POGIL classrooms look like: Group based (3-4 people) students take on roles Presenter, note taker, leader, etc. (six roles, sometimes students take multiple roles) Class time primarily activity based with quizzes.
Three stages of learning, explore, formulate theory, apply critical thinking, tie in to blooms taxonomy
Pedagogical theory: student created knowledge, meta-literacy skills, group dynamics
Some criticisms: cover less content, not expert focused
Positive comments: student ownership, context/organization to knowledge acquisitions
Interesting question: how does a new story change as others report it?
Interesting question: how do people see corrections if they just do searches?
Kaeley on incorporating these issues into classes
How do you frame a class?
Do you tell them its important? Or do you let them read and decide?
Could do interviews: parents, professors, W-S Journal
Choose information related research topic
Kate on still incorporating library skills
Law: the challenge is to show that the tools for the past 200 years still have value (such as controlled vocabulary)
Activity: split class into two groups–one for books and one for online.
Books had to use controlled vocabulary, but internet did not (they could, but didn’t realize that)
Books ran into a few problems like books not being on the shelf. However they found relevant information. The internet group found books with the right keywords, but nothing legally relevant.
Showed the group the benefit of using print
Online it’s harder to see the connect (it’s not as intuitive)
Books make the hierarchy and organization very clear and easy to use
She could then who how to use print like tools online
Help students see they’re searching the abstract rather than the full text
Level of subject heading is so broad
Discussion of how this applies to other subjects. For example, in Eric, you’d get very different results from “teenagers” rather than “adolescents” or from “mathematics” rather than “math.” Helps students learn value of thesaurus.
Could do something similar with Google News or Finance vs. Business Source Complete
Could do something similar with advanced Google searching limited to .com vs. .edu
Could compare the first five hits from Google vs. Google Scholar
Discussion of how important search is, made more evident by the Netflix Challenge winners.
She knew the cited study in it was Open Access, so as long as they got to it through Google Scholar, the students could read the full text
She then gave them an article from Time and the journal article it cited.
Had the students look at how they’d find the article, showed how using the database page gives you more information, talked through reading the article
She specifically picked an article with wrong information to get the students’ interest
She talked less, but students didn’t talk much either
Database discussion
When teaching databases, it can be a good strategy to use Academic Search Premier: many can access at the same time and it has the same look and rules as any Ebsco database
If you want to use a database with a limited number of users, can have small groups go in together
Another option is to have half the class try one database then the other half try the other. Then they can compare the two and coach each other
Could have several groups, each group specializes in one, then rotate around to share with each other
When doing group comparisons, it’s good to leave time at the end for reporting
For education students, you can have students write down what they like and don’t like about their education. Then they can use Eric to find what research can be done based on this life experience.
Giz suggested using a model like he uses when teaching Google: 5-10 minute presentation, time for people to play and experiment, 20 minute presentations at the end
Teaching the One-Shot Class
Could have several groups based around resources (catalog, encyclopedia, database, etc), become expert, switch groups and share
I talked about my worksheets for LIB100 and how I adapted it for a BI session
Discussed how to tie into international studies
Could base a whole class around CQ Researcher: pros/cons, who are the people, what are the organization, how to use the bibliography
Using pop culture references like fantasy football or zombies
Get assignment from professor, leave 20 minutes at the end so they can work on it while the librarian is there
Scheduling is critical. A BI at the beginning of the semester looks very different from one just before the paper is due.
Likes Facebook because you’re starting with the students are and aggregating content into one place for them
Started using LibGuides in her class, but moved away from that
All communication happens through Facebook now, except grades
Email + Fan page was to confusing. All in Fan page.
Started using Facebook group with wiki application, but then the application disappeared
Led to a fragmented approach: students start in Facebook, move to LibGuides
This last course used groups but simplified, kept discussions in Facebook
There is a comparison page for groups vs. pages; for example, groups can be closed
The South Course used Facebook pages because they needed to include video, images, discussion, and Twitter
Can embed HTML in markup language boxes and can choose to put in box on left side or under its own tab (using FBML)
The Twitter experiment didn’t work as well as they hoped. People didn’t have a way to read the others’ messages until they had access to a computer with internet again. So, it was all on-way communication.
If you use Flickr in a page, you can use the MyFlickr app. However, you can only add one per account, so if it’s on your page and profile, the same pictures will show up on both.
MyCalendar lets you add a Google Calendar. The South Course used this in lieu of a map this year. Locations were listed on the calendar entries.
Susan and Erik played with a lot of apps to potentially use them in the course, but settled on about five.
The video upload worked great, but the clips had to be 20 minutes or less
Students felt okay about the Fan page because it wasn’t tied to their personal pages.
Six of nineteen students took a survey at the end. All six liked the use of Facebook, but also felt that the video was invasive and they couldn’t be as open as they wanted
Will leave up until the page goes away naturally. Tried to archive with Archive It, but haven’t dont that yet.
Other notes
Could have a Fan page for library research
Facebook could be a portal to BI sessions or subject specific work
Should look into embedding Toolkit videos into Facebook pages
Have to invest in using Facebook to make it work for you
You can get very good stats out of Facebook
Carolyn on Google Docs
Using Google Docs for group work
Each Google Doc has 2-3 components, each group member picks 1
Carolyn and Bobbie put comments in the Documents, but not grades
This allows students to correct their work
ZoHo was recommended as an alternative to Google Docs
We’re in the midst of round two of teaching teaching! I have worked up the schedule, and posted it in the side bar. I have paper notes from the first session that I’ll convert to a blog post very soon. I also will rework the tags/categories to still have meaning for this second round. Here we go!
When Roz and I talked about how to organize this semester’s teaching class, we decided to do it a bit differently. Instead of Roz or me organizing each session and lecturing for a while, we thought we’d shift the center of the discussion to the participants.
Each session of this semester’s teaching teaching will be focused around a topic, with 3-5 folks speaking about how they achieve this work in their own classes. Hopefully this will create a good environment for discussion and the participants will be more of a learning community rather than a class of people listening to the “teacher.”
If folks are interested in doing this again, and are interested in returning to a teacher-centered model in the fall, we can certainly do that in the future. At the very least it will be nice to break things up a bit between now and then.
So, in order to make this happen, on the first day I facilitated a list making exercise. In this session we brainstormed a list of all the specific things people are interested in learning and sharing, and I took the list afterwards to see if some topics made sense to group together and how to fit it all into the semester.
Since we’re meeting Tuesdays at 9am, some people won’t be able to attend all the sessions due to BI sessions, LIB100, or evening shifts. I got a list of days people can’t attend and topics those people were most interested in so that I could make a schedule that would allow everyone to attend every session they were most interested in. Hopefully we have a schedule that works for everyone!
Today was the final day of the teaching teaching spring class. We’ve been at it since January and have met 14 times. This means folks have devoted some serious time to coming together as a group to talk about their teaching and hopefully learn a few tricks. I started today talking about my design for the course, though of course, Roz designed too, and everyone who participated helped shape the course, either through conversations outside of the class or by their participation.
The design of this course was two fold:
To make the best use of the 14 hours we would have with everyone. (Aiming for active, meaningful classes.)
To not have any assignments or assessments. The goal here was to save time, since we were already taking so much, but also to help limit anxiety. Everyone starts things with the best of intentions, and several people mentioned that they wouldn’t mind assignments to help further their learning. However, knowing how semesters go, I didn’t want to put added pressure on anyone and I wanted to remove any barriers to attending class. This is because attendance was important for this particular course.
This was because the design of the course required classroom participation. Everyone who teaches has something to say about teaching. I, as the one leading most of these sessions, was guiding the conversation through an instructional design lens. But everyone has something valuable to add and made the class richer. So, it was important to create an environment in which people would come, and limiting out-of-class work was a strategic decision to encourage attendance and participation.
The goals of the course were:
To help create confidence
In the teaching we’re already doing.
For publishing in the SoTL; we’re doing really interesting and innovative work, and anyone teaching at ZSR has the ability to publish something in the SoTL. Hopefully this course helped give a framework and vocabulary for how to do so.
To introduce some theory
Enough to be able to know why things the thing you’re already doing work (or don’t).
To provide some tools
New strategies and ideas
Sharing information from different courses
To let people know I’m here to help!
Really! If you want to chat about designing your course or class, or just adding in a few active learning exercises, I’d love to talk with you. If you have an idea for a professional development opportunity, I’d do that, too! And if you’ve heard enough from me, you know who is doing what from our course discussions, so you know who else on staff could help.
We also went through the list of topics covered in this course (which you can find in this blog) and discussed a few things people are interested in seeing in the future.
This “class” has been a fun one for me, and really rewarding. Thanks (again!) to everyone who participated and contributed to the program. I think we’ll see the benefits of our work over the next several semesters!
Today’s session was on the scholarship of teaching and learning. I really wanted to make sure to include it because this is something we’re all capable of doing right now and is nice to address after covering most of the content. I’m also saving the last class for wrap up and synthesis.
So, here are the slides:
If you have any questions, a lot of us have published and presented in this area. Feel free to ask for advice or collaboration!!
I’m planning to do a wrap up session for the swap and share. Don’t worry, you’ll still get to swap and share–I just want to make sure to have time to tie together all the threads we’ve started this semester. It’s gonna be a good class, please come if you can.
Monday, May 11, at 10:00am we’ll have a session to share how we handle our lib100/20X classes. Each person will have time to talk about what they do, why they do it, and/or if it works. This will be a good chance to learn what others are doing, get ideas, and learn about how other people approach information literacy.
Will have a workshop this summer on the practical application of what we’ve been discussing for course design. Watch for something from Giz or the PDC on this.
Based on feedback, we’re looking at a model for next semester of a facilitated weekly discussion on the “nuts and bolts” of teaching. Of course, as with this semester, attendance isn’t required, but we want to make sure to provide this opportunity for the people who do want it. If this sounds good, we’ll start planning the logistics (schedule, how to get topics, how to get speakers, etc). At the end of the fall semester we can reevaluate and do whatever people would like (nothing, another teacher-led class, another facilitated discussion, etc).
Today’s powerpoint:
Notes from today:
Formative assessment: clickers, end of class assignment, muddiest point, learning logs, weekly blog
Summative assessment: EOG, big paper, annotated bibliography, final project, quizzes (depending on if graded and how used)
Informal assessment measures performance, application, processes the students are going through
Formal assessment measures performance against a benchmark, content mastery, ability to take a test, performance
Objective assessment strengths include easy to grade, good for subjects with right answer (like math), good for skills-based work (like finding a book. Weaknesses include that it’s hard to create good questions, some things aren’t right or wrong.
Subjective assessment strengths include the ability to see the big picture in the students’ work, easier to create assignments, open ended statements require students think of something to say. Weaknesses include grading time, consistency in grading, and can be hard for student to get started–it can be overwhelming. (Rubrics can help)
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