An interesting post from InsideHigherEd’s GradHacker blog on evaluating your teaching:
Teaching “Selfies” by Anne Guarnera.
Upcoming NISO webinar of possible be of interest:
The Start Up Effect – How Startups are Changing the Culture of Scholarly Communication
Wednesday, February 10, 12:00-1:30pm, Kathleen Zar Room
This session will explore the organizational and cultural characteristics that support innovation from the perspective of both new and traditional organizations. It will also explore the impacts the culture of start-ups has already had on scholarly communications and what might be forthcoming from this innovative explosion.
Remaining 2016 NISO Webinars. All times are 12:00-1:30pm and will be viewed in the Kathleen Zar Room unless otherwise noted.
As Resident Librarian for Online Learning, I am interested in finding new ways to integrate technology into the library classroom. One technique, popularized in 2011, is the concept of the flipped classroom. A flipped classroom is a strategy to deliver instructional content outside of the classroom. Classroom time is devoted to discussion, activity, and collaborative learning. In a flipped classroom, students watch online lectures or carry out research at home and engage in concepts through activities and discussion in the classroom.
Why should you flip?
A flipped classroom’s most highlighted benefits are student-directed learning and an active classroom. Because the course materials are online, students control how they learn: they can pause or rewind videos, retake tutorials, and re-listen to lectures on their own time. Then, in the classroom, students have the opportunity to apply the concept in real-time assignments. The instructor serves as a “guide on the side,” ready to step in and help the students when they encounter problems.
So how does this look in library instruction?
A librarian interested in teaching a flipped one-shot will need to work closely with the instructor. The flip requires that students come to class prepared, so the librarian and the instructor will need to discuss how the instructional materials will be provided to the students.
Next, the librarian should consider what objectives they want covered and how that information will be conveyed. Although sometimes these items need to be created from scratch, we are actively trying to develop online tutorials and libguides that can be used for flipped classrooms.
Finally, think about how time in the classroom will be used. One of the most popular uses of the flipped model has students conducting research on their topics as the librarian acts as consultant or problem-solver. However, flipping the classroom can be any kind of collaborative, student-led work. For example, in one of her library instruction sessions, Sarah Wenzel implemented an exercise where students worked together to create an annotated bibliography.
Flipping means work (but you have friends)
As with any curriculum design, there are inherent challenges. Instructor buy-in is paramount to a flipped workshop’s success. If the instructor doesn’t ask that students engage with the prepared material before class, the students will be unprepared.
Additionally, creating the instructional videos or materials for a flipped class can be tedious. While we have a collection of material, sometimes a class will have a unique twist or unusual element that needs to be addressed.
If you wish to learn more about how to flip your classroom, or have new materials developed for a flipped experience, however, you have a couple of great resources (Julie and I!) who would be happy to help.
Flipping the Classroom: How Online Resources Enable Pedagogical Innovation (University of Chicago Divinity School)
Creating Digital Media LibGuide (University of Chicago Libraries)
I found this article from The Chronicle to be helpful in thinking about how I begin my session when I teach one-shot classes
Small Changes in Teaching: The First 5 Minutes of Class
James M. Lange
James M. Lang is a professor of English and director of the Center for Teaching Excellence at Assumption College, in Worcester, Mass.
In looking for information about assessment to post to Instructionally Speaking, I found a lot of articles that described assessment in environments that didn’t quite seem to apply to ours. Would we be able to review and score students’ papers using AAC&U’s Information Literacy VALUE rubric like Wendy Holliday et al. in “An Information Literacy Snapshot: Authentic Assessment across the Curriculum”? Can we participate in curriculum mapping when, in many cases, we don’t have course outcomes or objectives in which to map?
I then read this statement in Kuh’s report Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities.
In general, institutional selectivity is negatively related to assessment activity. For almost every category of assessment activity, the more selective an institution’s admissions standards, the less likely it is to employ various assessment approaches, or use the results.
Why is this? Does it apply here? If so, what does this mean for us?
Wendy Holliday, Betty Dance, Erin Davis, Britt Fagerheim, Anne Hedrich, Kacy Lundstrom, and Pamela Martin. “An Information Literacy Snapshot: Authentic Assessment across the Curriculum.” Coll. Res. Libr. March, 2015. 76:170-187; doi:10.5860/crl.76.2.170
Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
A new report has been released from Project Information Literacy.
Project Information Literacy studies focus on information literacy at all levels of education and stages of life. View other Project Information Literacy reports and publications.