Learning to teach through video

Jones, Erik

ET

Leeder, K. (2009, Oct. 14). Learning to teach through video. Retrieved from: http://www.inthelibrarywiththeleadpipe.org/2009/learning-to-teach-through-video/

Summary 

Knowing how to use more modern methods of teaching is essential for the growing digital world that we find ourselves a part of. This article does a good job at discussing how teaching though various media platforms allows for a wider diversity of lessons in addition to a larger online audience through video based websites like YouTube. The author goes into the pedagogical theories of instruction and learning which is necessary to understand the framework that a tool such as video can be useful and beneficial to both instructors and learners. The principles for multimedia learning are great takeaways for readers as they serve to set the boundaries and limitations that should be adhered to when lesson planners use this form of instruction to teach students.

Evaluation

Not having much experience with web tools and teaching, I really found this article to be incredibly informative and useful. I had an assignment for another course in which I used a screencast to teach viewers how to use the Disc Cleanup and Defragment tool that comes pre-installed on their computers. It was an eye-opening experience for me that opened up a lot of different avenues for getting lessons, ideas or messages to more people using more modern tech tools. I also enjoy this blog and follow a lot of the articles they post as it is frequented by fellow librarians and assistant librarians.

Collaboration Trends in Distance Ed

Ortiz, Amy

CO

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

As distance education becomes increasingly popular, instructors seek ways of fostering an online environment where students can more easily interact and collaborate. There is a unique pedagogy behind distance education, which requires a distinct approach to curriculum design. Online interactivity will make use of web 2.0 tools such as wikis, blogs and podcasts. Students and instructors will be able to communicate in real time and delayed time. These types of activities will help students feel connected to their learning experience. This connectedness is constructivist in ideology. The more active a student is in his or her learning process, the more likely they are to comprehend the curriculum. Creating information in the form of a wiki or blog and then exchanging ideas with peers and instructors is a great way to raise questions and nurture an environment where discussion is valued. This phenomenon of online social learning processes is a direct reflection of modern society’s fascination with social networking and digital communication. New learning management software is delivering an educational experience that encourages contact between students and faculty, develops reciprocity and cooperation among students, and gives prompt feedback. A bit of information that I found particularly helpful in this article was the distinction between instructional and learning theories: “Instructional theories explain how to achieve the desired learning outcomes, while learning theories describe how learning actually occurs.” This was helpful in my mind because up until this point I had trouble distinguishing between the concepts. Ultimately, technology will influence the way instructors design courses and the theoretical approaches they use to reach students who are separated from the institution by distance. Collaboration is an integral aspect of learning, so it is important that opportunities for interaction and collaboration combat the restrictions of time and space present in distance education.

Blended Learning: Working with only one iPad

Sullivan, Maureen
IL

Weller, K. (2014) Blended Learning: Working with One iPad.
Retrieved from: http://www.edutopia.org/blog/blended-learning-working-one-ipad

Summary: Kristin Weller describes how she used the Show-me App to allow students to teach each other ways to solve math problems by way of podcasting. Although she only has one iPad, she has developed a way for students to use the app that is then accessible to all students. After pairs finish recording their podcasts, she uploads them to her interactive whiteboard to review skills and new standards. This process of recording their thinking in a podcast reinforces the students' understanding, and also solidifies their thinking as they teach the problem to a peer.


Evaluation: I find it encouraging to see how a teacher continues to integrate technology into her class in meaningful ways, even if she doesn't have enough devices to go around simultaneously. Many teachers are quick to point out the deficits in their classrooms regarding technology, rather than thinking though how to get around those barriers.

Integrating information literacy into blackboard

Blaylock, Solomon

CO, IL

Xiao, J. (2010). Integrating information literacy into blackboard. Library Management, 31(8), 654-668. doi:http://dx.doi.org/10.1108/01435121011093423

Summary

The article discusses the case of a librarian at the College of Staten Island who, finding traditional Information Literacy instruction sessions to be of little evident value to students, worked to develop an in-depth, online resource for nursing students. After seeing positive results, she reached out to faculty members to see about having professors integrate her instructional materials into the very classes they were teaching, through Blackboard. A thorough program of assessment was also devised, and the project has met with success.

Evaluation

The author (the librarian in question) demonstrates a practical and proactive approach to her work that serves as a model for 21st century academic librarians. Rather than being a passive information gatekeeper, she demonstrates her unique value as a librarian to students and faculty by engaging directly with both in curricular/instructional design and assessment, offering a unique contribution to her institution’s teaching and learning objectives. This is the blueprint that successful modern librarians will follow in terms of departmental embedding, capacity building, and role definition in the academy. A very useful, encouraging, and well documented article.

Jolene Nechiporenko

CO, IL

Buerkett, R. (2014). Where to start: Creating virtual library spaces. Knowledge Quest, 
        42(4), E23-E27.

Buerlett does a wonderful job of explaining what virtual library spaces are.  In reference to these spaces, he comments on the why, how, and who.

According to the author, these spaces are important in today's world of online learning and technology.  "Beyond allowing students 24/7 access to authoritative research materials, a virtual presence allow school librarians to promote the library program!"  In regards to online learning, the author states, " If authoritative sources are not easily accessible through the school library's website, students ill resort to the first result on their Google searches, often Wikipedia or Answers.com.

Buerlett's steps to creating a virtual space include choosing a virtual platform, deciding on resources, assessment, and constant tweaking.

The author encourages creators to take into consideration that some students maybe using a mobile device or tablet, therefore the site should be made available on multiple platforms.
 
The author's last bit of advice, "When ever possible, get students involved in the creation, testing, and upkeep of the site.  Students who curate information on their school library's site not only learn more, they feel ownership and are more likely to use the site.

Jolene Nechiporenko

CO, IL

Green, L., & Jones, S. (2014). Instructional partners in digital library learning spaces. Knowledge
        quest,42(2), E11-E17. Retrieved from
        http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/KQ_MarApr_InstructionalPartners.pdf


ONLINE LEARNIG AND TEACHER-LIBRARIAN COLLABORATION

    This article gives a great general overview of what online learning is in today's world and the concept of teacher librarian collaboration.  It also touches on librarians developing resources as program administrators and information specialists. 

"In contrast, when a school librarian plans, develops, and delivers an online course, he or she is an instructional partner and a teacher from the very beginning of the process to the very end." (2014)

The authors also offer a simplified 'plan' for online instruction.

"Digital library learning spaces offer a dizzying array of options for school librarian to partner and collaborate with students and teachers, promoting student learning across the curriculum like never before."  "...fully online library courses into the school library program will pay off in increased student engagement and achievement."