00:10:03 Karen Alcorn: I don't see the poll 00:10:43 Karen Alcorn: Hello? 00:10:52 Morgan Swan: Sorry, Karen. Hang on! 00:10:59 Morgan Swan: Is that working? 00:11:35 mk2243: I wasn't sure where one-shots for students would fit in, so I selected "other." 00:11:42 Jordana MCC: orientation type of one-shots 00:11:46 etoole: I will also be involved in an "embedded librarianship" course in the Fall. 00:14:43 Karen Alcorn: Are the slides available for download? 00:15:26 Morgan Swan: Good question. Karen. I’ll ask Mike about this during one of the breaks. The entire webinar will be available for viewing afterwards. 00:17:56 Morgan Swan: Yes, the slides will be available for download! 00:18:08 Karen Alcorn: Thank you 00:18:32 smcginty: where do I enter my text? 00:18:59 Morgan Swan: At this point, you don’t need to enter in your big ideas. Just keep them at hand for your own reflection. 00:19:08 smcginty: Thanks. 00:22:04 Joanna: pre and post tests 00:22:05 Kenny Freundlich: one-minute paper 00:22:08 Larraby Fellows: being able to locate, copy and paste a permalink from a library database into a bibliography 00:22:09 Benjamin Peck: game show 00:22:10 etoole: Properly formatted bibliography! 00:22:11 tgb534: Hand in a worksheet 00:22:13 smcginty: Kahoot online quiz 00:22:14 Janine Kuntz: Engagement in activities 00:22:15 mk2243: A copy of a scholarly and a reputable artticle on the same topic. 00:22:20 Williams College: student demonstrating database 00:22:23 lisamoniquekent: students do their own searches and consider them successful 00:22:23 BR: Refworks bibliography 00:22:23 Kenny Freundlich: clearest, muddiest point 00:22:24 cmichaud: Sending a page of search result(s) 00:22:24 alicia.vaandering: posting responses to questions in Padlet or other online bulletin 00:22:26 Williams College: discussion 00:22:28 Emily Ziemba: In-class and post-class assignment 00:22:29 Anne: students ask questions and listen to answer during session 00:22:31 tgb534: quiz on basic info 00:22:33 Smith College Libraries: +1 on properly formatted bibliography 00:22:34 Cecilia Dalzell: quiz question - give Boolean examples, which likely to give more or less results 00:22:36 Katie Holcomb: Creating a citation for an article they found on their topic using a library database. 00:22:41 laurabarrett: create an outline for a class on the topic they learned about 00:22:47 d1318p3: Demonstrated ability to perform the task 00:22:50 Kenny Freundlich: bringing back materials from scavenger hunt 00:22:53 Janine Kuntz: google form quizzes 00:23:03 Becca Pac: Link to an article and brief description of why it was chosen for the project 00:23:03 Corinne Ebbs: Course presentations 00:23:18 Jordana MCC: write or record how to do the steps (log in from home) basic search 00:23:20 Cecilia Dalzell: geneate lists of keywords from a "topic" 00:25:15 laurabarrett: role playing 00:25:23 Kenny Freundlich: Scavenger hunt 00:25:29 Benjamin Peck: Jigsaw presentations 00:25:29 beanm1: amazin 00:25:30 mledermann: crowdsourced presentation 00:25:32 Jordana MCC: evaluate sources to see if it meets criteria 00:25:33 som: Peer edits and evals 00:25:35 Kenny Freundlich: guided exploration 00:25:38 beanm1: "amazing research race" 00:25:41 laurabarrett: peer review of writing 00:25:42 Corinne Ebbs: problem solving 00:25:42 Williams College: using clickers 00:25:43 mk2243: Think, pair, share; serendipitous book search in stacks. 00:25:44 mledermann: escape room 00:25:46 Cecilia Dalzell: looking at sources as a group answer questions about wht they are and who they're for 00:25:46 Anne: Ask students to play with database, then describe their experience/likes/dislikes to the other students. 00:25:49 Smith College Libraries: purposely doing a failed search so students can figure out what I did wrong 00:25:52 Williams College: speed databasing 00:25:57 Larraby Fellows: LMS based quizzes for faculty to customize 00:25:57 cmichaud: concentration game 00:26:06 schwartzk: evaluate sources in groups and share 00:26:07 HBS Baker Library Website Team: read articles that addressed a question then write an essay supporting their argument. 00:26:10 Kenny Freundlich: brainstorm and discussion 00:26:13 Kenny Freundlich: case study 00:26:14 Janine Kuntz: heads up game for keyword development 00:26:16 mk2243: what is speed databasing? 00:26:21 laurabarrett: affinity grouping! 00:26:26 Kenny Freundlich: database smackdown 00:26:42 tgb534: makerspace 00:26:56 BR: Peer help with search synonyms 00:26:58 Erin: I invite students to "get distracted" as I point out different databases....with the caveat that they will then get to talk about what they found and how. (ie, history students looking for primary sources in art databases, NYT, LOC speeches.) They then become the class expert! 00:27:03 Cecilia Dalzell: Boolean Simon Says - stand or sit based on "jeans and wearing a hat" for example 00:27:07 Williams College: speed databasing is based on speed dating but with a database 00:29:08 laurabarrett: Yes! :) 00:31:40 Morgan Swan: http://bit.ly/backwarddesignfeedback 00:31:47 smcginty: someone mentioned "clearest - muddiest point" what is that? 00:32:25 laurabarrett: Sure! It’s a question you can ask on a one-minute paper at the end of a session 00:32:40 laurabarrett: students write down the clearest point and the least-clear point (what they still have questions on) 00:32:57 Corinne Ebbs: The way I do this is ask: What have you learned and what would you like to know more about... 00:33:34 mk2243: It's difficult to plan for specific interactive content for one-shots when we don't really know what the students know or don't know. 00:34:06 laurabarrett: i think the interactive portions of the one-shots help us learn what students do and don’t know. 00:34:09 etoole: What are jigsaw presentations? 00:34:26 Benjamin Peck: I can respond to the jigsaw question 00:35:02 etoole: Yes! Thanks. 00:35:02 Erin: In my experience, instructor expectations for one-shots are often unclear as well ("just tell them all about the library!"). 00:35:03 Cecilia Dalzell: How do you encourage use of backward design with faculty who want you to "cover" a lot? ASking for outcomes usually gets a response of 'all of it." 00:35:20 laurabarrett: in Mike’s bibliography, he mentions the Collaborative Learning Techniques book. That has a great jigsaw description in it, too. 00:35:55 sgr02002: http://www.teachhub.com/jigsaw-method-teaching-strategy 00:36:38 Larraby Fellows: present faculty with a menu of sessions/lessons that list the outcomes and encourage scaffolding library sessions to coincide with specific assignments … 00:37:28 Erin: we tried the "menu" option - faculty would just check everything (even when we put approximate times for each lesson segment). 00:38:19 Corinne Ebbs: I like to ask faculty for their Syllabi if they don't have a specific assignment that students are addressing. This gives me a base for constructing meaningful activities relevent to the course. 00:38:43 Lauren Buckley: I’ve had the same experience, Erin. A lot of faculty say “yes!” to a series of options. 00:38:47 lisamoniquekent: I'm having trouble hearing Morgan. 00:38:58 etoole: +1 to getting the syllabus 00:39:38 Kenny Freundlich: See you can get added to the course site so you can get context around the assignment 00:41:14 Corinne Ebbs: I am encouraging departments to scaffold Info Lit Frameworks through curriculum layers with help from librarians. This is working well for some disciplines and not as much for others... 00:42:03 Larraby Fellows: what was that Univ of Az outcomes/active language tool? anyone? 00:42:23 lisamoniquekent: Any ideas out there about using backward design as a librarian in a learning management system? 00:42:23 Corinne Ebbs: Outcomes Generator I think... 00:42:58 Erin: In terms of one-shots, I've kind of "gone rogue" and stopped with the "click here, this is where this database is" kind of thing that faculty THINK they want, and started using a "weird library words" lesson. What's a database? What are limiters? What do you do with these things? (Faculty think the students know this stuff, and they don't....and I can teach some of that, they can use ANY database, regardless of where they have to click. They can figure out clicking. :) ) 00:43:18 Benjamin Peck: https://teachonline.asu.edu/objectives-builder/ 00:43:28 Anne: Is this the UofA tool? https://cals.arizona.edu/classes/aed462/bloom's_taxonomy.htm 00:43:35 Erin: (I don't have mike. :( ) 00:45:06 Mike Goudzwaard: https://teachonline.asu.edu/objectives-builder/ 00:45:16 Lauren Buckley: Erin, how do you approach the weird library words? Do you ask students those questions in a large group? 00:45:51 Larraby Fellows: for the learning management system, we’re trying to build objects that faculty can customize - lessons or modules that have a basic IL/library framework but need some customization on the faculty’s part before students can use it and it’s attached to their grade book…sneaky way to get faculty to own/learn the concepts as well 00:47:20 Lauren Buckley: I really like the way you frame those terms. Thank you! 00:47:27 Benjamin Peck: Larraby, we have been experimenting with a similar idea, having students complete a short pre-class activity to build on when we meet in person. 00:48:35 Mike Goudzwaard: http://bit.ly/backwarddesignfeedback 00:49:40 Kenny Freundlich: Muddiest point: What was that accordion thing? 00:49:54 Mike Goudzwaard: To everyone: What do you still want to know? 00:50:09 Anne: want to read more about activities 00:50:13 Benjamin Peck: We still want to know, how to we best integrate the framework into one-shots? 00:50:25 BR: How to use within LMS 00:50:28 Cecilia Dalzell: How to process the "acceptibal evidence" when there's a large volume of it 00:50:38 Jordana MCC: the framework like the ACRL framework or Backwards by design? 00:50:40 lisamoniquekent: How do you do backward design in an online class? 00:50:49 laurabarrett: question/though in our group about incorporating different learning styles while utilizing backward design 00:51:17 Benjamin Peck: Yes, I mean the ACRL framework 00:51:31 Benjamin Peck: How can it best be applied with a backwards design approach? 00:52:04 etoole: Does anyone have a structure of learning outcomes tied to departmental curriculum or a larger institutional core/general ed. curriculum or freshman/sophmore/junior-specific goals for their familiarity with library resources/services? 00:52:38 Larraby Fellows: since backward design requires a specific result, I assume it really has to be the faculty member (or someone with the authority to provide a grade) to establish the actual outcome, and work backward to the skills needed to achieve that... 00:53:02 mledermann: ACRL: Perhaps you can select the appropriate knowledge practices and dispositions for the relevant frame(s) as the enduring understanding. 00:56:19 Stephanie Farne: Thank you. Great program. 00:56:30 Mayra: Thank you! 00:56:32 lisamoniquekent: Thank you! 00:56:32 BR: Thanks! 00:56:35 Benjamin Peck: Thank you! 00:56:36 Erin: Thank you! 00:56:39 Corinne Ebbs: Thank you--Thought provoking! 00:56:42 Cecilia Dalzell: This was a very helpful webinar - thanks to you both! 00:56:45 schwartzk: Thank you! 00:56:47 Kenny Freundlich: Thank you!