1 / 65

Net Gen Students and Learning Spaces

Net Gen Students and Learning Spaces. Joan K. Lippincott Coalition for Networked Information. Net Gen Students and Learning Spaces. Bringing together themes Cyberinfrastructure at the institutional level Student needs and student learning Organizational collaboration

gilda
Télécharger la présentation

Net Gen Students and Learning Spaces

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Net Gen Students and Learning Spaces Joan K. Lippincott Coalition for Networked Information TRLN Information Commons Symposium February 23, 2005

  2. Net Gen Students and Learning Spaces • Bringing together themes • Cyberinfrastructure at the institutional level • Student needs and student learning • Organizational collaboration • Expectations for spaces and services TRLN Information Commons Symposium February 23, 2005

  3. 1. Learning Spaces and Institutional Cyberinfrastructure TRLN Information Commons Symposium February 23, 2005

  4. NSF and Cyberinfrastructure “The emerging vision is to use cyberinfrastructure to build more ubiquitous, comprehensive digital environments that become interactive and functionally complete for research communities in terms of people, data, information, tools, and instruments that operate at unprecedented levels of computational, storage, and data transfer capacity.” Report of the NSF Blue Ribbon Advisory Panel on Cyberinfrastructure TRLN Information Commons Symposium February 23, 2005

  5. ACLS Commission on Cyberinfrastructure for the Humanities and Social Sciences “Ed Ayers has commented that much of the work of developing the Valley of the Shadow was analogous to building a printing press when none existed. Effective cyberinfrastructure for the humanities and social sciences will allow scholars to focus their intellectual and scholarly energies on the issues that engage them, and to be effective users of new media and new technologies, rather than having to invent them.” TRLN Information Commons Symposium February 23, 2005

  6. Elements of Institutional Cyberinfrastructure • Digital Content • People • Technology • Physical Space TRLN Information Commons Symposium February 23, 2005

  7. Cyberinfrastructure for Earthquake Science TRLN Information Commons Symposium February 23, 2005

  8. Digital Content • Cohesive access to information • Customization and personalization • Institutional repositories • Life cycle of information objects TRLN Information Commons Symposium February 23, 2005

  9. People • Collaboration • New types of information professionals • Training • Information and technology literacy TRLN Information Commons Symposium February 23, 2005

  10. Technology • Network infrastructure • Middleware • Tools • Last mile TRLN Information Commons Symposium February 23, 2005

  11. Physical Spaces • Wired classrooms • Wired social spaces • Information commons • Multi-media production studios • Experimental spaces TRLN Information Commons Symposium February 23, 2005

  12. Planning should encompass • All types of spaces • Support • Information resources • Technology infrastructure TRLN Information Commons Symposium February 23, 2005

  13. 2. Learning Spaces for Students • Deeper learning • Net Gen students • Intersection of Learning and Cyberinfrastructure • Information literacy/technology fluency TRLN Information Commons Symposium February 23, 2005

  14. To promote “deeper” learning • Active • Contextual • Engaged • Locally owned • Social • Carmean and Haefner, 2003 TRLN Information Commons Symposium February 23, 2005

  15. To Meet the Needs of Net Gen Students • Always connected • Oriented to working in groups • Experiential learners • Visual • Producers as well as consumers TRLN Information Commons Symposium February 23, 2005

  16. Net Gen Students Are: Deeper Learning Is: ACTIVE EXPERIENTIAL TRLN Information Commons Symposium February 23, 2005

  17. Engaging students through games • Serious Games Initiative • Woodrow Wilson International Center for Scholars • Forge links between electronic games industry and educational games • Games for education, training, health, and public policy TRLN Information Commons Symposium February 23, 2005

  18. Environmental Detective TRLN Information Commons Symposium February 23, 2005

  19. Net Gen Students Are: Deeper Learning Is: CONTEXTUAL LOCALLY OWNED PRODUCERS & CONSUMERS TRLN Information Commons Symposium February 23, 2005

  20. Incremental Learning TRLN Information Commons Symposium February 23, 2005

  21. U.Va. Tibetan Buddhist Culture TRLN Information Commons Symposium February 23, 2005

  22. Net Gen Students Are: Deeper Learning Is: ENGAGED VISUAL TRLN Information Commons Symposium February 23, 2005

  23. USC Student Project TRLN Information Commons Symposium February 23, 2005

  24. British Museum website TRLN Information Commons Symposium February 23, 2005

  25. Map Collections “Ticker” TRLN Information Commons Symposium February 23, 2005

  26. Net Gen Students Are: Deeper Learning Is: SOCIAL ALWAYS CONNECTED GROUP-ORIENTED TRLN Information Commons Symposium February 23, 2005

  27. Students want libraries where they can have… “a social, academic experience.”

  28. Students working together at Dickinson College TRLN Information Commons Symposium February 23, 2005

  29. Services for Social Connection TRLN Information Commons Symposium February 23, 2005

  30. Intersection of Learning and the Campus Cyberinfrastructure TRLN Information Commons Symposium February 23, 2005

  31. A wired classroom at Emory University Scenario:Contemporary American Politics Class TRLN Information Commons Symposium February 23, 2005

  32. Students work together at “Jittery Joe’s in the University of Georgia Student Learning Center. Continuing Classroom DiscussionOutside the Classroom TRLN Information Commons Symposium February 23, 2005

  33. Wireless connections allow for cooperative projects at Oregon State University TRLN Information Commons Symposium February 23, 2005

  34. University of Arizona’s Integrated Learning Center Group Work in the Information Commons TRLN Information Commons Symposium February 23, 2005

  35. Residence Halls become information access points at Emory University. Ubiquitous Access to Information TRLN Information Commons Symposium February 23, 2005

  36. Outdoor study space at Valley City State University in North Dakota TRLN Information Commons Symposium February 23, 2005

  37. Students gather to develop a project in Dartmouth College’s Media Center. Students Producing Multi-Media Projects TRLN Information Commons Symposium February 23, 2005

  38. Dickinson College’s electronic classroom allows students to review a variety of projects. Students Presenting Projects in Class TRLN Information Commons Symposium February 23, 2005

  39. Information Literacy • What about visual literacy? • What do students really know about information and technology? TRLN Information Commons Symposium February 23, 2005

  40. “When people talk to me about the Digital Divide, I think of it not being so much about who has access to what technology as who knows how to create and express themselves in this new language of the screen.” George Lucas, EDUTOPIA , 2004 TRLN Information Commons Symposium February 23, 2005

  41. What DO students know about technology and information? “To say that our students, having grown up with digital media in their homes and in their schools, come to (the university) already equipped with skills and knowledge of information technologies is a misconception.” McEuen, 2001 TRLN Information Commons Symposium February 23, 2005

  42. 3. Learning Spaces and Collaboration TRLN Information Commons Symposium February 23, 2005

  43. TRLN Information Commons Symposium February 23, 2005

  44. University of Arizona’s Integrated Learning Center TRLN Information Commons Symposium February 23, 2005

  45. University of ChicagoUSITE/Crerar TRLN Information Commons Symposium February 23, 2005

  46. USC Leavey Library TRLN Information Commons Symposium February 23, 2005

  47. TRLN Information Commons Symposium February 23, 2005

  48. University of TennesseeThe Studio TRLN Information Commons Symposium February 23, 2005

  49. Co-location • Adjacent service points for the convenience of users • Opportunities for informal staff contact cross sectors TRLN Information Commons Symposium February 23, 2005

  50. Cooperation • Joint planning for some issues, such as service hours • Establish understandings to minimize overlap in services and to market services • Discuss overall services and fill gaps • Begin to learn about others’ expertise TRLN Information Commons Symposium February 23, 2005

More Related