Thursday, May 20, 2010

WILU 2010 Conference: What I really learned

18-20-year-olds don't have long-term planning skills.

To Do: match the ILCCs to my library instruction sessions from Fall 2009-Winter 2010 & make a chart by department & course of where ILCCs are being met.
School | Department | Course # | ILCC
SoC | Photography | CPH 279 | ILCC....

Also, add the ILCCs to my libguides.

Take a look at the LibGuides stats for my pages--which links get used the most? Re-order items according to this info.

Ask students for feedback on the LibGuide itself during the library instruction session, using the Comment link.

Since deep learning means that learners use their new knowledge and skills in a new context to solve a problem (extrapolation/transfer of knowledge to a new situation), then assessment has to employ problem-solving (as in the CLA), not be a typical standardized test such as SAILS or the JMU test.

In CAP 115, how can I apply deep learning and activity theory? After students have annotated their topic & research tool handouts (or groups' blog/wiki entries on search engines/websites), have them trade handouts (or blog/wiki entries), use the tool the student noted on the handout/blog/wiki entry, and see if it provides something useful to the person reading the handout/blog/wiki entry.

In Writing 150, have students trade essays/papers to see how the quotations or referenced items actually contribute to the point of the paragraph and overall thesis? Is it clear how it changes or adds to the student's thought?

McMaster University has a training program for COTs on the single-service-point desk. I passed the info along.

One library used their graduate library-school intern to organize the internal staff wiki. The intern made a 3x5 card to represent each page, and another card for the various headers, and asked the librarians individually for feedback about which pages went under which heading, and took notes as the librarians talked and/or moved the cards around.

No comments: