Dale argued that the disenchantment that learning is tied up with getting a job & economics. The Re-enchantment is part about how to live (the awe, mystery, grief, etc tied up in wondering about the world)

• Ideas from Dale (educator of educators)
• has them read 2 fables on the first day of class and discuss
• I really like this, where do people learn to read & discuss today? It’s good to have an environment to learn this skill.
• asks probing questions: what is a false teacher? false learner? etc
• teaching as a gift is very different than teaching as a commodity exchange
• but, teaching as a gift puts us in a state of vulnerability
• Dale argued that we have historically used education as a proxy for addressing issues of poverty when should be addressed at the source, and learning could be about something more
• my favorite quote of the whole conference: “Teaching is a public display of what I love.”
• Important to remember not every student is going to fall in love
• language of the “good” has been ejected. we just talk about language of the useful.

Related posts:

1. Teaching Librarians About Teaching
2. Feeling like learning something new…
3. Teaching Teaching

Here is the online component!

I attended this project because of the toolkit project. It was designed for Teaching and Learning Centers, but much of the content was useful for libraries, too. I think TLCs have a lot in common with libraries. We’re all there to support the institution’s mission, and we all have to get out there and really market our services for the campus to realize our value. The Brief Hybrid Workshops were shows as a way to get really important information to faculty, as well as a way to market full blown workshops. We could use it in a very similar way.

The hybrid workshop evolved form an in person version (which I think is what would work best with our faculty). If you go in and give a knock-out-awesome presentation that ends in 5 min (or less) with a fabulous handout then you’ll win an audience who will want more. This idea came form old circus parades that gave the town a feel for the show and lured the town to pay money for a full length version. This model (for the TLCs) won a “bright idea award” at another conference.

The BEST wrap up is, “thanks for your time, I’m here to help, if you have any questions give me a call. But for now I’m about of time,” just as the clock alarms, and you pick up the alarm and walk out of the room.

In the presentation they demoed a real life and online video version. There were definite differences. I think the online one (as I have before) could be an excellent model for students. Make short online videos that are chock full & it’s no work for the audience. They’ll want to keep moving through the videos and seeing more.

Related posts:

1. Blended Learning in Contexts
2. Teaching Librarians About Teaching
3. Tools for Blended Learning

• Goals: experience active learning & games we can adapt
• learn solid approaches for group work
• reflect on value of games for teaching
• enjoy interacting with colleagues
• games for the day
• scavenger hunt
• snowball discussion
• murder mystery
• many other possible games in handout
• atlas complex: where we as teachers assume the entire responsibility for the course
• but you can share with students
• Marc Prensky is guru of games
• students learn by failure in games, but they keep coming back
• we don’t use this model in class
• games can teach valuable skills for real world/business
• Questions to consider when planning preparing to use a teaching game
• what is your purpose (they’ll want to know!)
• what level of learning do you hope to achieve? (Jeopardy is pretty low down on Bloom’s taxonomy)
• what game format will you use?
• what resources are available
• how will you determine appropriate subject matter
• how will you prepare participant? (must do!)
• what materials are needed?
• how will you assess it?
• Cooperative Learning
• Understanding Cooperative Learning
• What do we need to convert an in-class activity to an academic games?
• activity
• rules
• prize
• usually competitive (good idea to be competitive in teams or pairs)
• You’ll want to monitor your groups to make sure things are happening as you expect
• Deep Learning
• key elements that foster a deep approach to learning
• motivational context, active learning, interaction with others, SOMETHING ELSE

Related posts:

1. links for 2007-06-07
2. Teaching Librarians About Teaching
3. UNC TLT Conference

Kaeley and I were able to attend the other WFU presentation, On the Road in the Deep South. Lynn covered the course & service learning and Susan covered the technology and embedded librarians.

• Course
• Summarized the trip through the south, reflection, service, web 2.0
• Not a civil rights bus tour
• Showed map of trip
• Service Learning
• Project was in a library
• ALA conference in NO, rebuild library as way of rebuilding community
• Lynn found a library in Hancock library system in Mississippi at the site where hurricane hit
• They were the community organization that got things back on track (electricity, toilet, housed national guard, fema forms, internet access, distributed food stamps)
• Asked how we could help: expected physical things like bookcases, moving, etc
• Said community memory is so fragile, there’s full coverage on NO, but want to preserve memories before and during the storm
• making scrapbooks
• digitizing some materials
• oral history project of the staff
• project got media coverage (b/c outside group)
• created a wishlist by alibris, children’s books which has all been purchased
• Embedded Librarians
• How to make ourselves more valuable
• Two avenues to describe this concept: physical presence, virtual presence
• Good marketing!!
• How to make ourselves more valuable to university
• involved at a greater depth
• what kind of difference could we make if we were there for 2 weeks?
• High visibility & a much deeper understanding of what prof and students need, what we can provide
• at point of need, colocated
• four things they wanted: service component, help students do research on daily assignments, handle tech/figure out a way to make tech more student centered, help chaperone & photographer/videographer
• Felt like they were full participants in the course
• Encouraged to offer their views and were valued
• Technology
• wanted tool to let family/friends follow along
• library had just begun offering blogs and wikis
• pilot course
• wanted: course content, daily reflections, daily posting of pictures
• wiki, blog, images on flickr
• goals from beginning: easy for students to add content, collaborative venture, sense of ownership, test viability of environment, radical trust
• wiki was a little uncomfortable for students as a little more complicated…great rapid development environment, though
• used google maps to document route, pictures, and where they’d been
• blog for journaling, one blog with many authors
• big question: do you let comments
• chose moderated comments
• profs had final call
• students liked comments
• director of service project read in great detail and would comment on a lot, tool to push learning further
• Flickr for images
• students could all add their pictures
• went up as private & susan released a few times a day
• susan did organizing & made sure tagging was accurate
• seamless environment, so students didn’t have to think about what the technology was
• students came away with appreciation for ease of use (except wiki)
• impacts
• award, article, local news, this conference, wowf (following everyday)
• snowballed into something bigger than they had expected
• students come by and visit, susan hired 3, some doing outreach project in community
• hoping other professors will see how librarians can be helpful

Related posts:

1. social software and community involvement
2. social bookmarking
3. a blended classroom

This presentation discussed including audio files, narrated powerpoint, and podcasting with a traditional CMS.

• Design groups that meet outside of class an hour a week
• match top tier with bottom tier students
• one of rotating responsibilities: weekly summarizer who says the main conclusion, involvement, etc.
• assessment
• Summative assessment: specific grades
• Formative assessment: credit for doing what you’ve asked them to do, skim materials but not really reading every detail
• to save time…
• Create a bank of lectures; listen to this 5 min lecture before the next class
• digital equity: once you have it, you have it forever
• multimedia
• He uses innerTOOB for lecture, students can add questions to the lecture
• Crowdabout is like this but with video

Related posts:

1. class discussion, education, and a great lecture
2. Systems approach to assessing information literacy
3. information commons