In an effort to focus more attention on engaged learning opportunities at Michigan, several librarians and library staff recently curated an exhibit called Learning in “Real Life”: Stories of Impact Through Engagement, which showcases thirteen courses and projects along a spectrum of engagement that emphasize practice and feature experiential, action-based learning, often in authentic settings and with real-world partners and parameters. Two projects in particular feature collaborations between...
Library instructional spaces are often difficult to characterize, given the unique challenges that are inherent to the work. You usually have one shot, one chance to simultaneously orient learners to the library system, successfully root them within the context of the lesson, and (by way of delivering a great session) convince them to come back to the space another time.
In higher education over the last several years, interest in and momentum around engaged learning has grown substantially, although engaged learning is by no means a new approach to skill and knowledge development. As a pedagogical approach, engaged learning foregrounds lived experience and emphasizes practice in authentic settings—often bridging curricular and co-curricular, classroom and clinic, local and global—to enable learners to develop effective habits of thought and action that will...
As UM begins its third pilot term with Canvas by Instructure.com, it's nice to see "Librarian" show up on the dropdown list of roles available in the People section at a site. I shouldn't be surprised to see it there; I've been consulting with the fine folks on ITS for the last month. Still, it seems monumental.
One of the hottest trends in higher education is the flipped classroom. We all know that some trends don’t end up having much staying power, but this one seems to be here to stay. Briefly, the flipped classroom is about using 21st-century digital learning strategies in the classroom and engaging learners outside of the classroom.
On November 4th, Rachel Niemer and Theresa Braunschneider (CRLT) provided the library with a lightly customized version of their “Teaching With Technology: How Can I Include All Students” workshop. The workshop explores “the intersection of technology and inclusive teaching” and discusses “the inadvertent assumptions about learners’ bodies and resources often implicit in assignments and classroom activities using technology.”
On Wednesday, October 29th, 2014, the CIC Instruction Librarians group met remotely to discuss professional development. Four librarians presented: Anne Behler (Penn State); Leslin Charles (Rutgers); Lisa Hinchliffe (Illinois); Cinthya Ippoliti (Maryland). Much of their presentation sounded familiar, validating our efforts here at U-M. A few of the most innovative programs sparked a flurry of questions in the online chat and got me wondering about the viability of similar efforts here.
Page 2 of 6