The document discusses the establishment and growth of the makerspace at the University of Georgia Libraries. It describes how the makerspace started with an initial gift of equipment from the Vice President of Research. Over time, the makerspace expanded through additional grants and funding from various university departments and partners. The makerspace is used by both students and faculty from a variety of disciplines for projects involving 3D printing, laser cutting, electronics, and more. Challenges establishing the makerspace included ensuring the equipment met the needs of users and effective communication across departments. The vision is for increased curricular integration and involvement across more fields in the future.
Presented at the 2010 Electronic Resources & Libraries Conference. --
Gayle Baker, Ken Wise, University of Tennessee --
Abstract: This project addressed academic librarian's growing need to demonstrate the return on investment (ROI) and value of the library to various stakeholders of the institution (faculty, students, policy makers, etc.) and to guide library management in the redirection of library funds to important products and services.
This document provides advice and guidance for publishing papers on pedagogic research in academic journals. It discusses common reasons why papers get rejected, benefits of publishing education research, topic ideas, addressing lack of evidence or familiarity with literature, writing style considerations, and suggests suitable journals in biology and other fields.
Slides from a presentation "Tackling Plagiarism in Biology" given at a meeting of the Association for Science Education conference at Reading University in January 2004. The talk was given on behalf of the Institute of Biology (now the Society of Biology).
The slides have recently been uploaded here as the site where they were previously located has gone offline.
This talk "You don't want to do it like this, you want to do it like that: seven lessons about PedR methodology (that I learnt the hard way)" was given at the East Midlands CETL network meeting on the ABC of Pedagogy in January 2007. It has recently been added to SlideShare because (a) this is a better format than the site where it was available before and (b) that site has gone offline!
Contextualised writing programme for biological science studentsChris Willmott
Slides from presentation "A contextualised writing programme for biological science students" given at the Writing Development in Higher Education conference at Sheffield in May 2004.
The talk describes evolution of a key skills module for Biological Scientists which continues to the present.
Three posters presented at AAAS 2015:
- Genomics Education Partnership general poster (Barral et al)
- GEP student poster (Arko and Chagani, National University)
- Small World Initiative student poster (Yeagley et al, National University)
Presented at the 2010 Electronic Resources & Libraries Conference. --
Gayle Baker, Ken Wise, University of Tennessee --
Abstract: This project addressed academic librarian's growing need to demonstrate the return on investment (ROI) and value of the library to various stakeholders of the institution (faculty, students, policy makers, etc.) and to guide library management in the redirection of library funds to important products and services.
This document provides advice and guidance for publishing papers on pedagogic research in academic journals. It discusses common reasons why papers get rejected, benefits of publishing education research, topic ideas, addressing lack of evidence or familiarity with literature, writing style considerations, and suggests suitable journals in biology and other fields.
Slides from a presentation "Tackling Plagiarism in Biology" given at a meeting of the Association for Science Education conference at Reading University in January 2004. The talk was given on behalf of the Institute of Biology (now the Society of Biology).
The slides have recently been uploaded here as the site where they were previously located has gone offline.
This talk "You don't want to do it like this, you want to do it like that: seven lessons about PedR methodology (that I learnt the hard way)" was given at the East Midlands CETL network meeting on the ABC of Pedagogy in January 2007. It has recently been added to SlideShare because (a) this is a better format than the site where it was available before and (b) that site has gone offline!
Contextualised writing programme for biological science studentsChris Willmott
Slides from presentation "A contextualised writing programme for biological science students" given at the Writing Development in Higher Education conference at Sheffield in May 2004.
The talk describes evolution of a key skills module for Biological Scientists which continues to the present.
Three posters presented at AAAS 2015:
- Genomics Education Partnership general poster (Barral et al)
- GEP student poster (Arko and Chagani, National University)
- Small World Initiative student poster (Yeagley et al, National University)
Presentation for the Bio-Link Summer Fellows Forum June 9, 2016. We present a science education framework that uses the search for novel antibiotics to engage and motivate undergraduates in biological sciences.
The document summarizes a teacher's experience using technology in a summer school science class. The students had previously failed using traditional teaching methods and had learning disabilities or behavioral issues. The teacher took on a supervisory role while students worked collaboratively in roles like project manager and researcher. Technologies like laptops, the Internet, SmartBoard, Excel and Google were used to make science more student-centered, relevant and to challenge students' thinking. The goals were to create a positive science experience, make science inquiry student-driven and use technology to enhance learning. As a result, students took ownership of their work, collaborated proudly and were able to share what they learned with others. The teacher reflected that technologies increased student experimentation and motivation when
Students learn how to survive in the wilderness by collecting water through a process called "transpiration" in this interactive Project Based Learning lesson.
Slides from a presentation given at the Innovations in Molecular Biology Education conference, Cambridge, December 2012. The presentation describes careers awareness and careers planning interventions in Biological Sciences at the University of Leicester, UK.
This document provides an overview of the SAILS project, which aims to develop and implement an inquiry-based science education (IBSE) approach across multiple European countries. The project receives funding from the EU and is coordinated by Dr. Odilla Finlayson. The goals are to provide IBSE resources and curriculum materials, support teacher education programs, and partner with teachers to identify strategies for assessing inquiry skills. The project involves developing sample science units that integrate teaching, learning, and assessment of skills like scientific reasoning. It also describes teacher education programs to help teachers learn IBSE and assessment. The project aims to establish a community of science educators across Europe sharing experiences with teaching and assessing inquiry.
Jackee Walker is a student at the University of Colorado Boulder studying Ecology and Evolutionary Biology with a minor in Sociology. She has worked as a lab technician at the Johnson Lab researching disease emergence and species invasions. She also has experience working at the CU Libraries help desk, as a camp mentor at the Cheyenne Mountain Zoo, and as a student intern at Dayaway Careers developing photographic media. She directed a short film for the University of Colorado's Film Festival on Climate Change that received an honorable mention.
The Director of Interdisciplinary Studies at UCF welcomes students to the fall semester. The office has been busy setting up spaces for new faculty and helping students enroll in classes. Current students are encouraged to meet with advisors to ensure they are on track to fulfill requirements. The director highlights some recent accomplishments of IDS graduates, including one who won the Udall Scholarship and two who competed in the Olympics. Students are encouraged to get involved in research and their communities. Interdisciplinary Studies allows creative ideas and future plans to become reality. The director hopes students will take advantage of learning and involvement opportunities through various classes and events held by the IDS program this semester.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
This document provides an overview of educational research on geoscience learning. It discusses what geoscience education research entails, including identifying and understanding learning as well as determining how learning occurs. Various types of geoscience education research are described such as curriculum and instruction research, geocognition research, and research investigating factors that influence learning. Examples of specific research topics are provided. The document outlines how geoscience education research is both similar to and different from traditional geoscience research. Steps for getting started in conducting research on learning are discussed, including identifying a research question, reviewing existing literature, finding expertise and potential collaborators, and considering funding and ethical requirements. The document concludes by having participants brainstorm ideas for small research projects they could implement.
The document discusses trends in higher education and their implications for libraries. Key trends include increased assessment of student learning and programs, a growing mobile environment, expansion of e-research, and globalization. These trends present opportunities for libraries to demonstrate their value through collaboration, developing digital collections and services, and supporting new models of teaching, learning, and research. Libraries will need to consider implications like licensing resources for different platforms and international campuses.
The needs of researchers in key disciplines are changing rapidly and this has important implications for the library’s role in enhancing research productivity and impact.
Librarians can build a roadmap for supporting 21st Century research needs that draws on both published research sources and institution-specific user research. Several key trends from recent studies and ideas for institution-specific user research tools are highlighted within.
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Transitioning to College: The Top Five Things Students Need to Know to SucceedNgaireIsobel79
This document discusses five key things that college freshmen need to know to succeed in their research. The five things are: 1) understanding the information cycle, 2) knowing what a scholarly source is and when to use one, 3) why Google alone is not sufficient for college-level research, 4) how to efficiently and effectively search for information using library databases and catalogs, and 5) that librarians and media specialists can help students with their research. The document emphasizes that developing information literacy skills is important for students' academic performance, retention in college, and long-term success.
Are they being served? Reference Services Student Experience Project - Jenny ...CONUL Conference
The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
This document discusses interdisciplinary research and education. It defines interdisciplinarity as different specialists from two or more fields working together towards common goals. True interdisciplinarity occurs when researchers modify their approaches to better address a problem. The document discusses barriers to interdisciplinary work, including differences between disciplines in ways of knowing and working, and incentives within academic institutions that are organized by traditional departments. It recommends students seek interdisciplinary experiences, and that researchers immerse themselves in other collaborating disciplines to overcome barriers to interdisciplinary research.
Why can't students get the resources they need results from a real availabili...NASIG
Availability studies estimate the proportion of items in a collection that library users can access. This traditional research method can help librarians find and fix the most significant access problems with electronic resources, and connect patrons with information through better collection development and acquisitions decisions.
To date, all electronic resource availability studies have been "simulated" studies, in which a librarian tests access to a sample of items. Simulated availability studies identify technical problems with electronic resources, but don't address how database interface design or insufficient library research skills could prevent a student from successfully obtaining a desired item.
This study represents the first known attempt at a "real" electronic resource availability study, in which recruited students generate and test the sample. It uses quantitative methods to estimate overall resource availability, and a cognitive walkthrough (a usability research method) to compare the way Redlands students actually retrieve full text against an ideal process articulated by Redlands librarians.
The study's conclusions can be used to benchmark studies of e-resource availability at other campuses, provide input into database interface design and improve library instruction concerning electronic resources.
Presenter:
Sanjeet Mann
Arts and Electronic Resources Librarian, University of Redlands
Redlands, CA
The document discusses the promise and challenges of developing a unitary doctoral curriculum across information schools. While a unitary curriculum could promote coherence, reduce chaos, and establish a common identity, interdisciplinarity and the youth of the information field make consensus difficult. The Carnegie Initiative on the Doctorate explored defining goals but risked curbing autonomy. An alternative is focusing doctoral training on developing scientist-practitioners to address information problems and lead the next generation, taking an evidence-based approach.
[OOFHEC2018] Inger Marie Christensen: Device conscious teaching and learning ...EADTU
This document summarizes a presentation on implementing device-conscious teaching and learning in higher education. It discusses an experiment conducted at a faculty to limit device use in face-to-face classes in order to increase student engagement, attention, and learning. Student and teacher feedback found that device-conscious teaching led to improved focus, participation, note-taking, and learning outcomes, though some students felt restricted. The presentation emphasizes creating an efficient learning environment through teaching, social, learner and cognitive presence, and provides strategies for meaningful device use and student support.
This document summarizes the experiences and research of a science librarian at Royal Holloway, University of London as she worked to engage students and academics with information literacy. Some of the key challenges she faced included academic reluctance, a lack of institutional support, and information literacy not always being integrated at the point of need within certain disciplines like math. Through approaches like getting to know academics personally, demonstrating her expertise, and adapting to different disciplines, she was able to increase her teaching load, student appointments, and relationships across departments over time. Her research identified barriers to integrating information literacy and the benefits of aligning it with specific subjects.
Presentation for the Bio-Link Summer Fellows Forum June 9, 2016. We present a science education framework that uses the search for novel antibiotics to engage and motivate undergraduates in biological sciences.
The document summarizes a teacher's experience using technology in a summer school science class. The students had previously failed using traditional teaching methods and had learning disabilities or behavioral issues. The teacher took on a supervisory role while students worked collaboratively in roles like project manager and researcher. Technologies like laptops, the Internet, SmartBoard, Excel and Google were used to make science more student-centered, relevant and to challenge students' thinking. The goals were to create a positive science experience, make science inquiry student-driven and use technology to enhance learning. As a result, students took ownership of their work, collaborated proudly and were able to share what they learned with others. The teacher reflected that technologies increased student experimentation and motivation when
Students learn how to survive in the wilderness by collecting water through a process called "transpiration" in this interactive Project Based Learning lesson.
Slides from a presentation given at the Innovations in Molecular Biology Education conference, Cambridge, December 2012. The presentation describes careers awareness and careers planning interventions in Biological Sciences at the University of Leicester, UK.
This document provides an overview of the SAILS project, which aims to develop and implement an inquiry-based science education (IBSE) approach across multiple European countries. The project receives funding from the EU and is coordinated by Dr. Odilla Finlayson. The goals are to provide IBSE resources and curriculum materials, support teacher education programs, and partner with teachers to identify strategies for assessing inquiry skills. The project involves developing sample science units that integrate teaching, learning, and assessment of skills like scientific reasoning. It also describes teacher education programs to help teachers learn IBSE and assessment. The project aims to establish a community of science educators across Europe sharing experiences with teaching and assessing inquiry.
Jackee Walker is a student at the University of Colorado Boulder studying Ecology and Evolutionary Biology with a minor in Sociology. She has worked as a lab technician at the Johnson Lab researching disease emergence and species invasions. She also has experience working at the CU Libraries help desk, as a camp mentor at the Cheyenne Mountain Zoo, and as a student intern at Dayaway Careers developing photographic media. She directed a short film for the University of Colorado's Film Festival on Climate Change that received an honorable mention.
The Director of Interdisciplinary Studies at UCF welcomes students to the fall semester. The office has been busy setting up spaces for new faculty and helping students enroll in classes. Current students are encouraged to meet with advisors to ensure they are on track to fulfill requirements. The director highlights some recent accomplishments of IDS graduates, including one who won the Udall Scholarship and two who competed in the Olympics. Students are encouraged to get involved in research and their communities. Interdisciplinary Studies allows creative ideas and future plans to become reality. The director hopes students will take advantage of learning and involvement opportunities through various classes and events held by the IDS program this semester.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
This document provides an overview of educational research on geoscience learning. It discusses what geoscience education research entails, including identifying and understanding learning as well as determining how learning occurs. Various types of geoscience education research are described such as curriculum and instruction research, geocognition research, and research investigating factors that influence learning. Examples of specific research topics are provided. The document outlines how geoscience education research is both similar to and different from traditional geoscience research. Steps for getting started in conducting research on learning are discussed, including identifying a research question, reviewing existing literature, finding expertise and potential collaborators, and considering funding and ethical requirements. The document concludes by having participants brainstorm ideas for small research projects they could implement.
The document discusses trends in higher education and their implications for libraries. Key trends include increased assessment of student learning and programs, a growing mobile environment, expansion of e-research, and globalization. These trends present opportunities for libraries to demonstrate their value through collaboration, developing digital collections and services, and supporting new models of teaching, learning, and research. Libraries will need to consider implications like licensing resources for different platforms and international campuses.
The needs of researchers in key disciplines are changing rapidly and this has important implications for the library’s role in enhancing research productivity and impact.
Librarians can build a roadmap for supporting 21st Century research needs that draws on both published research sources and institution-specific user research. Several key trends from recent studies and ideas for institution-specific user research tools are highlighted within.
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Transitioning to College: The Top Five Things Students Need to Know to SucceedNgaireIsobel79
This document discusses five key things that college freshmen need to know to succeed in their research. The five things are: 1) understanding the information cycle, 2) knowing what a scholarly source is and when to use one, 3) why Google alone is not sufficient for college-level research, 4) how to efficiently and effectively search for information using library databases and catalogs, and 5) that librarians and media specialists can help students with their research. The document emphasizes that developing information literacy skills is important for students' academic performance, retention in college, and long-term success.
Are they being served? Reference Services Student Experience Project - Jenny ...CONUL Conference
The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
This document discusses interdisciplinary research and education. It defines interdisciplinarity as different specialists from two or more fields working together towards common goals. True interdisciplinarity occurs when researchers modify their approaches to better address a problem. The document discusses barriers to interdisciplinary work, including differences between disciplines in ways of knowing and working, and incentives within academic institutions that are organized by traditional departments. It recommends students seek interdisciplinary experiences, and that researchers immerse themselves in other collaborating disciplines to overcome barriers to interdisciplinary research.
Why can't students get the resources they need results from a real availabili...NASIG
Availability studies estimate the proportion of items in a collection that library users can access. This traditional research method can help librarians find and fix the most significant access problems with electronic resources, and connect patrons with information through better collection development and acquisitions decisions.
To date, all electronic resource availability studies have been "simulated" studies, in which a librarian tests access to a sample of items. Simulated availability studies identify technical problems with electronic resources, but don't address how database interface design or insufficient library research skills could prevent a student from successfully obtaining a desired item.
This study represents the first known attempt at a "real" electronic resource availability study, in which recruited students generate and test the sample. It uses quantitative methods to estimate overall resource availability, and a cognitive walkthrough (a usability research method) to compare the way Redlands students actually retrieve full text against an ideal process articulated by Redlands librarians.
The study's conclusions can be used to benchmark studies of e-resource availability at other campuses, provide input into database interface design and improve library instruction concerning electronic resources.
Presenter:
Sanjeet Mann
Arts and Electronic Resources Librarian, University of Redlands
Redlands, CA
The document discusses the promise and challenges of developing a unitary doctoral curriculum across information schools. While a unitary curriculum could promote coherence, reduce chaos, and establish a common identity, interdisciplinarity and the youth of the information field make consensus difficult. The Carnegie Initiative on the Doctorate explored defining goals but risked curbing autonomy. An alternative is focusing doctoral training on developing scientist-practitioners to address information problems and lead the next generation, taking an evidence-based approach.
[OOFHEC2018] Inger Marie Christensen: Device conscious teaching and learning ...EADTU
This document summarizes a presentation on implementing device-conscious teaching and learning in higher education. It discusses an experiment conducted at a faculty to limit device use in face-to-face classes in order to increase student engagement, attention, and learning. Student and teacher feedback found that device-conscious teaching led to improved focus, participation, note-taking, and learning outcomes, though some students felt restricted. The presentation emphasizes creating an efficient learning environment through teaching, social, learner and cognitive presence, and provides strategies for meaningful device use and student support.
This document summarizes the experiences and research of a science librarian at Royal Holloway, University of London as she worked to engage students and academics with information literacy. Some of the key challenges she faced included academic reluctance, a lack of institutional support, and information literacy not always being integrated at the point of need within certain disciplines like math. Through approaches like getting to know academics personally, demonstrating her expertise, and adapting to different disciplines, she was able to increase her teaching load, student appointments, and relationships across departments over time. Her research identified barriers to integrating information literacy and the benefits of aligning it with specific subjects.
The document summarizes efforts by the library director at Saint Xavier University to improve student research skills and engagement with the campus community through the use of new online tools. The library started using tutorials, social media like Twitter and Facebook, and a new search tool called WorldCat Local to make the research process easier for students and facilitate communication. Initial feedback indicates these new methods have been successful in helping students and engaging faculty, though the library will continue assessing their impact over time.
The document discusses the work of the Research Information Management (RIM) program. It provides an overview of the program's goals, projects, and working groups. The program aims to understand researchers' needs and help shape the role of libraries in supporting research. Key projects include developing a research services manifesto, assessing data curation roles, and exploring how library staff roles may need to change.
ENGAGE is innovating science education by embedding responsible research and innovation (RRI) in formal learning. It has engaged over 750,000 students, 9,355 teachers, and visitors from 80 countries. The program activates students' interests through dilemma group discussions to develop problem-solving and conversation skills on scientific innovations. Students are given opportunities for self-expression and responsibility to make informed decisions. They learn inquiry skills for RRI combined with science knowledge through inquiry-based projects. Whole-class dialogues develop argumentation skills. Students also assess outcomes by interacting with scientists.
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
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What to Make In My Makerspace: Putting the Laboratory Back in the Library
1. What to Make in My
Makerspace
Putting the Laboratory Back in the Library
2. Speakers
Sharon Bradley, Special Collections Librarian
University of Georgia School of Law
Liz Holdsworth, MakerSpace Coordinator
University of Georgia Libraries
5. Makerspace at UGA
● Describe the process for establishing the space,
finding the physical space itself
● Efforts to determine potential user needs
● How was it decided what would be included
● Type of support from the university or other units
● The role of the faculty, do they send students, make
assignments
● Future plans, lessons learned
7. From the Office of the Vice President of Research
Consisted of two Solidoodle Press 3D printers,
MakerBot Digitizer 3D scanner, Full Spectrum laser
cutter, Dell PC, Arduino Uno and Raspberry Pi
microcontrollers, littleBits set, art supplies
Chosen by PhD candidate in Engineering Education
ORIGINAL GIFT
8. UGA Libraries
Administration
Facilities
Access Services
Reference
Systems
Security
Campus
Office of the Vice
President for Research
Driftmier Engineering
Center for Teaching and
Learning
Office of Sustainability
PARTNERS
9. Science Reference Team
Grant from Center of Teaching
and Learning
MakerBot Replicator, filament,
furniture, TV screen
Chosen by grant coordinator
using listservs, product
reviews, literature
Reference Librarians and
MakerSpace Manager
Proposal to Libraries
Administration
MakerBot Replicator, LulzBot,
soldering irons, vinyl cutter
Chosen by grant coordinator
and MakerSpace Manager
using experience, listservs,
product reviews
ADDITIONS
10. Tends to correspond with existing equipment in departments
Jason Cantarella from Mathematics
weekly class use
provided own materials
foresees future use
Melinda Brindley from Veterinary Medicine
virus models for demonstration
Mary Hallam Pearse from the Lamar Dodd School of Art
jewelry casting and tour
students returned to make their own projects
FACULTY USE
12. STUDENT USE
Graduate
a growth medium for an
experimental aquaponics
program
mosquito scoops for
epidemiology
topographical maps for
coastline ecology
Undergraduate
Arduino sensors for
oyster beds
anatomical models
satellite parts for NASA
internship
scanning and printing
fossils
13. Original gift not specifically tailored to the Science
Library
Physical distance and administrative layers between
the ordering process and the MakerSpace
Differing priorities of stakeholders
CHALLENGES
14. THE DREAM
More curricular use
Additional involvement in the humanities and social
sciences
Renovated and expanded MakerSpace
15. Why in a Law Library?
Creativity & Innovation
Collaboration & Community
Technical Literacy
Pedagogy
Goals of the Library
20. Goals of the Library
Why are we here?
Bring in new users
Keep the interest of current users
Community service
21. What Will They Do?
Audio/Video/Images
Modeling
Practice development
Evidentiary concerns
Where will the magic happen
22. Selling the Idea
Getting administration to appreciate your brilliance
Faculty support
Distance education
Development/Advancement
Clinics
Specific skills
Career Development/Job Placement
Specific skills
23. Makerspaces and the Law
Licenses
Infringement
Copyright
Patent
Liability
Privacy
Policies & Procedures
24. Questions?
Sharon Bradley, Special Collections Librarian
University of Georgia School of Law
Liz Holdsworth, MakerSpace Coordinator
University of Georgia Libraries
Editor's Notes
The title makes reference to Christopher Columbus Langdell, the Dean of Harvard Law School for 25 years, from 1870 to 1895
Dean Langdell's greatest innovation was his introduction of the case method of instruction. Until 1890, no other U.S. law school used this method, which is now standard. Moreover, the standard first-year curriculum at all American law schools — Contracts, Property, Torts, Criminal Law, and Civil Procedure — stands, mostly unchanged, from the curriculum Langdell instituted.
Langdell, who came from a relatively unknown family, was conscious of the fact that students from more privileged backgrounds often received higher grades in their coursework purely because of their family's wealth and social status. Dean Langdell instituted the process of blind grading, now common at U.S. law schools, so that students already known by professors or from esteemed families would have no advantage over others.
Langdell saw law as a science. A science is studied at its source, and for Langdell the source of law was court opinions. Langdell proposed that law students must be given some means of experimentation and research by which they might cut through the excessive verbiage of black-letter rules and discover the fundamental scientific axioms that ought to be used in studying, teaching, and judging the law. By analyzing and discussing the primary sources like court opinions the student would be able to extract legal principles. Casebooks became the students' manual. Students learned through their ability to reason and recognize the science of the law.
"Law, considered as a science, consists of certain principles or doctrines. To have a mastery of these as to be able to apply them with constant facility and certainty to the ever-tangled skein of human affairs, is what constitutes a true lawyer.“
Langdell thought that the law library was “the proper workshop of professors and students alike; that it is to us all that the laboratories of the university are to the chemists and physicists, the museum of natural history to the zoologists, the botanical gardens to the botanists.”
—Christopher Langdell
Law Libraries and Laboratories: The Legacies of Langdell and His Metaphor 107 L. Lib. J. 7 (2015) Winter 2015Danner, Richard A.
SEAALL 2015 program – Taking Langdell Literally: The Law Library as Technology Laboratory
Amanda Watson (Tulane), Carla Wale (Georgetown), Todd Venie (Florida)
Particularly focused on the increasing importance of preparing our students with adequate technology skills
Questions I asked Liz to address
Generally the connection between libraries and makerspace trend
2010 Fayetteville Free Library (NY) Fab Lab credited as the first library based makerspace, “make technology more accessible to the general public”
Make technology more accessible to the law school community? What kind of technology might that be? 3D printers seem really cool but could I actually make an argument that we should have one?
I started doing a lot of reading, I attended a program that Liz presented at the UGA Science Library and asked her to be part of this program. So I eventually concluded that I could make an argument for a makerspace in the law library for a lot of different reasons.
I don’t think there would be much disagreement that legal education is a little short on creative approaches to teaching and learning. It’s usually the library that is willing to try new things but that attitude does not necessarily spill over to our faculty.
Learning theorists talk about the importance of play in a learning environment. But in law schools we’ve pretty much managed to suck out any sense of play or joy. It’s that serious business of education and the serious business of student loans and finding a job.
Cory Doctorow in his book Makers talks about unleashing the 5-year-old kid. Maybe with a makerspace or innovation space we could encourage our students to play which in turn could aid in real learning leading to innovation and creativity.
How many of us put out puzzles, games and other do-dads as stress busters during finals. How about we bump that up to something more sophisticated. Five minute brain challenges or gaming challenges between students with prizes.
Library Innovation Law at Harvard Law School, housed in Langdell Hall
http://librarylab.law.harvard.edu/
The Library Innovation Lab is a forward-looking group of thinkers and doers working at the intersection of libraries, technology, and law. About projects within the library, how the library can better deliver services to patrons or create better digitization projects.
Relevancy?
I really don’t like that we still talk about proving the relevance of the library. We still have webinars on the topic. But I don’t think we’ve been more relevant. The programs at this meeting demonstrate the great ideas we have. The CALI Conference for Law School Computing is a great place to think about new ideas.
But I do think that we need to take those ideas beyond the library walls. Down the halls to the school’s administrative office, across campus to the university libraries.
In-House
Most law schools tend to focus on the law school community, the role that each department plays in the success of the school. Our new Dean is very good at that. But going back to that relevance issue we should also be sure to look at the broader community of the campus, the town, the bar association. Most promotion criteria have requirements of service to the institution and service to the profession, maybe service to broader communities.
Across Campus
Can we partner with other units on campus? We provide the space, they provide the equipment, or vice-versa? Perhaps another department can provide student workers to monitor the makerspace and train users. One of the plusses to an academic campus is that there are lots of people with lots of skills
Law libraries are not always as welcoming as we could be to those outside the law school community. But a makerspace is a natural Co-working space – 2 or more individuals in same space. But what if those individuals are not all law students but engineering, landscape architecture, even art students. We become more relevant the wider our reach and influence.
Broader Community
Serve the/our community > good makerspace should grow out of the community; encouraging learning
When people come to makerspace for the first time what do they expect? Burke 12 Our makerspace should reflect the community we are trying to address.
Not doing enough
In 2000 the ABA established an eLawyering Task Force within what is now the Law Practice Division (LP). Its mission has been to alert the profession to the challenges of practicing in an era of technological change and to advance knowledge about how lawyers can both prosper and advance access to justice by leveraging new electronic tools and media.
Then members of that task force were recommending that law schools update their law practice management and legal technology courses to reflect the impact that the Internet would have on the practice of law. By 2014, the authors of an article on the ABA website found that only a small number of schools have made a sustained commitment to do so, and many neglect the technology of practice entirely.
Automation of routine tasks
Job redundancy: the world can always use more coders. When we all get replaced by machines, someone will have to write the programs that do our jobs for us
No lawyer wants to be replaced by technology. However, technology has long since been automating legal tasks. For instance, we have been conducting legal research by using search engines with complex algorithms versus going to libraries and thumbing leather-bound books; e-discovery tools automatically sift through millions of pages to identify relevant documents; for decades, redlining software has been performing document comparison, a process previously done by hand. We often take for granted automated tasks precisely because we no longer have to concern ourselves with doing them manually.
Ability to do this things has been around but our students are not learning them. Creating Table of Contents, Table of Authorities
Basic Practice Management Tasks
New forms of literacy: design, programming, video editing, book writing, website building
Learn programing?
Making websites
Online portfolios
E-books
Communication: we interact with a lot of people who do understand code on an increasingly frequent basis: our IT folks, faculty, peers, vendors, our children, etc. Code might not be a big part of your life, but it is a growing part of other people’s lives.
Protect privacy for themselves and clients
Improving general analytical skills
Problem solving: If nothing else, learning how to program helps hone your problem solving and logical thinking skills. It helps you break down problems and solutions into their constituent parts and conceptualize their relationships better. Of course you’re thinking more like a machine at that point, but some problems lend themselves to being solved by a T1000 instead of a lawyer.
Help to learn to deconstruct
Coding
Coding = literacy
Being able to read, being able to use a phone, being able to type, being able to use a computer, being able to use the internet
Coding is the next phase (maybe) of being competent
Why
How things work
Apple lawsuits, shouldn’t a hacker be able to do this
Breaking codes > how does it work
Understand what’s underneath
Take ownership of devices and technology
Dealing with e-waste, environmental issues, what’s inside
Informal learning
Help law students better understand technology;
Makerspaces differ from hackerspace in less focus on programming, more focus on education
MS focus on learning and education vs. hackerspace – hobbyists, fun, relaxation
Learning Theories
I made a general reference to learning theory previous but I’d like to spend just a small amount of time on that concept now.
There are two well known learning theories that are particularly supportive to makerspaces
Participatory culture - enables people to work collaboratively; generate and disseminate news, ideas, and creative works; and connect with people who share similar goals and interests
Henry Jenkins
Biomedical > created items to use in simulating body functions or treating medical conditions;
in the legal world patent attorneys learning about the devices they help their clients register or bring law suits,
Personal injury or medical malpractice, how much more effective it might be to have models of the physical items in dispute
Workshops for attorneys
Constructionism – process of creating reinforces understanding of concept; Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance
Seymour Papert
Stages
One-off activities – individual workshops or events, demo sessions or tech petting zoo
Ongoing meetings – recurring programs, regular groups; series of demos/workshops, earn prizes for attendance
Temporary tools and kits
Clean labs – dedicated space, modest noise, mild venting of fumes
Dirty labs – louder, messier
Other educational traditions
MS borrow from traditions of career technical education
Enriches educational experience of those with different learning styles
Embrace wider range of projects and materials
Flipping classroom
A new way of flipping the classroom. If the essentials of flipped class is moving away from teacher at the front pushing to delivering content differently; in-class activity, the lab during class, the lecture outside
A librarian “aims” the students at the appropriate source of information
Develop skills of analysis
Determine what skills you want students to have
Learning Styles
Embracing diversity of students and learning styles
Why are we here
David Lankes in The Atlas of New Librarianship (p. 15) writes that librarianship was not founded on materials but outcome and learning and we’ve become overly focused on the stuff. So maybe a makerspace could be a mechanism to get us back to that more noble purpose. I do want to emphasis that a makerspace is a mechanism or a tool not the end goal
Library as place for creating, not just accessing, information
Librarian as facilitator, learn by doing
Bring in new users/Keep our current users
Bring in non-traditional audience, Bring in new people, not becoming closed circle
Creating interest in those who come in the library; a way to get them in
Building interest – 3d printer
Offer programming on technologies and topics
Provide space to use for activities
Unclear where they’re going; influence the future of libraries
Social activities > providing learning opportunities
Group training on creative activities – could our training (Lexis, WL, databases) be more creative in a different space?
Learn beyond the classroom – the flipping flipped classroom might actually mean something
Support small business > incubator workshops on starting a business, securing funding, marketing, etc.
How important to interest users from various disciplines?
Co-locate in library for greater/wider access
Community service
Way of providing community service?
Demo sessions
Technology petting zoo
Instructional workshop
Makerspace has ability to do something transformative and then influence wider network
Role libraries will play is dictated by us, be ready for questions, explain presence in library, tie back to how current students learn
Analogy
Grocery store – gets info bits they need
Kitchen – put together final product
Dining room/Restaurant – people beyond the library and other than maker come to use
Loosen up the library > interplay of maker culture and library culture
People want to take things apart – can we provide space (users can reserve a shelf, table, bench), tools, assistance
Pursue equipment, space, and community building events
Apply traditional skills to serve makers and develop new library products and services
Ignite spark in users – fiddling w/ K’NEX/Legos, other stuff
If in library supports learning for learning sake “understand how to be a creator”
Computers with Adobe Creative Suite
Support for lifelong learning
Use by the clinics? Support for teen/children programs inclusive space
Create publications for clients, community groups
I stated earlier that a makerspace has to reflect its community. There is no required set of services, technologies or operations to get started. Law libraries actually have an advantage because of the population we serve
Generally, a specific age group, 22-30 year range;
a faculty with fixed and relatively speaking, limited subject areas.
As Liz stated they’re trying to figure our how to move beyond the STEM disciplines and appeal to the humanities. We don’t have that same big challenge
Audio/Video/Images
Recording > improving quality, witness statements
Stop motion video > accident recreation
Accident recreation software
Digital photo and editing, green screen/substitute background
Resizing
Video production, green screen, editing
Videos – film the sign, weather conditions, seen for witness verification
High quality Scanning
Conversion from older formats - Conversion – VHS, cassettes
Permanent video set-up –
Job interviews
Video conferencing, allow local attorneys to use
(interview), interview witnesses, experts
Communicating live > skill for students
Modeling
Forensics – skull reconstruction, don’t have to use the original
Law students need to understand technology in order to authenticate evidence
Cuttters – laser, vinyl
Computer numerical control (CNC) machines are used to create parts of tools by utilizing computers to precisely machine materials into desired forms.Large format printers > plans for streets, building
3D printing
SLS – selective laser sintering (metal)
3D scanning
Large format scanning and printing
Practice development
Digitized media
Creating websites
Photo editing
Creating apps
Digital scrapbooking
Social media
Professional grade office services
Video conferencing
Collaboration
Simulation
Interactive media wall
Conference room
Media literacy
Developing business models, solving business problems
Opportunity to collaborate with other units on campus – business, science
IP> patents > inventors protection; lawyers need to understand the maker process
Protect rights and intellectual property of entrepreneuers as clients
Where
Location
Computer labs
Library space
Partners and other departments on campus
What to call it
Lawyer space
Courtspace
Assess what space is being used and what isn’t
Bound journals area
Courtrooms
Journal office
Current computer lab
Repurpose courtrooms
Space planning – tailor approach to meet needs and address challenges of each library
Flexible adaptable > rearranged, removed, expanded & reduced
With the administration you often have to bring these things back to very specific, measurable outcomes.
Faculty
For faculty it’s often about productivity. Can a makerspace help them? Collaboration with distant colleagues, holding class remotely so a class does not have to be rescheduled or appearing at a conference live but remotely so they don’t have to travel or cancel class
Use space to help faculty with distance education issues
Keep up with trends in technology and usage – for most of us very few of our faculty could be considered technologically advanced but if we have to increase the technological education of our students then some of those students are going to end up being more technologically advanced faculty
Clinics
Formal space for business support
Development/Advancement
A naming opportunity? Fund a printer, high end computer
Career Development/Job Placement
Create learn/collaborate environment > makers seek out opportunities to learn to do new things
Things to Do
Attend a maker faire to spark your creativity
Space assessment > space for materials is not a priority for school admin. but student/collaboration space is
Sell your makerspace by identifying underused space then focus on the benefits for the students
Do not develop top down, listen to library stakeholders, co-produce the space with users, help obtain and manage tools they want, understand how to use and can teach others to use, maintenance
Librarians often over estimate the legal risk in any given situation
If your use is subject to a license, it controls
Patent – almost anything can be patented; utility (functionality, 20 years), design patents (appearance, 14 years)
Direct infringement – strict liability required for secondary liability\
Secondary
Inducement – requires high knowledge standard, knew or should have known
Contributory – sell
Library providing a service not a product; instruction on use of equipment would not cause liability
Flawed objects - Duty to warn once aware of problems
Use of waiver
Public/non-public forum, limitations on use are OK
Non-public – reasonable time, place, manner
If public then strict scrutiny
Privacy
No reasonable expectation of privacy in a public space
Copyright infringement
Unlikely to be liable for infringement
Section 108 – post notice, do not push button
Pushed button? - Supervised, makerspace maybe; unsupervised, copy room yes
Fair use
Establish policies and procedures
Makerspace Handbook
Policies and Rules
Code of Conduct
Scheduling
Safety
Housekeeping and Maintenance
Personal injury
How tools work, how you can get hurt; proper safety procedures