Education Commons^™

Pacific Islands Literacy And Numeracy Assessment : Collaboration And Innovation In Reporting And Dissemination, Michelle Belisle, Elizabeth Cassity, Ratieli Kacilala, Mere T. Seniloli, Torika Taoi

Assessment and Reporting

This case study examines the Pacific Islands Literacy and Numeracy Assessment (PILNA), which has developed as a regional model designed to enable the negotiation of a high degree of consensus among the participating countries. Commitment to a collaborative approach pervades all aspects of PILNA, from governance, operation and development through to data sharing, reporting and dissemination of results. The efforts undertaken to reach consensus, enhanced transparency and public dissemination of results have stimulated countries in the region to investigate how data on student learning outcomes may be used and shared in a common endeavour to improve the standards of education …

Collaborative Consultation For Online And Blended Course Design: Integrating Information Literacy And Fair Use In Instructional Design, Juhong Christie Liu Ph.D., Liz Thompson, Howard Carrier

Libraries

This session presents the diverse aspects in a community-based learning and consultation model for online and blended course design. Collaboratively, a panel of instructional designers and librarians have provided consultations in a multi-phase faculty development program. The customized approach to instructional design, integration of information literacy, and fair use in online teaching and learning will be presented. The audience will take away the setups of the program, and will interactively share insights.

Much More Than Storage: Re-Positioning The Repository As A Cornerstone Of Campus Collaboration, Amanda Makula, Connie Ghinazzi

Library and Information Science: Faculty Scholarship & Creative Works

“Repository” belies the dynamic potential of the IR. Much more than a publishing mechanism for campus scholarship and an archive of college history, it is an opportunity to partner with nearly every entity across campus in order to advance the institution’s mission and goals, to build community by uniting disparate groups around a common purpose, and to call attention to the library’s unique ability to facilitate campus-wide collaboration. More specifically, the IR can play an important role in recruiting new students, strengthening institutional engagement among alumni, enhancing partnerships with the surrounding community, and more. But to come to fruition, these …

Claiming A Seat At The Table: Using The Institutional Repository To Advance Strategic Library Partnerships, Scott Walter

Staff Publications - University Libraries

By striking up relationships with unlikely, but strategic, partners on campus, Library Director Scott Walter at DePaul University has poised the library to provide crucial services that support high-level, strategic institutional goals such as increasing enrollment and bringing in more research funding. During the webinar, he’ll talk about some of the strategic partnerships he’s formed, provide tips on getting repository services out there, and share some best practices that he’s learned along the way.

Coding By Choice: A Transitional Analysis Of Social Participation Patterns And Programming Contributions In The Online Scratch Community, Deborah A. Fields, Yasmin B. Kafai, Michael T. Giang

Instructional Technology and Learning Sciences Faculty Publications

While massive online communities have drawn the attention of researchers and educators on their potential to support active collaborative work, knowledge sharing, and user-generated content, few studies examine participation in these communities at scale. The little research that does exist attends almost solely to adults rather than communities to support youths’ learning and identity development. In this chapter, we tackle two challenges related to understanding social practices that support learning in massive social networking forums where users engage in design. We examined a youth programmer community, called Scratch.mit.edu, that garners the voluntary participation of millions of young people worldwide. We …

Collective Impact Versus Collaboration: Sides Of The Same Coin Or Different Phenomenon?, Kelly Prange, Joseph A. Allen, Roni Reiter-Palmon

Psychology Faculty Publications

Collective impact is a recently developed concept and approach to solving social problems that rectifies many of the issues associated with isolated impact. We compared collective impact and the formal definition of collaboration and made integrations between the two concepts. Specifically, we explored effective assessment and facilitation methods and applied them to collective impact initiatives in order to facilitate more purposeful implementation of collective impact. We concluded that collective impact is a specific form of collaboration.

Collaboration Between The Library And Office Of Student Disability Services: Document Accessibility In Higher Education, Rebecca Arzola

Publications and Research

Purpose – The paper aims to discuss the relationship between interdepartmental stakeholders in higher education and the information identified as a result of collaborations. It proposes that collaborations can help clarify issues to then advocate for them.

Design/methodology/approach – The paper opted for a naturalistic case study design, gathering direct and participant observation of interdepartmental collaborations including 1 Student Share, 12 one-hour collaborative sessions and 1 Accessibility Conference.

Findings – The paper provides observed insight about student needs to have documents that are accessible for assistive technologies to recognize and read how change is brought about during internal brand building. …

Moving Students To The Center Through Collaborative Documents In The Classroom, Maura A. Smale, Stephen Francoeur

Publications and Research

Collaborative document creation allows groups of people to create and edit text in a shared space, and educators across all subject areas have embraced these tools in their classes. Library instructors are no exception—the authors have used collaborative documents with students in multiple instructional settings. We believe that collaborative documents can embody critical pedagogy in the library classroom. Creating and editing collaborative documents can acknowledge students’ prior experiences with research and the library and de-center the library instructor as the sole research expert in the room.