive, project-based learning—is one example of how our definitions of learning spaces are changing. The learning space includes seamless interactions between online and onsite instruction rather than keeping everything centered around classroom lectures.
Bruce Wexler is among the neuroscientists documenting the difference an enriched (stimulating) environment can make. It’s something we appreciate when we see elementary-school learning spaces where the walls are full of subject-specific images such as maps or photographs of parts of the world those young learners are exploring. But we seem to lose track of how important a stimulating environment can be as we move into large lecture halls and discussion rooms in higher education, and we lose even more by the time we enter staff-training sessions in computer labs or meeting rooms that are painted in completely neutral colors and, in the worst of situations, force learners to view text-laden PowerPoint slide decks.
Which is why the simple act of entering a space like the Perry-Castañeda Library is such a rewarding experience: it does wake us up, it does remind us of what a learning space can be, and it does offer us opportunities to learn from the learning space itself.
Let’s take a look at the space and see what contributes to the feeling of it being an enriched environment…
John Medina, a developmental molecular biologist who also happens to be a wonderful writer, offers us a set of rules to help us understand how our brains function in a variety of settings—including in learning. In his section on sensory integration, he reminds us that when we stimulate a variety of our senses when we are engaged in learning, we are more likely to remember what we are learning. He also reminds us that our sense of vision is extremely important in the learning process, so we don’t want to ignore the use of strong visuals (and settings with plenty of visual stimulation) when we design and use learning spaces.
While I was at that New Media Consortium 2014 Summer [ed-tech] conference in Portland, Oregon and enjoying the poster session led by those young learners, I was also lucky enough to attend an “Idea Spaces” session led by Tom Haymes from Houston Community College Northwest. He has an entire website that is seamlessly interwoven with the presentation he did, and you can easily find it by doing a Google search for “Idea Spaces” and “Tom Haymes.”
http://tech.nwc.hccs.edu/idea-spaces/
One important thing to note here is that by creating a website for learning sessions we believe are important—and why are we putting time into learning sessions if we don’t think they are important?—we stack the deck in favor of making sure that those “blow their doors off” moments are well-supported long after we and our learners go our separate ways.
Worried about the time it takes to build a website? Do what Tom does: use a simple user-friendly tool like Wordpress so that you’re turning a blogging tool you may already know into a dynamic learning site that will continue to inspire learners. And recognize that the website becomes an integral part of your learning space.
And one more thing from Tom’s presentation: a visualization of 10 years of learning-space/idea-space evolution on his campus.
A point Tom makes—and one you’re seeing today if I’m doing my job the right way—is that in idea spaces, there is no front of the room. Learners interact in ways that work for them, and all of us involved in the learning process are the winners—in our learning spaces and beyond.
Let’s stop again long enough to see what is appealing in some of these spaces and what makes them work when they work…
Connected learning—in which learners interact very effectively face to face and online—is receiving plenty of well-deserved attention; the in-depth report Connected Learning: An Agenda for Research and Design from our colleagues at the Digital Media and Learning Research Hub, helps us see how learners and learning facilitators are interacting in very exciting and productive ways, and are among the resources helping us to redefine and re-envision what learning spaces are and can be.
(Connected Learning report at http://dmlhub.net/wp-content/uploads/files/Connected_Learning_report.pdf.)
As we move more and more into online settings as learning spaces, we can’t ignore the creative ways in which lifelong learning incorporates social media tools, including Twitter, into the mix. Moving our learning experiences into well-facilitated sessions using Twitter means that entire communities of learning are continuing to develop with Twitter serving as the meeting place/space. #lrnchat, for example, is a weekly gathering (Thursdays, 8:30 pm ET/5:30 pm PT) where many of us involved in workplace-learning efforts meet for a one-hour facilitated discussion of an idea or resource that we can immediately use in our own day-to-day teaching-training-learning efforts. Our interactions and our learning space are primarily online, but members of the community manage to convene face to face occasionally when we are at conferences or other learning opportunities—which means those conference sites at least temporarily become part of our ever-shifting learning space.
Facebook, through its private-group function, can also provide an effective synchronous or asynchronous learning space. In helping adult learners become familiar with social media tools, I have successfully conducted online office hours that used the chat function within Facebook to engage learners in loosely-facilitated conversations. The learners, by using Facebook for this purpose, were able to see how the tool itself provided a great forum for exploring and discussing issues of interest to them.
Massive Open Online Courses (MOOCs) have received varying degrees of attention over the past few years. Some of our colleagues mistakenly saw MOOCs as a replacement for brick-and-mortar learning spaces; others saw them as an interesting part of our overall learning landscape.
What we might consider today is the idea that connectivist MOOCs—those MOOCs that are grounded in collaborative learning opportunities for those who learn by interacting with others—can be seen in a variety of ways, not the least of which is as unique learning spaces. A well-designed and well-facilitated MOOC begins with a central site, as we see in this screenshot of the Open and Connected Learning MOOC that was offered in fall 2014. It quickly spreads over a variety of learner-driven platforms as learners interact in Twitter, in Google+ communities, through Google Hangouts, through Blackboard Collaborate, and in a variety of other ways.
I’ll be absolutely honest here: in many ways, I see connectivist MOOCs as a dynamic example of much of what we’ve been discussing today. Learners “gather” within cMOOCs, learn within cMOOCs, interact within cMOOCs, and in many ways set their own pace as well as learning goals and learning objectives within the framework established by designers and facilitators of cMOOCs. And in the best of cases, they form long-lasting communities of learning that define and redefine their own learning spaces on an as-needed basis.
These learning spaces can be confusing, if not overwhelming, to those who are unfamiliar with them, so they are the sort of learning spaces that require us to help learners learn how to use them. But for those who find them intriguing, the results are fabulous, and I think we’re far from being able to predict how they are going to continue to evolve.
Let’s move into a final discussion before ending with a brief summary of what we’ve discussed, then take a few minutes for any remaining questions you have…
We started with a look at how flexible learning spaces support the learning process.
We saw that engagement begins with the simple act of involving learners in their learning process at a visceral level.
We saw a couple of informal settings in which learning was supported by a creative use of space and a creative approach to using that space for learning purposes.
We looked at an example of how a Google Hangout (or any other form of teleconferencing/telepresence) could connect onsite colleagues with those who couldn’t be present on that site so that learning and collaboration wasn’t hindered by geographic barriers.
We explored a few of the pedagogical underpinnings that need our attention as we continue designing, using, and expanding our learning spaces.
What we’re left with is an understanding that our learning spaces, when we combine onsite and online resources, are now as big as our target audience of learners is—which means that our learning spaces can be as big as the world itself if we and our learners have access to online resources.
As knowledge and information professionals, we have our work cut out for us in this wonderfully challenging world of learning and learning spaces.