Collaboration, Technologies, and Interactive instruction are foundational trends in the context of university teaching and learning. Each have functioned in isolation, often independently of another, as three separate silos.
1) Instructors collaborated to create curriculum.
2) Technologies are now ubiquitous with classroom instruction yet not always used to their maximum potentials
3) Instruction and learning are blended incorporating face-to-face class time with the expectation of participation in an online environment such as Moodle and Blackboard.
4) I believe that blended learning is heavily influenced by social / web 2.0 technologies engaging both instructors and students in new ways not only to the material covered but in the process of discovery which might be referred to as interactive engagement and include gaming. I believe blended learning is going to be the most changed trend in coming years.
Transforming distance education curricula through distributive leadershipMike KEPPELL
This paper examines a core leadership strategy for transforming learning and
teaching in distance education through flexible and blended learning. It focuses on
a project centred on distributive leadership that involves collaboration, shared
purpose, responsibility and recognition of leadership irrespective of role or
position within an organisation. Distributive leadership was a core principle in
facilitating the transformation of learning and teaching through a Teaching
Fellowship Scheme that empowered leaders across a regional distance education
university. In parallel, a design-based research project analysed the perceptions of
the Teaching Fellows in relation to blended learning, time/space, peer learning,
innovation and equity issues in relation to distance education.
Keywords: flexible and blended learning; distributive leadership; design-based
research; fellowships; transformative change; transformative learning
"The Effect of Reading Test Mode Interchangeability and Student Assessment Preferences"
ABSTRACT
Computer-based testing (CBT) in education is on the rise; however, researchers question
the interchangeability of CBT and pencil-based testing (PBT). Educators and leaders need to consider test mode interchangeability and student assessment preference prior to adopting CBT in K-8 schools. Following the new literacies theory, this mixed methods study examined test mode preference, the effect on achievement, and factors that influenced student preferences. Research questions investigated participants’ computer attitudes and use to determine test mode preference, the impact of test mode and test mode preference on achievement, and factors that influence testing preferences. This sequential explanatory within-group design included 2 online surveys and 2 reading tests in CBT and PBT formats. Paired-sample t tests were used to analyze reading test data preferred and nonpreferred test modes and across CBT and PBT test modes. Qualitative themes were generated and coded using an inductive approach, and patterns among data were analyzed. Findings revealed that all participants used technology regularly at home and at school, and most students preferred CBT over PBT. Quantitatively, there were no significant differences in reading achievement between students’ preferred and nonpreferred test modes or between CBT and PBT test formats. Qualitative analysis indicated that students who chose PBT as their preferred test mode did so due to their familiarity with the format. Overall, results supported the idea that CBT and PBT were interchangeable. Implications for positive social change include increasing teachers’ effective use of testing modes to improve student confidence, which may translate into improved student achievement.
Welcome to Wego.com, one of the world’s most comprehensive travel search engines. Wego compares and displays real time flights, hotel pricing and availability from hundreds of leading travel sites from all around the world on one simple screen.
Transforming distance education curricula through distributive leadershipMike KEPPELL
This paper examines a core leadership strategy for transforming learning and
teaching in distance education through flexible and blended learning. It focuses on
a project centred on distributive leadership that involves collaboration, shared
purpose, responsibility and recognition of leadership irrespective of role or
position within an organisation. Distributive leadership was a core principle in
facilitating the transformation of learning and teaching through a Teaching
Fellowship Scheme that empowered leaders across a regional distance education
university. In parallel, a design-based research project analysed the perceptions of
the Teaching Fellows in relation to blended learning, time/space, peer learning,
innovation and equity issues in relation to distance education.
Keywords: flexible and blended learning; distributive leadership; design-based
research; fellowships; transformative change; transformative learning
"The Effect of Reading Test Mode Interchangeability and Student Assessment Preferences"
ABSTRACT
Computer-based testing (CBT) in education is on the rise; however, researchers question
the interchangeability of CBT and pencil-based testing (PBT). Educators and leaders need to consider test mode interchangeability and student assessment preference prior to adopting CBT in K-8 schools. Following the new literacies theory, this mixed methods study examined test mode preference, the effect on achievement, and factors that influenced student preferences. Research questions investigated participants’ computer attitudes and use to determine test mode preference, the impact of test mode and test mode preference on achievement, and factors that influence testing preferences. This sequential explanatory within-group design included 2 online surveys and 2 reading tests in CBT and PBT formats. Paired-sample t tests were used to analyze reading test data preferred and nonpreferred test modes and across CBT and PBT test modes. Qualitative themes were generated and coded using an inductive approach, and patterns among data were analyzed. Findings revealed that all participants used technology regularly at home and at school, and most students preferred CBT over PBT. Quantitatively, there were no significant differences in reading achievement between students’ preferred and nonpreferred test modes or between CBT and PBT test formats. Qualitative analysis indicated that students who chose PBT as their preferred test mode did so due to their familiarity with the format. Overall, results supported the idea that CBT and PBT were interchangeable. Implications for positive social change include increasing teachers’ effective use of testing modes to improve student confidence, which may translate into improved student achievement.
Welcome to Wego.com, one of the world’s most comprehensive travel search engines. Wego compares and displays real time flights, hotel pricing and availability from hundreds of leading travel sites from all around the world on one simple screen.
There are three things that matter in relation to a networked specific practice and media production. These three terms apply to the formal attributes of digital media, and so address the qualities that practice requires, and how we participate, use, and engage with networked media. There is no hierarchy amongst these three terms, and they may prove to be insufficient. The terms are porousness, granularity, and facets. The list does not include database, user, or interactivity, as these are not causes but consequences of this triumvirate of terms.
Programme start up document - Optimised Programme Methodology Simon Misiewicz
Optimise-GB provides you with a free template for the programme start up document. This is the first phase of a three phased programme methodology. This document is based on MSP, Lean and Six Sigma programme methodologies. The key difference and unique perspective for this methodology is that the programme never closes down but focuses on continuous improvement. This document reduces the number of documents that can often lead to confusion as identified in a number of methodologies. The document sets the reason for the programme in regards to operational strategies, objectives and balanced scorecard reporting. As with most programme management methodologies, the document focuses on the now (Current state / as is) again the future (to be / future state). There are several inbuilt excel templates to boot including objectives weighting mechanisms, SIPOC flow diagrams and business cases. The programme start up phase leads into the Programme Improvement plan, which identifies a number of initiatives to be authorised within the project portfolio. The third and final document in this methodology is the programme delivery report, another template, that reports back on the progress made against the strategic goals. Please contact me should you have any questions on simon@optimise-gb.com and visit www.optimise-gb.com for more details. Many thanks Simon Misiewicz
There are three things that matter in relation to a networked specific practice and media production. These three terms apply to the formal attributes of digital media, and so address the qualities that practice requires, and how we participate, use, and engage with networked media. There is no hierarchy amongst these three terms, and they may prove to be insufficient. The terms are porousness, granularity, and facets. The list does not include database, user, or interactivity, as these are not causes but consequences of this triumvirate of terms.
Programme start up document - Optimised Programme Methodology Simon Misiewicz
Optimise-GB provides you with a free template for the programme start up document. This is the first phase of a three phased programme methodology. This document is based on MSP, Lean and Six Sigma programme methodologies. The key difference and unique perspective for this methodology is that the programme never closes down but focuses on continuous improvement. This document reduces the number of documents that can often lead to confusion as identified in a number of methodologies. The document sets the reason for the programme in regards to operational strategies, objectives and balanced scorecard reporting. As with most programme management methodologies, the document focuses on the now (Current state / as is) again the future (to be / future state). There are several inbuilt excel templates to boot including objectives weighting mechanisms, SIPOC flow diagrams and business cases. The programme start up phase leads into the Programme Improvement plan, which identifies a number of initiatives to be authorised within the project portfolio. The third and final document in this methodology is the programme delivery report, another template, that reports back on the progress made against the strategic goals. Please contact me should you have any questions on simon@optimise-gb.com and visit www.optimise-gb.com for more details. Many thanks Simon Misiewicz
Universal Design for Learning (UDL): Initial Outcomes of a Leadership Develop...CAST
April 25-28, 2011: CEC Convention
Session Leader: Elizabeth Dalton, Paul V. Sherlock Center on Disabilities, Rhode Island College
Presenter: Elizabeth Hartmann, Lasell College
Keynote –4th Pedagogy for Higher Education Large Classes (PHELC) Symposium, D...Frederic Fovet
Including learner diversity in large class teaching: Using Universal Design for Learning to sustain a systematic proactive reflection on social justice and accessibility
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
Using formative assessment to assess students in Bac Hai Primary school (1) (...TheDivergent
ESL is always a top priority field in Vietnam. However, in order to make further progress in the field of ESL learning, there’s a need of a combination of many factors and assessment methods are one of these. But contrary to its importance, the assessment method has not received much attention. Teacher feedback or comments are important to the teaching process as it is one of the ways teachers can make formative assessment in the classroom (Wiliam, Lee, Harrison, & Black, 2004). Unfortunately, assessment methods in Vietnam mainly focus on testing and exam, and they are often used to assess student progress at all levels of the education system with all subjects. Hence, for most Vietnamese students, their learning goal is to pass exams and for most teachers, their role is to provide knowledge to help students get the marks they need (Tran, 2015 cited in Dore, 1997a; Stobart, 2008). Evaluating student performance is a more complex matter than that. ‘Assessment as a driver of learning’ (Cowan, 1998, p.12). It is a powerful means of directing student learning. However, like other powerful tools, it needs to be used with care, otherwise it can become counterproductive and even harmful. Therefore, learning about how to assess the EFL learning process of students in Vietnam will open many solutions and directions to improve EFL teaching and learning.
Professor Marcia Devlin: "Learning Theories and Interdisciplinary Epistemolog...MarciaDevlin
Professor Devlin was an invited speaker at the International Conference on Teaching and Learning in Higher Education: National University of Singapore, Dec 3-5, 2008
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
Find company reports in EBSCO Business Source CompleteJulie Anne Kent
Created for an Organizational / Human Resource course (BBUS) at Thompson River's University, this guide is embedded into the research guide in support of student learning outcomes. http://libguides.tru.ca/BBUS3810.
Information literacy instruction session delivered to first year students. Topics covered included APA ciation, Google syntax and search strategies, library catalogue searching, and database interface features and functionality.
Twitter: Professional Development and Instruction Tool: Faculty HandoutJulie Anne Kent
Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking tools, connecting people and information in real time. In an education or training context, Twitter is a powerful way for educators / instructors / trainers / researchers to publicize research, communicate with students, connect with broader learning or scholarly community, or alert “followers” to resources and events.
Twitter: Professional Development and Instruction Julie Anne Kent
Presentation to faculty on the following points: social networking tools that allows people to share information
a real-time feed to like-minded individuals
in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.
Not all sources on the Web are equally valuable or reliable. Individual sites are not screened or standardized in any way to determine if the information they provide is accurate or useful. Critically evaluating the information you find is central to successful academic research. Determining the credibility of information found on the Web is not always easy - think of the following criteria during evaluation. The World Wide Web offers a great wealth of information, as well as the opportunity for people to express themselves and exchange ideas. This makes it a potentially great place to accomplish research on many topics. But putting documents or pages on the Web is easy, cheap or free, unregulated and unmonitored. If you are using a Web-based source for a research paper, you will need to develop skills to evaluate the credibility and appropriateness of what you find. The following checklist presents questions to ask to help determine whether a Web page is a suitable resource for a research paper, or not. Don't expect to be able to answer all the questions, all the time, for all Web sites you look at. Rather, try to use the questions as a tool to help you look at Web pages critically.
Designing one-time short library / information literacy instruction is challenging. This example present a structure and resources used to instruct a first year university class in visual community.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Trends in Teaching and Learning: Enhancing Academic Library Services
1. University
TEACHING LEARNING
library services
Julie Kent, Hons. B.A., M.L.I.S.
http://juliekent.ca
http://transliteracylibrarian.wordpress.com
@agentlibrarian
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 1
2. “What are the most
important variations
or trends in
university teaching
presentation & learning to be
considered while
enhancing library
services?”
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 2
3. “What are the most
important variations or
trends in university
teaching &
presentation
learning considered while
to be
enhancing
library services?”
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 3
4. Collaboration
teaching & learning trends Using Technologies
Blended Instruction
4
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
5. teaching & learning trends
collaboration
Blended Instruction
Using Technologies
Collaboration
teaching
&
learning
using blended
technology instruction
5
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
6. Collaboration
Using Technologies
Blended Instruction
6
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
7. Mobile
7
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
8. Collaboration
Using Technologies
Blended Instruction
8
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
9. Clemson
University's
Holtzendorff
Teaching with
Technology
Experimental
Classroom
http://www.clemson.edu/media-relations/archive/newsroom/articles/top-stories/sandboxclassroom.php5
9
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
11. Social Media
in the
classroom
http://www.concordia.ca/now/what-we-do/teaching/20120119/social-media-in-the-classroom.php
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 11
12. Teaching
Twitter with
Technology
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 12
13. Collaboration
teaching & learning trends Using Technologies
Blended Instruction
13
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
14. MOOC
Massive Open Online Course
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 14
15. Open Access
October 22 – 28th, 2012
Everywhere.
http://www.openaccessweek.org/
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 15
16. Thompson Rivers
University Library
Open Access
http://libguides.tru.ca/openaccess
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 16
17. Institutional
Repositories
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 17
18. Collaboration
teaching & learning trends Using Technologies
Blended Instruction
18
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
19. enhancing library services
19
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
20. • academic librarians are experts
library services
• think about collaborating
• incorporate technologies into
our teaching
Carpan, C. (2010). Library services in the age of Google: Introducing Information Literacy 2.0.
College & Undergraduate Libraries. 17, 106-113. DOI: 10.1080/10691310903584627
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012 20
21. enhancing library services
21
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
22. Collaboration
enhancing library services Using Technologies
Blended Instruction
22
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
24. Collaboration
enhancing library services Using Technologies
Blended Instruction
24
Concordia University Presentation / Julie Kent Hons. B.A., M.L.I.S./ October, 2012
Editor's Notes
Click for animationWelcome. I am honoured to be here presenting to you today as part of the process for selecting an Information Literacy Librarian. Click
I have been asked to present on the question:“What are the most important variations or trends in university teaching & learning to be considered while enhancing library services?” CLICK - for animationI will present a few important trends, provide examples, and talk about what some libraries are doing and what libraries might be considering while enhancing library services.CLICK
Looking at the question, the keywords that caught my attention are:CLICKimportant, trends, teaching, learning, enhancing, and services.I have ruminated on the question reflecting upon my experiences to couch this presentation on a foundation from which ideas can develop and focus on executable activities for libraries and librarians
CLICKCollaborationCLICKTechnologiesCLICKand Interactive instructionare foundational trends in the context of university teaching and learning. Each have functioned in isolation, often independently of another, as three separate silos. Instructors collaborated to create curriculum. Technologies are now ubiquitous with classroom instruction yet not always used to their maximum potentialsInstruction and learning are blended incorporating face-to-face class time with the expectation of participation in an online environment such as Moodle and Blackboard. I believe that blended learning is heavily influenced by social / web 2.0 technologies engaging both instructors and students in new ways not only to the material covered but in the process of discovery which might be referred to as interactive engagement and include gaming. I believe blended learning is going to be the most changed trend in coming years.CLICK
No longer are these foundational elements acting in isolation, singularly,CLICK but are now often intuitively and routinely interconnected and unified in university teaching and learning environments. Blended instruction is the least constant of these trends informed by technology and explored through collaborationCLICK
CLICKWeb 2.0 has taught us the value of collaboration. Instructors and learners share information, data, research, and collaborate with others across campus’ , institutions, and nations demonstrating the power of various technologies including social web technologies. They find one another on blogs – personal or institutional, on Facebook and Twitter. CLICKInstructorsare entering the online social world to instruct where their students live – the tech-powered environment. Educators are using technologiesto engage students in curriculum content with tools such as Twitter, clickers, Poll-everywhere,iPads, and text messaging. Librarians create embedded objects such as podcasts, videos, and tutorials to deliver instruction.CLICKCourse management software such as Moodle or Blackboard extend and amplify the classroom teaching and learning to where students can access information, discussions, and complete quizzes in their own time, their own space. Blogs, wikis, and Twitter feeds embedded into these programs, interconnecting social technologies, offering opportunities to collaborate, disseminate information, and engage students.On Penn State’s Web learning website you will find a definition of blended learning stating: “In the past, digital materials have served in a supplementary role, helping to support face to face instruction.” Digital materials and technologies are no longer in supporting roles. I instruct information literacy sessions using Twitter not in a supplementary role but as a primary tool for cross-class and backchannel communication, assessment, and feedback. Incorporating technological instructional tools into teaching and learning offers instructors tremendous flexibility to provide students with multimedia-rich content at any time of day. Students are using iPads, tweeting, clickers to answer polls and quizzes, work with Google maps to complete a history, geography, or science project, and while spending one or two sessions a week in the physical classroom are expected to complete work in the online environment. CLICK
Click The most recent entry into the tech-powered, collaborative, and blended trend track is “mobile” use of applications including gaming. Instructors and students use mobile devices to access information repositories, scan QR codes to access embedded information in the library catalogue, on instructional support materials or wayfinding labels in the stacks, library research guides and resources, to share, collaborate, and broadcast.I read in a recent study that when using their devices mobile users spend 43% of their time using the technology and applications on their handsets to find and /or verify information. If that is anywhere near accurate, how do academic libraries enhance services for this user group? Click
Click, Click, Click, ClickThese trends are not new but what is emerging is now university instructors are synchronously integrating and melding these trends in teaching and learning environments. Technology use is at the core of innovative teaching and learning practices and enhancing library services. There are many examples of when collaboration, technologies, and blended instruction meld, but I will talk about a few. Click
ClickClemson University has designed a classroom using a converted swimming pool from a retired YMCA. Barbara Weaver, Clemson University’s manager of instructional services states; “ Our goal with the room's design is to explore the use of existing technologies while building in the ability to accommodate future technologies. We are in a position now to take advantage of the interactive age. We plan to share with other instructors and administrators what we learn in here, what works best for student comprehension and development." Click
ClickThe 90-seat classroom is equipped with multiple projection screens, Internet access, and laptop computers. Tablets are used during class for students to submit solutions simultaneously and anonymously to the instructor. The instructor then projects, discusses, annotates and saves the submissions. Session details are posted on a course management software where students access more information and exercises for follow-up work on their own time outside the classroom.This is demonstrates of collaboration actualized by the integration of various technologies, and realised in blended instruction practices.http://www.clemson.edu/media-relations/archive/newsroom/articles/top-stories/sandboxclassroom.php5 CLICK
CLICKLeveragingWeb 2.0 social web tools offers teaching and learning environments new opportunities to broaden and deepen collaboration and deliver flexible blended learning instruction. But how is this working? Are instructors embracing these technologies? What do students expect? Last January here at Concordia, a debate was organized by communications professor Leslie Shade Students were asked to reflect on a series of issues related to how universities, who rely on traditional forms of instruction, can meet the learning needs of digitally savvy students. They contributed through online discussions and a conversation, moderated by Shade. When reading about this session and watching the video, I was stuck by the passion with which ideas and perspectives on university teaching and learning are actively debated within the context of student experiences and expectations. Students expressed advanced ideas about what Web 2.0 technologies mean in the context of their university experience. Issues that arose included a perspective that some instructors seemed to be forced to use technologies about which they know little. Another point was made that the current number of social web technologies in use is overwhelming and yet the use of those technologies undervalued. Students voiced their hope that in the near future there will be a unification of social technologies. The value of this session was not lost on university staff. John Bently, a program coordinator and instructional developer at the Centre for Teaching and Learning Services (CTLS) commented that the discussion “can be used to help form Concordia’s planning policies and guidelines in terms of emerging technologies. Media platforms and learning in the 21st Century classroom.” Many universities have dedicated centres mandated to support innovation in teaching and learning. I have participated in workshops and events at such centers gaining insights into emerging instructional trends and practices, and share ideas with colleagues. I am always astonished at the expertise others enthusiastically share.
Librarians can bring expertise to other departments and programs in the university community, building relationships while positioning the library at the table where innovation is being discussed. Recently I’ve collaborated with the equivalent of your CTLC - Thompson Rivers University’s Teaching with Technology lunch and learn workshops program of the Centre for Student Engagement and Learning Innovation. I presented Twitter as an instructional tool and professional development to faculty. During the sessions participants tweeted using a hashtag creating a backchannel conversation where they shared insights, resources, and experiences.
ClickClickClickThese examples of rethinking and redesigning teaching and learning physical space, encouraging and supporting teaching and learning innovation, and opening the conversation to all stakeholders, demonstrate that the higher education community’s has an understanding of, need for, and commitment to teaching and learning based in collaboration, using technologies, and blended instruction.
An vivid example of these trends in action, especially the change of blended learning in university teaching and learning is the development of MOOC’s – Massive Open Online Courses. In 2008 at the University of Manitoba,George Siemens and Stephen Downes of the National Research Council –offered what is considered the first MOOC - where 2,300 people over 60 countries joined the course. This model of delivering high quality learning in a collaborative, blended, tech-powered format has expanded exponentially. It is estimated that these courses are not attended by million of students. Reporter John Bradshaw of the Globe and Mail reported on open education in Canada in last weekend’s paper. He wrote that in today’s university teaching and learning environment it is believed “that universities should be less protective of their newest ideas and brightest minds, allowing them to mingle more freely online”,Bradshaw when on to report that, “Of late, MOOCs have dominated the conversation around online learning. They drastically change distance learning, breaking down the barriers of geography and fees, while connecting students across the globe with each other and with some of the world’s top teaching talents.” The University of British Columbia and the University of Toronto are two Canadian universities participating in Coursera’s MOOC. Other free online courses are offer through edX, and Udacity.I am interested in MOOC as it is a trend university teaching and learning is exploring. I have signed on for a course offered through Duke University called” Think Again: How to Reason and Argue instructed by a Penn State professor and Health Informatics in the Cloud instructed a Georgia Tech instructor.Why? I am interested in the topics, I want to know how the courses are structured and delivered from a students perspective and if they differ from those I take from the University of Calgary and Victoria for which I pay. From a librarian’s perspective, I am interested to know how these courses are supported by libraries. To what resources are students pointed? What Library? Open Access?
Open-access (OA) literature is digital, online, free of charge, and free of most copyright and licensing restrictions. Each year a week is dedicated to highlight the concept and is an opportunity for the academic and research community to continue to learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to help inspire wider participation in helping to make Open Access a new norm in scholarship and research.Open Access (OA) offers to increase the exposure and use of published research, and facilitate the ability to conduct research across available literature. Research funding agencies, academic institutions, researchers and scientists, teachers, librarians, students, and members of the general public are supporting a move towards Open Access in increasing numbers every year.There are OA archives or repositories and there are OA journals. A discussion on open access is for another presentation.
It is particularly important for students and researchers to understand the issues surrounding copyright and publishing, especially those actively engaged in research projects and the publishing process,. During Open Access week, Thompson River’s University Library is hosting an event with a headliner speaker from Simon Fraser University and faculty panel discussion. Thompson Rivers University does offers Directory of Open Access Journals (DOAJ) available through the database listing. In support of Open Access and open sources, I am writing an Open Sources Research guide using Springshare’sLibGuide platform, to support use of and research about open access sources. http://libguides.tru.ca/openaccess
Many libraries are collaborating with faculty to design and develop Institutional Repositories.While at the University of Lethbridge I assisted in a small way with the development of an institutional repository. At that point in development, promotion and training were key elements and project to which I contributed. In preparation for today, I learned that Concordia has a long standing repository considered one of the first in Canada.
ClickClickClickOpen Access, Institutional Repositories, and MOOC’s demonstrate cross pollination of ideas through collaboration using technologies and delivering variations of blended instruction. Ideas and opportunities resulting from integrating these three particular trends has the power to change the path of university teaching and learning and compel libraries to embrace and support such variances when considering enhancing services.
ClickClickClickBut what does that look like for libraries? What are libraries doing to enhance services & what services?
Demonstration of these three trends – collaboration, using technology, and blended learning - offers libraries and librarians flexible and creative ways to collaborate with faculty, re-tool our reference and instruction services, and extend services more deeply into the classroom and across our university community. Carolyn Carpan published a paper recently titled “Library services in the age of Google, Introducing Information Literacy 2.0” and lobs the following opening salvo: ClickClickClickAlthough academic librarians have become experts in using Web 2.0 techniques to promote library services, we are just beginning to think about how academic librarians can collaborate with faculty and information technologists to incorporate these tools and technologies into our teaching to support learning goals and outcomes.In our aim to deliver exemplary services the savvy and sophisticated university students or technologically curious instructors, we must consider other areas where we can collaborate – event planning, organizing data, evaluating tech tools, media/digital literacies, using appropriate Web 2.0 technologies in reference interactions and instruction sessions, I contend that we are already there, already doing this but perhaps not at levels needed to meet increasing demands of educators and students. Enhancing library services is not about offering more library tours, more reference and instructional opportunities;it’s about using Web 2.0 technologies to conduct tours, execute a reference interaction, and to instruct. Students are deft a finding information on YouTube, Flickr, and the Web . . . We are too. The next step is to determine which tech-powered tool to use to bridge users to library services and library resources.
ClickWe know students now need to know how to evaluate text, images, videos, podcasts, blogs, and tweets, to name a few, for their accuracy, reliability, and validity as information sources. We are already teaching evaluating tools and assessment rubrics. But could we do more? Could an enhanced library service in the context of information literacy include creating a teaching environment using Web 2.0 tools such as Twitter, Facebook, Blogs, and wikis for the one-off, single or embedded session and the term-long credit courses?ClickClickWe already show faculty how the technologies can support their work in the classroom and beyond campus walls – institutional repositories, open access. Libraries might consider enhancing library services to include Web 2.0 extending learning beyond the classroom. For example; have we been instructing faculty to use RSS readers, social bookmarking sites, and wikis to organize and share information for their student group projects? If not, what would it take or look like to enhance library services to incorporate these tools in the context of accessing library resources and services?We instruct information literacy session usually within the context of finding and evaluating resources. We could enrich those session by instructing faculty and students how to organize and share their information – resource lists, study results, projects, etc. – think social bookmarking like Delicious. Click
ClickClickClickThinking about the services we already enhance and the teaching and learning environment we support. . . What more could be do?
Considering front line service enhancements, screen casting is used by libraries for instruction and outreach / tutorials, as well as.Librarians use screen casting to create video tutorials to provide library tours, demonstrate conducting a keyword search in online databases, or show how to format citations. Using Jing to create an on the fly screen casting of a reference interaction, emailing that screen cast to the student turns a strained or failed reference transaction into a success. That teaching moment extends from the reference desk to the students environment. During information literacy instruction sessions, I often teach by modelling and use JING to screen cast a search that didn’t work and one that did, or screen cast the development of a citation telling the students I will upload it to the class Moodle where all students can access it and review it – an example of collaborating with students in the classroom using technology and demonstrating a blended learning approach continuing teaching and learning outside class time.While at Red Deer College where I was the Information Literacy Coordinator, I taught classes where a I used a Google Doc for students and the instructor to collaboratively write notes, ask questions, share information and resources during the class. Afterward, the Google Doc was accessed through the class BlackBoard. There are many more ways we might leverage these university teaching and learning trends. 1) QR codes for wayfinding, reference, instruction, and polling reaches and engages the mobile user 2) Pinterest – the online pin board for gathering and sharing images from web resources tapping into new trends for collections discovery, collaboration, and for instruction where classes open boards to create project or share resources. Pinterest offers opportunities for enhancing services by curating instruction resources, facilitating collaboration, teach as a discovery took, or create a reference resources board.
I presented a few important trends – collaboration, technologies, and blended learning, provided examples, and talked about what some libraries are doing and what libraries might consider when enhancing library services.The underpinning for these trends are binding principles by which library’s and librarians function, core values that define, inform, and guide our professional practice. All information resources that are provided directly or indirectly by the library, regardless of technology, format and should be readily, equally, and equitably accessible to all library users. (ALA) Core values of librarianship.We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills.We are always learning. We are constantly exploring new ways of doing things better and doing better things.Finally, library’s and librarian continue to collaborate, explore using technologies, particularly social technologies or Web 2.0 technologies, and must now think about how to use those technologies in our services in a meaningful way, appropriately, yet creatively. I am honoured to have presented to you today and appreciation your attention.Thank You