#eveningfire 05/17/2013 (San Jose, California – Congrats SLIS Grads), a photo by mstephens7 on Flickr.
#eveningfire 05/17/2013 (San Jose, California – Congrats SLIS Grads), a photo by mstephens7 on Flickr.
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#eveningfire 05/17/2013 (San Jose, California – Congrats SLIS Grads), a photo by mstephens7 on Flickr. The White Plains Public Library is doing some amazing things with their teens (claymation, LEGO catapults, and more) with Teen Librarian Erik Carlson at the helm. Recently, they finished up a minute long PSA about distracted driving. I’ll turn it over to Erik for more:
You can check out the final cut of the PSA here: http://frontboxcreative.com/wplains -Post by Justin Hoenke, Tame the Web Contributor I have a new post up at the Center for Information Research and Innovation (CIRI) blog at the San Jose State University School of Library and Information Science: http://slisapps.sjsu.edu/blogs/wp/ciri/2013/05/11/mooc-meets-learning-2-0-by-dr-michael-stephens/ Although educators and scholars are debating the advantages and downsides of MOOCs, with many asserting that MOOCs have the potential to provide new insight regarding online learning, research regarding MOOCs is in its infancy. A recent study by The Chronicle of Higher Education found that 79% of MOOC instructors believe MOOCs are “worth the hype” (Kolowich, 2013). John Daniel’s 2012 paper Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility explores emerging issues that educators should consider and scholars should research: technology platforms, for-profit versus nonprofit models, effective pedagogy, and student success within large learning environments. A scan of recent research includes assessing the experiences of students and professors in MOOC environments, and evaluating various MOOC platforms and their impact on student learning. Clearly, evaluating MOOC environments is an area ripe for exploration. The parallels between the MOOC movement and 23 Things/ Learning 2.0 programs, my research area for the past few years, are intriguing. Might we argue that Learning 2.0 (L2.0) programs, offered in hundreds if not thousands of organizations, are precursors to the evolving, open and large scale learning landscape we’re experiencing now? Read the whole post at CIRI! My new “Office Hours” column is up at Library Journal: http://lj.libraryjournal.com/2013/05/opinion/michael-stephens/best-of-both-worlds-office-hours/ It’s a response to this letter last month in LJ by Krystal Taylor, an LIS student at IUPUI Indianapolis: Something quite disturbing is happening to my LIS program…. As of next semester, the program is going almost exclusively to online courses. Due to low enrollment of our courses on campus, the school has decided to move online in an attempt to keep the program alive. I understand this need, but at what cost will this be to the library and information science field? From the column: Taylor writes, “Having taken both types of courses, I am convinced that face-to-face [F2F] courses are the better option.” I might argue the tide is turning on that sentiment. In 2011, I wrote “Online LIS Education or Not”on the choices between F2F and online programs. In just a few short months we’ve seen the announcement of a new online library management degree at the University of Southern California and now the evolution of the IU program to mostly online classes. Frankly, a brick-and-mortar LIS school without a fully online option may become a quaint reminder of days gone by in the next decade. With this shift comes a few important considerations for the various stakeholders: students, faculty, hiring librarians, and accrediting bodies.
Personal Learning Network – Presentation “Developing”, as it pertains to my title of this blog, is defined as the ongoing development, utilization, and management of my personal learning network. It is not something that “is done” and then complete, it is something that will, with careful nurturing and management, follow me throughout the rest my learning life. The journey began years ago without realization when I signed up for Facebook, popped on (and then quickly off) Twitter, set up a LinkedIn account, and checked out various apps via my mobile phone. It wasn’t until taking Transformative Learning and Technology Literacy course with Dr. Michael Stephens that the potential of a Personal Learning Network (PLN) came to life! My favorite explanation of a Personal Learning Network is by Anya Kamenetz who writes on her blog post titled 8 Ways to Build Your Personal Learning Network with Twitter, Google Plus, and More that “no one learns alone”. The leads to the various discussions about transformative learning we have had in our course this semester – where learning is a transformative process from where we begin in our learning, to how where we end, and most importantly – the resources, tools, and people that helped us through that transformation. David Hopkins (2013) highlights this well in his own blog post when he said “I know my work and perception of my role has been transformed since I joined Twitter and other networks, and it has been because I wanted it to.” That’s the beauty of the PLN – we create it purposely so our learning can be transformed, so we can continuously expand and explore our understanding, and then share that understanding continuously with others. In the attached “My Personal Learning Network” presentation, I present my PLN as it stands right now. As will always be the case, the network is not yet complete. For example, I have not yet explored or compared bookmarking sites, yet they are on my list of things to check out. I need to revisit other LIS type social sites such as Goodreads and LibraryThing, both which I have explored before, to see if they should be added as well. And there are so many others. What news feeds will help support my PLN? What list serves should I explore? What professional associations should I engage with online? What potential employers should I follow? The process will be ongoing. VIEW “MY PERSONAL LEARNING NETWORK” PRESENTATION VIA SLIDESHARE!: For those of you who do not have the time to view my presentation, I offer an outline below of my PLN development process. My PLN Mission Statement: My PLN will…
Goals of My PLN:
Scope of MY PLN: The scope of my PLN is to focus on issues and trends relating to academic librarianship and will include a strong focus on the following areas:
Objectives:
My Primary Networks:
My PLN Tools:
Maintaining My PLN:
Advice to Others BE PATIENT!
BE AUTHENTIC! “Don’t try to game the system, worry too much about your online “brand,” or in any way cajole people into following you or responding to you. The more you reveal your humanity the more people will trust you, identify with you, and respond to your reflections and appeals. More importantly, the more you seek out the humanity in others, the more they will want to connect with you – and share with you.” Wagner, 2012 PLN Success! The following items are examples of outcomes as a result of developing my personal learning network. These results happened naturally as I explored the potential of my PLN: what I wanted it to do, how I wanted to use it, how it could build my personal and professional networks, and how to not only participate in but also build community. It is evident by the immediacy of the results, that my PLN has only begun its potential as an essential tool to lifelong learning. ACTION: Used Pinterest to do a search on PLN’s. Received numerous resources, suggestions, presentations, mindmap, etc. to reflect upon for my own PLN development. RESULT: This led to developing my own Pinterest PLN board which has since been followed by others ACTION: Inquired about favorite tools and resources from graduate students in a MLIS program via Facebook SLIS Students group RESULT: over 13 responses with over unique 20 suggestions. Not only resulted as a tremendous resource for my project, but also resulted in shared file for future students to access the recommendations. Resources supporting both this blog post and the “My Personal Learning Network” presentation: Hopkins, S. (2013). Developing your own Personal Learning Network (PLN) #edtech. Technology Enhanced Learning Blog. Retrieved from: http://www.dontwasteyourtime.co.uk/elearning/developing-your-own-personal-learning-network Inquisitive Learning: http://inquisitivelearning.wordpress.com Howlett, A. (2011). Connecting to the LIS online community: A new information professional developing a personal learning network. ALIA 5th New Librarians Symposium 2011: Metamorphosis: What will you become today. Perth, Australia. Kamenetz, Anya (2011). 8 Ways to build your personal learning network with Twitter, Google Plus, and more. Fast Company. Retrieved at: http://www.fastcompany.com/1770997/8-ways-build-your-personal-learning-network-twitter-google-plus-and-more Rajagopal, Kamakshi, Joosten-ten Brinke, Desirée, Van Bruggen, Jan, And Sloep, Peter. “Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them” First Monday [Online], 17(1). Retrieved from: http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3559/3131 Wagner, D. (2013). Personal Education Networks for Educators. Getting Smart. Retrieved from: http://gettingsmart.com/2012/01/personal-learning-networks-for-educators-10-tips/
The library with the support of Honors and Student Activities will be organizing a campus-wide game that we are calling, World War M: Humans vs Zombies, https://zombies.apps.morainevalley.edu/. Our game is loosely based on the Humans vs Zombies games played on campuses across the country. We have changed the rules a little bit and tried to give it a technological and academic twist. The goal of the game is to model a virus outbreak across our campus where “infected” players report their infection on the game website. At the same time, we will be releasing clues to an antidote that will cure the disease. We will use the game’s website to track how the disease and the antidote spread. Faculty members in sociology, microbiology, literature, and mathematics have already expressed an interest in developing assignments around this game. To play the game, students will receive free playing materials from the library. We will also provide faculty members with playing materials for their classes if they choose to use the game as part of a class project. To kick off this game, several faculty members from our math department and biology department will be hosting a panel discussion called “Zombie Math” where they will discuss mathematical models for how viruses spread and the ways that a “zombie” outbreak can be connected to the real world. We are working to create an engaging & innovative opportunity for students to connect ideas across disciplines.
Troy A. Swanson is Department Chair and Teaching & Learning Librarian at Moraine Valley Community College. He is the author of the book, Managing Social Media in Libraries. You can follow him on Twitter at @t_swanson.
I am honored to be in Strathmore, Alberta today at the libraries’ workshop for Marigold Library System. My keynote presentation slides are here: https://dl.dropboxusercontent.com/u/239835/StephensLearningEverywhereMarigold.pdf
Yesterday I did the keynote presentation for the Embrace Change, Invent the Future conference sponsored by NORWELD in Ohio. Thanks to all who attended and for the great discussion afterward. The slides are here: https://dl.dropboxusercontent.com/u/239835/StephensUPDATEDLearningEverywhereOhio.pdf
Brian Kenney’s new piece in Publishers Weekly is on Maker Spaces: I love his take: What’s radical about maker spaces in libraries? Pretty much everything. Maker spaces are messy in a library world that values order, disruptive in a culture run by schedules, chaotic in a profession that did, after all, develop the Dewey Decimal System. Hill, who has an empty floor she is using for her maker space, says it’s up to the community to determine how they use it. The library is there to provide support, but she has no idea what direction it will take. Maker spaces also utilize STEM skills (science, technology, engineering, and math), skills that public libraries are notoriously poor at supporting. Traditionally staffed by a bunch of English majors, there’s not much on our shelves between DK 101 Great Science Experiments and the McGraw-Hill Encyclopedia of Science and Technology. STEM makes us anxious. And maker spaces are inherently intergenerational in institutions that make rigid distinctions—about place, access, and behavior—based on age. Just how comfortable will most libraries be with an environment in which a fifth-grader collaborates with a 40-year-old? I am super excited about this – just heard from Mylee Joseph that 500 AUS/NZ new professionals have signed up. This is free learning folks created by library folk! http://anz23mobilethings.wordpress.com http://librariesinteract.info/2013/04/12/23-mobile-things-join-the-australian-new-zealand-course/ So what is the NZ/Australian Cohort for 23 Mobile Things all about? Read on. What are the 23 Mobile Things?
You can view the 23 Mobile Things on the official blog here –http://23mobilethings.net/wpress/the-things/ What is this NZ/Australian cohort all about? simple; it is just establishing a group of librarians in NZ and Australia who are keen to do the 23 Mobile Things at the same time. This cohort will give us mutual support and contact with each other so that we can learn together and keep each other motivated. Hopefully it will help you grow your own personal learning network (PLN) and have fun and great collaborations throughout the course! |
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