Archives For 21st century learning

The title Death by Irony: How Librarians Killed the Academic Library is so appropriate that I simply had to repeat the Chronicle of Higher Education commentary post. Brian T. Sullivan is an instructional librarian at Alfred University and suggests that the Academic library has died and the autopsy report reveals the following factors that contributed to its death:

  1. Book collections became obsolete
  2. Library instruction was no longer necessary.
  3. Information literacy was fully integrated into the curriculum.
  4. Libraries and librarians were subsumed by information-technology departments.
  5. Reference services disappeared.
  6. Economics trumped quality.

Sulivan expands on these 6 points in the article. He also offers the following summary statement which is a very hard pill to swallow and even though Sullivan is an instructional librarian I am sure he has angered many of his professional peers:

…it is entirely possible that the life of the academic library could have been spared if the last generation of librarians had spent more time plotting a realistic path to the future and less time chasing outdated trends while mindlessly spouting mantras like “There will always be books and libraries” and “People will always need librarians to show them how to use information.”

PLEASE remember I am simply repeating what this library professional has written about.

Read the full article…

If implemented correctly, 1:1 computing can have a measurable and significant impact on teaching and learning. Too often, 1:1 is poorly implemented and becomes an added cost without any added educational value. These findings and many more significant details on the utility and factors for success in 1:1 computing were revealed through Project Red, an initiative to “Revolutionize Education” through technology. The Project Red researchers surveyed almost 1000 schools over the 2009-2010 school year has identified 9 key implementation factors in a 1:1 program that make both a statistically and educationally significant difference in student performance. These factors include:

  1. Intervention classes: Technology is integrated into every intervention class.
  2. Change management leadership by principal: Leaders provide time for teacher professional learning and collaboration at least monthly.
  3. Online collaboration: Students use technology daily for online collaboration (games/simulations and social media.)
  4. Core subjects: Technology is integrated into core curriculum weekly or more frequently.
  5. Online formative assessments: Assessments are done at least weekly.
  6. Student/computer ratio: Lower ratios improve outcomes.
  7. Virtual field trips: With more frequent use, virtual trips are more powerful. The best schools do these at least monthly.
  8. Search engines: Students use daily.
  9. Principal training: Principals are trained in teacher buy-in, best practices, and technology-transformed learning.

Perhaps the most significant finding is that schools with poor implementations of 1:1 programs were not statistically different from schools with little or no technology integration.

Download the Key Findings…

Learning Society

Dwayne Harapnuik —  November 25, 2010 — Leave a comment

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When it comes to learning we have tried more and we have tried better–now we need to try different. Great sentiment and good video but it doesn’t address how we do the different.

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This youtube video offers a summary of the Truth be Told: How College Students Evaluate and Use Information in the Digital Age Project Information Literacy Progress report by Alison Head and Michael Eisenberg. The report deals with college students and their information-seeking strategies and research difficulties, including findings from 8,353 survey respondents from college students on 25 campuses distributed across the U.S. in spring of 2010, as part of Project Information Literacy.

Overall, the findings suggest students use an information-seeking and research strategy driven by efficiency and predictability for managing and controlling all of the information available to them on college campuses, though conducting comprehensive research and learning something new is important to most, along with passing the course and the grade received.

Some of the results are not surprising–students reported difficulties getting started with research assignments and determining the nature and scope of what was required of them. Other finding suggest that college students aren’t as information illiterate as many assume. The 36 page report offers valuable information that we can use to inform the development of effective learning environments.

Thanks to Richard Beck for sending this information my way.

Download the full report…

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Using the iPad as their only textbook, ACU College of Business Administration students are researching what a completely digital classroom will look like and how it will function.