Course Materials: Email Archives
Start at the Course Home Page. Explore the Course Materials section to read the Syllabus, explore the Calendar, Requirements and Checklist, or access the Course Guide. When you're ready to begin, work your way through the sections of the course shown on the left.
Questions? Contact Annette Lamb.
Class Email Archives
If you didn't get the email below, it means that you need to check the SPAM in your email server. I sent this email using the email you gave me or your IUPUI address. Contact me and we can re-check our connection to be sure you get these messages.
Update April 8
Do you believe there's less than a month left of Spring Semester? It seems like this class is whizzing by!
READ
Let's explore management and futures. Management isn't the most fun aspect of teaching, but it's critical for student success. Whether you're teaching a short workshop or an entire course, you'll find that participants like organization. Students appreciate a professional agenda, syllabus, calendar, checklist, guide, and scaffolds for assignments and activities. They also like to know how they'll be assessed. Managing online courses takes a bit more thought than face-to-face instruction. You need to consider individual needs and concerns that come with virtual experiences. Finally, as new technologies and teaching options become available, think about how they can be incorporated into your instruction.
This is your last set of readings!
Read Management and Futures at http://eduscapes.com/instruction/15.htm
Be sure to watch the video on the class page.
DUE
Instruction 1 reply is due Monday April 8.
Paseo 6 posting is due Monday April 15.
Paseo 6 reply is due Monday April 22.
Instruction 2 is your final assignment and it's due Friday April 26.
SUMMER IDEAS
My husband, Larry Johnson is teaching the S603 High Tech Learning course for the last time this summer. If you'd like to learn more about this course, go to http://eduscapes.com/hightech/. This course is appropriate for all library types. If you've had S401, you have all the skills you need to be successful in this course.
If you want to take my S580 Library History course this summer, sign up soon. It's almost full.
Update April 1
Happy Easter weekend and Happy April Fool's Day!
READ
Let's explore partnerships and programs. Librarians don't work in isolation. Cooperation, collaboration, and partnerships are essential. Increasingly, librarians are embedding themselves in university and k-12 classrooms and the community. How will you connect with your community of learners?
Read Partnerships and Programs at http://eduscapes.com/instruction/14.htm
Be sure to watch the video on the class page.
DUE
Instruction 1 assignment is due Monday April 1. (sorry, it's not an April Fool's joke)
Instruction 1 reply is due Monday April 8.
Paseo 6 posting is due Monday April 15. (sorry, it's not a tax day joke, but it is my wedding anniversary.. easy to remember!)
PASEO DEBRIEFING
It looks like everyone has a great handle on developing and adapting lessons. In the "real world," time for planning is limited. There's no reason to reinvent the wheel. There are lots of great teaching materials available on the Internet that can easily be adapted to fit your needs. You all did a great job developing efficient, efficient, and appealing learning experiences!
FALL 2013 ONLINE COURSES
I hope to e-see you in another online course this fall!
S604 Marketing for Libraries
Instructor: Annette Lamb
http://eduscapes.com/marketing
Marketing is much more than creating attractive displays and updating your Facebook status, it's about meeting the needs of individuals and groups. If library users aren't aware of your resources and services, they're unlikely to visit your physical or virtual library. If they've had a bad experience in the past, they may be sharing this negativity with their friends and colleagues. Marketing is about understanding the needs and interests of current and potential users, reaching those individuals with quality resources and services, and evaluating the experience so adjustments can be made to increase effectiveness, efficiency, and appeal.
This three-credit hour graduate course focuses on the application of marketing concepts, techniques, and technologies for all library types. Emphasis is on matching library customers with services through information, education, persuasion, and partnerships. Topics include planning, audience analysis, needs assessment, market analysis, goal-setting, message design, public relations, publicity, promotion, advocacy, assessment and evaluation, internal and external communication, and change theory.
What do people want and need from a library? What services can your library provide? How can services be connected with the needs of current and potential library users? Regardless of whether you're interested in academic, school, public, and/or other special library settings, this course will expand your thinking about the essential role of marketing.
Join me for this 100% online course in Fall 2013 for the most important and practical elective of your graduate program.
The course materials are available online, check them out at http://eduscapes.com/marketing
S672 Seminar in Literature for Youth - Nonfiction and Informational Reading Focus
Instructor: Annette Lamb
Boring, lifeless nonfiction books are out! Engaging, visually-rich informational reading is in! While youth may read informational books for pleasure, nonfiction works can also be used to explore ideas, gain insights, broaden perspectives, and build knowledge. In this course, you'll learn to spice up the youth nonfiction section of a school or public library.
Informational reading and nonfiction works play a key role in the new Common Core State Standards (CCSS). This emphasis is generating new demands for both school and public libraries as well as opportunities for collection development and collaboration. This course will explore a wide range of informational texts. In addition, it will examine issues related to selecting quality, complex texts, addressing the needs of reluctant readers, and engaging young people in stimulating reading experiences.
From graphic biographies and histories to plant and animal field guides, libraries are full of engaging nonfiction for children and young adults. By pairing popular fiction with nonfiction books, identifying clusters of related works, introducing graphic novel-style nonfiction to reluctant readers, and tying engaging nonfiction works to online tools and ebook resources, librarians can attract new readers and promote essential 21st century skills.
In addition, this course explores ways that readers' advisory services can be used to connect nonfiction titles with readers through both direct and indirect means. Finally, nonfiction reading is fun! This course provides opportunities to read and analyze a wide range of nonfiction books for youth.
The introduction of the Common Core State Standards emphasis on informational reading makes this a particularly timely topic for school and public librarians alike. Come join the fun!
This is a required course in some specializations and an elective in the rest of the program. It is HIGHLY recommended for those interested in school librarianship and public librarianship. However it's fun for everyone.
To view the syllabus, go to http://eduscapes.com/nonfiction/S672syllabi.pdf
S681 The Book 1450+
Instructor: Annette Lamb
From book smuggling and censorship to scandalous content and astonishing illustrations, the history of the book is filled with adventure and intrigue. When you look at a book, you may see a cover and bound pages. However a book is ultimately the story of people. From the author, illustrator, typesetter, and printer to the publisher, bookseller, and reader, a book is much more than a physical object. It's an artifact that reflects a connection to people, places, periods, and society.
This three-credit graduate course provides a survey of the book from 1450 to the present, with emphasis on the development of the book in the West. It focuses on the physical aspects of the book from the mid-fifteenth through the twentieth centuries, and on some of the many roles of the book in society during this period. It also increases awareness of current scholarly trends in the history of the book.
It will include 1) a review theoretical models and scholarly trends in the fields of book history, 2) an examination key scholarship in the field, 3) a survey of the processes of print creation, production, dissemination, and reception in the larger social, economic, and political context, and 4) considerations for how the history of the book as a material object and as an agent of intellectual and social change helps us understand the digital revolution.
While it's impossible to explore the wide range of associated disciplines in detail, this course will provide a broad overview with many opportunities to explore areas of personal and professional interest.
To view the syllabus, go to http://eduscapes.com/bookhistory/S681syllabi.pdf
Update March 25
I hope you're enjoying some spring weather after the recent snows.
READ
Let's explore evaluation. You'll use formative evaluation techniques to identify problems in your instruction that need to be corrected or revised. From typos to problems with timing, formative evaluation is essential to ensure that your materials are effective, efficient, and appealing.
Read Evaluation at http://eduscapes.com/instruction/13.htm
Be sure to watch the video on the class page.
DUE
Paseo 5 reply is due Monday March 25.
Instruction 1 assignment is due Monday April 1 (sorry, it's not an April Fool's joke)
Instruction 1 reply is due Monday April 8.
INSTRUCTION 1
Be sure to read the guidelines for Instruction 1 carefully. I'm happy to help if you have questions.
SUMMER COURSE
Please consider taking my online course this summer. It's for all library types and was specifically designed as a fun summer choice! It won't be offered again until 2015, so if you want it take it now!
Summer 2013
S580 History of Libraries
http://eduscapes.com/history/
Instructor: Annette Lamb
From stone tablets to digital tablets, the history of libraries is a fascinating exploration of culture, politics, and society around the world. Whether exploring the great Library of Alexandria or rural libraries of the 1900s, there's something for everyone interested in understanding the impact libraries have had on life through history.
Designed specifically for the short summer school schedule, you'll explore The Beginnings of Libraries, Ancient Libraries, Early Libraries, Modern Libraries, Contemporary Libraries, and Libraries of Today and Tomorrow. Each student will have the opportunity to examine a personal or professional area of interest within the history of libraries.
DESCRIPTION
From hidden walls in the libraries of Ancient China to book burnings of the 20th century, the history of libraries is filled with intrigue and adventure along with censorship and destruction. Join me Summer I 2013 for an engaging 100% online course. History has never been so relevant AND exciting!
Regardless of whether you're interested in academic, school, public, corporate, health, and/or other special library settings, this course is a great elective. To plan and succeed in the future, we must learn from the past!
This course makes a great companion to S681: History of the Book 1450+. Consider taking both course for twice the fun!
To learn more about this engaging, summer course, go to the course website at http://eduscapes.com/history/
I'm happy to answer questions if you'd like to learn more about this course.
HIGH TECH LEARNING
This summer will be the LAST offering of high tech learning. If you enjoy technology in libraries, this is the class for you!
S603 High Tech Learning
Instructor: Larry Johnson
http://eduscapes.com/hightech/
From blogs to wikis, today's learners have access to a wide range of technology tools and learning spaces. This course explores these technologies and examines how librarians and educators can facilitate high tech learning. High tech learning refers to the constantly evolving hardware, software, and networking tools and resources available to those wishing to acquire knowledge, skills, attitudes, or values through formal instruction or free inquiry. Because of the virtual nature of these digital tools and resources, high tech learning can occur anywhere, anytime. Libraries, educational institutions, museums, and community organizations all play a role in facilitating this type of learning.
This three-credit course explores high tech learning tools and spaces. Participants explore how technology tools can be used to produce texts, illustrations, photographs, sounds, videos, and animations for use in teaching and learning. Next, participants examine the role of librarians and educators in facilitating learning spaces through the use of technologies such as email, forums, blogs, virtual conferencing, collaborative web/wikis, social networks, course management systems, desktop spaces, and interactives. Along the way, participants examine evidence of the effectiveness of each technology as well as issues associated with their use. This course will expand your thinking about the integral role of technology in a school, academic, and/or public library setting.
Update March 18
Welcome back from break.
READ
Let's explore technologies for instruction. Audience response systems, audio and video tools, blogging tools, presentation tools, and resources for mobile devices are all parts of today's instruction.
Read Technologies at http://eduscapes.com/instruction/12.htm
Be sure to watch the video on the class page.
DUE
Paseo 5 posting is due Monday March 18.
Paseo 5 reply is due Monday March 25.
Instruction 1 assignment is due Monday April 1 (sorry, it's not an April Fool's joke, but it will be a fun assignment)
Update Spring Break
Howdy Class!
Since it's Spring Break, my husband and I are going to spend a few "technology-free" days camping in Death Valley National Park. If you need us, we'll be back online after the weekend.
I know most of you won't get to enjoy any time off during Spring Break. However, at least stop for a few minutes to take a breathe before jumping into the rest of the semester.
Update March 11
It's Spring Break!
No new readings and nothing is due. Whee!
FUTURE
Paseo 5 posting is due Monday March 18.
Paseo 5 reply is due Monday March 25.
PASEO 4 DEBRIEFING
I know many of you weren't confidence in completing this assignment, but you did a great job.
The key to quality instruction is simply matching the learning objective with the assessment. It may seem simple, but you'd be surprised how many instructors forget that what you want students to learn needs to match what you teach and what you test.
Quality objectives will help guide your instruction. Wishy-washy phrases like "appreciate the importance of citations" or "know about note-taking" aren't helpful. Break down your lesson into pieces focusing on specific knowledge, skills, and dispositions. Before students can "appreciate" citations, they need to be able to "identify reasons why researchers use citations" and "create a citation containing the required elements". These specific skills will lead you to quality instruction and effective assessments.
Update March 4
I hope it's beginning to feel like Spring where you live. It's going to be in the 60s here tomorrow!
READ
Let's explore instructional methods. We're entering the fun part of instructional design. As an instructor or presenter, it's your job to creating engaging environments for learning. From powerful presentations to stimulating case studies and fun games, think of meaningful methods of presenting content and actively involving learners.
Read Instructional Methods at http://eduscapes.com/instruction/11.htm
Be sure to watch the video on the class page.
DUE
Paseo 4 reply is due Monday March 4.
Paseo 5 posting is due Monday March 18.
Paseo 5 reply is due Monday March 25.
Update February 25
The semester seems to be flying. I hope you're having a great time learning!
READ
Let's explore instructional strategy. This is the fun part of teaching and learning. Whether you're teaching a 20 minute lesson or all-day workshop, you need to think about your strategy for gaining and maintaining the interest of learners, providing quality information to reach diverse thinkers, getting students involved and participating in the content, and ending with activities that reflect on the experience and get learners to think about real-world applications of what they've learned.
Why reinvent the wheel? There are many sources for existing lesson plans, tutorials, and teaching resources. When you use or adapt materials found online, be sure to provide credit for the original sources. This is a good time to go back to the Information & Instruction page from earlier in the semester and explore existing materials. Go to http://eduscapes.com/instruction/2.htm
In this section of the course, I've tried to provide two examples: one related to libraries and another related to health/medical topics. This way you can see how the strategies can be applied in different disciplines.
Read Instructional Strategy at http://eduscapes.com/instruction/10.htm
Be sure to watch the video on the class page.
DUE
Paseo 4 posting is due Monday February 25.
Paseo 4 reply is due Monday March 4.
Paseo 5 posting is due Monday March 18.
PASEO 3 DEBRIEFING
I had a great time grading your blogs. What a wonderful variety of topics and models. The blog format works well for an assignment for people of all ages. It's particularly fun when small groups are formed and peers comment on the inquiry of others during the process. Since this was a quick assignment, we didn't have the time to add this "interactive" feature.
A number of people talked about the value of a recursive model. I agree! Real-world inquiry isn't linear. Sometimes you need to go back and revise your questions or revisit resources during the process. Students need to be aware of the ups and downs of the process.
A couple people used a word processor rather than a blog. This type of traditional journaling can be useful, but I really wanted you to experience the power of the blogging technology. It's easy to add images, audio, and even video to an online blog. The addition of the online commenting feature can be very powerful.
A couple people chose the instructional analysis option. Analyzing your audience, writing instructional goals, and creating an instructional analysis are all essential parts of instructional design that are often overlooked. The more detailed you get in identifying skills and subordinate skills or procedures in a process, the better you'll be able to provide specific, focused instruction for your learners.
Update February 18
It's feeling like Spring here in Utah, but I have a feeling winter isn't over yet!
READ
Let's explore instructional theory. What is instruction and how can librarians be effective facilitators of learning? Good instructors are facilitators of student thinking. They use specific strategies to encourage their learners to formulate questions, interpret information, organize ideas, and reflect on their thinking. Your job is to be a catalyst, connector, coach, caregiver, and communicator in this process.
There are many theories to instruction. Although there's no perfect approach, there are "best practices" you can apply to make your instruction more effective. Select those approaches that match with your professional situation, learning environment, and teaching style. Keep in mind that teaching and learning are connected. The key to quality instruction is understanding the needs of each student and providing the types of examples and opportunities to practice that learners need.
The more skilled students become, the more flexibility you can provide for students. For instance in this graduate course, I assume that you come to this class with a wide range of skills and experiences. As such, I provide a variety of readings to matching individual interests. I know that professionals like authentic learning experiences with lots of examples. Some of you may enjoy watching the video, while others learn better from reading the course materials or exploring the supplemental readings. I also allow flexibility by providing options in class assignments.
One of the most important things a teacher can do in a classroom or workshop situation is provide scaffolds for learning. A handout containing step-by-step instructions for using an electronic database, a website evaluation checklist, or a graphic organizer for note-taking can be extremely valuable for learners. Again, each student is different. Some students like to take notes on paper while others prefer to use online tools. Give students options and opportunities that meet the wide range of needs in your class.
Read Instructional Theory at http://eduscapes.com/instruction/9.htm
Be sure to watch the video on the class page.
DUE
Paseo 3 reply is due Monday February 18.
Paseo 4 posting is due Monday February 25.
Paseo 4 reply is due Monday March 4.
Update February 11 - Happy Valentines Day!
Happy Valentine's Week!
READ
Let's explore objectives and assessment. The key to effective instruction is matching objectives with assessments. In other words, what do you want your learners to be able to do or talk about after instruction AND how will they show you they have accomplished this objective? Assessments don't need to be formal. They may involve observing students as they work their way through a database search or listening as they discuss their thoughts on a book. You might use a checklist for these types of observations of their performance.
It's important to think about objectives and assessments from the student point of view. What will they learn and how will they demonstrate their learning. NOT... what will you teach and what will you test. Remember, instruction isn't about the teacher. It's about the learner.
Read Objectives and Assessment at http://eduscapes.com/instruction/8.htm
Be sure to watch the video on the class page.
DUE
Paseo 3 posting is due Monday February 11.
Paseo 3 reply is due Monday February 18.
Paseo 4 posting due Monday February 25.
PASEO 3 HELP
A couple people have asked about creating a blog for Paseo 3. If you choose the blog option, you must create a blog, not a Word document. Here are some easy to use tools for creating a blog:
Blogger - http://www.blogger.com
Wordpress - http://wordpress.com/
Weebly - http://www.weebly.com/
Although our Paseo assignment is much different, you can get a sense for how you could use a blog for a personal inquiry by looking as the following examples:
http://virtualinquiry.com/course/archivesblogs.html
PASEO 2 DEBRIEFING
From elementary children to adult learners, the class had a wide range of experiences with the instructional observation assignment.
A few of you misunderstood my question about the value of observation. This assignment was intended to help you learn about the process of instruction from watching how the teacher and students interact in a learning situation. Observation involves taking yourself out of the equation and focusing what's happening in the instructional environment. As an outside observer, you can see things you'd miss if you're "thinking like one of the students" or "thinking like the teacher". As an observer, you'll notice when student attention is waning and the teacher needs to interject with a real-world example or ask an engaging question.
By observing the interactions of the teaching techniques with the elements of active participation, you can begin to think about how how you would improve the instruction by applying an instructional design model. Considering the information standards, the needs of learners, and the instructional goal are all an important part of improving instruction regardless of whether the instruction is face-to-face or virtual.
Update February 4
It's finally warming up out here in Utah. I hope you're having a great Super Bowl weekend!
READ
Let's explore learning theory and audience analysis. Understanding the learner's perspective is essential in good teaching practice. Instruction isn't about what you want to teach or you "guess" or "assume" students need. It's about what learners really need to learn based on evidence you've collected about past or current students.
Librarians must be able to applying learning theory to create instructional experiences that take into account individual differences in learning.
Read Learning Theory at http://eduscapes.com/instruction/6.htm
Read Audience Analysis at http://eduscapes.com/instruction/7.htm
Be sure to watch the video on both pages.
DUE
Paseo 2 reply is due Monday February 4.
Paseo 3 posting is due Monday February 11.
Paseo 3 reply is due Monday February 18.
HELP
Remember, I'm available to answer questions or clarify assignments. Just email me if you need more. :-)
Update January 28
A beautiful blanket of snow is covering our mountain today. I've got some soup in the crockpot. It really feels like winter in the mountains.
READ
This is a big week for online readings. Please work your way careful through the page. It's chuck-full of important information.
Let's explore task analysis and information inquiry. When people come to the library, they're often on a quest for information. Whether they're looking for an answer to a simple question or conducting an in-depth investigation, they need inquiry skills to be successful. While many people are successful developing and following their own process for inquiry, others benefit from using a more formal approach to information inquiry. Researchers like Carol Kuhlthau have spent their career observing how library users react during the inquiry process. It's important that librarians are aware of this process and the uncertainty, confusion, and frustrations experienced by patrons of all ages.
As we think about the information inquiry skills necessary for youth and adults to be successful, begin developing a list of topics you might explore with library clients. From distinguishing fact from opinion to locating evidence and developing research questions, there are many pieces to the information literacy pie.
As topics become instructional goals, you'll need to conduct an instructional analysis to determine the best approach to developing instruction. Is your topic more conducive to a procedural approach or a hierarchical approach? What's the best way to organize concepts and build skills? You need to carefully analyze the task and think about the sequencing of content.
Read Task Analysis & Information Inquiry at http://eduscapes.com/instruction/5.htm
Be sure to watch the video.
DUE
Paseo 2 posting is due Monday January 28.
Paseo 2 reply is due Monday February 4.
Paseo 3 posting is due Monday February 11.
GRADES
Your grade and comments for Paseo 1 have been posted in Oncourse.
Be sure to check the Syllabus for the points associated with letter grades at http://eduscapes.com/instruction/course/syllabus.htm
The range is a little higher than some other courses.
PASEO 1 DEBRIEFING
It looks like everyone had a great time exploring instructional materials. It was interesting to see the differences in evaluation checklists. Some of you focused more on the informational or presentation aspects while others stressed the instructional components.
Although you were only required to evaluate a few materials, you'll want to revisit the Information & Instruction page at http://eduscapes.com/instruction/2.htm as we move through the course. It has lots of links to materials that you can use as examples and models in creating your own instruction.
MORE IDEAS
A new e-book is available through ebrary at IUPUI on the topic of information literacy and librarians as facilitators of learning. If you're interested, go to The Road to Information Literacy: Librarians as Facilitators of Learning at http://site.ebrary.com.proxy2.ulib.iupui.edu/lib/iupui/docDetail.action?docID=10606459
Update January 22
I hope you're getting a winter warmup where ever you are. It's been really cold here in Utah, but it's going to be back into the 40s and maybe 50s this week!
READ
Let's explore standards, needs, and goals. If you're interested in working at the K-12 or university level, you need to consider national standards as you develop programs. Regardless of your library interest area, it's important to conduct a needs assessment and analysis to help you build effective instructional goals.
Read Standards, Needs, and Goals at http://eduscapes.com/instruction/4.htm
Be sure to watch the video.
DUE
Monday is a university holiday.
Paseo 1 REPLY is due Tuesday January 22.
Paseo 2 posting is due Monday January 28.
Paseo 2 reply is due Monday February 4.
GRADING
Your assignments are looking great so far! Thanks for your efforts.
I wait until the replies are in before beginning to grade each Paseo. I'll be using the evaluation criteria in the assignment when examining your assignment. Your grade and comments will be posted sometime late next week.
Update January 14
It's freezing here in Utah. I hope it's warmer where you live!
INTRODUCTIONS
It was fun reading your introductions. We have a wide variety of interests and experiences in the class. We're going to have some great discussions this semester. Don't worry if you don't have experience teaching or presenting to a group, you'll be fine.
READ
Creating quality instruction involves much more than building a PowerPoint presentation. Let's explore options and models for instructional design.
Read Instructional Design at http://eduscapes.com/instruction/3.htm
Be sure to watch the video.
DUE
Paseo 1 POSTING is due Monday January 14.
Paseo 1 REPLY is due Tuesday January 22.
PASEO 1
Remember, you only need to complete ONE of the three Paseo options for the first assignment. Before posting PASEO 1, be sure you've addressed each step in the Paseo of your choice. Also, review the Evaluation Criteria listed at the bottom of the assignment to see how points will be awarded for each required element. Keep in mind that this assignment is worth 10 points so be sure your assignment is complete.
Let's Go!
It's time for the first day of classes tomorrow!
Be sure to go to the Introduce Yourself area and introduce yourself to get the class rolling. It's also a way for me to be sure you're not lost in cyberspace.
READINGS
Let's start with an overview of information and instruction.
Read Overview at http://eduscapes.com/instruction/1.htm
Be sure to watch the Vimeo Video also found on the Overview page at http://vimeo.com/53727776
At the bottom of each page, you'll find Resources. You don't need to read these, however they can be useful if you're looking for articles to cite in your assignments.
Read Information and Instruction at http://eduscapes.com/instruction/2.htm
Again, be sure to watch the Vimeo Video for this page at https://vimeo.com/53727844/
I've woven links to lots of sample instructional materials on this page. You don't need to visit all of these pages. However they may be useful in gaining ideas for your own instructional materials. They may also be helpful as you evaluate instructional materials for your assignments.
ASSIGNMENTS
The course gets going very fast because I want to provide you with time at the end of the semester to complete your two instructional projects.
Your first assignment is to Introduce Yourself.
Next, it's time to dive into the PASEO assignments.
Your POSTING for Paseo 1 is due on Monday January 14. Post it in the Oncourse forum.
You can find the guidelines for the assignments on the CourseGuide page at http://eduscapes.com/instruction/course/courseguide.htm#paseo1
Remember that you only need to complete ONE of the three options 1.1, 1.2, OR 1.3. Not all three.
Your REPLY for Paseo 1 is due on Tuesday January 22. It's worth one point of the 10 points for Paseo 1.
VIDEOS
Be sure to watch the Vimeo videos on the entry page to each section. They'll provide an overview to each section of the course. For more in-depth information, you'll need to read the page and associated links.
YOUR JOB IN THIS COURSE
You have three tasks:
1 - Follow the course calendar and complete your assignments on time. As a matter of fact, getting things in early is a good idea.
Read my class email updates for a review of what's happening. If you think you may have missed one, just check the class archives which is also the entry page for our Oncourse materials at http://eduscapes.com/instruction/course/archives.htm
2 - Let me know if you run into trouble. Don't fret and worry about your problem. Instead, email me and let's discuss it. If you're not sure about a topic for an assignment or have trouble with a due date, just let me know. I'm flexible and happy to help.
3 - Have fun. Learning is about opening a new world of information, skills, and understandings. Many assignments encourage you to explore resources and brainstorm ideas. Don't think of the class discussions as painful homework. Think of them as a chance to interact with your colleagues about issues and ideas important to our profession.
MY JOB
My job is to help you successfully complete this course and expand your skills in high tech learning. I "live" on the Internet, so I'm happy to hold personal email discussions whenever you feel the need to talk. Feel free to email any time. I'll get back to you ASAP.
Enjoy the course... You'll hear from me again next week.
Get Set!
Classes start soon, so you can get started any time. Here are a few more ideas to get you rolling.
From now on, my emails will focus on an overview of required readings and assignments. Although I know these emails can get long, please read them. They will really help direct your activities. If you don't "get it" after reading these descriptions and exploring the materials, please email me. I'm happy to answer your questions!
READING
I designed the website so it works well on the iPad. Be sure to hold your iPad sideways (landscape) for the best reading.
COURSE GUIDE
http://eduscapes.com/instruction/course/courseguide.htm
The Course Guide will help you work through the course materials. It links to the course readings and provides the guidelines for all the requirements.
At first, people are overwhelmed by all of the links. You don't need to read everything... it's not possible. Instead read my course pages, then IF you want additional information you can read, skim, or explore the other resources.
Keep in mind that the course reading assignments can be found in two places: the Calendar and the Course Guide pages.
It's a good idea to get ahead in this course in case you get busy in another course.
PASEO ACTIVITIES
As you work your way down the Course Guide you'll notice PASEO activities. The class contains six Paseo activities (60 points) and two Instructional Experiences (40 points).
"Paseo" is defined as a leisurely walk or a gathering place where people can enjoy the journey as much as the destination. The "paseo activities" provide flexible opportunities for you to explore instructional strategies and try out new ideas. Choices allow students with diverse background and professional interests to apply theories to meaningful, practical assignments.
Rather than simply reading the materials on each class page, be sure to TRY IT! Throughout the course readings, you'll find short activities that will help you apply the ideas you're learning. These activities aren't graded and don't need to be turned in, however they are important for your learning. They're the types of activities we would be doing in a face-to-face class. Instead, it's your job to work your way through these activities independently.
GET SET...
So.. how do you get started? If I were you, I'd read the syllabus and requirement page first.
Then, print out the course checklist and review the course calendar.
Next, go to the Course Guide to get a feel for how the course materials are organized and read the details of the course assignments.
Finally, take a deep breath and relax. This is going to be fun! Once you get a handle on the materials, you can start rolling!
LET'S GET TO KNOW EACH OTHER
Go to Oncourse and find the Introduce Yourself area in the Forums. Tell us a little about yourself.
In addition to introducing yourself, let's share experiences with instruction. Are you a "life-long learner"? How do you learn best? Do you have formal or informal teaching experience? Do you have experience as a presenter? How comfortable are you working with library users individually, in small groups, or in large groups? Do you envision teaching as a small or large role in your future as a professional library or information professional?
SUPPORT
Some of you may need lots of support during the semester. However, many of you will be very independent. I'll send regular updates. But as long as I see you posting things on the forums, I won't bug you individually.
Please let me know if you have questions or concerns. Unlike a face-to-face class where I can see the concern in your eyes, in an online class it's up to you to take the initiative. I'm always here for you by email.
I look forward to having you in e-class. Be sure to email me if you have questions. I'm online all the time, so I can normally get right back to you with an answer.
I'll send one more email out as classes begin, then leave you alone to work for the week. I look forward to reading your introduction!
Get Ready!
I think I have everything ready to go with our Information Inquiry and Instructional Strategies course. I'm REALLY excited and hope you enjoy the course materials as much as I enjoyed building the online materials.
GET READY...
I thought I'd send a quick overview of the course for people who would like to get a little head start. This is my second class email. If you're not sure whether you're getting the email messages, go to the email archives at http://eduscapes.com/instruction/course/archives.htm
100% ONLINE
There are NO face-to-face or virtual meetings in this course. It's your responsibility to follow the course Calendar and CourseGuide. Then, complete and post the required assignments in Oncourse.
The Oncourse and online materials are ready for anyone who is ready to get started.
ONCOURSE
We'll be using the university's Oncourse system to share assignments and ideas. Go to http://oncourse.iu.edu and enter your login and password to enter the system. Inside Oncourse you'll find the following elements for our course:
1) The SYLLABUS shows our course website and archives the course emails. Check this area regularly to be sure you didn't miss a course communication.
2) The ROSTER shows the class list. You may wish to update your personal profile.
3) The GRADEBOOK is a place where you can track your progress. I will be posting grades and comments in this area.
4) The FORUM area contains discussion threads for posting assignments and replying to the work of your classmates.
5) The MESSAGES area is a place to read and compose email.
6) The CHAT area can be used by anyone who would like a "real time" conversation with the instructor or a classmate.
COURSE MATERIALS
Below I've provided a list of the most important course materials.
Course Website - http://eduscapes.com/instruction/
Oncourse can be slow. I suggest that unless you are reading or posting assignments, you go directly to the course website and by-pass Oncourse. The navigation bar on the left side of the page provides links to the course materials and the 16 course readings.
Syllabus - http://eduscapes.com/instruction/course/syllabus.htm
Be sure to review the syllabus including the course description, objectives, and grading scale.
I have a STRICT grading scale. Please review it. However if you follow the directions, you can get all the points.
Calendar - http://eduscapes.com/instruction/course/calendar.htm
The calendar is probably the most important page of the course website. It provides a quick review of readings and due dates.
Requirements - http://eduscapes.com/instruction/course/requirements.htm
The requirements page provides useful background information as well as suggestions for proceeding through the course.
Checklist - http://eduscapes.com/instruction/course/checklist.htm
The checklist is a quick-reference to course requirements.
Email Archives - http://eduscapes.com/instruction/course/archives.htm
The email archives reviews course announcements and email updates.
Course Guide - http://eduscapes.com/instruction/course/courseguide.htm
The course guide takes you step-by-step through the readings and requirements of the course. It provides detailed information about the course assignments and the criteria that will be used to evaluate your assignments.
TEXT
There's NOT a required print text.
We have a variety interests represented in our class. For further reading, I suggest these OPTIONAL titles that are geared to particular library types:
Callison, Daniel & Preddy, Leslie. (2006) The Blue Book. LMS Associates. This book is focused on the needs of school librarians.
Dick, Walt, Carey, Lou, and Carey, James O. (2011). The Systematic Design of Instruction. Seventh Edition. Pearson. This book is intended for people who plan to be instructional designers as an integral part of their library work.
Farmer, Lesley S.J. (2011). Instructional Design for Library and Information Professionals. Neal-Schuman. This book is focused specifically on instruction design for librarians.
Gilton, Donna L. (2012). Lifelong Learning in Public Libraries. Scarecrow Press. This book is focused on the need of public libraries.
Grassian, E. & Kaplowitz, J. (2009). Information Literary Instruction: Theory and Practice. (2nd ed.). New York, NY: Neal-Schuman. This book is focused specifically on information literacy instruction.
Kuhlthau, Carol, Maniotes, Leslie K., and Caspari, Ann K. (2007). Guided Inquiry: Learning in the 21st Century. Westport, Connecticut: Libraries Unlimited. This book is focused on the needs of school librarians.
Please email me if you get lost or confused. It's my pleasure (as well as my job) to help! :-)
Preliminary Email - Christmas Eve
Happy Holidays!
Welcome to Information Inquiry & Instructional Strategies!
It's a while before classes begin, but I thought I'd touch base and say hello.
I'll be sending out regular class email messages using this e-mail address. If you'd prefer getting the updates at another address, just let me know.
Over the next week I'll be sending 2-3 messages to get the class rolling. Then, I'll send a weekly message during the semester.
GET STARTED
There are NO face-to-face or virtual meetings. However we'll all get started working together online as a class around Monday January 7.
If you're feeling exciting, anxious, enthusiastic, or any other emotions about this course, you're normal. Online courses are a wonderful way to learn, but it takes a little time to get comfortable.
I'll provide lots of guidance along the way. If you've got questions, I'm only an email away and always happy to help.
COURSE TEXTBOOK
No textbook is required. You can find optional resources in the course syllabus if you're looking for ideas to supplement the online course materials.
For the syllabus, go to http://eduscapes.com/instruction/course/syllabus.htm
COURSE MATERIALS
The course materials are now ready in both Oncourse and the Web.
I suggest that when doing the course readings you bypass Oncourse and go directly to the website at http://eduscapes.com/instruction
ONCOURSE DISCUSSIONS
We'll be using ONCOURSE for class discussions and posting course assignments.
It's ready to go.
COURSE INSTRUCTOR
I've been a librarian, technology coordinator, and college professor. I enjoy teaching online courses from my home in the mountains of southern Utah. If you'd like to learn more about me, go to http://eduscapes.com/lamb or follow our latest adventures on Facebook.
FINALLY
Instruction has become an important activity for all library types. It's going to be an exciting semester!