This document discusses the development of orientation learning objects for online students at the University of Nebraska system. It describes creating modular, interactive learning objects based on learning theories like cognitive load theory and multimedia principles to help students learn about support services. The objects cover topics like the learning management system, email, registration, libraries, advising, and student resources. Assessment data is used to refine the objects. The goal is to help students develop skills for online learning through engaging, assessable learning objects that are shared across the university system.
"This Place is Awesome!": Service, Planning and Program at the Center for Sci...Kelly Barrick
This presentation describes the planning and services of a hybrid library and Yale IT enterprise. Presented with Themba Flowers, Co-Director of the Center for Science and Social Science Information, Yale University at the 2013 Nercomp Conference.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
Presenters: Jeff Dowdy, Hasitha Mahabaduge, Nancy Davis-Bray.
The presentation discusses a faculty fellows project designed to team up a faculty member and a librarian charged with the redesign of a course to include key information literacy assignments that go beyond the traditional research paper.
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
Open Educational Resources: OER, Building Collaborative BridgesNASIG
The topic of providing Open Educational Resources, OERs, as an alternative to costly textbooks for students in higher education is on the minds of educators, administrators, librarians, publishers, and faculty these days. All are eager to ease the cost burden of higher education by providing students with freely available, openly licensed learning materials, but each constituency faces specific barriers and has specific questions to be resolved.
At Emporia State University, faculty, librarians, and administrators are at the beginning of an exploration of the advantages and disadvantages that are part and parcel of creating, adopting, storing, maintaining, and licensing OERs. A task force has been formed to "establish a baseline for current OER efforts at ESU and to initiate a process of discovery to evaluate resources and infrastructure necessary to enlarge our OER efforts beyond the current baseline" (OER Task Force charge). Some of the topics that the Task Force may consider are
* Weighing the strengths and weaknesses of including OER as a strategic plan initiative;
* Analyzing faculty work conditions within an OER environment;
* Determining the need to adjust institutional intellectual property rights policies;
* Assessing student attitudes toward OER as well as preferences for digital or print resources;
* Exploring faculty incentives for assessing/adapting/authoring OER;
* Assessing the financial impact of OER to the bookstore and the Memorial Union;
* Developing an information campaign to educate faculty, students, and staff about OER;
* Exploring software systems, like Intellus, that might facilitate OER access;
* Cataloging ready-made resources, like Open Stax, for faculty availability.
One thing that is clear is that the collaborations among ESU constituencies, among institutions of higher education in Kansas and the Midwest, and among educators, administrators, librarians, publishers, and faculty are necessary to the success of an OER project at ESU. In this presentation, I propose to present the experiences of the OER task force, particularly their collaborations with both internal and external stakeholders, as well as the results of their work as a case study. I will focus on sharing how collaborations with stakeholders influenced the process, the choices, and the outcomes of the work of the task force; particularly those that are transferable and may have benefits for other institutions of higher education.
Sarah Sutton, Associate Professor of Library and Information Man, Emporia State University School of Library and Information Management
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
"This Place is Awesome!": Service, Planning and Program at the Center for Sci...Kelly Barrick
This presentation describes the planning and services of a hybrid library and Yale IT enterprise. Presented with Themba Flowers, Co-Director of the Center for Science and Social Science Information, Yale University at the 2013 Nercomp Conference.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
Presenters: Jeff Dowdy, Hasitha Mahabaduge, Nancy Davis-Bray.
The presentation discusses a faculty fellows project designed to team up a faculty member and a librarian charged with the redesign of a course to include key information literacy assignments that go beyond the traditional research paper.
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
Open Educational Resources: OER, Building Collaborative BridgesNASIG
The topic of providing Open Educational Resources, OERs, as an alternative to costly textbooks for students in higher education is on the minds of educators, administrators, librarians, publishers, and faculty these days. All are eager to ease the cost burden of higher education by providing students with freely available, openly licensed learning materials, but each constituency faces specific barriers and has specific questions to be resolved.
At Emporia State University, faculty, librarians, and administrators are at the beginning of an exploration of the advantages and disadvantages that are part and parcel of creating, adopting, storing, maintaining, and licensing OERs. A task force has been formed to "establish a baseline for current OER efforts at ESU and to initiate a process of discovery to evaluate resources and infrastructure necessary to enlarge our OER efforts beyond the current baseline" (OER Task Force charge). Some of the topics that the Task Force may consider are
* Weighing the strengths and weaknesses of including OER as a strategic plan initiative;
* Analyzing faculty work conditions within an OER environment;
* Determining the need to adjust institutional intellectual property rights policies;
* Assessing student attitudes toward OER as well as preferences for digital or print resources;
* Exploring faculty incentives for assessing/adapting/authoring OER;
* Assessing the financial impact of OER to the bookstore and the Memorial Union;
* Developing an information campaign to educate faculty, students, and staff about OER;
* Exploring software systems, like Intellus, that might facilitate OER access;
* Cataloging ready-made resources, like Open Stax, for faculty availability.
One thing that is clear is that the collaborations among ESU constituencies, among institutions of higher education in Kansas and the Midwest, and among educators, administrators, librarians, publishers, and faculty are necessary to the success of an OER project at ESU. In this presentation, I propose to present the experiences of the OER task force, particularly their collaborations with both internal and external stakeholders, as well as the results of their work as a case study. I will focus on sharing how collaborations with stakeholders influenced the process, the choices, and the outcomes of the work of the task force; particularly those that are transferable and may have benefits for other institutions of higher education.
Sarah Sutton, Associate Professor of Library and Information Man, Emporia State University School of Library and Information Management
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
Open Educational Resources: Impact, Evidence & NarrativeOER Hub
This session critically evaluates attempts that have been made to support communication and collaboration through ‘mapping’ OER focussing on The Open Learning Network (OLnet) Evidence Hub which used the concept of ‘Contested Collective Intelligence’ and The UNESCO OER Mapping Project which set out some quite specific protocols for metadata.
There will be a demonstration of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. This hub is designed to overcome some of the issues that manifested themselves in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated.
There will be an opportunity for delegates to discuss the idea of ‘mapping’ the OER evidence base and what the OER community might want from such services.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
In this presentation I critically evaluate attempts that have been made to support communication and collaboration through ‘mapping’ OER. After endorsing the basic rationale for mapping evidence surrounding OER implementation I review two examples of where this has been attempted. The Open Learning Network (OLnet) Evidence Hub used the concept of ‘Contested Collective Intelligence’ to inform a discourse-centric social-semantic web application that could structure the discourses of the OER community. I provide a short critique of this approach which focuses on the data model and the metadata requirements made upon users. I go on to consider the UNESCO OER Mapping Project which set out some quite specific protocols for metadata but never got beyond prototype stage
A rationale for a new, improved evidence hub is provided along with a number of design considerations and a proposal for future development. I conclude with a brief presentation of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. I describe the ways in which our evidence model tries to overcome some of the issues which were manifest in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated. The final part of the session will be given over to group discussion about the idea of ‘mapping’ the OER evidence base and what the OER community might want from such services.
Transforming liaison roles for academic librarians is critical, as universities are moving to position themselves to meet the demands of a more competitive national research environment. At La Trobe University, librarians are repackaging current research support services to streamline and incorporate these more efficiently into the researcher’s life cycle, in order to support the University’s research initiatives
Serach, Serendipity & the Researcher ExperienceNASIG
Presenter: Lettie Conrad, Executive Program Manager, Discovery & Product Analysis, SAGE Publishing
When considering academic researchers’ information-seeking and retrieval needs, we often focus on search – optimizing for search, Google-like search for libraries, user preferences for one-box quick-search tools, and so on. But what about unplanned instances of discovery? Are new technologies, such as text mining and natural language processing, enabling new pathways that lead researchers to relevant material, perhaps even leading to surprising new connections across disciplines? Conversely, with the prevalence of satisficing, does serendipity even play a role when searching for information about a scholarly topic?_x000D_
Through a study of undergraduate students and their faculty members, as well as a survey of publisher and website offerings, this talk will summarize common user pathways and how today’s students and faculty use content recommendation tools with recommendations for how libraries and the scholarly communications community might respond.
Objectives: To explore potential collaborations between academic libraries and Clinical Translational Science Award (CTSA)-funded institutes with respect to
data management training and support.
Methods: The National Institutes of Health CTSAs have established a well-funded, crucial infrastructure supporting large-scale collaborative biomedical research. This infrastructure is also valuable for smaller, more localized research projects. While infrastructure and corresponding support is often available for large, well-funded projects, these services have generally not been extended to smaller projects. This is a missed opportunity on both accounts. Academic libraries providing data services can leverage CTSA-based resources, while CTSA-funded institutes can extend their reach beyond large biomedical projectsto serve the long tail of research data.
Results: A year-long series of conversations with the Indiana CTSI Data Management Team resulted in resource sharing, consensus building about key issues in data management, provision of expert feedback on a data management training curriculum, and several avenues for future collaborations.
Conclusions:Data management training for graduate students and early career researchers is a vital area of need that would benefit from the combined infrastructure and expertise of translational science institutes and academic libraries. Such partnerships can leverage the instructional, preservation, and access expertise in academic libraries, along with the storage, security, and analytical expertise in translational science institutes to improve the management, protection, and access of valuable research data.
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Open Educational Resources: Impact, Evidence & NarrativeOER Hub
This session critically evaluates attempts that have been made to support communication and collaboration through ‘mapping’ OER focussing on The Open Learning Network (OLnet) Evidence Hub which used the concept of ‘Contested Collective Intelligence’ and The UNESCO OER Mapping Project which set out some quite specific protocols for metadata.
There will be a demonstration of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. This hub is designed to overcome some of the issues that manifested themselves in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated.
There will be an opportunity for delegates to discuss the idea of ‘mapping’ the OER evidence base and what the OER community might want from such services.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
In this presentation I critically evaluate attempts that have been made to support communication and collaboration through ‘mapping’ OER. After endorsing the basic rationale for mapping evidence surrounding OER implementation I review two examples of where this has been attempted. The Open Learning Network (OLnet) Evidence Hub used the concept of ‘Contested Collective Intelligence’ to inform a discourse-centric social-semantic web application that could structure the discourses of the OER community. I provide a short critique of this approach which focuses on the data model and the metadata requirements made upon users. I go on to consider the UNESCO OER Mapping Project which set out some quite specific protocols for metadata but never got beyond prototype stage
A rationale for a new, improved evidence hub is provided along with a number of design considerations and a proposal for future development. I conclude with a brief presentation of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. I describe the ways in which our evidence model tries to overcome some of the issues which were manifest in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated. The final part of the session will be given over to group discussion about the idea of ‘mapping’ the OER evidence base and what the OER community might want from such services.
Transforming liaison roles for academic librarians is critical, as universities are moving to position themselves to meet the demands of a more competitive national research environment. At La Trobe University, librarians are repackaging current research support services to streamline and incorporate these more efficiently into the researcher’s life cycle, in order to support the University’s research initiatives
Serach, Serendipity & the Researcher ExperienceNASIG
Presenter: Lettie Conrad, Executive Program Manager, Discovery & Product Analysis, SAGE Publishing
When considering academic researchers’ information-seeking and retrieval needs, we often focus on search – optimizing for search, Google-like search for libraries, user preferences for one-box quick-search tools, and so on. But what about unplanned instances of discovery? Are new technologies, such as text mining and natural language processing, enabling new pathways that lead researchers to relevant material, perhaps even leading to surprising new connections across disciplines? Conversely, with the prevalence of satisficing, does serendipity even play a role when searching for information about a scholarly topic?_x000D_
Through a study of undergraduate students and their faculty members, as well as a survey of publisher and website offerings, this talk will summarize common user pathways and how today’s students and faculty use content recommendation tools with recommendations for how libraries and the scholarly communications community might respond.
Objectives: To explore potential collaborations between academic libraries and Clinical Translational Science Award (CTSA)-funded institutes with respect to
data management training and support.
Methods: The National Institutes of Health CTSAs have established a well-funded, crucial infrastructure supporting large-scale collaborative biomedical research. This infrastructure is also valuable for smaller, more localized research projects. While infrastructure and corresponding support is often available for large, well-funded projects, these services have generally not been extended to smaller projects. This is a missed opportunity on both accounts. Academic libraries providing data services can leverage CTSA-based resources, while CTSA-funded institutes can extend their reach beyond large biomedical projectsto serve the long tail of research data.
Results: A year-long series of conversations with the Indiana CTSI Data Management Team resulted in resource sharing, consensus building about key issues in data management, provision of expert feedback on a data management training curriculum, and several avenues for future collaborations.
Conclusions:Data management training for graduate students and early career researchers is a vital area of need that would benefit from the combined infrastructure and expertise of translational science institutes and academic libraries. Such partnerships can leverage the instructional, preservation, and access expertise in academic libraries, along with the storage, security, and analytical expertise in translational science institutes to improve the management, protection, and access of valuable research data.
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
The Effect of Transformational Leadership on Market Orientation, Learning Ori...IOSR Journals
The study is aimed at examining the Effect of Transformational Leadership on Market Orientation, Learning Orientation, Organization Innovation and Organization Performance of the Star-Rated Hotels in Central Java Province. The research samples cover 110 Marketing Managers of the Star-Rated Hotels in Central Java Province. Sample determination applies totals sampling or population sampling in which all members of the population are used as research samples and its Marketing Manager as the respondent represents every star-rated organization/hotel. In examining the established model relationship, the data are analyzed by using Structural Equation Modeling (SEM). The results reveal: Transformational Leadership does not give significant effect on Organization Performance; Transformational Leadership gives significant effect on Market Orientation; Transformational Leadership gives significant effect on Organization Innovation; Transformational Leadership gives significant effect on Learning Orientation; Market Orientation does not give significant effect on Organization Performance; Market Orientation gives significant effect on Organization Innovation; Market Orientation does not give significant effect on Learning Orientation; Learning Orientation gives significant effect on Organization Innovation; Learning Orientation does not give significant effect on Organization Performance; and Organization Innovation gives significant effect on Organization Performance.
Market Orientation, Learning Organization and Dynamic Capability as Anteceden...IOSR Journals
Strategic competitiveness is achieved when a firm successfully formulate and implement a strategy of value creation. In order to create competitive advantage, the theory of competitive advantage have contributed to the present two major schools of the Market-Based View (MBV) and Resources-Based View (RBV), which both lead the company in creating a competitive advantage through superior value. The purpose of this paper is to examine the relationship between market orientation, learning organization and dynamic capability on value creation. Using a questionnaire survey, the paper is based on data collected from 105 owners or managers of industry creative in Indonesia. The partial least squares (PLS) structural equation modeling approach was used to analyze the data and test the hypotheses.The results indicate that, among the market orientation, learning organization, dynamic capability are significantly and positively related to value creation.
Evaluation of sources: a new sustainable approach using argument analysis and...Elise Wong
Radcliff, S. & Wong, E. Evaluation of sources: a new sustainable approach using argument analysis and critical thinking. Presented at Library Instruction West 2014 conference.
An area of information literacy instruction that has increasingly gained attention is evaluation of sources. Moving away from the checklist approach (timeliness, relevancy, bias, credibility, authority), this session describes a new approach incorporating critical thinking questions and training for students on analyzing arguments using the Toulmin method, which students apply to evaluating articles and to detecting “myside” (confirmation) bias in their own writing.
This approach was used at two institutions, a 2-unit information literacy course at CSU East Bay and several sections of an English Composition course Saint Mary’s College and incorporated a “flipped classroom” design with much of the information being presented online to students prior to the in class session.
The presentation includes a literature review showing past uses of argument analysis and critical thinking in evaluation of sources, the instructional design from both institutions and results from a rubric–based evaluation of student work and student reflections.
Claudia Adams, Neda Zdravkovic, Josta Heyligers EBLIP 8 presentation July 2015 Claudia Adams
An overview of collaborative information and academic literacy integration projects within postgraduate and undergraduate research methods courses in higher education
Increasing Retention in Online Courses: Integrating Learning Preferences with...Edina Renfro-Michel
This presentation, developed for the Conference on Higher Education Pedagogy 2014, describes the development and integration of the Ultimate Course Search (UCS) developed to increase retention and learning in higher education courses. The iSECURE project was supported through an NSF grant for use with Computer Science Security Courses. Implications for other areas of teaching are discussed, and screen shots of UCS are included.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Free, Pre-designed Interactive Learning Objects: An Exploration of Open Educa...Lynn Lease, PhD
Presented at the Franklin University Innovations in Teaching & Learning Conference 2016. With the click of a button, educators have access to repositories filled with hundreds of open educational resources, often tied directly to educational standards. Many of these instructional materials are interactive, shifting the paradigm from passive text-based instructional materials to interactive and engaging content.
Attendees will have the opportunity to actively explore and discuss repositories filled with hundreds of free, pre-designed interactive learning objects.
Pea, R. (2012, April 15). The promise of learning about learning with adaptive educational technologies. Invited paper for symposium: "Global Perspectives on New Technologies and Learning" of the World Educational Research Association (Eva Baker, Chair). Annual Meetings of the American Educational Research Association, Vancouver BC, Canada.
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
Finding and adopting oer with CanvasCommons, OpenStax, and SaylorUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on finding the most recently updated open textbooks, open courses, and open educational resources for college. Speakers will share their open collections: how to find content, peer review processes, and strategies for encouraging faculty adoptions to improve teaching and learning and expand access for learners.
Date: Wed, Sept 9, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
open neon sign
Image: CCO License
Kate McGee, Project Director, Canvas Commons
Nicole Finkbeiner, Associate Director of Institutional Relations, OpenStax College
Tanner Huggins, Educational Project Manager, Saylor Academy
How OER Use Fosters Policy and Practice ChangeUna Daly
Community and technical colleges are increasingly advocating for open educational practices and policies to fulfill their open access mission. Affordability can be a significant access barrier for the high percentage of non-traditional students at community college. Non-traditional students often work to support themselves and family members while they attend college. As funding cuts have lead to higher tuition costs, many are unable to afford the expensive instructional materials.
Faculty have responded by adopting open educational resources (OER) and open textbooks to make college more affordable for their students. In the process, they are improving instructional practices as they customize materials to meet the unique needs of students at their college. A focus on online and interactive materials and regional workforce education has been noted. College administrators and trustees noting these successes are proposing open policies to encourage the use of OER in an increasing number of disciplines and in district-wide implementations.
Hear case studies from members of the Community College Consortium for Open Educational Resources (CCCOER) at OCWC on how adoption and creation of OER and open textbooks has improved affordability and teaching practice.
Faculty at College of the Canyons in Sociology, Water Technology, and statistics have created and adopted OER and open textbooks saving students $235,000 over a single year. An OER repository and a flexible infrastructure for supporting the sharing of faculty developed learning objects has been developed. Their Dean of Distance Education leads the CCCOER Advisory Board representing the consortium at conferences throughout the world.
Maricopa District, one of the largest community college districts in the U.S., has endorsed “the development and use of OER to support innovative and creative opportunities for all learners,” in its 5-year District-Wide Information and Instructional Technology Strategic Plan. Math faculty at three of the district colleges: Scottsdale, Paradise Valley, and Phoenix are sharing resources and strategies to provide multiple sections of high-enrollment math courses using OER. Pilots of OER math at three additional Maricopa community colleges will begin in Spring 2013. Scottsdale College alone has saved students over $200,000 in fall 2012.
CCCOER was founded in the Foothill–De Anza College District to create awareness and build a community of practice around OER at public two-year colleges. As proof of concept, the Collaborative Statistics textbook was openly licensed and imported into the Connexions repository at Rice University. The textbook was widely adopted by math faculty at De-Anza college and 20 other colleges in North America and has saved students at De-Anza over a million dollars to date.
Presenter(s): Diane Fulkerson.
With the recent adoption of the ACRL Framework academic librarians have the opportunity to reinvent and redesign their library instruction session. This presentation provides an overview of how to use the Framework to design one-shot library instruction sessions.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Similar to Object-ive Orientation: The Use of Learning Objects for Support Services (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Object-ive Orientation: The Use of Learning Objects for Support Services
1. Object-ive Orientation:
The Use of Learning Objects
for Support Services
Karen K. Hein
University of Nebraska at Omaha (UNO)
16th Annual Sloan-C International Conference on Online Learning
The Power of Online Learning: Stimulating New Possibilities
November 5, 2010
2. Distance Education
& Support Services
• Types of Support Services
– Each requires navigating networks and
systems of processes
– Guidelines, tip sheets, tutorials, etc., to help
simplify complex systems
• Impact upon the Student
(what the research says)
3. Overview of Support Service
Material Development
• Making Materials Available
• Designing from an Instructional
Perspective
– Deeper Consideration of Learning
Assessment
• Modularization, Customization, and
Accessibility
4. Learning Objects
• Instructional Units / Modules
• Focus Upon Fewer Learning Goals /
Objectives
• Flexibility and Reusability
• Technical Standards for Designing,
Describing, and Locating Objects
• Parallels Open Educational Research
(OER) Movement.
6. University of Nebraska System
• 4-Campus System:
– University of Nebraska at Omaha (UNO)
– University of Nebraska – Kearney (UNK)
– University of Nebraska – Lincoln (UNL)
– University of Nebraska Medical Center (UNMC)
• Online Worldwide
– Student Support Services Community of
Practice (SSCoP)
21. Contact Information
Slides available at
http://www.slideshare.net/unokhein/objective
-orientation-the-use-of-learning-objects-
for-support-services
Karen K. Hein
Instructor, University of Nebraska at Omaha
Library Media / Library Science Programs
6001 Dodge Street
Omaha, NE 68182
khein@unomaha.edu
22. References
Bishop, J. (2005). Keys to success at the University of Nebraska at Omaha: First year
experience. Boston: Prentice Hall.
Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based
guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons, Inc.
Carter, C., Bishop, J., & Bucher, R. D. (2005). Keys to effective learning: Developing
powerful habits of mind (4th Ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Mayer, R. (2001). Multimedia learning. New York: Cambridge University Press.
Pattison, S. (2003-2004). The effect of an orientation on distance - program
satisfaction. Journal of College Student Retention: Research,
Theory & Practice, 5(2), 205-233.
23. References
Shell, D. F., Brooks, D. W., Trainin, G., Wilson, K. M., Kauffman, D. F., & Herr, L. M.
(2010). The unified learning model: How motivational, cognitive, and neurobiological
sciences inform best teaching practices. Dordrecht: Springer Science.
Wozniak, H., Mahony, M. J., Lever, T., & Pizzica, J. (2009). Stepping through the
orientation looking glass: A staged approach for postgraduate students. Australasian
Journal of Educational Technology, 25(2), 221-234. Retrieved from
http://www.ascilite.org.au/ajet/ajet25/wozniak.html
Editor's Notes
When we think about the types of services we offer in support of Distance Education students, we see a wide range of possibilities. These services often mirror those provided “on the ground” and are ones with which most are familiar – financial aid, records and registration, library services, institutional technology support, etc. Each of these areas requires students to navigate the ins and outs of their affiliated networks and systems of processes to successfully complete their educational journeys.
In efforts to assist students in more efficiently traversing these systems, many support service entities have created guides, tip sheets, tutorials, and the like. These, in turn, have been integrated into student orientation initiatives, introducing students to needed information and direction early in their academic careers.
For many of us, the need to create these materials has been driven primarily by the necessity to simplify complex systems into more manageable processes and to achieve some efficiencies in staffing by lessening the load imposed by answering similar types of questions repeatedly. The creation of orientation materials, however, has had a deeper impact than basic navigation assistance in that research has shown orientation to institutional resources and services has a positive, significant influence on student satisfaction with distance learning (Pattison, 2003-2004).
As we in support services have sought ways to assist our students, our first efforts were in just making materials available. We were more concerned with having SOMETHING available than any learning that might have come from the experience.
However, as is the trend in education, we’ve seen deeper consideration of the design of these materials … it’s no longer about just access to materials; more and more we’re wondering if our materials are effective and whether the efforts put forth are meeting student needs.
We’re also seeing more of the need for modularization and customization of support materials – where students are able to more readily access materials at their point of need and access those materials more relevant to their needs.
This is where the concept of learning objects can be can be leveraged to address this need.
When we talk about learning objects, we’re talking about materials that can be classified as instructional units or modules. Often these are more focused instructional materials, covering a select number of learning goals and objectives.
Another characteristic of learning object model design is that these instructional materials can be reused in a variety of educational settings outside of the original setting in which they were created. This flexibility means these materials can also be “plugged in” to other larger objectives, connecting and reconnecting materials as needed. For these reasons, I tend to think of learning objects as a set of building blocks that can be reconfigured in a multitude of ways.
Part of the flexibility and reusability associated with learning object model design is a result of the development of the technical standards for designing, describing, and locating these types of instructional materials.
Several metadata schemas have been developed to assist learning object creators in designing and describing not only the content elements of the objects themselves, but also their technical specifications. These schemas may also identify the order in which objects must be completed to achieve broader goals.
The schemas with which most are familiar are the IEEE Learning Object Model (LOM) standards and SCORM (Sharable Content Object Reference Model).
The primary role of these schemas is to assist in communicating content and technical elements to learning object creators and users. In addition, these standards allow learning objects to be findable in larger repositories because of the controlled vocabulary used to describe learning object elements.
Between the flexibility and standardized descriptions, learning object model design parallels the work put forth by the Open Educational Resources (OER) Movement. Because learning objects are smaller instructional units designed to be reused in various educational settings, they are good candidates to be shared in the OER movement. OER’s primary aim is to provide free and open access to instructional resources and practices shared by individuals across the world.
While learning object creators are exploring the technical means to create engaging and interactive learning objects, other guidelines need to be considered to ensure learning actually results as a consequence of using a learning object.
Three theories useful in directing good design include the unified learning model, Sweller’s Cognitive Load Theory, and Mayer’s Multimedia Principles.
The Unified Learning Model outlines the neurobiological processes involved in learning, stating learning results from properly directing working memory resources to efforts used to build cognitive schema. In this process, motivation is key … a learner must purposefully direct working memory to learning. Lastly, practice and feedback are also important in that they provide opportunities to further refine cognitive schema.
Sweller’s Cognitive Load Theory is closely related to the ULM in that Sweller proposed several guidelines highlighting how instructional materials should be designed to maximize the learner’s use of working memory resources (managing cognitive load). Examples of these guidelines include:
Use diagrams to build deeper understanding of concepts
Avoid split attention by integrating explanatory text into graphics rather than keeping this content separate.
Mayer’s Principles address more of the audiovisual and pacing components of instructional materials. One main principle involves giving the learner control over the pacing of the material so that s/he can move forwards and backwards through content as needed. In addition, Mayer discusses the combination of auditory and visual components as well as interactive features of materials.
Learning objects created according to these guidelines provide learners with deeper learning experiences through which instructional goals can be more readily accomplished.
This background on learning objects, instructional design and distance education came together for the University of Nebraska System in 2009-2010.
A bit of background regarding the organization of the University of Nebraska System. The NU system consists of 4 campuses:
The University of Nebraska at Omaha is a metropolitan campus located in Omaha and serves 13,000+ students
The University of Nebraska – Lincoln is the land grant university located in Lincoln and serves 24,000+ students
The University of Nebraska – Kearney – is a public, residential university located in western Nebraska, serving nearly 7,000 students
The University of Nebraska Medical Center (UNMC), located in Omaha, houses the medical research and health care professional programs.
Over the past 5 years, distance education has been receiving quite a bit of attention at all four campuses. One of the results of discussions and activities was the creation of Online Worldwide, a centralized organization devoted to supporting distance education initiatives and assisting in the coordination resources and services, including support services, from all campuses.
Advising the Online Worldwide Steering Committee are four Communities of Practice groups. Each group is comprised of representatives from each of the four campuses and is focused upon specific aspects relating to distance education: Student Support Services, Instructional Design and Faculty Support, Infrastructure and Systems, and Grants & Research.
It is within the Student Support Services Community of Practice where discussions regarding orientation materials and other support mechanisms for learners in online and hybrid environments are held.
Over the past 6 months, the group’s discussions have focused upon the creation of orientation materials for distance learners. Two campuses (UNMC and UNK) already offer a structured orientation program for distance students, requiring them to complete modules within Blackboard to become more familiar with the learning management system and the respective university systems. Interest from the other two campuses (UNO and UNL) demonstrated this was a topic needing further consideration as well as some amount of standardization from which campuses could build.
The result was a list of modules all SSCoP members felt applicable to nearly all campuses:
Campus Introduction
Technology Requirements & Support
Blackboard (Learning Management System)
Campus E-Mail Systems
Registration Processes
Course Materials (Bookstores, Supplemental Equipment, etc.)
ID Cards
Exams & Grades (Proctored / Unproctored Exams, GPA)
Library Resources Services
Advising and Degree Planning
Tuition / Fees
Financial Aid
Student Resources (Writing Centers and Other Academic Support Services, Student Organizations)
Student Conduct
The Community of Practice also discussed the design of these materials, setting forth the following recommendations for each campus to consider:
The materials need to be modular in that students may be able to “pick and choose” as meets their needs or as the college, department, program requires.
The materials need to be Web-based for ease of access, including access from smartphones and other personal digital technologies.
Some discussions in this area have taken place as to whether these modules should be created as Blackboard modules – designed and delivered completely within the learning management system. Others have argued these materials should be accessible outside of this environment, given future uncertainties with management systems as well as other factors (programming limitations, user accounts, etc.)
Orientation materials should be engaging and interactive, requiring the student to use higher order thinking skills and to take the modules seriously
Lastly, the modules need to include assessments so that instructors and university support personnel have confidence students have learned skills and abilities that will help them succeed in distance-delivered environments.
Thinking back to the characteristics associated with learning objects, these are exactly the elements used to describe these instructional materials. Learning processes and instructional design principles can also be used to support best practices in ensuring the modules are engaging and interactive as well as designed so as to promote learning.
From these discussions about topics and design recommendations, one topic garnering initial attention for all four campuses was Student Readiness. Each campus has commented about the need to assist students in self-identifying whether distance education is a good fit for their interests and preferences. An orientation module devoted to this topic would have a significant impact upon recruitment and retention. This is where UNO began the journey into the development of a first in a series of modules for distance education student orientation.
The first module focuses specifically upon an individual’s personality or learning preferences. This topic was selected because we felt it important students first became aware of their own personal characteristics influencing their learning processes.
The Personality Spectrum created by Dr. Joyce Bishop was used as the preferences test within the module with additional content added to enhance interaction and an understanding of how the concepts described by the preferences test applied to learning experiences.
It is intended to serve as a stand-alone learning object – not designed for a specific degree program or subject area. It is intended to be available and completed outside of a learning management system. The learner can also return to the module for concept review.
As for the technical aspects, the module is based upon HTML, PHP, & MySQL technology so that it is fairly easy to modify. It is currently branded as UNO, but this can be changed as necessary. While the code is not yet available for others, the intention is to release it under Creative Commons licensing and/or to contribute it to Open Educational Resource repositories if possible.
Where do we go from here?
We will continue to refine the first module … our first efforts will be to draw a closer match between concepts and application.
We will then need to further test the module to ensure it is accomplishing the instructional and readiness goals we established.
More learning objects will be completed to address the other topics areas outlined by the Support Services Community of Practice.
With each object, assessment considerations must be given. Assessment not only of learning objectives, but also of adherence to learning processes and instructional design principles. These theories and principles become our standards just as HTML, CSS, and metadata schemas have become our technical standards.
Lastly, we are interested in sharing with and learning from others who have created materials and modules highlighting the resources and services offered in support of distance education students.