The Learning Commons at University of Nebraska Kearney will have its “Grand Opening” in the Calvin T. Ryan Library in November 2011. However, the Learning Commons has been operating successfully in temporary space in the Library for an entire year. We will describe how the project developed over approximately two years from the inception of the idea to the completed facility and discuss our vision for the future.
The document summarizes the creation of the University of Nebraska at Kearney (UNK) Learning Commons, which brought together the library, writing center, and peer tutoring services. It describes the three phases: 1) developing a shared vision to better support students, 2) transitioning programs together during construction delays, and 3) celebrating the grand opening of the permanent learning commons space in fall 2011. The goal was to provide academic support services in one centralized location through collaboration between programs and with the library.
The document discusses the concept of a Virtual Learning Commons (VLC), which aims to transform the traditional school library website into a collaborative online space. It outlines the key features of a VLC, including being learning-oriented, school-wide, flexible and collaborative. An example of a VLC developed at a Hong Kong secondary school is presented, which utilizes various Web 2.0 tools to engage students, teachers and librarians. Effective implementation of a VLC requires change management strategies such as visionary leadership, staff development and managing expectations.
The document discusses the transformation of a traditional library space into a modern learning commons at a high school. It describes key aspects of establishing an effective learning commons, including collaborating with teachers and students to define activities for the space, weeding outdated materials to create more learner-centered areas, integrating resources, adding new furniture and technology, and promoting virtual spaces. The learning commons aims to be a flexible space that supports experimentation, learning, work and collaboration through various events and activities led by teachers, librarians and students.
Encuentro chascomus y dolores 2 nov 2011Liliana Simón
PPT realizado especialmente para los encuentros de Aulas Abiertas Programa de Inglés Pcia de Buenos Aires Argentina, en Chascomus y Dolores 2 Nov 2011 Prof Liliana Simon
This document discusses the use of the web for instructional technology purposes. It defines web-based instruction, web-based training, and web-based learning. It notes that web-based instruction utilizes the world wide web to create a meaningful learning environment. It also outlines some key advantages and limitations of web-based instruction, such as its cost-effectiveness and ability to reach large groups of learners from any location, but also issues around quality of information and utilization. Finally, it mentions some websites that are useful for teachers and students.
Taecanet is an e-learning platform that provides teachers and students access to online learning journeys, tests, and virtual classrooms. It aims to address issues teachers face with finding and creating effective online educational materials by providing a large library of pre-made content aligned with curriculum standards. Teachers can customize content on the platform and track student progress. The virtual classroom tool allows real-time collaboration between schools.
Students at a college value the virtual learning environment (VLE) as it provides access to interesting learning materials created by teachers and allows independent learning through online resources. While the VLE is well-used, some feel it lacks stimulating interactive content. However, many teachers are creating more engaging multi-media materials and using features like video clips to illustrate concepts.
The document summarizes the creation of the University of Nebraska at Kearney (UNK) Learning Commons, which brought together the library, writing center, and peer tutoring services. It describes the three phases: 1) developing a shared vision to better support students, 2) transitioning programs together during construction delays, and 3) celebrating the grand opening of the permanent learning commons space in fall 2011. The goal was to provide academic support services in one centralized location through collaboration between programs and with the library.
The document discusses the concept of a Virtual Learning Commons (VLC), which aims to transform the traditional school library website into a collaborative online space. It outlines the key features of a VLC, including being learning-oriented, school-wide, flexible and collaborative. An example of a VLC developed at a Hong Kong secondary school is presented, which utilizes various Web 2.0 tools to engage students, teachers and librarians. Effective implementation of a VLC requires change management strategies such as visionary leadership, staff development and managing expectations.
The document discusses the transformation of a traditional library space into a modern learning commons at a high school. It describes key aspects of establishing an effective learning commons, including collaborating with teachers and students to define activities for the space, weeding outdated materials to create more learner-centered areas, integrating resources, adding new furniture and technology, and promoting virtual spaces. The learning commons aims to be a flexible space that supports experimentation, learning, work and collaboration through various events and activities led by teachers, librarians and students.
Encuentro chascomus y dolores 2 nov 2011Liliana Simón
PPT realizado especialmente para los encuentros de Aulas Abiertas Programa de Inglés Pcia de Buenos Aires Argentina, en Chascomus y Dolores 2 Nov 2011 Prof Liliana Simon
This document discusses the use of the web for instructional technology purposes. It defines web-based instruction, web-based training, and web-based learning. It notes that web-based instruction utilizes the world wide web to create a meaningful learning environment. It also outlines some key advantages and limitations of web-based instruction, such as its cost-effectiveness and ability to reach large groups of learners from any location, but also issues around quality of information and utilization. Finally, it mentions some websites that are useful for teachers and students.
Taecanet is an e-learning platform that provides teachers and students access to online learning journeys, tests, and virtual classrooms. It aims to address issues teachers face with finding and creating effective online educational materials by providing a large library of pre-made content aligned with curriculum standards. Teachers can customize content on the platform and track student progress. The virtual classroom tool allows real-time collaboration between schools.
Students at a college value the virtual learning environment (VLE) as it provides access to interesting learning materials created by teachers and allows independent learning through online resources. While the VLE is well-used, some feel it lacks stimulating interactive content. However, many teachers are creating more engaging multi-media materials and using features like video clips to illustrate concepts.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 – 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
Meeting individual learning needs in the classroom by Christoulla PolychroniPaul Burgess
This document discusses strategies for meeting individual learning needs in the classroom. It identifies characteristics of gifted students and challenges they may face. It emphasizes the importance of asking good questions to promote thinking and using higher-order thinking questions. Various strategies are proposed for matching tasks to students' abilities, including opening up tasks, providing peer support and early finishers doing more in-depth optional work. Motivation is discussed in relation to attention, choice, collaboration, appropriate challenge and personal goals.
Differentiation: developing a shared languagecrhart
This document discusses differentiation in education. It defines differentiation as a flexible teaching approach that varies content, process, and product based on students' readiness levels, interests, and learning needs. Differentiation is not one-size-fits-all teaching but rather an appropriate response to learner diversity. The document emphasizes that differentiation should be a foundational part of teaching, not an add-on, in order to help all students succeed.
This document discusses differentiating instruction to meet the needs of diverse learners. It explains that students differ in their readiness, interests, and learning styles. Teachers can differentiate the content, process, and product of lessons. For content, teachers may adjust the complexity level or change objectives for different groups. For process, teachers may use flexible grouping, tiered assignments, compacting, and anchor activities. They can also differentiate instruction based on learning style or interest. For product, teachers have options like projects, contracts, and rubrics to allow students to demonstrate knowledge in varied ways.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
The document summarizes UNK's transition from separate academic support services like the writing center and peer tutoring into a centralized Learning Commons. It describes the original vision for collaboration, challenges in the transition like delayed construction, and the eventual success of the Learning Commons which opened in 2011. Usage increased 30% following its development. The Learning Commons brings together the library, tutoring, writing center and other services to support students.
The document summarizes UNK's transition from siloed academic support services to an integrated Learning Commons. It describes the original vision of bringing together tutoring, writing help, and library resources in one centralized space. Challenges arose during construction delays but collaboration continued. The permanent Learning Commons opened in 2011 and gate counts increased 30% after. Assessment of referrals between services and programming like research seminars strengthened collaboration between Student Affairs, the Library, and academic support units. The future may include expanding the Learning Commons to incorporate additional student services.
Learning the Learning Commons: How UNK moved out of the silos and into a danc...Jon Ritterbush
The UNK Learning Commons was created to bring together previously separate student support services into a centralized collaborative space. It combined the Writing Center, Peer Tutoring, and library resources and services in the Calvin T. Ryan Library. While construction delays pushed back the official opening, collaboration between programs grew in the interim. The Learning Commons opened in fall 2011 to much fanfare and has since assessed programming and expanded services through the Learning Commons Coordinating Council. Its future plans include further integrating information literacy and potentially expanding to include more student services.
Savings are nice, but learning is nicer: Libraries linking open textbooks wi...Sarah Cohen
With Marilyn Billings, UMASS Amherst.
This presentation will make the case for how open textbooks and OER can foster collaboration between instruction librarians, scholarly communication librarians, and faculty in order to advance access to course content, improve student learning, and continue the crusade for saving students money on course content.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted a modified Delphi study with experts in information and education fields. Based on the expert consultation, literature review, and theoretical background, they developed a modular and flexible curriculum with 6 strands covering skills from foundational to advanced. The curriculum is intended to be embedded within academic disciplines and address the real needs of students through active and assessed learning opportunities.
Principles and Standards: Librarians as Learning SpecialistsJohan Koren
This document discusses the evolution of librarians as learning specialists. It traces how over time from the 1950s to the present, standards and research have increasingly recognized librarians' instructional role in collaborating with teachers to help students learn. Where librarians were once seen mainly as keepers of materials and study hall monitors, they are now understood as curriculum leaders and designers who coach teachers and model best practices in learning. Research shows the instructional responsibilities of librarians have clearly developed over the past decades as they utilize new technologies and help design instructional activities and assessments.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Fardiah et al- Forging ties, fostering collaborations: a case of sustainable ...IFLA_InfolitRef
1) The National Library Board of Singapore collaborated with schools to develop sustainable information literacy education programs. They created courseware and trained teachers to teach information literacy skills.
2) Initially the library focused on visits and promotions, but starting in 2005 developed new programs. In 2012 the Information Literacy department created a national program taught at various grade levels.
3) To ensure sustainability, the library trained teachers as trainers so they could teach the skills. This created a multiplier effect reaching many students over several years. Additional online guides and reference services further supported students.
The document summarizes an information kit on open educational resources (OERs). It discusses the history and development of the OER movement, from early initiatives like MIT's OpenCourseWare to the growth of open content repositories and search applications. While OERs provide efficiency and cost benefits, barriers to adoption include cultural issues around ownership and value of academic work. The document also critiques common conceptions of OERs, arguing they overlook learning from experienced practitioners and recontextualize the roles of teachers and learners. It concludes the OER scenario will challenge traditional institutional resource models as learning shifts with increased internet access and learner autonomy.
The library as learning commons: Key to graduation and college readiness?Johan Koren
A learning commons is a physical and virtual space that provides shared resources for learning through experimentation, collaboration, play and work. It involves transforming physical spaces, virtual spaces and pedagogy through a flexible approach focused on collaborative learning both within and beyond the walls of an educational institution. The resources maintained in a learning commons can include materials, technologies and spaces that support learning experiences guided by specialists.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
The document discusses the roles and skills of effective online facilitators. It emphasizes establishing a presence and sense of community to engage learners. Facilitators should welcome participants, encourage discussion, assess learning, and summarize lessons. Building social connections and addressing learners' individual needs helps them feel supported. Facilitators also develop over time through training that covers pedagogy, technology skills, and developing an online persona. The goal is to flexibly support learners and create a productive community experience.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 – 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
Meeting individual learning needs in the classroom by Christoulla PolychroniPaul Burgess
This document discusses strategies for meeting individual learning needs in the classroom. It identifies characteristics of gifted students and challenges they may face. It emphasizes the importance of asking good questions to promote thinking and using higher-order thinking questions. Various strategies are proposed for matching tasks to students' abilities, including opening up tasks, providing peer support and early finishers doing more in-depth optional work. Motivation is discussed in relation to attention, choice, collaboration, appropriate challenge and personal goals.
Differentiation: developing a shared languagecrhart
This document discusses differentiation in education. It defines differentiation as a flexible teaching approach that varies content, process, and product based on students' readiness levels, interests, and learning needs. Differentiation is not one-size-fits-all teaching but rather an appropriate response to learner diversity. The document emphasizes that differentiation should be a foundational part of teaching, not an add-on, in order to help all students succeed.
This document discusses differentiating instruction to meet the needs of diverse learners. It explains that students differ in their readiness, interests, and learning styles. Teachers can differentiate the content, process, and product of lessons. For content, teachers may adjust the complexity level or change objectives for different groups. For process, teachers may use flexible grouping, tiered assignments, compacting, and anchor activities. They can also differentiate instruction based on learning style or interest. For product, teachers have options like projects, contracts, and rubrics to allow students to demonstrate knowledge in varied ways.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
The document summarizes UNK's transition from separate academic support services like the writing center and peer tutoring into a centralized Learning Commons. It describes the original vision for collaboration, challenges in the transition like delayed construction, and the eventual success of the Learning Commons which opened in 2011. Usage increased 30% following its development. The Learning Commons brings together the library, tutoring, writing center and other services to support students.
The document summarizes UNK's transition from siloed academic support services to an integrated Learning Commons. It describes the original vision of bringing together tutoring, writing help, and library resources in one centralized space. Challenges arose during construction delays but collaboration continued. The permanent Learning Commons opened in 2011 and gate counts increased 30% after. Assessment of referrals between services and programming like research seminars strengthened collaboration between Student Affairs, the Library, and academic support units. The future may include expanding the Learning Commons to incorporate additional student services.
Learning the Learning Commons: How UNK moved out of the silos and into a danc...Jon Ritterbush
The UNK Learning Commons was created to bring together previously separate student support services into a centralized collaborative space. It combined the Writing Center, Peer Tutoring, and library resources and services in the Calvin T. Ryan Library. While construction delays pushed back the official opening, collaboration between programs grew in the interim. The Learning Commons opened in fall 2011 to much fanfare and has since assessed programming and expanded services through the Learning Commons Coordinating Council. Its future plans include further integrating information literacy and potentially expanding to include more student services.
Savings are nice, but learning is nicer: Libraries linking open textbooks wi...Sarah Cohen
With Marilyn Billings, UMASS Amherst.
This presentation will make the case for how open textbooks and OER can foster collaboration between instruction librarians, scholarly communication librarians, and faculty in order to advance access to course content, improve student learning, and continue the crusade for saving students money on course content.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted a modified Delphi study with experts in information and education fields. Based on the expert consultation, literature review, and theoretical background, they developed a modular and flexible curriculum with 6 strands covering skills from foundational to advanced. The curriculum is intended to be embedded within academic disciplines and address the real needs of students through active and assessed learning opportunities.
Principles and Standards: Librarians as Learning SpecialistsJohan Koren
This document discusses the evolution of librarians as learning specialists. It traces how over time from the 1950s to the present, standards and research have increasingly recognized librarians' instructional role in collaborating with teachers to help students learn. Where librarians were once seen mainly as keepers of materials and study hall monitors, they are now understood as curriculum leaders and designers who coach teachers and model best practices in learning. Research shows the instructional responsibilities of librarians have clearly developed over the past decades as they utilize new technologies and help design instructional activities and assessments.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Fardiah et al- Forging ties, fostering collaborations: a case of sustainable ...IFLA_InfolitRef
1) The National Library Board of Singapore collaborated with schools to develop sustainable information literacy education programs. They created courseware and trained teachers to teach information literacy skills.
2) Initially the library focused on visits and promotions, but starting in 2005 developed new programs. In 2012 the Information Literacy department created a national program taught at various grade levels.
3) To ensure sustainability, the library trained teachers as trainers so they could teach the skills. This created a multiplier effect reaching many students over several years. Additional online guides and reference services further supported students.
The document summarizes an information kit on open educational resources (OERs). It discusses the history and development of the OER movement, from early initiatives like MIT's OpenCourseWare to the growth of open content repositories and search applications. While OERs provide efficiency and cost benefits, barriers to adoption include cultural issues around ownership and value of academic work. The document also critiques common conceptions of OERs, arguing they overlook learning from experienced practitioners and recontextualize the roles of teachers and learners. It concludes the OER scenario will challenge traditional institutional resource models as learning shifts with increased internet access and learner autonomy.
The library as learning commons: Key to graduation and college readiness?Johan Koren
A learning commons is a physical and virtual space that provides shared resources for learning through experimentation, collaboration, play and work. It involves transforming physical spaces, virtual spaces and pedagogy through a flexible approach focused on collaborative learning both within and beyond the walls of an educational institution. The resources maintained in a learning commons can include materials, technologies and spaces that support learning experiences guided by specialists.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
The document discusses the roles and skills of effective online facilitators. It emphasizes establishing a presence and sense of community to engage learners. Facilitators should welcome participants, encourage discussion, assess learning, and summarize lessons. Building social connections and addressing learners' individual needs helps them feel supported. Facilitators also develop over time through training that covers pedagogy, technology skills, and developing an online persona. The goal is to flexibly support learners and create a productive community experience.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
The document discusses how an organization called CILASS promotes inquiry-based learning and information literacy at the University of Sheffield. It provides two scenarios where academic departments want to improve student skills and seeks advice. For the first scenario, involving a new student induction, mentors guide small groups to explore resources and produce a poster. For the second scenario, about embedding skills in seminars, collaborative tasks were designed responding to information literacy skills and new online tutorials were created.
The document discusses the need to update school libraries for 21st century learners. It notes that learning has become more integrated, connected, and self-directed. The traditional roles of libraries and librarians must also evolve to support new pedagogical approaches like collaborative and exploratory learning. It proposes a Libraries Support Unit to centralize administrative functions and free up librarian time for learner-centered activities like developing information fluency and digital skills. The benefits would include an improved learning experience, better integration of libraries into the curriculum, and preparing students for future success.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
The document describes a case study of an approach called Team Enhanced Creativity (TEC) for designing reusable learning objects (RLOs). TEC involves an iterative process where teaching staff, multimedia developers, and students collaborate in the design, development, and evaluation of RLOs. It outlines the background issues at London Metropolitan University that led to developing this approach, including a diverse student body with many mature, part-time learners. It then describes the 6 stages of TEC and provides an example of RLOs developed on study skills that were well-received by students and staff. The approach aims to better engage non-traditional students by integrating multimedia learning objects into the curriculum.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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 document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
3. Keeping the Focus on Student Needs What is a Learning Commons? Phase 1: Vision Phase 2: Transition Phase 3: Reality The Future
4. What is a Learning Commons? SPACE: “… an environment that enhances social interaction and cross disciplinary learning outside the classroom.”1 GOAL: “The main goal of the Learning Commons is to provide, in a centralized location, as many academic support services for students as possible. These services are provided:· via one-on-one interactions or group instruction· face-to-face or virtually· by professionals in each area as well as peer mentors.” 2 MECHANISM: “The core activity of a learning commons would not be the manipulation and mastery of information… but the collaborative learning by which students turn information into knowledge and sometimes into wisdom.”3 1 http://dbilyeu.cocc.edu/21st+Century+Library/default.aspx 2http://www.cla.ca/divisions/cacul/regenerations/2009/02/whats-common-about-learning-commons.html 3http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1232&context=libraryscience&seiredir=1#search= %22Learning%20Commons%20Nebraska%22
5. What is a Learning Commons? Learning Commons models vary but often include: reference/research help IT point-of-need assistance writing and math/statistics help study skills help assistive technology for students with disabilities desktop computers with a variety of software packages laptop computers for loan, printing bookable study rooms
6. What is a Learning Commons? The University of Nebraska at Kearney (UNK) Learning Commons: Calvin T. Ryan (CTR) Library: book collections and electronic resources for student research with ample study space and technology access Peer Tutoring: peer assistance for general studies courses (especially math and science) Writing Center: peer assistance at any stage of the writing process
7. Keeping the Focus on Student Needs What is a Learning Commons? Phase 1: Vision Phase 2: Transition Phase 3: Reality The Future
8. Phase 1: Vision Siloed Existence Library housed the Writing Center but there was no effort towards cooperation Writing Center was shifted from one funding source to another Peer Tutoring was housed outside an academic context in Student Affairs and often regarded as a remedial service
9. Phase 1: Vision serendipity, n. Pronunciation: /sɛrɛnˈdɪpɪtɪ/ Etymology:Aword coined by Horace Walpole, who says (Let. to Mann, 28 Jan. 1754) that he had formed it upon the title of the fairy-tale ‘The Three Princes of Serendip’, the heroes of which ‘were always making discoveries, by accidents and sagacity, of things they were not in quest of’. The faculty of making happy and unexpected discoveries by accident. Also, the fact or an instance of such a discovery. From: Oxford English Dictionary (Online)
10. Phase 1: Vision Three serendipitous elements: 1. Administrative Program Review involving Peer Tutoring 2. Conversations between administrative Deans about shared needs and goals. 3. Available space in the Library
12. Phase 1: Vision Come Together, Right Now1 describes the different types of initiatives operative in libraries and Learning Commons models today as being: Top-down, envisioned and started by administrators Bottom-up, envisioned and started by faculty or staff Combination, envisioned and promoted by administration, faculty & staff 1Come Together, Right Now: The merging of public services and changing service models in academic libraries. RUSA program on changing service models. ALA Annual Conference, New Orleans, LA, June 27, 2011. http://connect.ala.org/node/151695
13. Phase 1: Vision Planning continued between Deans and moved “up” to higher administration The UNK Mission Statement was a focal point for these conversations III. Student Development Goal (Objective 1): Develop a comprehensive strategy that will guide planning and activity outside the formal academic curriculum to enhance each student’s cognitive and moral development, interpersonal skills, and prospects for satisfaction and success at UNK and in life after graduation. Articulate a framework of principles and common objectives, and establish collaborative mechanisms, enabling units to cooperate across organizational boundaries to enhance student retention, graduation, and career placement results. Bridge Academic and Student Life programming to integrate living and learning experiences for students…
14. Keeping the Focus on Student Needs What is a Learning Commons? Phase 1: Vision Phase 2: Transition Phase 3: Reality The Future
16. Phase 2: Transition Peer Tutoring offices moved in with the Writing Center in May of 2010 Plan: build the LC over the summer to open in August 2010 “Challenges Arose” The Writing Center Director resigned. Using a designated alternative space in the Library, the “UNK Learning Commons” opened softly in August 2010
20. Phase 2: Transition Collaboration between programs and with the Library was ongoing despite the temporary delay in construction. Hiring process for a Writing Center/Learning Commons Assistant Director Additional technology in the general Library space and technology support Project planning at Dean and higher administrative levels
21. Phase 2: Transition Shazam! (success) Funding acquired for Learning Commons construction in November 2010 Writing Center/Learning Commons Assistant Director hired in January 2011 Construction began and ended Spring 2011
22. Keeping the Focus on Student Needs What is a Learning Commons? Phase 1: Vision Phase 2: Transition Phase 3: Reality The Future
23. Phase 3: Reality The UNK Learning Commons opened with much fanfare in its permanent space in Fall 2011.
25. Phase 3: Reality Many “united front” efforts were made to ensure the success of the LC and, thereby, its student users. Marketing pieces work to tie the programs and the Library together.
29. Phase 3: Reality “BlueTube” video for prospective students:http://youtu.be/PV5BOut_yXE “Louie the Loper Learns a Lot” for first-year student orientation: http://youtu.be/ezAr4I9epeM
30. Phase 3: Reality Many “united front” efforts were made to ensure the success of the LC and, thereby, its student users. Marketing pieces work to tie the programs and the Library together. Several programs working together Peer Tutoring Writing Center Supplemental Instruction First Year Student Peer Leaders
31. Phase 3: Reality Gate count for Sept. 2011 was 38,876, up more than 24% over Sept. 2010
32. Keeping the Focus on Student Needs What is a Learning Commons? Phase 1: Vision Phase 2: Transition Phase 3: Reality The Future
33. The Future Further funding for furniture More collaborative technology throughout the library Improved tracking of student use of services Continue integrating services; formalize this with a memo of understanding
34. The Future Gradual migration of other student services as more Library space is available Shaded area shows proposed expansion space
36. Q&A Ask now! Tweet your questions to #UNKLC Email us: Taffnee: faimonta@unk.edu Keri: pearsonka@unk.edu Jon: ritterbushjr@unk.edu Ron: wirtzrl@unk.edu More readings on “Learning Commons in Libraries” at: bit.ly/r27mGV
Editor's Notes
Introduction of Presenters: TaffneeFaimon, Assistant Director of the Writing Center; Keri Pearson, Coordinator of Academic Peer Tutoring and Assessment; Ronald Wirtz, Coordinator of User Services; Jon Ritterbush, Electronic Resources LibrarianThe UNK Learning Commons will have its official “Grand Opening” in the Calvin T. Ryan Library during the Fall Semester, 2011. However, the Learning Commons has been operating successfully in temporary space within the Library for a full year. This presentation will describe how the Learning Commons was developed over a 2-year period from its inception to the completion of a renovated facility. It will also address our vision for the future of the UNK Learning Commons.This is a condensed version of a presentation given last week at the National College Learning Association annual conference in Indianapolis, and we will have time for Q&A at the end of our session. If you’re online and on Twitter, you can also send questions to this hashtag: #UNKLC
First, a little background about University of Nebraska Kearney: UNK is a 4-year institution, with approximately 6,500 students, of which 5,100 are undergraduate students. UNK also offers a growing number of online bachelor’s and master’s degree programs.Undergraduate research is a foundational element at the University of Nebraska at Kearney. Students have an opportunity to research and publish in a wide array of disciplines, ranging from history to chemistry, from human performance to psychology and political science. This screen highlights some examples from UNK’s “Undergraduate Research Journal,” an annual publication of selected articles submitted by UNK undergraduate students. Many UNK students also attend the National Conference on Undergraduate Research.Because of this emphasis on research, and opportunities for publication, students must be able to utilize information literacy skills and be able to write well for audiences in their respective areas of inquiry.
We have structured this presentation in five different sections. For those of you who may be unfamiliar with the Learning Commons concept, we will provide a brief definition, followed by the vision as it was developed at UNK, the transition involved in moving from separate units toward the reality of shared space and cooperative programs, and a look at what the future might hold.
So what is a Learning Commons?On this slide we’ve cited several principles that help define a learning commons. Each of these emphasizes the collaborative aspects of gathering, evaluating, and using information to complete an assignment and to learn.Some of you may ask what distinguishes a Learning Commons from an Information Commons? I’ve asked this myself…Paraphrasing what Scott Bennett wrote in a 2008 article in the Journal of Academic Librarianship:“Properly understood, librarians and academic computing staff cannot alone create a learning commons, as they serve but do not define institutional mission.” Other academic units, which establish learning goals, do define the institutional mission and must join librarians and technologists in creating a learning commons. “The fundamental difference … is that the [information commons] supports the institutional mission while the [learning commons] enacts it.”
In the literature, we’ve also found that, physically, a “Learning Commons” can take on many forms and describe very different spaces. It can exist as stand-alone buildings or be housed within libraries or other campus facilities. It can brandish cutting edge architecture or simply tweak existing design. Many of these elements may already exist within your campuses (maybe even in tandem), but in a Learning Commons there is a deliberate effort to co-locate these services, making them seamless from the student perspective.
At UNK, our Learning Commons model currently focuses on three main partners in facilitating student success: the Library, the Peer Tutoring program, and the Writing Center. …We’ve come together in one space with the common vision of helping students succeed. Having defined what is a Learning Commons, I’d like to turn this over to ________________ to talk further about the vision.
Serendipity also played an important part in the development of the UNK Learning Commons, at least in the origin of the project, which started with a discussion between Dean of Student Affairs, Dr. Gail Zeller, and Dean Janet Wilke of the Library.
Another important focus at UNK is a commitment to producing graduates who will possess the skills and attitudes needed for lifelong learning. As noted in the UNK strategic plan, this will include emphasis on technical and information literacy, as well as in the traditional literacy skills of reading and writing.
Based on a concept created by Writing Center and Learning Commons managers, the campus architect quickly developed a preliminary plan for the space. In the course of many discussions among staff, administration, architects and students, numerous modifications were made to this plan, including a number of changes during the actual construction process.
At the same time, the Writing Center Director who was tapped to run the Learning Commons moved to China. Also, Learning Commons construction was delayed due to design challenges and the realization that a quick remodel was not possible given the vision of the project.
The designated 4800 square feet for the Learning Commons remained stripped but mostly untouched as funding sources were sought by higher administration.
When it became apparent that construction in the new Learning Commons area would not be completed on schedule, the entire west half of the second floor of the Library – an area of around 3700 square feet - was designated as a temporary location for both the Peer Tutoring Program and the Writing Center.
We were still busy despite the halted construction and less than ideal situations of staffing and space!The Library saw huge growth in 2010-2011.
The AD position was filled in January 2011, providing needed support and leadership.Funding was appropriated through the UN Foundation after extensive efforts from administration. The constructionplan was finalized in Spring of 2011 and construction began immediately, completing in May 2011.
Gate count statistics are gathered automatically by counters installed in electronic gates at the entrance and exit of the library. This chart shows monthly total gate counts over a multi-year period – gate count figures are generally several times a month, then totalled:As noted in this quotation from Dean Janet Wilke addressed to SVC Charlie Bicak:“In Library jargon, "Gate Count" refers to the number of bodies physically passing through the library's gate counter. Since we don't require any type of formal check in when users enter, the numbers are most useful in showing broad trends but are less useful when assessing actual "usage." (By-the-way, the numbers can be "shocking" (more people than live in Kearney!) but keep in mind that, for example, staff are counted when they head out the door to a meeting!) (Just by way of explanation: the gate mechanism counts people coming in and leaving. We then divide by two.) Gate Count numbers are compiled by week and month. Now that the month of September is complete, the total is 38,876, up 24.38% over September 2010 at 29,647.”
…and on to the future!
So what lies ahead for the UNK Learning Commons?We hope to secure additional funding for updated furniture, more comfortable yet flexible in design to better accommodate groups of various sizes -- flip-top tables and chairs on casters, for example.Along with furniture that allows collaboration, we’d like to add more technology which facilitates tutoring and group-work as well. Having super-sized monitors or LCD TVs connected to computers in the Learning Commons and other group study rooms in the Library would be one example.The Learning Commons is a learning process for all of us, and so assessment is an essential component to gauging success. The Learning Commons staff are exploring new software tools and processes for tracking student use of peer tutoring and the writing center. Accudemia and TutorTrac are just two of the software applications being evaluated to replace our current system (AccuTrack).While Peer Tutoring and the Writing Center are now co-located within the library, our efforts to integrate our services and workflows are continuing. Student workers in the Writing Center may soon be required to complete an “information literacy” tutorial in Blackboard, as part of their training. Currently, the Reference Desk and Learning Commons are located on separate floors within the library. In the future, we might consolidate these service points.In the future, we may also be successful in bringing the IT Help Desk into the library, to provide better technology assistance to students during and after business-hours.
One major change may be years in the making…The main floor of the Library also houses UNK’s Communications Department. The space is no longer adequate for this academic program, and the Library’s Academic Program Review included a proposal that the space revert to the Library for Learning Commons programs.With additional space, other student services – such as the IT Help Desk – could move into the Library as well, facilitating further program “seamlessness” for UNK students.