�ݺ�ߣshows by User: annecbehler

�ݺ�ߣshows by User: annecbehler / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: annecbehler / Tue, 20 Nov 2018 21:08:22 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: annecbehler Experience as the Source of Learning /slideshow/experience-as-the-source-of-learning/123554883 caelpresentation-181120210822
Experience as the source of learning shares with participants the value of establishing a partnership between faculty, researchers, and administration in the development and implementation of a learning portfolio course. In 2013 the College of the Liberal Arts at Penn State took this approach in the establishment of a successful writing intensive portfolio program. The presentation addresses establishing partnerships, methodology, and a guide to teaching a learning portfolio course.]]>
Experience as the source of learning shares with participants the value of establishing a partnership between faculty, researchers, and administration in the development and implementation of a learning portfolio course. In 2013 the College of the Liberal Arts at Penn State took this approach in the establishment of a successful writing intensive portfolio program. The presentation addresses establishing partnerships, methodology, and a guide to teaching a learning portfolio course.]]> Tue, 20 Nov 2018 21:08:22 GMT /slideshow/experience-as-the-source-of-learning/123554883 annecbehler@slideshare.net(annecbehler) Experience as the Source of Learning annecbehler Experience as the source of learning shares with participants the value of establishing a partnership between faculty, researchers, and administration in the development and implementation of a learning portfolio course. In 2013 the College of the Liberal Arts at Penn State took this approach in the establishment of a successful writing intensive portfolio program. The presentation addresses establishing partnerships, methodology, and a guide to teaching a learning portfolio course. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/caelpresentation-181120210822-thumbnail.jpg?width=120&height=120&fit=bounds" /> Experience as the source of learning shares with participants the value of establishing a partnership between faculty, researchers, and administration in the development and implementation of a learning portfolio course. In 2013 the College of the Liberal Arts at Penn State took this approach in the establishment of a successful writing intensive portfolio program. The presentation addresses establishing partnerships, methodology, and a guide to teaching a learning portfolio course.

Experience as the Source of Learning from Anne Behler

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0 Integrating Information Literacy Without a University Requirement /slideshow/integrating-information-literacy-without-a-university-requirement/123440368 alaopresentation-181119175258
It can be challenging to integrate information literacy instruction in a systematic manner when there is no university-level requirement for undergraduates. Librarians must find ways to be successful in building a library instruction program without required participation. At the same time, the context of higher education is rapidly changing. Over six million students took at least one online course in 2015, while at the same time residential course offerings may be decreasing. Even residential courses often have blended learning components. Clearly, the traditional model of teaching information literacy in face-to-face, one-shot sessions needs to be re-examined in light of these challenges and changes. This session will demonstrate an extremely successful program that built information literacy instruction into over 150 course sections through the use of digital badges which are virtual representations of accomplishments. Our discipline agnostic digital badges scaffold information literacy instruction in a meaningful way that connects information literacy to the course assignments. Specifically, we will cover the implementation, partnerships, scalability, and impact of this approach. Attendees should walk away with the philosophy that sustainable flexible instruction is key towards strategic programming and that meaningful interaction with students does not live strictly within the physical classroom.]]>
It can be challenging to integrate information literacy instruction in a systematic manner when there is no university-level requirement for undergraduates. Librarians must find ways to be successful in building a library instruction program without required participation. At the same time, the context of higher education is rapidly changing. Over six million students took at least one online course in 2015, while at the same time residential course offerings may be decreasing. Even residential courses often have blended learning components. Clearly, the traditional model of teaching information literacy in face-to-face, one-shot sessions needs to be re-examined in light of these challenges and changes. This session will demonstrate an extremely successful program that built information literacy instruction into over 150 course sections through the use of digital badges which are virtual representations of accomplishments. Our discipline agnostic digital badges scaffold information literacy instruction in a meaningful way that connects information literacy to the course assignments. Specifically, we will cover the implementation, partnerships, scalability, and impact of this approach. Attendees should walk away with the philosophy that sustainable flexible instruction is key towards strategic programming and that meaningful interaction with students does not live strictly within the physical classroom.]]> Mon, 19 Nov 2018 17:52:58 GMT /slideshow/integrating-information-literacy-without-a-university-requirement/123440368 annecbehler@slideshare.net(annecbehler) Integrating Information Literacy Without a University Requirement annecbehler It can be challenging to integrate information literacy instruction in a systematic manner when there is no university-level requirement for undergraduates. Librarians must find ways to be successful in building a library instruction program without required participation. At the same time, the context of higher education is rapidly changing. Over six million students took at least one online course in 2015, while at the same time residential course offerings may be decreasing. Even residential courses often have blended learning components. Clearly, the traditional model of teaching information literacy in face-to-face, one-shot sessions needs to be re-examined in light of these challenges and changes. This session will demonstrate an extremely successful program that built information literacy instruction into over 150 course sections through the use of digital badges which are virtual representations of accomplishments. Our discipline agnostic digital badges scaffold information literacy instruction in a meaningful way that connects information literacy to the course assignments. Specifically, we will cover the implementation, partnerships, scalability, and impact of this approach. Attendees should walk away with the philosophy that sustainable flexible instruction is key towards strategic programming and that meaningful interaction with students does not live strictly within the physical classroom. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/alaopresentation-181119175258-thumbnail.jpg?width=120&height=120&fit=bounds" /> It can be challenging to integrate information literacy instruction in a systematic manner when there is no university-level requirement for undergraduates. Librarians must find ways to be successful in building a library instruction program without required participation. At the same time, the context of higher education is rapidly changing. Over six million students took at least one online course in 2015, while at the same time residential course offerings may be decreasing. Even residential courses often have blended learning components. Clearly, the traditional model of teaching information literacy in face-to-face, one-shot sessions needs to be re-examined in light of these challenges and changes. This session will demonstrate an extremely successful program that built information literacy instruction into over 150 course sections through the use of digital badges which are virtual representations of accomplishments. Our discipline agnostic digital badges scaffold information literacy instruction in a meaningful way that connects information literacy to the course assignments. Specifically, we will cover the implementation, partnerships, scalability, and impact of this approach. Attendees should walk away with the philosophy that sustainable flexible instruction is key towards strategic programming and that meaningful interaction with students does not live strictly within the physical classroom.

Integrating Information Literacy Without a University Requirement from Anne Behler

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0 We are researching /slideshow/we-are-researching/10107705 weareresearching-111110113105-phpapp01
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]]> Thu, 10 Nov 2011 11:31:03 GMT /slideshow/we-are-researching/10107705 annecbehler@slideshare.net(annecbehler) We are researching annecbehler <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/weareresearching-111110113105-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

We are researching from Anne Behler

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0 Getting started with acrl /slideshow/getting-started-with-acrl/4573787 gettingstartedwithacrl-100622081141-phpapp01
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]]> Tue, 22 Jun 2010 08:11:31 GMT /slideshow/getting-started-with-acrl/4573787 annecbehler@slideshare.net(annecbehler) Getting started with acrl annecbehler <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gettingstartedwithacrl-100622081141-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Getting started with acrl from Anne Behler

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0 Penn State Sony Reader Project /slideshow/penn-state-sony-reader-project-1458476/1458476 zedshed09-090519084138-phpapp02
�ݺ�ߣ show presentation from the ACRL National Conference, 2009, in Seattle, WA]]>
�ݺ�ߣ show presentation from the ACRL National Conference, 2009, in Seattle, WA]]> Tue, 19 May 2009 08:41:36 GMT /slideshow/penn-state-sony-reader-project-1458476/1458476 annecbehler@slideshare.net(annecbehler) Penn State Sony Reader Project annecbehler �ݺ�ߣ show presentation from the ACRL National Conference, 2009, in Seattle, WA <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/zedshed09-090519084138-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> �ݺ�ߣ show presentation from the ACRL National Conference, 2009, in Seattle, WA

Penn State Sony Reader Project from Anne Behler

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0 https://cdn.slidesharecdn.com/profile-photo-annecbehler-48x48.jpg?cb=1543865086 https://cdn.slidesharecdn.com/ss_thumbnails/caelpresentation-181120210822-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/experience-as-the-source-of-learning/123554883 Experience as the Sour... https://cdn.slidesharecdn.com/ss_thumbnails/alaopresentation-181119175258-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/integrating-information-literacy-without-a-university-requirement/123440368 Integrating Informatio... https://cdn.slidesharecdn.com/ss_thumbnails/weareresearching-111110113105-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/we-are-researching/10107705 We are researching