lecture presented by Pio Salvador R. Omana, resource speaker of the 2nd Marina G. Dayrit Lecture Series held on March 27, 2015 at Lyceum of the Philippines University, Manila
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
This keynote presentation discusses using an alternate reality game (ARG) to teach a class about digital literacy, creativity, and curiosity. The instructor worked with students over 12 weeks to solve puzzles and clues related to a fictional character named Rufi Franzen. Students collaborated online and worked to unravel the mystery. In the finale, the class revealed a video they created about Rufi that was shown on a large screen in a famous city. Student feedback showed the ARG approach was a transformative learning experience that developed their problem-solving, collaboration, and engagement with course material.
The document discusses the evolution of educational technology and its increasing impact. It provides rationales for using technology in education such as supporting new instructional approaches like cooperative learning and problem solving. Technology also increases teacher productivity and motivates learners. The document defines e-learning and different technology-based approaches compared to traditional classrooms. It addresses the changing role of teachers and challenges in education today from liberal arts to vocational training. The document advocates for rethinking learning activities and interactions to engage learners when integrating educational technology.
Information literacy beyond the academy : recent perspectives from the UKJane Secker
This document summarizes Jane Secker's presentation on information literacy perspectives from the UK. It discusses the work of the CILIP Information Literacy Group to promote information literacy teaching and research. It also describes challenges in bringing information literacy outside of higher education, and initiatives to address this, including projects in public libraries and schools. Finally, it outlines the Student Ambassadors for Digital Literacy project at the London School of Economics to understand and improve students' digital and information literacy skills.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
This keynote presentation discusses using an alternate reality game (ARG) to teach a class about digital literacy, creativity, and curiosity. The instructor worked with students over 12 weeks to solve puzzles and clues related to a fictional character named Rufi Franzen. Students collaborated online and worked to unravel the mystery. In the finale, the class revealed a video they created about Rufi that was shown on a large screen in a famous city. Student feedback showed the ARG approach was a transformative learning experience that developed their problem-solving, collaboration, and engagement with course material.
The document discusses the evolution of educational technology and its increasing impact. It provides rationales for using technology in education such as supporting new instructional approaches like cooperative learning and problem solving. Technology also increases teacher productivity and motivates learners. The document defines e-learning and different technology-based approaches compared to traditional classrooms. It addresses the changing role of teachers and challenges in education today from liberal arts to vocational training. The document advocates for rethinking learning activities and interactions to engage learners when integrating educational technology.
Information literacy beyond the academy : recent perspectives from the UKJane Secker
This document summarizes Jane Secker's presentation on information literacy perspectives from the UK. It discusses the work of the CILIP Information Literacy Group to promote information literacy teaching and research. It also describes challenges in bringing information literacy outside of higher education, and initiatives to address this, including projects in public libraries and schools. Finally, it outlines the Student Ambassadors for Digital Literacy project at the London School of Economics to understand and improve students' digital and information literacy skills.
This document discusses trends in technology use between generations and strategies for bridging the digital divide between seniors and younger people. It describes how organizations in Norway and other countries create places for seniors to learn technology skills and use devices. While technology provides opportunities, interpersonal connections are also important. Both informal and formal learning approaches are needed to engage all ages.
Shine a Light - Snapshots of Australian Arts Education Research 2015Sue Davis
This presentation shines a light on snapshots of arts education practice from across Australia. It was created by the Arts Education, Practice and Research Special Interest Group (AEPR SIG) for AARE (Australian Association for Research in Education) for International Arts Education Week 2015.
This document summarizes a presentation on collective intelligence in international projects by Hróbjartur Árnason, Jørgen Grubbe, and Torhild Slåtto. It discusses the PaaD Nordic project which investigated experiences from completed Nordic projects to understand what aspects lived on after the projects ended and why. Key findings included networks, online content/materials, practices adopted by organizations, and relevance of the project theme to partner institutions. Collaborative structures like co-creation, complementary competencies, and inclusion of various inputs were found to be important for success. Factors like social intelligence, diverse perspectives, equal participation, clarity of goals, and intensive work sessions also supported effective collaboration.
Managing informal learning spaces outside the classroom to create an effectiv...SHU Learning & Teaching
This document discusses how managing informal learning spaces outside the classroom can create an effective partnership learning community. It provides evidence that open learning spaces that facilitate interactions between staff and students can increase engagement and learning. The document then describes a new informal learning space created at Norfolk University for the math department, called Norfolk 6. Surveys of students and staff found that Norfolk 6 fostered a sense of community, made staff more approachable, and facilitated group work. It was concluded that shared open learning spaces can support productive work, cross-level learning, and help develop a partnership community.
Hróbjartur Árnason: University of Iceland: Keynote held on June 3. 2021 at the FLUID & IDA conference: Collective Intelligence – When Learning becomes Collective: https://www.fluid.dk/ci/
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
The seminar discusses research trends in open and distance learning (ODL), e-learning, and technology-enhanced education from recent reports. It highlights design-based research as a trendy methodology. This involves designing learning environments and studying their use in practice. The presentation also notes trends around more connected and mobile devices, and changing pedagogies like social constructivism that emphasize collaboration. Finally, it discusses seeing teaching as a design science, with teachers sharing and adapting each other's learning designs in a computational representation.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
This document outlines new directions for school libraries in Ontario by introducing the concept of a learning commons approach. It provides a brief history of the development of the document from initial consultations in 2007 through additional feedback received. The result is a vision document and ideas for implementing the learning commons approach in school libraries. Key components of the learning commons outlined include physical and virtual space, equitable access, learning partnerships, and technology in learning. The document also covers developing reading engagement, multiple literacies, critical thinking, guided inquiry, and learning to learn skills in students. It emphasizes developing the whole individual and engaging all learners. Transitioning to this new approach will require openness to change, preserving some practices while reinventing others,
The document provides an overview of the Flat Classroom Workshop 2013. It includes the schedule and agenda for Day 1 which focuses on getting started with Flat Classroom pedagogy, defining global collaboration, and getting started with global projects. It discusses connected and "flat" learning, which aims to virtually eliminate walls between classrooms and connect learners globally. The document also outlines steps to "flatten" a classroom including making connections, communication, contribution, choice and more.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Applying Universal Design to Improve Reference & Instruction ServicesElizabeth Dolinger
The document discusses applying universal design principles to improve reference and instruction services in libraries. It provides background on the diversity of library patrons, including those with disabilities or who are non-traditional, ESL, or have learning disabilities. It describes universal design, universal design for learning, and universal design for instruction frameworks. It discusses how these principles align with ACRL and RUSA guidelines for reference and instruction to create inclusive and accessible services for all patrons.
This document discusses how webquests can be used to develop critical reading skills for English as a foreign language students. It defines webquests as inquiry-oriented activities where students use online resources to answer a main question. Webquests promote critical thinking, knowledge application, social skills, and scaffolded learning. They allow for collaborative work and require students to synthesize information to form their own opinions. The document also provides examples of how teachers can structure a webquest activity and assess students' work using rubrics to determine if a webquest is appropriate.
Quality multiplied: Learning that matters in a runaway worldLina Markauskaite
The OpenLearning Conference 27 November 2018 https://www.conference.openlearning.com
Quality multiplied: Learning that matters in a runaway world
Lina Markauskaite
Centre for Research on Learning and Innovation
The University of Sydney, Australia
Abstract
How can we help prepare students to solve wicked problems when nobody knows exactly what these problems will be, for jobs and professions that do not yet exist and for a society whose contours, as Anthony Giddens put it, ‘we can as yet only dimly see’?
For the last ten years, I have been researching how university students learn to integrate different kinds of knowledge and ways of knowing needed for innovative and skilful professional action in the world — how they develop a capability called ‘epistemic fluency’. Drawing on my studies and related innovations in my teaching, I will argue that education needs to go beyond the established notions of ‘learning as knowledge acquisition’ or ‘learning as participation’ and go beyond developing courses or shaping students’ experiences. Instead, it should focus on learning that enables students to re-imagine their future, co-assemble their own environments, and co-create actionable knowledge that runs away outside the educational institutions. This is a risky business that requires openness to the world in which the students will live, in fact, to the world which they will co-create.
Universities and other educational institutions have skin in this game. They need courage and wisdom to move beyond their secure ‘industrial’ methods for assuring educational quality, and embrace a greater diversity of ways in which they teach and produce socially valuable knowledge.
FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...openfdol
This document provides a summary of a webinar on collaborative learning and communities for an open online course. It includes:
- An introduction and welcome from the organizers Dr. Keith Smyth and Dr. David Walker.
- Statistics on course registration and participation from various countries.
- An overview of the course units, including the current unit on collaborative learning and communities.
- A discussion on enabling cross-institutional collaboration and the challenges of aligning policies and systems between institutions.
- Examples of collaborative projects developed including a module on global dimensions in higher education.
- Consideration of issues like balancing individual and group needs in open online contexts and managing scale from small to massive open
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
Hitting the moving target: The transformation of information literacy instruc...University College Dublin
This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.
This document discusses trends in technology use between generations and strategies for bridging the digital divide between seniors and younger people. It describes how organizations in Norway and other countries create places for seniors to learn technology skills and use devices. While technology provides opportunities, interpersonal connections are also important. Both informal and formal learning approaches are needed to engage all ages.
Shine a Light - Snapshots of Australian Arts Education Research 2015Sue Davis
This presentation shines a light on snapshots of arts education practice from across Australia. It was created by the Arts Education, Practice and Research Special Interest Group (AEPR SIG) for AARE (Australian Association for Research in Education) for International Arts Education Week 2015.
This document summarizes a presentation on collective intelligence in international projects by Hróbjartur Árnason, Jørgen Grubbe, and Torhild Slåtto. It discusses the PaaD Nordic project which investigated experiences from completed Nordic projects to understand what aspects lived on after the projects ended and why. Key findings included networks, online content/materials, practices adopted by organizations, and relevance of the project theme to partner institutions. Collaborative structures like co-creation, complementary competencies, and inclusion of various inputs were found to be important for success. Factors like social intelligence, diverse perspectives, equal participation, clarity of goals, and intensive work sessions also supported effective collaboration.
Managing informal learning spaces outside the classroom to create an effectiv...SHU Learning & Teaching
This document discusses how managing informal learning spaces outside the classroom can create an effective partnership learning community. It provides evidence that open learning spaces that facilitate interactions between staff and students can increase engagement and learning. The document then describes a new informal learning space created at Norfolk University for the math department, called Norfolk 6. Surveys of students and staff found that Norfolk 6 fostered a sense of community, made staff more approachable, and facilitated group work. It was concluded that shared open learning spaces can support productive work, cross-level learning, and help develop a partnership community.
Hróbjartur Árnason: University of Iceland: Keynote held on June 3. 2021 at the FLUID & IDA conference: Collective Intelligence – When Learning becomes Collective: https://www.fluid.dk/ci/
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
The seminar discusses research trends in open and distance learning (ODL), e-learning, and technology-enhanced education from recent reports. It highlights design-based research as a trendy methodology. This involves designing learning environments and studying their use in practice. The presentation also notes trends around more connected and mobile devices, and changing pedagogies like social constructivism that emphasize collaboration. Finally, it discusses seeing teaching as a design science, with teachers sharing and adapting each other's learning designs in a computational representation.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
This document outlines new directions for school libraries in Ontario by introducing the concept of a learning commons approach. It provides a brief history of the development of the document from initial consultations in 2007 through additional feedback received. The result is a vision document and ideas for implementing the learning commons approach in school libraries. Key components of the learning commons outlined include physical and virtual space, equitable access, learning partnerships, and technology in learning. The document also covers developing reading engagement, multiple literacies, critical thinking, guided inquiry, and learning to learn skills in students. It emphasizes developing the whole individual and engaging all learners. Transitioning to this new approach will require openness to change, preserving some practices while reinventing others,
The document provides an overview of the Flat Classroom Workshop 2013. It includes the schedule and agenda for Day 1 which focuses on getting started with Flat Classroom pedagogy, defining global collaboration, and getting started with global projects. It discusses connected and "flat" learning, which aims to virtually eliminate walls between classrooms and connect learners globally. The document also outlines steps to "flatten" a classroom including making connections, communication, contribution, choice and more.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Applying Universal Design to Improve Reference & Instruction ServicesElizabeth Dolinger
The document discusses applying universal design principles to improve reference and instruction services in libraries. It provides background on the diversity of library patrons, including those with disabilities or who are non-traditional, ESL, or have learning disabilities. It describes universal design, universal design for learning, and universal design for instruction frameworks. It discusses how these principles align with ACRL and RUSA guidelines for reference and instruction to create inclusive and accessible services for all patrons.
This document discusses how webquests can be used to develop critical reading skills for English as a foreign language students. It defines webquests as inquiry-oriented activities where students use online resources to answer a main question. Webquests promote critical thinking, knowledge application, social skills, and scaffolded learning. They allow for collaborative work and require students to synthesize information to form their own opinions. The document also provides examples of how teachers can structure a webquest activity and assess students' work using rubrics to determine if a webquest is appropriate.
Quality multiplied: Learning that matters in a runaway worldLina Markauskaite
The OpenLearning Conference 27 November 2018 https://www.conference.openlearning.com
Quality multiplied: Learning that matters in a runaway world
Lina Markauskaite
Centre for Research on Learning and Innovation
The University of Sydney, Australia
Abstract
How can we help prepare students to solve wicked problems when nobody knows exactly what these problems will be, for jobs and professions that do not yet exist and for a society whose contours, as Anthony Giddens put it, ‘we can as yet only dimly see’?
For the last ten years, I have been researching how university students learn to integrate different kinds of knowledge and ways of knowing needed for innovative and skilful professional action in the world — how they develop a capability called ‘epistemic fluency’. Drawing on my studies and related innovations in my teaching, I will argue that education needs to go beyond the established notions of ‘learning as knowledge acquisition’ or ‘learning as participation’ and go beyond developing courses or shaping students’ experiences. Instead, it should focus on learning that enables students to re-imagine their future, co-assemble their own environments, and co-create actionable knowledge that runs away outside the educational institutions. This is a risky business that requires openness to the world in which the students will live, in fact, to the world which they will co-create.
Universities and other educational institutions have skin in this game. They need courage and wisdom to move beyond their secure ‘industrial’ methods for assuring educational quality, and embrace a greater diversity of ways in which they teach and produce socially valuable knowledge.
FDOL132 unit 4: Collaborative learning and communities with Dr Keith Smyth an...openfdol
This document provides a summary of a webinar on collaborative learning and communities for an open online course. It includes:
- An introduction and welcome from the organizers Dr. Keith Smyth and Dr. David Walker.
- Statistics on course registration and participation from various countries.
- An overview of the course units, including the current unit on collaborative learning and communities.
- A discussion on enabling cross-institutional collaboration and the challenges of aligning policies and systems between institutions.
- Examples of collaborative projects developed including a module on global dimensions in higher education.
- Consideration of issues like balancing individual and group needs in open online contexts and managing scale from small to massive open
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
Hitting the moving target: The transformation of information literacy instruc...University College Dublin
This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
The document discusses emerging trends in librarianship and higher education. It notes that the abundance of online resources is challenging traditional roles of educators and libraries. Libraries must consider their unique value in providing sense-making and credibility assessment of information. Emerging technologies like MOOCs, learning analytics, and 3D printing will continue to impact higher education. Libraries need to focus on user needs, manage both physical and digital collections, and leverage technologies like the cloud to remain relevant gateways for managing information.
Gráinne Conole presented a holistic, student-centered approach to learning design using new technologies. She discussed how technologies are changing the learning landscape and learner expectations. Conole proposed learning design as a conceptual framework and tools like CompendiumLD and Cloudworks to help educators design for learning and share ideas. Her vision emphasizes flexible, experiential learning that blurs boundaries between formal and informal learning through open educational resources and new digital spaces.
In a world where efficiency is superseding effectiveness, this presentation for Early Career Academics introduces the concept of Digital Scholarship through a Scholarship of Teaching and learning Lens.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Leaders and partners: strategic positioning for transformative services - Wen...CONUL Conference
Librarians are well-positioned to take on leadership roles and partner with other university departments due to their expertise in areas like data management, curation, and ensuring inclusive and ethical use of information. As technologies like artificial intelligence advance, librarians can help address privacy concerns and make sure AI systems are optimized for both human and machine use of information. Their skills in organizing and providing access to information also make libraries important partners in developing the data capabilities needed for institutions to successfully implement AI.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
This document summarizes a kick off meeting for a grant focused on developing a community of practice for faculty engaged in critical digital pedagogy. It introduces the grant team members and provides an overview of the grant activities, which include workshops, lectures, and discussions over the course of the fall 2016 and spring 2017 semesters. The goal is to help 50% of participants develop digital assignments for their courses and to foster an ongoing community around critical approaches to digital tools and pedagogy. Upcoming lectures and workshops are announced that will explore topics like designing for agency in the digital ecosystem and designing digital assignments.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
Plenary sessions: the power of digital for change - Jisc Digifest 2016Jisc
With Dr Paul Feldman, chief executive, Jisc, Professor David Maguire, chair, Jisc, Professor Andrew Harrison, professor of practice at University of Wales Trinity St David and director, Spaces That Work Ltd, Professor Donna Lanclos, associate professor for anthropological research, UNC Charlotte
LAK15 - SCALABILITY AND FLEXIBILITY THROUGH OPEN RESEARCHThieme Hennis
TU Delft is exploring an open research approach to maximize opportunities to research MOOCs and use MOOCs for research. This involves connecting with relevant researchers globally and locally to study a broad range of topics by providing access to TU Delft MOOC data and research instruments. The collaboration workflow includes defining research ideas, signing agreements, deploying instruments, analyzing data, and publishing results. Current work focuses on streamlining these processes and building research capacity while addressing issues like data standards and privacy.
Digital Shifts; how staff in UK HE conceptualise learning and teaching in a d...Sue Watling
This document summarizes Sue Watling's research on how university staff conceptualize teaching and learning in a digital age. It describes her Teaching and Learning in a Digital Age (TELEDA) course which uses experiential learning to help staff develop digital pedagogies. It aims to investigate how this course and the Community of Inquiry model influence staff attitudes and the acquisition of digital skills. The research will analyze TELEDA data and produce a digital capabilities framework and revised Community of Inquiry model to support technology-enhanced teaching and learning.
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)ALATechSource
The document discusses creating a digital media space for teens at the library. It outlines the background and theory behind developing a mentor-driven program like The Labs at the Carnegie Library of Pittsburgh. The program is based on 3 levels of engagement - hanging out, messing around, and geek out. The document emphasizes that mentorship should be at the heart of the program and focuses on building relationships and community. It also discusses how the program can help address equity issues in the city by providing caring non-parental adults and spaces for informal learning to explore interests.
The document discusses the direction of information and communication technology (ICT) for education and research. It outlines how ICT can facilitate learning and research collaboration. Emerging technologies like broadband, wireless access, social media, and cloud computing are changing how people access and share knowledge. This impacts the roles of teachers and researchers. Teachers need to focus on developing thinking skills in students and guiding group collaboration. Researchers can use ICT to more easily communicate and collaborate. Universities should develop open online course platforms and learning management systems to facilitate open knowledge sharing.
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
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Role of Librarians in Digital Scholarship
1. TITLE OF PRESENTATION |
Presented By
Date
Role of Librarians in Digital Scholarship
Pio Omana
2015 March
2. TITLE OF PRESENTATION |
Going Digital with Elsevier
Where can ELSEVIER help?
What is Digital Scholarship today?
Defining what it is
Summary
How important are you?
Help define the standards of digital scholarship
4. TITLE OF PRESENTATION |
is the use of digital evidence, methods of inquiry, research, publication
and preservation to achieve scholarly and research goals.
Digital scholarship can encompass both scholarly communication using
digital media and research on digital media.
An important aspect of digital scholarship is the effort to establish
digital media and social media as credible, professional and legitimate
means of research and communication.
5. TITLE OF PRESENTATION |
What are the general drivers
for this movement?
• Knowledge synthesis
• Publishing in electronic-only journals
(hyperlinked)
• Desire for feedback on work
• Need to connect/interact/collaborate with other
scholars
• D.S. is less expensive and more flexible than
print publishing
• Access
• Ability to merge scholarship with teaching
6. TITLE OF PRESENTATION |
Current constraint /
inhibitors?
• Digital can’t replace the human interactive experience
• Lack of institutional recognition
• Intellectual property concerns
• Lack of trust in the future of technologies
• Preservation/standards rollover/digital migration
• Credibility and authenticity
• Lack of literacy regarding digital information
• Time
• Technical knowledge
• Worries about security
8. TITLE OF PRESENTATION |
“I think that the digital media are interesting enough in
their own right to be worth originating something in.
Because, really, the moment you have any idea, the
second thought that enters your mind after the
original idea is, "What is this? Is it a book, is it a
movie, is it a this, is it a that, is it a short story, is it
a breakfast cereal?" Really, from that moment, your
decision about what kind of thing it is then
determines how it develops. So something will be
very, very different if it's developed as a CD-ROM
than if it's developed as a book.
- Douglas Adams, Interview with The Onion A.V. Club
(1998)
9. TITLE OF PRESENTATION |
why digital scholarship?
○ - Bringing computing power to old humanities questions -
Working “with machines in ways and on scales that our
brains cannot” - Michelle Moravec
○ - Bringing different fields together
○ - Bringing students into research & original work
○ - Making scholarship broadly accessible
○ - Exploring relationships between culture and technology
○ - COLLABORATION
10. TITLE OF PRESENTATION |
| 10
Researchers are looking for a tool that will…
Help me to discover the
relevant information
Keep me informed of the latest
developments and news
Give me access to the
detail
Make the process quick
and easy
Source: Qualitative survey results “value of ScienceDirect A&G Researchers” June 2014
13. TITLE OF PRESENTATION |
Some questions you need to consider..
• What is driving Digital Scholarship? Is there
a question of purpose or definitions?
• What are the current constraints and
inhibitors? Time, money, tenure
considerations?
• What are the success factors?
• What has enabled you to engage in digital
scholarship?
• What works? What kind of academic
support have you found useful?
15. TITLE OF PRESENTATION |
pedagogy (process)
goal: exposes students to
the potential for
technology to enhance
or alter learning &
research; includes
reflection on the impact
of the tech on learning
digital scholarship is either process or product or both
research project (product)
goal: provides a long term
digital scholarly resource
that takes advantage of
the networked aspects of
the Internet to further
knowledge generation
16. TITLE OF PRESENTATION |
planning for a digital scholarship project
3.
managing
the project
4.
sustaining
the project
2.
identifying
the team
1.
defining
the goals
17. TITLE OF PRESENTATION |
define goals using design-thinking
methodology
○ - interview potential end users
● scholars, dh community, students, general public, etc.
○ - who is your audience for the project?
○ - how will it be used?
○ - how is it unique from other scholarly projects?
○ - how can others (scholars or general public)
participate/contribute?
○ - Pro activeness of Libraries
18. TITLE OF PRESENTATION |
digital scholarship projects:
collaboration is key...
Faculty/ScholarsLibrary/IT Students
19. TITLE OF PRESENTATION |
developing a digital scholarship project is a networked process
library/IT
○ copyright
○ Metadata
○ preservation
○ project
management
○ user experience
(UX) design
○ tool identification
○ upgrades
○ training/support
faculty/scholars
○ subject matter
expertise
○ project goals
○ shared authorship
students
○ technical assistance
○ research assistance
○ prototype build/test
20. TITLE OF PRESENTATION |
Managing your digital scholarship project
○ - roles, responsibilities
○ - timelines and dependencies
○ - prototyping
○ - testing/feedback/iteration
22. TITLE OF PRESENTATION |
Sustaining your digital scholarship project
○ - plan for regular upgrades and updates to your
project (2-3 year life cycle)
○ - collaborate with IT on long term space, tool and
support needs
○ - collaborate with library on preservation strategy
& inclusion in institutional repository
○ - Keen consideration of your partners witihin the
project
27. TITLE OF PRESENTATION |
3.93
3.43
2.92
2.86
2.70
2.52
2.51
Available on my mobile device
No digital rights management
Integrated with other online sources such…
Available to my students for free
Available when library is closed
Easier to find
Easier to search
Answered question 1846
1750
1674
1766
1786
1765
1818
1790
Data Source: 2012 Elsevier global market research study;
responses from 2815 teachers.
“…online books help in finding teaching material easily from contents; saves time, and provides
all relevant topics in one place.” Hussein Abdalla Hussein, University of Bahri/ Khartoum/Sudan
Teachers Rank the Benefits of eBooks
(over printed books) in the library
28. TITLE OF PRESENTATION |
28
E-books cost less than
print books to maintain
Cost Element Print Electronic
Space High Much less
Cleaning Low Much less
Maintenance Medium Much less
Electricity/climate control Low Somewhat less
Staffing Low Somewhat less
Circulation/Access Low Much less
Source: Paul N. Courant and Matthew “Buzzy” Nielsen , On The Cost of Keeping A Book, The Idea of Order:
Transforming Research Collections for 21st Century Scholarship, June 2010
29. TITLE OF PRESENTATION |
E-book cost per use
is superior to Print
29
Amount
Spent
Total
Uses
Cost Per
Use
2007 $185,991
2008 $224,047 151,089 $1.48
2009 $204,678 251,273 $0.81
2010 $383,167 563,871 $0.68
2011 $732,725 709,944 $1.05
E‐books vs. Print books
$18 lowest cost per use
for Print books
compared to
$1 average cost per use
for e‐books
$18 lowest cost per use
for Print books
compared to
$1 average cost per use
for e‐books
Source: The Value of E-books to Academic Libraries, A
Study of the E-books Catalogue at the University of
Illinois, Urbana Champaign, LIBVALUE, May 2011
Source: CARLI, 2008, A Domestic Monograph Collection
Assessment in Illinois Academic Libraries: What are we
buying and how is it used?
32. TITLE OF PRESENTATION |
Choosing your partners..
○ - Information on demand
○ - competencies inclined with needs
○ - Support in advocacy
○ - Provides data and information for
baseline needs
33. TITLE OF PRESENTATION |
Libraries in the Philippines..
Average Spending of
E‐P
Institutions have
Electronic Materials
Have infrastructure to
gain electronic
content
34. TITLE OF PRESENTATION |
Promote research
dissemination
Generate
knowledge across
priority sectors
Enhance research
productivity
Support for Higher Education Reform
Improve research
capability
National Higher Education Research Agenda 2; and
Roadmap – Public Higher Education Reform
1. Knowledge and technologies to advance national development and competitiveness
2. Develop globally competitive universities by investing in R&D and extension, and modern facilities
Publicly‐funded HEIs as main instruments to meet needs of industry, public service and civil society
Philippine Development Plan (2011‐2016)
“In pursuit of inclusive growth”
35. TITLE OF PRESENTATION |
Philippines vs South-east Asia Research Output – Malaysia’s spectacular
growth
Singapore
12%
22%
15%
16%
13%
8%
36. TITLE OF PRESENTATION |
Steadily Improving Value despite slowing output…
Get cited Read
Publish Cite
Disseminate
Get cited share
Cite Trend
Investigate
Publication share
CertifyCertifyCertify
0
2000
4000
6000
8000
10000
12000
2009 2010 2011 2012 2013
Elsevier
CHED‐10
0
100
200
300
400
500
600
700
2009 2010 2011 2012 2013
Elsevier
CHED‐10
0
5000
10000
15000
20000
2009 2010 2011 2012 2013
Elsevier
CHED 10
Case in point: Philippines – CHED 10
Source: Scopus data 2009‐13
Coverage: Approximately 5,000
publishers
37. TITLE OF PRESENTATION |
CHED 10 Contributing to National Research Growth
Source: Scopus
CHED 10 CHED 10
CHED 10 CHED 10
CHED 10
CHED 10
CHED 10 CHED 10
Others
Others
Others Others
‐
200
400
600
800
1,000
1,200
1,400
1,600
1,800
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Philippines: Total Research Publications
CHED 10 Others
38. TITLE OF PRESENTATION |
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
‐
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
1,800,000
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Citations
CHED 10 ScienceDirect Usage vs Citations
SD usage Citations
39. TITLE OF PRESENTATION |
‐
200
400
600
800
1,000
1,200
‐
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
1,800,000
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Research Output
CHED 10 ScienceDirect Usage vs Research Output
SD usage Research output
40. TITLE OF PRESENTATION |
Universities: University of the Philippines, University of Sto. Tomas, De La Salle
University, Ateneo de Manila University, and Mapua Institute of Technology
Jan‐AugJan‐Aug
Jan‐Aug
Jan‐Aug
0
100
200
300
400
500
600
700
800
900
1000
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Research Output
Research Output vs SD Usage for Leading Universities
SD usage Research output
41. TITLE OF PRESENTATION |
Universities: University of San Carlos, Silliman University, Central Luzon
State University, Visayas State University, and Mindanao State University
Jan‐Aug
Jan‐Aug
0
20
40
60
80
100
120
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Research Output of Lower‐Tier Universities
42. TITLE OF PRESENTATION |
Source: Scopus
CHED 10 CHED 10
CHED 10 CHED 10
‐
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Citations for CHED 10 Universities
Lower‐tier Universities Upper‐tier Universities
43. TITLE OF PRESENTATION |
CHED 10
CHED 10
CHED 10
CHED 10
Others
Others Others Others
‐
200
400
600
800
1,000
1,200
1,400
1,600
1,800
Yr 2010 Yr 2011 Yr 2012 Yr 2013
Philippines: Total Research Publications
CHED 10 Others
Opportunity to Accelerate National Research Growth by
Improving Capacity of Lower-Tier Universities
Source: Scopus
45. TITLE OF PRESENTATION |
SUMMARY
Key takeaways :
1. Promote COLLABORATION - not just within the
institution but think outside of the box.
2. Make a SHORT term and LONG term digitalization
plan
3. YOU are very important, be capable and decide on
the things you need
4. ACT together, same vision one GOAL
5. BUDGET gap will always have a story to tell
6. Take the INITIATIVE
7. INNOVATION opens up new possibilities
46. TITLE OF PRESENTATION |
Make information and research SEXY! – Dr. Nap Juanillo, CHED