Learning from Failure: Making the Feedback Loop Work

“I spend hours providing feedback, but I have no idea if my students read it” is a common phrase echoed across college campuses. While best practices in teaching pedagogy laud the feedback cycle, many instructors question the impact their feedback has on their students’ writing. As the feedback loop continues to be a trending cog in the machine of formative assessment and authentic education, an essential component of the loop is often overlooked: the conversation. Presenters will focus on providing easy-to-implement “conversation” opportunities for students to respond to instructor feedback. This reflective practice provides insight into a student’s learning processes, understanding of the feedback provided, and an open door to growth possibilities. Utilizing a variety of tools, we will explore how feedback conversations can be incorporated into the face-to-face, blended, and online classrooms. Presenters will discuss implementing feedback practices in composition and information literacy courses, providing strategies for faculty/librarian collaboration, on-the-fly implementation, and how to use feedback data to effect sustained change. The benefit in closing the feedback loop with the conversation piece supports students and instructors in the teaching and learning process. Students feel like they have a voice in their learning by having an outlet to share enduring concerns and appreciation for clarification and the opportunity to improve. Instructors are able to identify “stuck places” where students struggle with content and concepts and build supporting curriculum around those places. For both parties, the process serves as a point of motivation and forward momentum

Analysis methods for collaborative models and activities

Abstract. A classification of analysis methods for CSCL systems is presented which uses as one dimension the distinction into summary analysis and structural analysis and as another distinction different types of raw data: either user actions or state descriptions. The Cool Modes environment for collaborative modeling enables us to explore the whole spectrum of analysis methods. Action logging is based on the MatchMaker communication server underlying Cool Modes. Example instances for several analysis methods have been implemented in the Cool Modes framework.

Flexible learning systems : an insight into personalised learning systems

Web services are defined as accessible software programs ex- posed through an Internet interface description which enhances client to server requests and are not only easily invoked and consumed but they provide interoperability for applications through Service-Oriented Architectures. The Semantic Web, Web services and Web technologies, have so far been mostly utilised in business models and processes throughout industry. This research paper proposes to show how these emergent technologies are also being exploited for E-learning environments. Such a service applies in fact not only to businesses and the work-place but also to academic settings. The ability to make a provision for flexible, personalised and adaptable services is heavily dependent on Web technologies which need to be moulded into rich, dynamic and active environments based on individual user needs and requirements. The paper aims to highlight ongoing projects in this area offering a brief description of their findings and achievements as well as identify future trends in the areas of flexible learning systems.peer-reviewe

A Multi-faceted Approach to Collaborative Health Information Systems

Modern healthcare is confronted with increasing costs and complexity, progressive population ageing and pandemics triggered by new disease strains and population displacements fuelled by conflicts and climate change. In this context, effective cooperation and interoperability of the participants and their information systems in the healthcare effort becomes paramount. This brings about significant challenges, as healthcare institutions are typically hierarchical and heterogeneous owing to a complex administrative, geographical and historical context. At the same time, governments find it increasingly difficult to rely on ‘silo’ type information and organisational paradigms in order to manage population wellbeing. Thus, there is an increasing need for innovative, holistic and integrated models that take into account all essential aspects, elements and especially life cycles of all the healthcare effort participants. Building on previous research and applications, this paper proposes that the required modelling artefacts can be built using a life cycle-based holistic paradigm enabled by advances in Information Systems, Interoperability, Collaborative Networks and Enterprise Architecture. This multi-faceted approach holds the promise to a sound platform for sustainable solutions to both long and short-term challenges to population health and well-being

Georgia International Conference on Information Literacy Conference Program 2017

Official Conference Program. Conference was cancelled due to the impact of Hurricane Irma on the area

Conference Program [2018]

N/

A case study of four school library media specialists\u27 leadership in Louisiana.

The purpose of this study was to understand the daily activities of effective school library media specialists in an elementary school, middle school, and high school in a Louisiana parish, non-church, public school system through qualitative research using interviews, observation field notes, and written documentation from the three schools. The importance of the study was that there is little known about the leadership role of the school library media specialist and the role of the school library media specialist. Further, the literature concerning effective schools and effective school library media specialists is separate. The study had four conclusions. First, an effective school library media specialist can be the hub of the school. Second, the effective school library media specialist can lead from the middle through technology expertise, collaborative planning, promoting reading and positive public relations. Next, the effective school library media specialist is supported by the positive perceptions of the superintendent, school principal, library supervisor, and classroom teachers who all realize the importance of the school library media program to academic achievement. Even though the programs do not completely meet the standards, through the leadership that evolved from daily collaboration, the school library media specialists in this study managed to provide effective programs. Last, the school library media specialists are enabled by the positive perceptions of the superintendent, scheduling and financial support from the school principal, the advocacy of the library supervisor, and the use of the center by teachers. However, constraints such as a lack of time for collaborative planning, lack of paraprofessional staff, inadequate funding and no substitutes for the school library media specialists constrain them

Technology supported collaborative learning.

"This research is supported by le ministère de l'Éducation, du Loisir et du Sport dans le cadre du Programme d'aide à la recherche sur l'enseignement et l'apprentissage (PAREA)"Titre de la couv.: Technology supported collaborative learning.Titre de l'écran-titre (visionné le 10 sept. 2009).Également disponible en format papier.Bibliogr