Stories from my Life as a Technologist
Transition to new technology can be hard, but while it can be difficult to learn new technology, there are some positive sides e.g. story of his father getting immediate help when having a heart attack. Continue reading “Ryerson Faculty Conference: Opening Keynote Notes”
Some notes on yesterday’s talk about how memory and personality affect learning. Continue reading “Psychological Perspective on Teaching and Learning”
Bill Johnston & Sheila Webber
It’s big and complex. A lot has been done and researched, but not put together.
The information literate person is an information culture needs a broader, more creative and critical information and media education, not only to enjoy the economic benefits of digitally based infrastructures, but to fully engage either the social, political, and creative dimension of the developing information culture of the 21st century.
Hoping to lead to wise and ethical use of information.
Continuing to use the term, because it’s used at the international level. In essence, doesn’t really matter what term we use if we can connect the different areas. Partly, because there is no real alternative term. What you need to keep in mind is that the meaning may change depending on the context (work, subject, country), and users will express different needs.
This includes graduates, academic peers elsewhere and wider society, but more specifically include:
To move towards such a university, need to think about what forces can bring about this change, including:
A chance for opportunity spotting. For example, cross disciplinary research, and cross organization research. Another example is engaging students through thinking about how to integrate learning instead of just one off workshops, and using tools to enrich learning. Information literacy might be the discipline of the librarians (as faculty). Zones of action might include workshop model of educational development for librarians with subject/university focus with themes of assessment and online learning objects.
Many ways to to engaging academic staff.
Student spending more time engaged in:
Need to think about:
a
Conclusions
In the afternoon, we worked in groups to come up with different strategies to mainstream information literacy.
The key points to be taken forward.
Sustaining
Growing
Initiating
Partnering
Developing library staff
Presenter: Dr. Arne Kislenko
Everyone does things differently and there is a huge subjective component to teaching. What’s presented is also not necessarily based on theories of teaching, but based on overarching principles garnered from experience.
Teaching is the greatest job in the world. This is the most important place to start, that students understand that you like your job, that they see your enthusiasm. Faculty can actually influence people’s lives, which is a great honour. However, some teachers don’t show up, cut classes, lecture right from a textbook, substitute with technology, which does not allow the development of a personal connection. You need to be there, students need to want to come to class.
It’s worrisome that many universities seem to be diminishing the role of teaching by putting the pursuit of research above all else. However, teaching reinforces research and through teaching we actually communicate with our students.
We have to teaching from the perspective that students in our classrooms are trying to become citizens in the full sense of the word. We should teach research, writing, critical thinking, objective analysis, to care and take an active role in the world. We should impart some broad consideration of the world.
If someone is apathetic about everything, they are a lost cause. Students should see their education as more than 3-4 years here with a job at the end. They should graduate with a sense of ability to think critically, engage in analysis, direct thoughts about search, and care a little bit about the world, especially since they want to work in this world.
Not only do students need to be engaged, they need to be made engaging with a broad perspective, not just the classes they take. They should be questioned about how they are going to move forward in the working world.
Many students though feel unchallenged and many instructors are fine with them just getting by.
Respect them as adults with responsibilities and obligations instead of coddling them as children. Have high standards, communicate that to students, and they may aspire to them.
We should leave students guessing what we think, and we should welcome them as participants and journeymen.
Be prepared to deliver to our students more than just in the classroom. e.g. alternative spring break – overseas working with NGOs, international discussions
This is the best way to enrich the educational experience, and increase personal growth for students.