Socratic Pedagogy from a Nietzsche-esque point of view

Panneck, Brook

ET

Rud, A. G. (1997). Use & Abuse of Socrates in Teaching. education policy analysis archives, 5, 20.

This article, as described in the introduction is a “plan upon Friedrich Nietzsche’s well-known essay, The Use and Abuse of History (1874, 1979)”, wherein the author examines the history of Socratic pedagogy, it’s famous proponents and critics, its uses and abuses, as well as explanations.

It includes recent commenters on this method, and a critical evaluation through the eyes of various critics of Socratic methods. It looks at the pedagogy through Plato’s works, examines abuse of the methods and illustrates the celebrated method among teachers, who have in some cases taken the method much further.

This is an interesting article that encourages a deeper thinking and understanding of the Socratic method. It also inspires creativity, not only in the way we use it, but how we can use the method on ourselves. It also suggests we use a level of caution when using this method so we don’t abuse it or the learner. 

Behaviorism, Cognitivism, Constructivism, and Social constructivism

Panneck, Brook

ET

Hung, D. (2001). Theories of Learning and Computer-Mediated Instructional Technologies. Educational Media International, 38(4), 281-287. doi:10.1080/09523980110105114

This article describes the major schools of thought in educational theory, namely- Behaviorism, Cognitivism, Constructivism, and Social Constructivism. The paper proposes a framework for using these theories in online instruction and lists technologies for supporting the different theory implementations. I proposes that all of these theories have a place in the classroom.

Not only does it provide explanations for these theories, but it has a table that shows each of the theories, and explains the instructional design/delivery respectively. It has a table outlining, the processes of learning, type of learning, instructional strategies, and key concepts. Additionally, it has a table showing the different types of learning tools and technologies to support each of these technologies. Lastly it illustrates tools used to support active learning among groups and individualize learning.

This is a great paper for those that want to get a basic foundational understanding of what these theories are, how they can be taught and the technologies that support the teaching. It is also a great jumping off point to learn more about these theories individually. I recommend checking out the references at the bottom of the article to find more great articles that this author used.

Teaching Google Natives To Value Information

Elizabeth Brown

CO

Heick, T. (2014). Teaching google natives to value information. Retrieved from
http://www.teachthought.com/technology/teaching-google-natives-to-value-information/

Summary
Heick suggests enlightening millennial's (who grew up computer savvy) on  the importance of information and research. This generation has used Google, specifically, to answer all of their questions, thereby appreciating information less (because of its simplicity). Heick acknowledges that this not a black or white issue, but maintains "while neurological functions may not [be] change[ing],
how students access, use, share, and store information is." The logical answer is to be cognizant of this reality and provide practical advice. Heick suggests the following:

"1. Is sounds counterintuitive-intuitive, but periodically create information-scarce
      circumstances that force students to function without it.
 2. Illuminate - or have them illuminate - the research process itself.
 3. Do entire projects where the point is not the information, but its utility.
 4. Use think-alouds to model the thinking process during research.
 5. Create single-source research assignments where students have to do more
     with less."

Evaluation
This article is provides an interesting analysis of a complex issue. Heick concludes that she does not have all of the answers, but she does include some insightful examples. The main point of the article is that we cannot expect students to ignore technology, (nor do we want to), but they can be more thoughtful in their research.

Toward constructivism for adult learners in online learning environments

Panneck, Brook

ET

Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=5894267&site=ehost-live

This article views adult online learning through the lens of constructivism. If you ever took part in online learning when it was first getting off the ground, you may remember the typical bird unit/behaviorist methodology employed. Many of these online learning experiences utilized televised technology to deliver instruction, where the sole source of information came from the instructor. Online learning has, for the most part, come a long way since then, though you will still find the typical bird units still being used, and quite often. This article explores the need for constructivist methodology for adult online learning, by first exploring this history. The last sentence of the first introductory paragraph, perhaps sums it up best- “…adult learners always bring their unique learning characteristics to the learning situation, so an effective instructor should recognize learners’ characteristics to help them learn best” (Hang, 2002, p. 27). Though that particular outlook should be applied to all learners of any age.

The article justifies the need for newer constructivist online learning formats for adult learning based on their unique circumstances of work, family and other responsibilities not typically present with other types of learners. It explores a history of constructivism theories, which by the way, I would recommend that classmates explore this article to find great references to constructivism theories, and adult learning theories. It also explores online learning technologies and addressed how these “cognitive tools” provide support for the online learner, in their learning processes (21^st century skills can be found here also).

After reviewing various theories mentioned above, the article addresses issues associated with constructivist approaches to online learning, both for the instructor and for the learner. It then explores, through the lens of constructivism, interactive learning, collaborative learning, facilitating learning, authentic learning, learner-centered learning, and high quality learning. It then concludes with a justification, need, and proposal for applying these constructivist theories to the adult online learning environment.

This is an excellent article. It reviews educational theories- specifically online learning/instruction. It also includes a lot of great information relevant to 21^st century skills, constructivism, and adult learning theory. The references to other articles are a bonus, making this a great article for other classmates to check out and keep in their personal libraries. 

Hands-On Science With Squishy Circuits

Elizabeth Brown

ET - Learning Styles
IL - Critical Thinking
Z - Fun

Thomas, A.M. (2013). Hands-on science with squishy circuits. Retrieved from http://www.ted.com/talks/annmariethomassquishycircuits.html

Summary
In this Ted talk, Thomas proposes having children use play dough to create their own "squishy circuits" and learn about electricity in the process. Specifically, she suggests making home-made play dough for this project, including two different recipes. The first one calls for flour, salt, vegetable oil, and cream of tartar. While the other is the same except that it calls for sugar instead of salt. Thomas explains that when the different play dough's are incorporated  the sugar dough "has a resistance 150 times that of the salty dough," while the "salty dough conducts electricity." The end result is that circuits have been created. She displays the play dough on a table and later in the presentation demonstrates the different things that can be done with it. For instance, she connects wires which causes the circuit to light up. Thomas also connects a piece of play dough to a motor, creating a spinning-tail motor in the process.

Evaluation 
This is a great example of project-based learning. I can see how this project would be both fun and educational for children. Its amazing that children are doing such complex work: designing circuits, but are doing it in a creative, age - appropriate way. My friend recently completed a lesson on electricity for 5th graders. I plan on recommending this talk and lesson to her. Perhaps she can use it next year.

Curriculum That Questions The Purpose of Knowledge

Elizabeth Brown

CA- Written Curriculum
ET- Standards-Based Education

Heick, T. (2014). Curriculum that questions the purpose of knowledge. Retrieved from http://www.teachthought.com/learning.com/learning/curriculum-questions-purpose-knowledge/

Summary
This article discusses the status of curriculum in schools examining its role in learning. Heick begins by giving a framework of curriculum, breaking it down to what it has been in the past in comparison to how it is now. He defines curriculum as "that which is to be studied-a set of planned learning experiences to promote mastery of knowledge and skills." This is is the traditional model, which is directly based on educational guidelines. Heik makes an analogy comparing "academic standards" to the ingredients found in baked goods. By themselves, standards do not sound appealing, however, it it how they are translated or advertised (into assignments) that makes them not only more recognizable, but more palatable. If the purpose of the curriculum is to teach certain skills, than educators need to decide why these lessons worth learning from a student's perspective. Specifically, the content should be promoted as something relevant, interesting, and applicable to their everyday lives.

Evaluation
I like how Heick is starting an honest conversation about curriculum and its connection to learning and how it effects everyone: teachers, students, and the community. Until educators question why old methods of teaching are not resonating with students, they are not likely to change. It is important for teachers ask themselves, why am I including this in the lesson and what is the intent? Not only are well thought out lesson plans more interesting (for the students), it is more likely that they will learn
something from them.

Teaching skills for teaching librarians: Postcards from the edge of the educational paradigm

Rachel Sandoval

ET

Reference

Peacock, J. (2013). Teaching skills for teaching librarians: Postcards from the edge of

                the educational paradigm. Australian Academic & Research Libraries, 32(1),

                26-42. Retrieved from http://dx.doi.org/10.1080/00048623.2001.10755141

Summary

This article discusses the challenges faced by many librarians in academic libraries: the shift from librarians who teach to librarians as teachers (and learning facilitators). This is due in part to the increase of information literacy and other skills that are now being emphasized at colleges and universities. In most cases librarians do not have the educational, theoretical and practical pedagogical training as teachers. This is mainly due to the lack of pedagogical courses in library science programs. The authors of this article argue that through education, specifically professional development, librarians can acquire the knowledge and training needed to be teachers. The article points out some of the possible challenges on campus ranging from misunderstanding of the libraries role on the campus to budget constrains. The authors highlight two university programs that have implemented professional development for teacher librarians to teach.

Evaluation

This is a great article covering the issue of the profession transforming into roles as teacher schools, colleges and universities. Traditionally, library schools have not offered courses in educational theory and practice, leaving many librarians lacking the educational background now required of them. The possible solutions offered in the article are an excellent way for a librarian in this situation to see how others have been able to shift to teaching.

Learning outcomes, portfolios, and rubrics, oh my! authentic assessment of an information literacy program

Rachel Sandoval

CA

CO

Reference

Diller, K.R., & Phelps, S.F. (2008), Learning outcomes, portfolios, and rubrics, oh my!

               authentic assessment of an information literacy program. Libraries and the 
       
               Academy, 8(1), 75–89. Retrieved from

               http://www.ied.edu.hk/obl/files/e-portfolio2.pdf

Summary

This article cover the creation and implementation of an assessment strategy at the University of Washington Vancouver. The paper focuses on the involvement of the library faculty in determining the information literacy aspects of the assessment. The chosen type of assessment was an ePortfolio designed by  faculty/staff committee and chaired by a librarian. Students added to pieces of evidence for each learning goal in the ePortfolio. Evidence could be course work, co-curricular activities, work experience, description of work, volunteerism of other life experiences. Students then wrote reflections pieces for each learning goal.

While, both librarians and faculty felt that more training and class instructional time to explain the new system was needed they felt that the new assessment had merits. Other issues such as question options and wording were changed after the pilot study in order to garner more accurate and relevant student interaction with the ePortfolios. Perhaps the most revealing for student was that they started to see how their general education courses and co-curricular activities overlapped to create a whole educational experience. 

Evaluation

Although mainly categorized as assessment strategies, this article also cover collaboration. This is a great article that shows how librarians can help impact curriculum development and assessment on a college campus. In addition, with so much emphasis on assessments by administrators, accrediting bodies, and legislators, it demonstrates that "old fashioned" survey style or grade based assessments are not the only route. 

Information Literacy and the Multicultural Classroom

Ortiz, Amy

IL

Blas, E. E. (2014). Information literacy in the 21^st century multicultural classroom: Using sociocultural literacy. Education Libraries, 37(1-2), 33-41.

Diversity is on the rise amongst postsecondary students. A higher education degree is becoming the standard nowadays for gainful employment. So, as the American demographic landscape changes and the necessity for higher education escalates, instructors seek to accommodate a wide-array of ethnicities, cultures, and socio-economic backgrounds. Experiences shape the way we learn, so students with a varied and vast array of experiences will undoubtedly respond to curriculum in vast and varied ways. Information literacy is a significant part of this conversation. Theoretically, if a person knows how to locate, access, analyze and use information, then he or she knows how to learn! This article deals with the challenges of teaching 21^st century information literacy skills to a diverse student population. The author writes, “Good teaching should take account of both the social and cultural background contexts of the student cohort and the teaching staff, and the resulting dynamics contained in classroom interactions.” Teaching information literacy in a sociocultural literate environment requires special attention to particular nuances. Librarians may symbolize gatekeepers in many cultures. This means that only the librarian has access to the information and will only share it with certain people assuming they meet the criteria for lending. It is important to break down this stereotype and frame information literacy in a way that relates to the student’s experience. The author cites an example from China, “many libraries in China continue to have closed library stacks, so students’ experience with library collections is quite different from those of individuals studying in North America.” Additionally, students from rural or low socioeconomic home cultures may not be familiar with how libraries work or the function of libraries in education. This article was great at framing the idea of 21^st century information literacy skills within the context of diverse populations. 

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.

Getting to Know the Common-Core

Ortiz, Amy

CA

Gewertz, C. (2014). Common-core tests loom large for states, school districts. Education Week, 34(3), 1-17.

The 2014-2015 academic year was the deadline for all states to have assessments in place that reflect curriculum designed according to the common core standards. This has caused turmoil in the education system as teachers aim to adjust curriculum to align with standardized assessment. The jury is still out on how accurately these assessments will measure common core standards. The 2014-2015 school years is the pilot year for mandated testing and a great deal of research must be done to gain a clear picture of whether or not the practice is effective. Before the switch to common core standards, states used their own assessment practices. There are two main entities that created common core assessments for states to use: Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers. The PARCC test is said to have been built from scratch to accommodate the common core, but the reliability of this statement has yet to be seen.

I’ve observed a great deal of chatter about standardized assessments in the news. It is a very politically driven issue because it is an initiative mandated by federal guidelines and enormous amounts of money are going into the creation of these assessments. The impartiality and reliability of these assessments has been criticized by many professional educators. It’s a very complex situation with no easy remedy in sight.

Self-Directed Learning

Ortiz, Amy

ET

Douglass, C. & Morris, S.R. (2014). Student perspectives on self-directed learning. Journal of the scholarship of teaching and learning, 14(1), 13-25.

Douglass and Morris (2014) collected data from undergraduate, upperclassmen control groups. They sought to answer the following questions: “How do you direct your own learning and how can we best help in that effort?” The information gathered during this exploration helped me better understand a constructivist approach to educational theory. “According to the constructivist theory of learning, students build their own understanding of a subject through engaged activities, rather than passively accepting information presented to them” (Douglass & Morris, 2014). Intrinsic motivation to learn is more powerful than extrinsic motivators like grades. Intrinsic motivation is about satisfying personal goals. When the locus of control is far removed from the student, the student begins to lose intrinsic motivation. The authors identified strict assessment practices as one factor that reduces a student’s perception of autonomy in his or her learning goals. A constructivist approach is ideal for keeping students engaged in their own learning, however several barriers exist. Administration is forced to comply with certain performance measurable outcomes, which can minimize a student’s intrinsic motivation. Additionally, the way faculty designs curriculum and structures classes has a huge impact on a student’s motivation to learn.

After reading this article, I felt I had a better grasp on constructivist educational theory. This was important for me because we discussed this theory so much in class and I wanted to fully understand the meaning of this approach. Self-directed learning was a buzzword I picked up during our workshops and though it seems fairly self-explanatory, there are many nuances that were necessary to realize before I could claim sufficient comprehension.

E-courses and Learning Theories

Ortiz, Amy

ET

Afifi, M.K. &  Almari, S.S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education. January 2014; 15(1), 128-142.

This was a study performed by Mahammad Afifi at the University of Dammam in Saudi Arabia. The study explored the design of e-courses in light of current learning theories. There is a tremendous increase in distance learning as more and more colleges and universities offer e-courses. There is much more that goes into the design of these courses than simply putting course content on a website. The research revealed several shortcomings of e-course offerings, which included lack of support and feedback to learners, poor site design, absence of real-time interactivity, and poor communication. The author seeks to address these shortcomings by integrating educational theories into the specific design of e-courses. The author sites several educational theories including behaviorism and constructivism. The preferred approach to address the lack of interactivity in online courses is an active constructivist approach. Learners will engage actively with one another and make decisions regarding their own learning in order to achieve desired learning outcomes. I found this article particularly useful because Afifi went into very basic and succinct discourse about behaviorism, constructivism, cognitive-knowledge, and cognitive-perceptual educational theories. This was extremely helpful for me because I am not a teacher and I needed a basic introduction to these paradigms. The author’s explanations were clear and concise, even to a lay person like myself. Findings described the necessity of incorporating educational theories in response to the special conditions of online learning. The design quality of e-courses is distinct from the methodologies used to design traditional curriculum. 

Creating Ever-Evolving, School-Specific Learning Commons

Rachel Sandoval

CO

Reference
Kincaid, K, & Pfau, P. (2015). Creating ever-evolving, school-specific
     
         learning commons. Teacher Librarian, 42(4), 8-14.

Summary

This article briefly introduces the reader to the the history and some of the main concepts of the learning commons. It describes a variety of schools their their interpretations (physical and theoretical) of the learning commons and how they have been implemented. Beginning with the physical space, specifically the information desk, the author gives an overview for librarians to begin thinking the different spaces in the library and to perhaps think of new ones that aren't in the library now. Each with a short description that gives the reader a jumping off point to begin imagining it in their library.

The remainder, and bulk, of the article deals with the conceptual/theoretical aspects of a learning commons. Providing answers, views and their solutions, different libraries answer some of the following: 

Is the Learning Commons and extension of the classroom?

How is library space used based on the schools goals and/or focus?

What about Makerspaces?

The author also lists questions prompting the reader to consider current and future library issues, such as changes in curriculum, technology, green/outdoor spaces, lighting, etc.

Ending the article, the author highlights the UC Berkley library's implementation of a learning commons during its remodel in 2008. 

Evaluation

This is a good general article for a person learning about learning commons and attempting to re-imagine their own library with a learning commons. It does start with the emphasis on school libraries, but ends with a university libraries experience, demonstrating that learning commons are not limited one type of library nor are they limited to one type of interpretations. It touches upon the ideas that each library/school needs to understand what their users needs are now and in the near future with the and asks the library to analyze its role.

The impact of michigan school librarians on academic achievement: Kids who have libraries succeed

Kari Nelson

CO

REFERENCE

Rodney, M. J., Lance, K. C., Hamilton-Pennell, C., Library of Michigan, & Hi Willow Research & Publishing. (2003). The impact of michigan school librarians on academic achievement: Kids who have libraries succeed. Lansing, Mich.: Library of Michigan. Retrieved from http://www.michigan.gov/documents/hal%5flm%5fschllibstudy03%5f76626%5f7.pdf

SUMMARY

Rodney, Lance, and Hamilton-Pennell provide research from select elementary, middle, and high schools that show increased state test scores in Michigan schools that had a school library program.  The role of the library media specialist in meeting the information needs of students were first the role of learning and teaching curriculum, second the role of providing access to information, and third the role of literacy program administration. The research showed how changes such as making more flexible scheduling, collaboration with teachers, and having up to date technology available had a positive impact on student achievement in standardized testing.  Further findings suggest that a library that gives students access to literature in multiple ways such as through the library collection and circulation, collaboration with public libraries, and book fairs will help to impact desire and understanding of literature

EVALUATION

I appreciated the information provided about how the work done in a library helps to boost test scores. I think that an article like this would be helpful to prove the necessity of a teacher librarian program as well as a need for co-teaching and collaboration.

The information-seeking behavior of grade-three elementary school

Kari Nelson

IL

REFERENCE

Nesset, V. (2009). The information‐seeking behavior of grade‐three elementary school students. Proceedings of the American Society for Information Science and Technology, 46(1), 1-3.

SUMMARY

Nesset discuss the importance of introducing and experiencing print and electronic sources from a young age. From this study, information seeking in the elementary school is represented in a three phase model: preparing, searching and using.  The preparing stage being the direct instruction of needed vocabulary and steps to complete the process.  The searching stage being the physical action of searching and the using stage is applying what the students learned.  Information seekers in elementary schools need exposure to the three phases early so they can build upon them in upper grades.

EVALUATION

I liked how this article shows that young students are ready to be educated in information seeking. As an educator, I see that children such as kindergarten and 1^st grade don’t complete research because it is “too difficult”. This article shows that we are in a time where they have been prepared for technology and just need the opportunity to have experience with it.

The power of high quality school library programs

Kari Nelson

CO, IL

REFERENCE

Farquharson, M. (2009). The power of high quality school library programs. Teacher Librarian, 36(5), 85-86. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=lih&AN=41688122&site=ehost-live

SUMMARY

Farquharson discusses the importance of a library media specialist in bringing about a high quality library program that meets the information needs of students.  With the emerging technologies of today, student information seeking needs are changing and library media specialists need to focus on instructing students in how to read and obtain information from an online source.  In meeting the needs of teachers, a library media specialist needs to provide collaboration opportunities and provide resources that will enable such collaborations to be successful.  By improving communication of knowledge obtained, students are able to become more than information seekers, they can become information producers as well.

EVALUTION

I really enjoyed this article. It helped me to see the importance of collaboration in order to find success in a school library.

The Common Core

Bullard, Sherrie

CA

Krashen, S. s. (2014). THE COMMON CORE. (cover story). Knowledge Quest, 42(3), 36-45.

Summary:

The author argues that the Common Core State Standards (CCSS) will not benefit students and ignore the issue of poverty which is the real problem in American education. He claims that the CCSS will only profit a small group of the elite and turn schools into test-prep centers. He debunks the evidence in support of the argument for the adoption of CCSS which is low international test scores and explains why controlling poverty would boost the performance of American students.

Evaluation:

Although I don't agree with the author one hundred percent, I do think that CCSS are more of a problem than a solution.

Matching Up Learning Styles with Learning Objects: What's Effective?

Bullard, Sherrie

ET

Mestre, L. S. (2010). Matching Up Learning Styles with Learning Objects: What's Effective?. Journal Of Library Administration, 50(7/8), 808-829.

Summary:

Online instruction is quite prevalent on campuses and within libraries. Librarians are engaged in the creation of learning objects that can either be linked to or embedded within course-management systems. But are those instructional tools designed to best accommodate diverse learners or are they constructed to reflect the teaching and learning style of the designer? Results from a study (a survey of librarians, student usability studies, and interviews) document both considerations made in the creation of learning objects, and the effectiveness of learning objects from students' perspectives.

Evaluation:

I enjoyed this article. It gave examples of learning objects and how effective they were. These were all based on the students' perspectives.

Creating Connective Library Spaces: A Librarian-Student Collaboration Model

Bullard, Sherrie

CO, IL

Watkins, Alexander, and Rebecca Kuglitsch. “Creating connective Library Spaces: A librarian-           student collaboration model.” In Enhancing Teaching and Learning in the 21st Century                   Academic Library: Successful Innovations That Make a Difference, edited by Bradford                   Eden, 157-169. Lanham, MD: Rowman & Littlefield, 2015.

Summary:

The new academic library is a dynamic space where users and unique resources come together to produce new ideas. Libraries have struggled to be relevant spaces that attract students yet are more than simple study halls. The library as a connective space is one solution. This idea is not just about providing study space or collections space or even their juxtaposition, but about coming up with innovative ways to harness their proximity. The library wanted to develop spaces that foster both intentional and informal learning and are grounded in strong disciplinary identities for the sciences and the arts. At the University of Colorado Boulder they used service learning in a student collaboration model to generate novel approaches to library spaces. Two parallel areas of the library, the Science Commons and the Arts Commons, were reinvented to showcase the digital and analog library resources that inform their respective subjects. In this project, the library particularly hoped to harness the synergy between science, technology, engineering, mathematics (STEM), and art and design (which, when combined with STEM is known as STEAM) to develop spaces that promote an atmosphere of creativity. The Science Commons highlights the digital collections and the research and innovation they support; while the Arts Commons exposes the aesthetics of the library's print collection and the artwork it inspires. Both rely on student involvement and a commitment to the new library as a connective space that by connecting users to the library’s resources will facilitate informal learning activities: discovery, exploration, and self-directed research.

Evaluation:

This is a great article and it reminded me of the Virtual Learning Commons and the Virtual Library.

Mashing Content, Information Literacy and 21st Century Skills

Bullard, Sherrie

IL

Bordelon, K. (2015). Mashing Content, Information Literacy, and 21st Century Skills. In Global Learn (Vol. 2015, No. 1, pp. 390-395).

Summary:

This paper addresses strategies educators can use to engage students during student-centered lessons incorporating multimedia tools. In addition to teaching skills and knowledge for a specific content area, educators are now faced with teaching 21st century and information literacy skills. Incorporating student centered assignments using multimedia tools allows students to mash content and demonstrate learning in the subject matter as well as other skills. No fancy equipment is necessary. Online multimedia tools coupled with sites that provide content related multimedia can easily be used by students to demonstrate achievement in content areas, 21st century skills, and information literacy skills.

Evaluation:

This is a great article that addresses strategies that educators can use to engage students. I like that the article states that no fancy equipment is needed. 

The Use Of Flipped Classrooms In Higher Education: A Scoping Review

Bullard, Sherrie

IL, ET

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet & Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002


Summary:

There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.

Evaluation:

I like the idea of the filled classroom. This article provides evidence that the flipped classroom can improve academic performance for students.

World Economic Forum Identifies Ed-Tech Needs for 21st Century Skills

Chansamone O’Meara

IL

Molnar, M. “World Economic Forum Identifies Ed-Tech Needs for 21st Century Skills.” Education Week. (March 19, 2015). Retrieved April 27, 2015, from http://mobile.edweek.org/c.jsp?DISPATCHED=true&cid=25983841&item=http://blogs.edweek.org/edweek/marketplacek12/2015/03/world_economic_forum_identifies_ed-tech_needs_for_21st_century_skills.html

Digital content providers today can take advantage of the lack of available education technology, according to the World Economic Forum report.  The forum is an international organization whose goal is to improve the world through public and private cooperation.  It selected 91 countries and evaluated how they each measured up in nine out of 16 skill areas that are essential for 21st century skills. The lack of consistency in the definition and measurement of the skills make it difficult to measure all 16 skills.  which resulted in only being able to measure nine of them. Traditional subjects like “literacy, math, and science are well represented, but ed-tech for higher-order competencies like critical thinking and problem solving, and character qualities like grit and initiative, are not adequately covered by existing education technology, the researchers found.”  Higher order skills such as critical thinking, problem solving, creativity, communication, and collaboration are too complex and challenging to measure and test. The report identifies goals for lawmakers to work and collaborate with other countries to standardize definitions and assessment for 21st century skills.  The standardization process such include “creating learning objectives, developing curricula and instructional strategies, delivering instruction, embedding ongoing assessments, providing appropriate interventions, and tracking outcomes and learning.”

The report makes the following recommendations for policymakers, educators, education technology providers, and funders:

• Assess and realign education systems and standards for the development of 21st century skills
• Develop and promote technology expertise among teachers
• Develop products to fill gaps in 21st century skills measurement and instruction
• Provide funding for piloting, transferring, and scaling up technology-enabled models

Evaluation

If we live in an interconnect and global society then it is essential that there is a standardization of 21st century skills that every modern country can measure itself against.  There are standardize tests that measure how well each school performs across states and the country.  It would make a lot of sense to create a similar type of assessment so the desired skills an employer or educational institution wants in a candidate can be easily assessed.  It can also provide critical information that schools may need to to reevaluate instruction, practices, and lessons being taught.

How A Moveable Space Can Ignite Creativity In The Classroom

May 5th, 2015

Elizabeth Brown
ET, CO

Pfau, P. (2014, November 26). How a moveable space can ignite creativity in the classroom mind shift  
[Web log post] Retrieved from http://www.blogs.kqed.org/mindshift/2014/11/how-a-moveable-space-can-ignite-creativity-in-the-classroom/?utm_source=feedburner&utm_medium=email&utm_campaign=
Feed%3A+kqed%2FnHAK+%28mindshift%29

Summary: Imagine a classroom with mobile desks and chairs that move with the students. In his KQED blog, Peter Pfau (2014) writes how in some schools, stationary learning environments are now a thing of the past. Instead, "moveable spaces" are being created with an innovative educational technique called "Design Thinking." Pfau explains,"It combines hands on learning (tinkering with independent problem solving methodologies)." That being said, these projects emphasize the importance of group work as well.  To that end, Pfau gives two examples that encourages student team- work: "Create a shared design-thinking space for all students to use" and "Look for spaces in your classroom that can be transformed into a student-driven collaboration classroom." According to Pfau, Design Thinking employs four different steps: "Identify the problem and research to understand the problem better." "Brainstorm possible strategies and identity solutions." "Test these solutions (welcoming failure as a tool)" and "Apply what you learn to evolve best solutions."

Evaluation: With "design thinking" and other maker spaces, the learning environment is of utmost importance. Moreover, students will learn more effectively if they create the space themselves  and make it their own because they will have the self-satisfaction of knowing that they designed their own classroom. They will also be more productive, being able to move around, as opposed to being confined to a small desk and chair. In addition, making mobile learning environments does double-duty in terms of practical learning applications. Not only are the students making their own functional working stations that they can later use, the space itself is the project. In the process, students will become self-directed learners or "designers" whom not only know how to work with other students and solve problems, they will know how to create useful (learning) spaces in the future.

'World's best teacher' does not believe in tests and quizzes

Beverly Rupe
CA-Assessment Strategies

Brown, A. (2015, April 29). ‘World’s best teacher’ does not believe in tests and quizzes. [Television broadcast]. Washington, DC: PBS NewsHour Productions, LLC. Retrieved from http://www.pbs.org/newshour/bb/worlds-best-teacher-believe-tests-quizzes/

This is a transcript of a television interview with Nancie Atwell, who was awarded the $1 million Global Teacher Prize from the Varkey Foundation, which has been called the Nobel Prize for education. Atwell was honored for starting a demonstration school called the Center for Teaching and Learning in Edgecomb, ME, with the purpose of teaching children and training teachers at the same time. Atwell's basic idea is to give kids choices, and let them follow their passions. The students are evaluated on their portfolios, and the students self-assess. The teachers assess the students daily during discussions. This approach supports favoring formative over summative assessments.

Dismal Test Scores

By Terry Funk
CA

Magee, M. (2015) Nation’s Report Card. San Diego Union Tribune, 4/30/15, p. 1

A new movement to promote civic education in schools is underway in response to the low percentage of eighth graders scoring proficient or better in three NAEP categories: U.S. History (18%), Civics (23%) and Geography (27%). Numbers were explained in more detail based on race. San Diego County is one of six in California that are piloting a program called Power of Democracy. Moving forward the San Diego Unified School District will integrate six education practices for civics education beginning in Kindergarten, infuse civics into English lessons and encourage schools to compete for a civic learning award. The article also discussed professional development for teachers who may not be prepared to teach History.

Evaluation: It’s true that History/Social Studies is often competing for a place in the curriculum – with more emphasis on basic literacy and STEM education in the recent past. However, in a rapidly changing world with legal/societal issues all around it is important that students have an understanding of governance and community engagement. The types of questions on this test were multiple choice which may be part of the problem, because they ask for details of general subject knowledge rather than have students provide more thoughtful responses to issues they have studied. Again this effort is a top down response with more testing in the future to evaluate the impact of the pilot. Engaging students in these topics may require more than raising scores on standardized tests.