1. The document discusses tensions between the goals of profitability and social mobility in higher education innovation.
2. It provides examples of how MOOCs can both normalize the status quo by reinforcing norms or disrupt education by allowing self-determined learning pathways and opening access.
3. The examples discussed include MOOCs that disrupted midwifery learning by allowing professionals to share knowledge across borders, and an NGO using MOOCs to offer educational opportunities to refugees.
1. A MOOC on data science offered by the University of Washington on Coursera had over 40,000 registered learners from 79 countries. Surveys were collected from 788 learners and 30 follow up interviews were conducted.
2. Lower self-regulated learners (LSRL) were more motivated to complete the course certificate to add to their LinkedIn profiles and prioritize courses offering certificates. Higher self-regulated learners (HSRL) linked their motivations more to improving work performance or personal interest rather than certification.
3. HSRL tended to link their learning goals directly to improving their work, while LSRL focused more on external validation through course completion certificates.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Deep learning in the Age of DistractionAlec Couros
This document discusses deep learning in the age of digital distraction. It notes that today's social and mobile reality features vast amounts of online content and connectivity. However, some argue that constant connectivity may be leading to shallow thinking. The document discusses debates around the idea of "digital natives" and examines how youth use social media to socialize and express identity. It provides examples of how multimedia tools can enable deep learning when used to collaborate, give voice, make connections, and engage in lifelong learning networks. The document suggests key ideas around deep learning include sharing, audience, identity, and relationships in a digital world.
This document outlines a vision for educational reform called "a quiet revolution". It advocates creating physical and mental spaces that allow people freedom and permission to be themselves, follow their curiosity, and develop their unique talents and gifts. The document discusses how current education systems often stifle these things. It proposes alternative models like unschooled homes where learning is self-directed. The overall goal is to set both individuals and communities free by cultivating spaces of trust where people can gather and share in ways that matter to them.
This document discusses key concepts related to social networks and social networking services. It covers topics like social network theory, types of social networks, demographics of social networking users, fundamentals of social networking services, and major US social networking services like Facebook, MySpace, and Twitter. It also discusses how the Bainbridge Graduate Institute community currently uses social media.
1. The document lists 100 books and their authors, with brief descriptions or recommendations for each book related to topics like education, creativity, entrepreneurship, and technology.
2. It emphasizes the books Linchpin by Seth Godin, discussing concepts like embracing lack of structure to find a new path, focusing on skills and interactions to stand out, and putting passion before risk to create meaningful work.
3. Quotes from Linchpin encourage acknowledging fears but proceeding anyway, and giving gifts through work to change people rather than waiting for instructions or personal gain.
This document discusses ideas around facilitating a "quiet revolution" through creating spaces that allow people to pursue their authentic interests and develop a sense of community. Some key points:
- It advocates focusing on authentic learning through art and sharing interests in "communities of practice" rather than prescribed learning.
- It suggests credentialing could come from how well one's community is doing rather than formal qualifications.
- It proposes experimenting with a social currency based on relationships rather than monetary value by fostering a culture of trust and transparency.
1. A MOOC on data science offered by the University of Washington on Coursera had over 40,000 registered learners from 79 countries. Surveys were collected from 788 learners and 30 follow up interviews were conducted.
2. Lower self-regulated learners (LSRL) were more motivated to complete the course certificate to add to their LinkedIn profiles and prioritize courses offering certificates. Higher self-regulated learners (HSRL) linked their motivations more to improving work performance or personal interest rather than certification.
3. HSRL tended to link their learning goals directly to improving their work, while LSRL focused more on external validation through course completion certificates.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Deep learning in the Age of DistractionAlec Couros
This document discusses deep learning in the age of digital distraction. It notes that today's social and mobile reality features vast amounts of online content and connectivity. However, some argue that constant connectivity may be leading to shallow thinking. The document discusses debates around the idea of "digital natives" and examines how youth use social media to socialize and express identity. It provides examples of how multimedia tools can enable deep learning when used to collaborate, give voice, make connections, and engage in lifelong learning networks. The document suggests key ideas around deep learning include sharing, audience, identity, and relationships in a digital world.
This document outlines a vision for educational reform called "a quiet revolution". It advocates creating physical and mental spaces that allow people freedom and permission to be themselves, follow their curiosity, and develop their unique talents and gifts. The document discusses how current education systems often stifle these things. It proposes alternative models like unschooled homes where learning is self-directed. The overall goal is to set both individuals and communities free by cultivating spaces of trust where people can gather and share in ways that matter to them.
This document discusses key concepts related to social networks and social networking services. It covers topics like social network theory, types of social networks, demographics of social networking users, fundamentals of social networking services, and major US social networking services like Facebook, MySpace, and Twitter. It also discusses how the Bainbridge Graduate Institute community currently uses social media.
1. The document lists 100 books and their authors, with brief descriptions or recommendations for each book related to topics like education, creativity, entrepreneurship, and technology.
2. It emphasizes the books Linchpin by Seth Godin, discussing concepts like embracing lack of structure to find a new path, focusing on skills and interactions to stand out, and putting passion before risk to create meaningful work.
3. Quotes from Linchpin encourage acknowledging fears but proceeding anyway, and giving gifts through work to change people rather than waiting for instructions or personal gain.
This document discusses ideas around facilitating a "quiet revolution" through creating spaces that allow people to pursue their authentic interests and develop a sense of community. Some key points:
- It advocates focusing on authentic learning through art and sharing interests in "communities of practice" rather than prescribed learning.
- It suggests credentialing could come from how well one's community is doing rather than formal qualifications.
- It proposes experimenting with a social currency based on relationships rather than monetary value by fostering a culture of trust and transparency.
Here are a few key points from the story:
- The story depicts a boy who was originally curious and happy, but over time lost parts of himself as he tried to please others and meet their expectations of how he should be.
- One day, a man heard the boy crying and asked what was wrong. The boy said he had lost himself. The man hugged and connected with the boy.
- Through their connection and embrace, the man was able to see and understand the boy. This awakened something in both of them - a longing to rediscover who they truly are.
- The story suggests that people need freedom and permission to be themselves, to pursue their interests and talents, and to connect authent
This document summarizes experiments with self-directed learning conducted from 2008-2014. It discusses:
- Groups of 30-50 students experimenting with choosing their own topics, projects, and activities rather than following a standard curriculum.
- Attempts to give students more freedom and choice in their learning, including allowing them to write their own math curriculum or declare learnings at the end of the year.
- Moving experiments from a high school classroom to a house downtown to give students even more flexibility in their learning environment.
- Reflections on challenges like students losing interest in self-chosen topics and a perceived need for some structure, as well as efforts to develop a narrative to share learnings more broadly
This document discusses identity and how it relates to education and virtual worlds like Second Life. It provides several examples of how identity is formed and expressed through avatars and online interactions. The creation of avatars and participation in virtual communities allows people to explore different aspects of their identity. This identity formation can positively impact learning by increasing engagement and embodiment. The document suggests identity and virtual worlds will continue to influence education by enabling more virtual classroom activities, use of commercial games for learning, and students learning about narrative and game development.
This document discusses MOOCs (Massive Open Online Courses) and their potential for interaction and dynamic discussion. It summarizes findings from MOOC MOOC, a MOOC about MOOCs, which had over 600 participants in its first iteration and over 1000 in its second. MOOC MOOC demonstrated high levels of interaction on Twitter, with over 6000 unique visitors to the course site and nearly 7000 tweets with the #moocmooc hashtag. The document also defines "MOOCification" as harnessing the power of a network for learning by relying on nodes within the network to power an assignment or activity, rather than structuring the entire course. It poses questions about how MOOCs
Tell your story: promoting yourself and your research onlineJo Hawkins
With more and more employers using Google to screen job candidates, establishing a strong online presence is now one of the most powerful ways to gain a competitive advantage in the job market. This presentation explores common concerns that prevent academics from promoting their research online, and outlines how to develop a communications strategy that will allow you to tell your story to a global audience, build a community around your research, and become an influencer in your discipline area.
This document discusses collaborative online writing and group work for assessment. It provides context on how the Australian curriculum promotes online collaboration and group work. It describes an inquiry project where students from four schools collaborated online on a shared writing scenario. The inquiry explored whether collaboration can improve creative writing and what online tools can be used. Research is presented that collaboration aids problem solving and learning, but it needs to be implemented properly. Challenges of group work include acrimony and freeloading. The document discusses several examples of collaborative and cellphone novels that became popular. It provides implications for using collaboration and online tools more effectively in classrooms.
Presentation for the live Elluminate session for week one of the 2010 BGI (Bainbridge Graduate Institute) course "Using the Social Web for Social Change". Topics included Shared Language, Social Web Definitions, Social Bookmarking & Collaborative Discovery.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
This document discusses the concept of digital scholarship and provides context around its emergence. It includes quotes from several scholars and researchers about the potential of digital tools and networks to enhance collective intelligence and enable new forms of scholarly inquiry and knowledge production. Examples are given of early digital tools like blogs, wikis and forums that were invented by amateur developers, suggesting established theory may lag practical innovation in amplifying group intelligence.
This document discusses the rise of virtual personas and how data is used to create narratives. It notes that as sensors and computing devices became smaller, social media encouraged oversharing of personal information. This data can now be used by systems like Weavrs to generate virtual personas that act autonomously online. While this raises issues around authenticity and transparency, it also enables new types of market research by simulating audiences at scale. The document questions how people and businesses will interact with these algorithmically generated narratives in the future.
Presentation a BGIedu (Bainbridge Graduate Institute) alumni workshop "Introduction to the Social Web". Topics included Shared Language, Definitions of Social Web, Social Networking, Social Media, Web 2.0, Blogs, etc.
This document contains a collection of short passages on various topics including observing one's thoughts, imagining new ways of learning, building community, focusing on what matters most, embracing not knowing, and using music to bring people together. It discusses concepts like detoxing from old ways of thinking, noticing what is important, and focusing on connection and sharing over prestige or knowing things. The passages are from different people and sources on creating innovative learning experiences.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources- http://shellyterrell.com/writing
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
This document provides an overview of learning in the 21st century. It discusses how learning often happens spontaneously and unconsciously as people adapt to new environments. Collective learning allows groups to have huge impacts on their environments, as seen with the development of Wikipedia. It also discusses the interdisciplinary field of learning sciences and how digital spaces like online games can be studied from various perspectives to understand learning. The document focuses on a positive perspective of new technologies and their potential, rather than just exploring dystopian views.
Twenty First Century Influencer at ITEC 2010 ConferenceVicki Davis
Influencing positive change in schools is daunting. This is the slidedeck for the twenty first century influencer presentation delivered as the Monday keynote address at the ITEC conference 2010 by Vicki Davis, Classroom Teacher.
Slide deck from presentation to area high school business students who attended a seminar, titled "Your Future -- It's in the Clouds," at Cleveland State Community College on Thursday, April 21, 2011.
Information Literacy and Student Engagement: Cultivating Student Learning Th...Deana Greenfield
This document discusses using critical pedagogy and critical reflection to cultivate student learning through information literacy instruction. It advocates using guiding questions to encourage critical thinking when evaluating information sources and citations. Examples of questions provided aim to examine assumptions, knowledge construction, and issues of authority and privilege. The document also describes using tools like critical incident questionnaires and reflection journals to foster critical perspectives in students.
Intentionally Disruptive: Developing & Delivering a Critical Information Lite...Cristina Colquhoun
This presentation was presented at the OK-ACRL 2017 Annual Conference on Friday, 11/10/17. It details the course that was developed by the Undergraduate Instruction and Outreach team of the Edmon Low Library at Oklahoma State University. The course incorporates tenants of critical pedagogy and critical librarianship and seeks to assist students in using their information skills for good. Course topics include web literacy, fake news, fact-checking, filter bubble, etc.
Here are a few key points from the story:
- The story depicts a boy who was originally curious and happy, but over time lost parts of himself as he tried to please others and meet their expectations of how he should be.
- One day, a man heard the boy crying and asked what was wrong. The boy said he had lost himself. The man hugged and connected with the boy.
- Through their connection and embrace, the man was able to see and understand the boy. This awakened something in both of them - a longing to rediscover who they truly are.
- The story suggests that people need freedom and permission to be themselves, to pursue their interests and talents, and to connect authent
This document summarizes experiments with self-directed learning conducted from 2008-2014. It discusses:
- Groups of 30-50 students experimenting with choosing their own topics, projects, and activities rather than following a standard curriculum.
- Attempts to give students more freedom and choice in their learning, including allowing them to write their own math curriculum or declare learnings at the end of the year.
- Moving experiments from a high school classroom to a house downtown to give students even more flexibility in their learning environment.
- Reflections on challenges like students losing interest in self-chosen topics and a perceived need for some structure, as well as efforts to develop a narrative to share learnings more broadly
This document discusses identity and how it relates to education and virtual worlds like Second Life. It provides several examples of how identity is formed and expressed through avatars and online interactions. The creation of avatars and participation in virtual communities allows people to explore different aspects of their identity. This identity formation can positively impact learning by increasing engagement and embodiment. The document suggests identity and virtual worlds will continue to influence education by enabling more virtual classroom activities, use of commercial games for learning, and students learning about narrative and game development.
This document discusses MOOCs (Massive Open Online Courses) and their potential for interaction and dynamic discussion. It summarizes findings from MOOC MOOC, a MOOC about MOOCs, which had over 600 participants in its first iteration and over 1000 in its second. MOOC MOOC demonstrated high levels of interaction on Twitter, with over 6000 unique visitors to the course site and nearly 7000 tweets with the #moocmooc hashtag. The document also defines "MOOCification" as harnessing the power of a network for learning by relying on nodes within the network to power an assignment or activity, rather than structuring the entire course. It poses questions about how MOOCs
Tell your story: promoting yourself and your research onlineJo Hawkins
With more and more employers using Google to screen job candidates, establishing a strong online presence is now one of the most powerful ways to gain a competitive advantage in the job market. This presentation explores common concerns that prevent academics from promoting their research online, and outlines how to develop a communications strategy that will allow you to tell your story to a global audience, build a community around your research, and become an influencer in your discipline area.
This document discusses collaborative online writing and group work for assessment. It provides context on how the Australian curriculum promotes online collaboration and group work. It describes an inquiry project where students from four schools collaborated online on a shared writing scenario. The inquiry explored whether collaboration can improve creative writing and what online tools can be used. Research is presented that collaboration aids problem solving and learning, but it needs to be implemented properly. Challenges of group work include acrimony and freeloading. The document discusses several examples of collaborative and cellphone novels that became popular. It provides implications for using collaboration and online tools more effectively in classrooms.
Presentation for the live Elluminate session for week one of the 2010 BGI (Bainbridge Graduate Institute) course "Using the Social Web for Social Change". Topics included Shared Language, Social Web Definitions, Social Bookmarking & Collaborative Discovery.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
This document discusses the concept of digital scholarship and provides context around its emergence. It includes quotes from several scholars and researchers about the potential of digital tools and networks to enhance collective intelligence and enable new forms of scholarly inquiry and knowledge production. Examples are given of early digital tools like blogs, wikis and forums that were invented by amateur developers, suggesting established theory may lag practical innovation in amplifying group intelligence.
This document discusses the rise of virtual personas and how data is used to create narratives. It notes that as sensors and computing devices became smaller, social media encouraged oversharing of personal information. This data can now be used by systems like Weavrs to generate virtual personas that act autonomously online. While this raises issues around authenticity and transparency, it also enables new types of market research by simulating audiences at scale. The document questions how people and businesses will interact with these algorithmically generated narratives in the future.
Presentation a BGIedu (Bainbridge Graduate Institute) alumni workshop "Introduction to the Social Web". Topics included Shared Language, Definitions of Social Web, Social Networking, Social Media, Web 2.0, Blogs, etc.
This document contains a collection of short passages on various topics including observing one's thoughts, imagining new ways of learning, building community, focusing on what matters most, embracing not knowing, and using music to bring people together. It discusses concepts like detoxing from old ways of thinking, noticing what is important, and focusing on connection and sharing over prestige or knowing things. The passages are from different people and sources on creating innovative learning experiences.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources- http://shellyterrell.com/writing
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
This document provides an overview of learning in the 21st century. It discusses how learning often happens spontaneously and unconsciously as people adapt to new environments. Collective learning allows groups to have huge impacts on their environments, as seen with the development of Wikipedia. It also discusses the interdisciplinary field of learning sciences and how digital spaces like online games can be studied from various perspectives to understand learning. The document focuses on a positive perspective of new technologies and their potential, rather than just exploring dystopian views.
Twenty First Century Influencer at ITEC 2010 ConferenceVicki Davis
Influencing positive change in schools is daunting. This is the slidedeck for the twenty first century influencer presentation delivered as the Monday keynote address at the ITEC conference 2010 by Vicki Davis, Classroom Teacher.
Slide deck from presentation to area high school business students who attended a seminar, titled "Your Future -- It's in the Clouds," at Cleveland State Community College on Thursday, April 21, 2011.
Similar to [Un]intended consequences of educational change: The need to focus on literacy development - Allison Littlejohn - LILAC 2019 keynote address
Information Literacy and Student Engagement: Cultivating Student Learning Th...Deana Greenfield
This document discusses using critical pedagogy and critical reflection to cultivate student learning through information literacy instruction. It advocates using guiding questions to encourage critical thinking when evaluating information sources and citations. Examples of questions provided aim to examine assumptions, knowledge construction, and issues of authority and privilege. The document also describes using tools like critical incident questionnaires and reflection journals to foster critical perspectives in students.
Intentionally Disruptive: Developing & Delivering a Critical Information Lite...Cristina Colquhoun
This presentation was presented at the OK-ACRL 2017 Annual Conference on Friday, 11/10/17. It details the course that was developed by the Undergraduate Instruction and Outreach team of the Edmon Low Library at Oklahoma State University. The course incorporates tenants of critical pedagogy and critical librarianship and seeks to assist students in using their information skills for good. Course topics include web literacy, fake news, fact-checking, filter bubble, etc.
The Quality Challenge: An Inconvenient Truth About e-LearningMark Brown
This document discusses the challenges of ensuring quality in e-learning. It notes that while e-learning initiatives often aim to enhance teaching, they typically end up reinforcing traditional practices. Quality is a contested concept that is context-dependent. Frameworks and tools are needed for quality assurance and enhancement, but these must focus on developing a culture of continuous improvement led by teachers, rather than just compliance. Ultimately, technology alone cannot fix education - what matters most are high-quality teachers and a culture that prioritizes pedagogical development.
This document discusses Robin Morris's transition from his role as Associate Provost for Strategic Initiatives and Innovation at a university to returning to his position as a Regents' Professor of psychology at the end of the academic year. The author expresses gratitude for Morris's years of dedicated and impactful service in helping oversee the successful implementation of the university's strategic plan and supporting various institutes and programs. The role change was announced in a letter to the campus community.
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Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
Question and enquire: taking a critical pathway to understand our usersSheila Webber
Presentation given by Sheila Webber (Sheffield University Information School) on 16 August 2013 in Singapore National Library at the IFLA Satellite meeting on Information Literacy and reference services
Autoethnographies & journeys of the (virtual) self: students, sociology & s...Tracy Kennedy
This document summarizes a presentation on using virtual worlds like Second Life for sociological research and teaching. Some key points discussed include:
- Over 100 regions of Second Life are used for education and over 300 universities use it for teaching and research.
- Second Life allows for more interactive and immersive learning experiences compared to traditional lectures by enabling students to directly engage with and explore concepts through their avatars.
- Students in one course explored sociological theories by applying them to their observations and experiences in Second Life, finding it a novel way to bring the theories to life.
New-form Scholarship and the Public digital humanitiesJesse Stommel
New-form scholarship reconsiders citation and peer-review, while re-imagining the containers and audiences for academic work. Digital platforms, like Twitter, open-access journals, and blogs offer both limitations and possibilities. The public digital humanities is built around networked learning communities, not repositories for content, and its scholarly product is a conversation, one that engages a broad public while blurring the distinction between research, teaching, service, and outreach. In short, the public digital humanities starts with humans, not technologies or tools.
Reflections on Quality: Educational Technology's Dirty Little SecretMark Brown
1. The dirty little secret of educational technology is that most initiatives reinforce traditional outcomes and the "pump and dump" model of online learning still dominates teaching practice.
2. There are different views of quality including standardized, craft-based, and personal ethos approaches. Quality is contestable, idiosyncratic, context-bound, and a moving target.
3. Frameworks for quality include peer review, guidelines, and tools for design, facilitation, assessment, evaluation and leadership. A quality culture involves understanding teachers, trust, responsibility, and distributed leadership.
This document discusses the importance of listening to student voices and perspectives in developing effective information literacy instruction. It notes that students are paying customers whose learning experience includes information literacy sessions. Making assumptions about students can lead to problems, so the document recommends directly asking students about their needs through informal and formal means like focus groups. The final section describes a "Students as Consultants" project that promotes student engagement in enhancing teaching and learning by offering staff qualified student perspectives beyond typical evaluations.
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1. LSBU held workshops and training on identifying fake news which were accredited by HEAR. The workshops covered terminology related to fake news, techniques for evaluating sources like CRAAP, and fact-checking skills.
2. Journalism students at LSBU worked on a news program about fake news which involved pre-production meetings and interviews with experts from organizations like ProQuest and the Academy of Ideas.
3. LSBU also hosted a conference for librarians on the topic of fake news which included a Moodle site and reading list to share information and resources between attendees.
Students in a place-based education course studied protests over a "Budget Repair" bill in Wisconsin. They engaged in iterative cycles of inquiry and design to understand different perspectives on the issue. This included interviewing protesters and observing the protests to gain new insights into the political context and issues. Students then collaborated on designing a mobile application to help others experience the protests and learn about this period in Wisconsin's history.
The document discusses using mobile media and place-based learning to engage students in civic participation through inquiry and design related to political protests in Wisconsin. Students participated in iterative cycles of inquiry, interviews, observation, and experience design focused on understanding different perspectives of the political issues. Key values of place-based education discussed include using local history, environment and community as a context for learning while addressing real problems and empowering student voice.
This document summarizes a presentation about a study on the emotional experiences of first-year students conducting research. The study used surveys and interviews of first-year students to identify common emotions expressed during research. The analysis identified seven emotions expressed by students: disappointment, frustration, self-doubt, confusion, giving up, persistence, and feeling challenged. Students most commonly expressed feelings of problem-solving persistence, frustration at roadblocks, and feeling challenged by assignments. A positive correlation was found between expressed frustration and persistence. The presentation concludes by discussing ways to support students based on these findings, such as improving information availability, integrating research into coursework, and recognizing students' prior experiences.
The document provides information about essay writing services from HelpWriting.net. It outlines a 5 step process for using their services: 1) Create an account, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions if needed. It emphasizes that original, high-quality content is guaranteed, with refunds offered for plagiarized work.
This is the presentation made by Dr.Deepa Pullanikkatil at the panel discussion in University of Glasgow at the launch of Glasgow Center for International Development in Nov 2017.
A presentation on my project Myths of Teaching, Learning & Technology. See also http://zenofteaching.us
Similar to [Un]intended consequences of educational change: The need to focus on literacy development - Allison Littlejohn - LILAC 2019 keynote address (20)
Dr Bruce Ryan and colleagues from Edinburgh Napier University conducted a systematic literature review on information literacy and its impacts on society. They analyzed over 7,000 documents and found research is most comprehensive in education and health, while themes like citizenship and primary education are underrepresented. Barriers to information literacy included lack of government support and inappropriate teaching methods, while enablers included national frameworks and collaboration between librarians and educators. The researchers were unable to determine the most effective research methodologies for creating societal change due to a lack of robust evidence.
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document summarizes a library instruction activity that aims to encourage learners to develop context-specific research plans. It does this by having learners unpack assumptions about what constitutes legitimate research and knowledge. Through discussion and reflection, learners consider how power shapes what is considered credible research and how mainstream institutions contribute to information hierarchies. The goal is for learners to contextualize academic institutions within broader information landscapes and consider ways of knowing that do not adhere to traditional academic paradigms in order to develop more equitable research practices.
Increasing the impact of information literacy (IL) requires raising awareness of what IL is, standardizing IL instruction across institutions and disciplines, introducing IL earlier in schools, illustrating its importance beyond education, making IL relevant to people's lives, and leveraging recognition that IL is needed to address information challenges in society.
This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.
This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.
The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.
This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.
The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead
This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.
The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.
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[Un]intended consequences of educational change: The need to focus on literacy development - Allison Littlejohn - LILAC 2019 keynote address
1. Professor Allison Littlejohn
Dean for Learning & Teaching,
College of Social Sciences,
University of Glasgow
UK
@allisonl
The [un]intended
consequences of
innovation in HE:
Tensions of profitability
& social mobility
#LILAC19
University of Nottingham
6. Littlejohn, A.; Beetham, H. and McGill, L. (2012). Learning at the digital frontier: a review of digital literacies in theory and
practice. Journal of Computer Assisted Learning, 28(6) pp. 547–556.
Littlejohn, Allison; Beetham, Helen and McGill, Lou (2013). Digital literacies as situated knowledge practices: academics’
influence on learners’ behaviours. In: Goodfellow, Robin and Lea, Mary R. eds. Literacy in the Digital University: Critical
Perspectives on Learning, Scholarship, and Technology. Routledge.
Littlejohn, Allison; Falconer, Isobel; McGill, Lou and Beetham, Helen (2014). Open networks and bounded communities:
Tensions inherent in releasing Open Educational Resources. In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open
Resources: Learning in Open Networks for Work, Life and Education. Routledge.
Helen Beetham, Lou McGill & Allison Littlejohn (2009) Small-scale JISC study, Final report May 09
Starting point?
7. Littlejohn, Allison and Hood, Nina (2018). Reconceptualising Learning in the Digital Age: The [un]democratising
potential of MOOCs. SpringerBriefs in Open and Distance Education. Singapore: Springer.
• Normalising the status quo rather than
disrupting education.
• Requiring students to follow pre-defined
rather than self-determined pathways.
• Exploiting opportunity for global reach, at the
expense of opening access
Starting point?
8. FROM REINFORCING NORMS…
1 NORMALISING VS DISRUPTING
The people that were driving the
MOOC hype never really had an
interest in the MOOC landscape.
They were trying to position for
a new technology product.
George Siemens (2014)
http://www.universityaffairs.ca/features/feature-article/an-interview-with-canadian-mooc-pioneer-george-siemens
9. DISRUPTING HOW MIDWIVES LEARN
www.moocformidwives.com
Annette Daalsgaard, University of
Aalbourg, Denmark, & UTS, Australia
2098 students from countries in
Europe, Asia, America, Africa &
Australasia
Professionals exchange knowledge
on midwifery practice in their
country.
Shared ideas on distinctive forms of
practice across regional settings.
3 NORMALISING VS DISRUPTING
13. TO OPENING ACCESS TO EDUCATION
www.kiron.ngo
NGO partnering with universities to offer
MOOCs to refugees in Germany
Combine MOOCs with in-person learner
support.
Each learner selects a cluster of MOOCs
bundled into programmes.
Kiron negotiates RPL with universities using
European Credit Transfer & Accumulation
System (ECATS).
MOOC-based study means refugees continue
to learn when they move.
3 GLOBAL REACH VS OPENING ACCESS
15. Who edits?
• Over 29 million volunteer editors
• Over five million articles (English version)
• Sixty thousand spend 1hr per day working
• No financial compensation
16. The Big Agenda at Edinburgh Uni?
1. Increasing the number of women editors;
2. Improving representation of women
online.
18. Editing
• Supported sessions on
creating a page, editing
a page & referencing.
• Collective decision
which pages to create
then individuals take
responsibility for a
page
• Page individually or co-
constructed.
19. Representing
• Co-research online &
in university archives
(with archivists).
• Co-creating media of
relevant locations (with
media specialists).
• Writing pages. (alone
or co-construction)
20. • Does the editathon lead to the formation of a
network of practice?
Method: SNA of digital traces in wikipedia
• How do participants learn to construct the
wikisites?
Method: interview 9 /47 participants.
Thematic analysis.
The Investigation?
21. Social network analysis?
• 47 participants in the editathon.
• 20 individuals (42.55%) actively
contributed to 31 wiki sites of 66 womens
medical education (46.96 %).
• 11 new wikis created.
• 2 mode analysis of wikipedia data
22.
23.
24.
25.
26.
27. Representing Women Online?
1. Emerging roles researching archives &
creating representations.
2. Growing awareness of new responsibilities.
3. Editing becomes personal & emotional.
28. “I had to dig and dig and dig and dig and
eventually I found a tiny, tiny, tiny, little
classified advert in a Birmingham newspaper
that was offering a £50 scholarship.. and it was
a leading suffragette who sponsored this.
It was a Whoopie! moment when we found it,
everybody clustered round the table.” Anita
1 Emerging roles: researching archives
29. “I did like the idea of finding things that
people hadn’t found before. I also enjoyed
seeing colleagues really excited about
finding things.
It was nice to get involved in a community in
that way.” Elizabeth
1 Emerging roles: researching archives
30. “[In a conversation] I was having with a
colleague who was talking about Sophie Jex-
Blake as a ‘battleaxe’.
Then somebody else was saying ‘Yeah but she
does look like a ‘battleaxe’ in the picture’”
“[I was] thinking we don’t have to use this one
image that is used everywhere.
There are other, better images of her which we
can use, we can upload.” Jessica
1 Emerging roles: researching archives
31. 2 Awareness of responsibilities
“With the formatting there’s plenty of
guidance and support. So that really wasn't
a problem at. I find writing challenging.”
Margaux
“I thought well you know it’s just writing text
on a Wiki page – how hard can this be?
When you’re writing about a person that first
sentence, making it clear. I hadn’t really
anticipated that [level of difficulty].” Anita
32. “I learned stuff about the history of the
institution I work in and it’s the institution I
studied in as well.
So there’s an extra dimension there for me
because 150 years before I might not have had
that opportunity.” Anita
2 Awareness of responsibilities:
learning becomes personal
33. “One thing that I really realised was that
newspapers at the time were not like
newspapers are now…Big public fall out would
be published.”
“It also made me realise the parallels between
the kind of trolling you get online now and the
same sort of thing there, you know the slight
intimidation.”
“They had obscene letters put through their
letter box.” Jessica
2 Awareness of responsibilities:
learning becomes personal
34. More women editors?
1. Anxiety around editing responsibilities.
2. Fear of being silenced.
3. Excitement & anxiety of the Big Agenda
35. “As children girls are often told to be quiet,
whereas boys being boys is more”
Elizabeth
With women editors, we feel that our voice
isn’t perhaps as important or as valuable”
Jessica
I didn’t even really type anything. I just don’t
like the idea of one representation of myself,
Natalie
1 Anxiety around editing responsibilities
36. “We had had a lot of conversations about
the sort of trolling that can happen on
Wikipedia, so …I had my reservations”
Jessica
2 Fear of publishing & trolling
37. “So pressing the publish button …did feel a bit
nerve-wracking.I definitely proof read it a
million times… and edited it a million times.
There were a few things that made it more
nerve-wracking.
Firstly the Wikipedia community were
immediately on to it, so I was worried I might
get it taken down or something.” Sarah
2 Fear of publishing & trolling
38. 3 Excitement of being part of a Big Agenda
“If we’re trying to achieve getting our women
on Wikipedia, great. If we’re trying to
achieve getting more female Wikipedia
editors, great. But is it both?”
“I think … trying to fix it with the same brush
or bolt … was confusing and potentially
alienating for some.” Elizabeth
40. Wikipedia as a site for literacy learning?
1. As people engage in tasks, growing
awareness of new responsibilities.
2. Emerging roles around publishing &
ensuring accurate representation.
3. Learning becomes personal, triggering
forms of agency.
42. Scenario 4
Introduction
To Data
Science
University of Washington
Coursera
40,000 registered learners
788 responses from 79 countries
303 professionals, 141 students
59 both, 285 neither
30 follow up interviews
43. “This class motivated me to do whatever
was required to get the certificate …
When I first took the course I thought I
would use the course certificate and whatnot
to add to my LinkedIn profile.
I did do that” (LSRL, 783)
“So now it’s got to the stage where I am
prioritising courses that offer certificates”
(LSRL, 236).
LSRL tended to want to complete the course certificate :
44. “The most important factor because maybe
it’s not even how much I learn, but how big
the impact of my work can be to the
outside world” (HSRL, 119)
“Getting the certification of completion is
less important in the end, it’s nice in the
short term, but I think it’s the artefacts
that are left over that is a measure of
achievement” (HSRL, 135).
HSRL motivations tended to be linked to work performance
or personal interest:
45. HSRL tend to link learning goals with work:
We’ve got a contract with the health service … so they’re trying
to move all our skills into a different area. We’ve been
encouraged to learn a new database technology like NoSQL,
analytics and so this course just fitted that learning
requirement. (HSRL, 481)
And are strategic about where they focus effort:
“The way to approach it [learning] is to follow what interests
me and not worry too much about trying to keep a complete
overview of the area… I plan to complete all of the assignments
[but] I won’t be too worried if I don’t.”(HSRL, 428)
46. In contrast to HSRL who tend to be strategic about
where they focus effort:
LSRL tend to try to carry out all (or most) activities:
“Yes my goal is definitely to watch all the videos
and the content provided and try to solve all the
assignments, although not necessarily I will try to
take part in the additional optional assignments”
( LSRL, 603).
“Aspects of it [the MOOC]. Carefully curated
parts. So not as a whole, I’m going to be
picking through what nuggets are of use to
me in particular contexts” (HSRL 505).
47. Scenario 4
Clinical
Trials
Harvard Medical School,
Harvard School of Public Health,
Harvard Catalyst.
EdX Platform
24,000 registered learners
350 survey respondents
(week 5/ 14)
30 interviews
http://www.gcu.ac.uk/academy/pl-mooc/
48. [My aim was to gain] ‘the certificate, yes,
although I don’t really need it, but I go for it”…
[My goal was] ”to attend all the lectures. Not so much
to participate in the forum although I do.
I read things, I don’t write so much.” (LSRL, 22)
HSRL and LSRL tend to focus on gaining certificate.
Influences goal-setting & learning (task) strategies:
49. LSRL tended follow the course ‘pathway’:
“I do download the study material which is
provided by the course website, but while I watch
the video I do not have a habit of making notes and
I am a person who is organised in a mess. So even
if I make a note I don’t recollect and read those
notes.” (LSRL, 295)
“I’ve tried to go through the questions first and
then go back and review the text to see…and that
forces me to kind of focus on the topics a little bit
more as opposed to if I go to the lecture and then try
to do the questions I find myself zoning out during
it.” (LSRL, 360)
50. HSRL more strategic in how they focus their time:
“I don’t put too much effort into what I'm learning,
but this course – looking at the videos I get to take
my time to understand. Sometimes I watch the
video twice, which has really
helped me to have a better understanding
when I'm learning.” (HSRL, 284)
51. Datascience Motivation
For those reporting good SRL, primary focus on
producing code.
For those reporting they prefer to be regulated by
the ‘other’, primary focus on gaining a qualification
or certificate.
Clinical Trials Motivation
For those reporting either good or poor SRL,
primary focus on gaining a Harvard Certificate.
52. Finance
Informal
Data
Science
MOOC
Health
MOOC
Midwife
MOOC
Couns
-elling
Informal
Data
Science
MOOC
(Students)
Description
self-efficacy X X confidence in learning capacity.
goal-setting ability to use and adapt goals to
plan learning.
task interest X X X X X X interest and readiness to
determine wide value of
learning. In midwifery termed
‘expansive critical thinking’.
learning
strategy
X X X X X X ability to plan learning and
adopt a repertoire of learning
approaches.
learning
strategy
ability to integrate new with
existing knowledge
help
seeking
seeking help from other people
or resources
self-
evaluation/
satisfaction
X X X X X X compare own performance
against an external goal &
satisfaction from this
comparison. Related to ‘self-
reflection’
learning
challenge
X resilience to challenging
learning situations.
Hood, Nina; Littlejohn, Allison and Milligan, Colin (2015). Context counts: How learners' contexts influence learning in a MOOC.
Computers & Education, 91 pp. 83–91.
63. 2 Design, Deliver and Evaluate Learning Events
to build capacity in AMR surveillance in LMICs
3 Develop a longer-term approach - topics, methods,
modes of delivery
for learning around AMR in LMICs for Year 2-Year 4
1 Learn about the context
what skills and knowledge are needed, how people in LMICs best learn
Objective 1.0 - Development of 2 initial learning products
Objective 2.0 - Define and agree scope / parameters of learning requirements
Objective 3.0 - Learning needs analysis
Objective 4.0 - Design and deliver learning events
Objective 5.0 - Develop roadmap for learning approach
Year 1: What did we do
64.
65. Phase 2 Country visits
Professional Roles Country
1
Countr
y 2
Countr
y 3
Laboratory
Professionals
9 10 5
Senior Laboratory
Professionals
10 4 2
Clinical Services
Professionals
1 - -
Senior Management
Staff in Clinical
Services
1 - 1
Policymaker 3 6 4
AMR Community /
Expert
1 1 2
Total 25 21 14
66. Knowledge & skills gap
Category name
1 Diagnostics Stewardship
2 Good Laboratory Practice
3 Foundations in Microbiology
4 Molecular Advanced Microbiology
5 Data Use & Interpretation for diagnosis in
Clinical and Vet Services
6 Data Use & interpretation for Public Health
Policy
7 Communication, Collaboration & Advocacy
8 Surveillance System Planning &
Implementation
9 One Health Multisectoral
68. Event B: Foundations in Microbiology
• Lab Professionals, Senior Lab
Professionals.
• 8-week OU OpenLearn course
‘Understanding antibiotic resistance’
• Focus on Bhutan
• Objectives:
appreciate the issues surrounding antibiotic
resistance
know about the challenges in developing new
antibiotics
know about alternative approaches to tackling
infectious diseases.
Two pilot events
Event A: Data Use and Interpretation
• Lab professionals, Senior Lab
Professionals, (Senior) Clinical Services
Professionals, (Senior) Vet Services
Professionals
• (Perhaps) existing resources on data use
and interpretation with additional learning
and assessment developed in order to
provide a more contextualised response.
• Objectives:
Understand basic interpretation / analysis
Identify how to apply this to your needs
How data can be used to support your work
Develop a plan to implement data use in
practice
Engage in knowledge sharing to support
change in practice, challenges / successes
71. Significance for LILAC19
1. LIteracy Learning is a vital aspect of
innovation, but it has to be in ways that
support social mobility over profitability.
2. Authentic learning activities motivate
learners.
3. Context is important to ensure literacy is
learned as an embedded practice
We rely on the keystone species…
72. Professor Allison Littlejohn
Dean for Learning & Teaching,
College of Social Sciences,
University of Glasgow
UK
@allisonl
The [un]intended
consequences of
innovation in Higher
Education: Tensions of
profitability and social
mobility