Inciting Learning by Doing

1. Inciting Learning by Doing Bringing Active Learning into your classroom

2. What is Active Learning?

3. Teaching strategies that engage all students in the learning process. What is it?

4. Improved critical thinking • Increased retention of information • Increased motivation • Improved interpersonal skills • Decreased course failure (Prince, 2004) • NSSE  high achievement and personal development (Kuh, O’Donnell, Schneider, 2017) Why use it?

5. What can it look like?

6. Choose meaningful activities Explain them to your students Plan for facilitation Wrap-up/debrief Active learning best practices

7. Works cited • Kuh, G., O’Donnell, K., & Schneider, C. (2017). HIPs at ten. Change, 49(5), 8-16. • Prince, M. (2004) Does active learning work? A review of the research. Journal of Engineering Education 93 (3) 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

8. Active Learning Technique Lightning talks

9. Active Learning Techniques: Group Discussion and Collaboration Courtney Baron & Sara Quimby

10. Using padlet for collaborative group work and student presentations Courtney baron Head of library teaching and outreach services Oxford college of emory university Courtney.baron @emory.edu

12. Low stakesCollaboration & Group Discussion centered around the research process Sara Quimby Library Director Institute of American Indian Arts Sara.Quimby@iaia. edu

13. IAIA • 96 Federal Recognized Tribes Represented • Indigenous Arts School • 495 Student Enrollment • Writing about art • Studio majors learn professional writing, artist statements, and research writing. • One shot - focusing on general research methods • 22 students

14. 1) Group Discussion and Activity • Each student names different steps in the research process. • We all then add which ones are missing together • Get in groups and decide which ones are the hardest • THEN….

15. 2) Students identify where they often have issues within Kulthau’s Information Search Process • Students get back into groups and come up with 2 ways to get past that point • We go around and discuss. • This leads to a Q and A on resources for each segment of the process Kuhlthau, C. C. Seeking Meaning: A Process Approach to Library and Information Services, 2nd edition, Libraries Unlimited, Westport, CT., 2004.

16. Active Learning Techniques: Self-Guided and Online Learning Shannon Robinson & Olivia Piepmeier

17. Independent active learning with research guides Shannon Marie Robinson Librarian for  Media Arts + Design Drexel University Librarianshannon @gmail.com Twitter @artistlibrarian She/Her

19. Framework for revisions • Consider them e-learning tools • Facilitate access to + engagement with disciplinary resources • Encourage interactivity with information sources • Organize with the learner's need or habit in mind • Create guides for finding information, not library resources tinyurl.com/SMRLibGuides

20. chunking tinyurl.com/SMRLibGuides​

21. Conversation (style + Worked Example) links to Summon search limited to book/ebook tinyurl.com/SMRLibGuides​

22. tutorials (screenshots + video) tinyurl.com/SMRLibGuides​

23. Face-to-Face to Research Guide student book reviews Padlet / photos of in-class group work links to handouts + in-class activity worksheets tinyurl.com/SMRLibGuides​

24. Works cited Beric-Stojsic, Bojana + Eleonora Dubicki. (2016). “Guiding Students’ Learning with LibGuides as an Interactive Teaching Tool in Health Promotion.” Pedagogy in Health Promotion 2, no. 2: 144-148. Hicks, Alison. “LibGuides: Pedagogy to Oppress?” Hybrid Pedagogy April 16, 2015, hybridpedagogy.org/libguides-pedagogy-to-oppress/ German, Elizabeth. “LibGuides for Instruction: A Service Design Point of View from an Academic Library.” Information Literacy and Instruction 56, no. 3 (2017): 162-7. Ladner, Betty, Beagle, Donald, Steele, James R. and Linda Steele. “Rethinking Online Instruction: From Content Transmission to Cognitive Immersion.” Reference & User Services Quarterly 43, no. 4 (2004): 329-37. Little, Jennifer. “Cognitive Load Theory + Library Research Guides.” Internet Reference Services Quarterly 15, no. 1 (2010): 53-63. McLoughlin, Catherine + Mark J W Lee. “Personalised + Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software. Australasian Journal of Educational Technology 26, no. 1 (2010): 28-43. Meeks, Amanda. “Feminist LibGuides: Towards Inclusive Practices in Guide Creation, Use, + Reference Interactions.” In The Feminist Reference Desk: Concepts, Critiques, + Conversations, edited by Maria T. Accardi. Sacramento: Library Juice Press, 2017. Mestre, Lori S. “Student Preference for Tutorial Design: A Usability Study.” Reference Services Review 40, no. 2 (2012): 258-76. Puckett, Jason. Modern Pathfinders: Creating Better Research Guides. Chicago: Association of College + Research Libraries, 2015. Sinkinson, Caroline, Alexander, Stephanie, Hicks, Alison, and Kahn, Meredith. "Guiding Design: Exposing Librarian and Student Mental Models of Research Guides." portal: Libraries and the Academy 12, no. 1 (2012): 63-84.

25. Independent active learning with research guides (in the classroom) Olivia Piepmeier Arts & Humanities Librarian UMass Dartmouth olivia.piepmeier@ umassd.edu she/her

26. In class & Super personalized https://guides.lib.umassd.edu/arh390uchill

27. In class & Less personalized #1 https://guides.lib.umassd.edu/arh390materials

28. In class & Less personalized #2 https://guides.lib.umassd.edu/arh390studio

29. Active Learning Techniques: Brainstorming and concept mapping Ginny Moran & Eva Sclippa

30. Research mapping:Targeted questions to dig deeper, set direction Ginny Moran Research & Instruction Librarian Macalester College vmoran@macalester.edu ginnylmoran@gmail.com

31. Art history – Drawing connections between sources Why? • Visual representation of a topic/work in context • Diagramming relationships between scholarships • Identify gaps in the scholarly conversation How? Introduce cited reference searching Group students and direct to selected Oxford Art Online passages on sample topics – each group gets a different topic Student teams identify ? number of additional works using cited reference searching starting from OAO Student teams review bibliographies and literally draw connections between the sources they have found Teams reflect on knowledge gaps to generate research questions/next steps

33. Studio ART – using targeted questions to plan next steps Why? • Visual representation of a topic/work in context • Clarify ideas and provide space for self-reflection • Acknowledge existing knowledge • How? • Introduce activity through example • Provide a visual guide (handout or projection) to questions • Definition/Scope • Personal Connection? • Who Cares? • What do I already know? • What do I want to learn/investigate? • Students work individually on their own ideas • Encourage lots of lines, connections + revisiting

35. Concept mapping: online tools, art historical research, & studio brainstorming Eva Sclippa First Year Engagement Librarian UNC Wilmington sclippae@uncw.edu esclippa@gmail.com

36. 3 maps/diagrams in free account • Sharing via invitation only—cannot edit at the same time Coggle – coggle.it Bubbl.us – bubbl.us Mindmeister – mindmeister.com • 3 maps/diagrams in free account • Can create sharing/editing link • Unlimited maps/diagrams in free account • Sharing via Google invitation only Concept Mapping – Online Tools

37. Art history – Refining a Research Question Why? • Visual representation of a topic/work in context • Diagramming relationships between related issues • Generating research questions How? Introduce concept maps Send students to a selected Oxford Art Online passage on your sample topic Add sample category bubbles to concept map through class discussion Students work in pairs to add OAO information to structured concept map Students generate research questions by drawing connections between items on map

38. Studio Art – Seeking Inspiration Why? • Facilitates brainstorming/creative process • Links image databases and research to creative process • Expands student awareness of other practicing artists How? • Introduce concept maps • Have students explore Artstor and other image databases through browsing/limiters • Help students create customized concept maps of their inspirations and influences

39. Hybrid – Research-based Creations Why? • Studio art students crafting proposal for artistic works based in history • Merges art historical research skills and creative brainstorming/artistic vision How? • Introduce concept maps • Reference sources/Oxford Art Online • Create map framework through discussion • Have students complete map using OAO sources and Mindmeister • Demonstrate Artstor • Second mapping activity

40. Small Group Discussions Workshop, part 1

41. Small Groups: • Group Discussion and Collaboration • Self-Guided and Online Learning • Brainstorming and Concept Mapping

42. Small Group Discussion Questions • What instruction context are you attempting to introduce active learning into? • Could the active learning techniques presented at the start of this session apply to any of these contexts and objectives? Which ones and how? • What are some potential trouble spots for these? • What are some difficulties you’ve encountered in your traditional instruction?

43. Large Group Discussion tinyurl.com/teachingsig-2019

44. Blog:teaching.arlisna.orgListserv:Email imailsrv.@arlisna.org with “subscribe teaching_sig” in body Teaching SIG

45. Eva Sclippa: sclippae@uncw.eduOlivia Piepmeier: olivia.piepmeier@umassd.eduShannon Robinson:Librarianshannon@gmail.comGinny Moran:vmoran@Macalester.eduSara Quimby:sara.quimby@iaia.eduCourtney Baron:courtney.baron@emory.edu Questions?