Rusa Mars Ala2009 Rosenblatt


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Presented at ALA 2009, RUSA Mars Hot Topics Panel

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Rusa Mars Ala2009 Rosenblatt

  1. 1. Are we transferring what we’ve learned about face-to-face teaching and learning to the online environment?<br />Stephanie Rosenblatt<br />California State University, Fullerton<br />Presented as part of “Casting a Wide Net: Using Screencasts to Reach and Teach Library Users,” <br />July 11, 2009, ALA Annual, Chicago, Illinois<br />
  2. 2. Summer 2008<br />A friend in the College of Education asked me to create some tutorials for his online-only class. <br />I also decided that these tutorials could help cohorts in the masters program that met off campus. <br />
  3. 3. My first screencasts<br />
  4. 4. Can my students learn from my screencasts?<br />
  5. 5. How do librarians teach?<br />scaffolding student-centered lessons clickers <br />authentic activities collaboration with faculty <br /> contextualized instruction meeting ACRL standards<br />active learning <br />paying attention to how students feel as researchers<br />modeling questioning <br />trying to connect concepts to what students already know<br />
  6. 6. Typical Lesson Plan for a One-shot BI<br />Warm-up/Motivation Connect learning goals with students’ needs/existing schema<br />Mini-lesson Model concept or use of tool<br />Guided Practice Students work to complete a defined task; librarian circulates to informally assess understanding/correct misconceptions<br />Reflection/Share<br />Repeat mini-lesson/guided practice/reflection, as needed<br />Independent Practice Students work on individual research problems, applying new tool/concept; librarian performs formal or informal assessment<br />Conclusion<br />
  7. 7. Why do we teach the way we do?<br />It’s how we’ve seen our colleagues teach.<br />It’s how we learn.<br />It works with our students.<br />We’ve read the literature.<br />It’s considered “best practices.”<br />We don’t know any other way.<br />
  8. 8. Theories<br />Behaviorism<br />Cognitivism/ Constructivism<br />
  9. 9. Behaviorism<br />Humans are animals. Our thought processes are based in biology and are behaviors that can be studied. Learning has occurred when a person can choose the behavior that yields the desired results in a particular context. The use of this behavior can then be extended to new, but similar situations.<br />Prominent researchers: Skinner, Pavlov, Thorndike<br />Ideas: individual differences, behavior modification, programmed instruction, learners are active, learning is incremental, learners need feedback, stimulus-response<br />
  10. 10. Cognitivism/Constructivism<br />The brain is imagined as a processor with different modules responsible for various purposes. Emphasis is placed on how the mind works during the processes of attention, perception, learning, and memory.<br />Learners construct their own understanding of the world based on personal experience. Learning takes place as people actively make sense of the world. What a person learns is influenced by the situation and needs of the learner. Learning is a social process.<br />
  11. 11. Cognition/Constructivism II<br />Prominent researchers: Dewey, Bloom, Vygotsky, Piaget, Gardner, Montessori, Gagné<br />Ideas: zone of proximal development, scaffolding, schema theory, cognitive apprenticeships, situated cognition, learning styles, information processing, learning hierarchies or taxonomies, criterion-referenced instruction (standards), ADDIE, backwards planning, chunking<br />
  12. 12. Questions<br />What do I want my students to learn?<br />Who are the users who will be viewing the screencast? What do they already know? What do they need to know?<br />How will I be able to determine if they have attained my instructional goals? Do I need to know?<br />Can I embed the screencast within another structure that can provide additional support materials, if necessary?<br />If I know my screencasts work, can I determine why?<br />