Life beyond the one shot
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The document summarizes the experience of two librarians, Virginia Cairns and Lane Wilkinson, teaching a one-credit course on emerging technologies and social media called "Beyond Facebook" at the University of Tennessee at Chattanooga. They offered the course twice, with different structures and assessments each time, to help students learn how to use technologies like Flickr, blogs, and digital portfolios. Key lessons included the need for clear copyright guidance, addressing students' over-reliance on passive internet and social media use, and providing technical support for basic computer and web skills. Student feedback showed the value of hands-on learning and expanded offerings to more upper-level students.
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MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
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Similar to Life beyond the one shot
Life beyond the one shot
This document summarizes the experience of librarians at the University of Tennessee at Chattanooga teaching a one-credit course on emerging technologies called "Beyond Facebook." It describes two iterations of the course, with the first being taught by multiple instructors in a distributed format and the second by a single instructor. It discusses lessons learned, including issues around copyright, students' heavy reliance on passive internet and social media use, and the need for hands-on guidance. The conclusion reflects on potential expansions of the course approach to other student levels and libraries.
Virtualteaching
Virtual teaching is becoming more common and important. Teachers need to learn how to effectively teach online through webinars, online classrooms, and course management systems. Social networking can also be used for educational purposes through sites like Facebook and Twitter. Teachers must consider how to safely and appropriately integrate these technologies and online platforms into their instruction.
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Talk about Web 2.0 and technology-supported learing at the World Wide Web Conference 2008 (WWW2008)
See http://www2008.org/papers/fp420.html
Web 2.0 and Information Literacy: EMAlink March 2009
The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.
Global Project Design
This document summarizes a presentation on designing global collaborative projects using a flat classroom model. It outlines seven essential steps: 1) Connection, where teachers connect students globally using technology; 2) Communication, using tools like Skype and blogs; 3) Citizenship, developing ethical online practices; 4) Contribution and Collaboration, with equal participation; 5) Choice, allowing student customization; 6) Creation, developing innovative projects; and 7) Celebration, recognizing student work. Examples of existing flat classroom projects are provided.
2011 trends webinar deck 083111
This document summarizes key findings from a new report on online learning trends. The report is based on a national research project that surveyed hundreds of thousands of K-12 students, parents, teachers, and administrators. Some key findings include:
- Participation in online classes by middle and high school students has grown significantly in recent years.
- Factors driving greater interest in online learning include keeping students engaged, increasing graduation rates, and providing scheduling flexibility.
- Barriers to further adoption include concerns about course quality, standards alignment, and lack of support for teachers. Providing proper tools, training and incentives could help motivate more teachers to teach online.
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This document summarizes trends in online and hybrid education and their implications for educators. It notes that while early online learning involved few courses with little credit or support, mainstream institutions now offer over a quarter of students online courses with full credit and professional support. It also discusses how new technologies allow for more personalized, differentiated instruction and constant feedback but cautions against assuming software can replace human guidance. The document concludes that widespread adoption of new online and hybrid models brings both opportunities to rethink teaching and new responsibilities around accessibility.
Flipped Instruction: Flipping it Without Flipping Out
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
AIW - Technology Conference 2013
The document discusses ways that technology can be used to support in-depth learning through construction of knowledge, higher order thinking, and value beyond school. It provides examples of how technology allows students to authentically apply skills to real-world tasks like creating public service announcements or collaborating with students in other areas. Resources for project-based and personalized learning are shared, including opportunities for students to share their work with outside audiences through blogging, videoconferencing, and collaboration tools. Contact information is provided for further assistance.
The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009
In the summer of 2008 Harrisburg University conducted an educator’s workshop, “Web 2.0 in the Classroom.” Workshop participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations including benefits, obstacles and learning outcomes.
Smashing Obstacles:Integrating Web 2.0 in a Sudanese EFL Classroom
The document discusses integrating Web 2.0 tools into an English as a Foreign Language (EFL) classroom in Sudan. It outlines obstacles like financial constraints, lack of infrastructure, and technophobia. However, it argues these obstacles can be overcome by developing technophilia among teachers and students. Specific Web 2.0 tools that could be used include blogs, wikis, YouTube, and podcasting to encourage interaction, collaboration, and developing English skills. The presentation aims to demonstrate how Web 2.0 can enhance English teaching and learning.
Social Networking in Education
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
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This paper presents how the University of Applied Sciences Western Switzerland (HES-SO) builds its blended learning strategy. Divided into two phases, the first as top down, from board of education to professors, and the second as a bottom-up approach, from students to board of education, the HES-SO e-learning strategy intends to include digital native students’ expectations, needs and requests to implement tools, instruments and new learning approaches. To illustrate the strategy, this paper presents the result of a survey carried out during May-June 2013 and depicts the new student who enrolls into higher education institutions.Cit 2010-spiders
Eileen O'Connor discusses how emerging technologies have been integrated into online courses to make them less text-based and more interactive. These technologies include streaming video case studies, Second Life, wikis, and YouTube videos. Administrative and peer support was critical in enabling faculty to experiment with these new technologies. Some evidence is provided on how each technology was used, such as streaming videos of teaching lessons, holding class sessions in Second Life, and students posting microteaching videos on YouTube. The support from colleagues to share ideas and experiences with new technologies has been essential for faculty to embrace technological changes in online education.
Connected Classrooms
The document summarizes key points from a professional development workshop for teachers on learning and technology in the 21st century. It discusses trends in technology like cloud computing, ebooks, and mobile devices. It encourages teachers to explore one-to-one classroom resources, learn new skills and strategies in short chunks of time daily, and build personal learning networks to continuously refine their practice and stay current on innovations in education.
Masters of Business Technology Facilitators Workshop Presentation Feb 2009
The document provides an overview of new educational developments for a Master of Business program. It discusses recommended starter courses, online skills modules, learning management systems, and educational technologies like webinars, wikis and blogs. It also provides reminders about facilitator agreements, absent students, mid-session breaks and census dates. Developing learning materials using standard templates and implications of upgrading to Office 2007 are also covered.
Vss Exploring Linkages
This document discusses improving K-12 online teacher professional development through stronger linkages between research, policy, and practice. It provides examples from Florida, Michigan, and Idaho of universities partnering with state departments of education and virtual schools to conduct research, influence policy, and enhance pre-service and in-service training programs. By integrating findings from studies, endorsements, and standards into degree programs, these states have become national leaders in online education.
Crossing the Chasm
The document discusses embedding a culture of open education in universities by taking small steps to address challenges like technophobic faculty and attitudes of "digital native" students. It recommends systemic changes to learning structures and student attitudes, including encouraging staff uptake of social media for teaching through demonstrations and support for those trying new approaches. Roadshows and small group sessions would help cross the chasm to greater acceptance of online learning.
YouTube-online
This document summarizes a presentation about using YouTube to extend microteaching sessions for pre-service teachers in an online teacher education course. Students created YouTube videos of their microteachings to practice teaching and receive feedback. Key findings included that students got to know each other by discussing their videos, learned the technology quickly with peer support, and their videos provided a valuable performance-based assessment of their teaching skills. However, some videos focused too much on content and not enough on engaging students. Overall, the YouTube project provided valuable practice and assessment, but improvements are still needed to better align the course with a performance-based approach.
Teaching in Blended and Online Learning Environments
The document discusses blended and online learning environments. It provides an overview of Tennessee's e 4 TN program, which offers online courses for teachers to develop. Blended learning combines online and face-to-face instruction, allowing flexibility while engaging students. Effective blended learning meets unique student needs through the use of online and digital tools, resources, and curricula. The document also discusses best practices for teaching online, including using graphics, videos, links and interactive tools to engage 21st century students.
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Why Web 2.0 is Good for Learning and for Research: Principles and Prototypes
Why Web 2.0 is Good for Learning and for Research: Principles and Prototypes
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Web 2.0 and Information Literacy: EMAlink March 2009
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Flipped Instruction: Flipping it Without Flipping Out
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The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009
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Smashing Obstacles:Integrating Web 2.0 in a Sudanese EFL Classroom
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Masters of Business Technology Facilitators Workshop Presentation Feb 2009
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Teaching in Blended and Online Learning Environments
Teaching in Blended and Online Learning Environments
More from Lane Wilkinson
LOEX 2017 - Teaching Popular Source Evaluation in an Era of Post-Truth, Fake ...
This document discusses challenges and strategies related to teaching source evaluation in an era of "post-truth" thinking and confirmation bias. It notes that fake news succeeds by exploiting confirmation bias and that lists and guides have limited impact on changing student behaviors. Instead, instruction should focus on the "post-truth" mindset and cognitive biases that motivate students' source choices. The presentation recommends addressing motivation early, prioritizing accountability and reflection, focusing on popular sources over controversial topics, and rethinking how reliability is taught. The goal is to avoid triggering biases and encourage open-minded, evidence-based source evaluation.
Reconsidering Threshold Concepts (LOEX 2015, Denver, CO)
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
It's not just privacy, porn, and pipe-bombs: Libraries and the ethics of service
Slides from an 10/12/12 at the University of Illinois, Urbana-Champaign. Invited to speak as part of Ethics Awareness Week. Thank you to UIUC libraries, the GSLIS, and the National Center for Professional and Research Ethics.
MN ARLD Day 2012
Keynote address given at the Minnesota Library Association's Academic and Research Division (ARLD) Day, April 27, 2012.
Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Sy...
Slides from my talk at ACRL/NY 2011. December 2, 2011. Baruch College, New York, NY.
Read a summary explanation at: http://librariesandtransliteracy.wordpress.com/2011/12/05/skills-that-transfer/
ALA 2011 - Why Transliteracy
The document discusses the differences between information literacy and transliteracy and provides lessons for library instruction. It notes that while information literacy focuses on evaluating information using multiple skills, transliteracy addresses how people communicate information across different media. It argues that transliteracy is relevant to library instruction because students are accustomed to communicating information through various media, not just reading and writing. The document suggests that libraries should help students see the library as part of their information network and teach the interaction between information sources, not just their differences. It also advocates teaching transferable skills that allow students to move across literacies and adjust to different media and tools.
LOEX 2011 - Transliteracy
This document discusses transliteracy as an informed approach to library instruction. It defines transliteracy as the ability to read, write and interact across a range of platforms and media. The document outlines three key aspects of transliteracy that should be incorporated into library instruction: 1) students use multiple information sources, not just the library; 2) information resources interact and are linked; and 3) navigating various resources requires transferable skills. It provides examples of how to teach these transliteracy concepts and harness students' existing skills to improve information literacy instruction.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Life beyond the one shot
- 1. life beyond the one-shot:librarians teaching a one-credit course Virginia Cairns Lane Wilkinson University of Tennessee at Chattanooga
- 3. The USTU Program History Call for proposals Reference & Instruction Meetings
- 4. What can we offer? Embedded in freshman experience Advanced instructional technologies Active engagement in Web 2.0 Campus resource for emerging technologies
- 5. Beyond Facebook: Round 1 Distributed instruction Activities Flickr Student presentations The ‘Blog Guy’
- 6. Beyond Facebook: Round 1 Assessment Learning curve Blackboard
- 7. Beyond Facebook: Round 1 Pros & Cons
- 8. Beyond Facebook: Round 2 Single instructor Activities Reader Digital portfolio Final project
- 9. Beyond Facebook: Round 2 Assessment Learning curve Blogspot
- 10. Beyond Facebook: Round 2 Pros & Cons
- 11. Lessons Learned Copyright Web 2.0 Passive internet use HTML skills Computer skills
- 12. Students and technology YouTube trumps all What do librarians do? Focus on video Lots of hand-holding Privacy is fundamental “Grown-ups” don’t use Facebook
- 13. Lessons for libraries Classroom management Be prepared to take charge Potential workshops Student feedback Expand to upper-division students A smartphone is not “Web 2.0” If you put a computer in front of them, they will go on Facebook
- 15. View our profiles Virginia Cairns Head of Reference & Instruction Lupton Library, UT-Chattanooga Virginia-cairns@utc.edu www.facebook.com/vacairns Lane Wilkinson Reference & Instruction Librarian Lupton Library, UT-Chattanooga Lane-wilkinson@utc.edu www.facebook.com/informationninja