Test using blog this feature in flickr
Tuesday, July 31, 2007
Comments on Brown Chapter 8
Sunday, July 29, 2007
LibraryThing vs. Shelfari
So my initial thoughts to both of these sites was did I really want the world to know what I have been reading and why would anyone care? I read a lot of romance novels and it might be nice to find out what others are reading instead of just relying on amazon’s recommendations and my own shelf browsing. I like the idea of what each site does and think it is a great way to keep track of what I read. I thought the guided tour provided by LibraryThing great compared to the just browse feature in Shelfari. It is not completely clear what Shelfari is about. I did not like the fact that only 200 books were free and I would have to pay catalog the rest in LibraryThing. I know that I have a least 200 romance novels sitting on my shelf or in an excel spread sheet as marked “read.” I would exhaust my 200 book limit in one shot. Shelfari being completely free is more appealing in that respect. I had trouble with LibraryThing freezing when I tried the suggest screen. I also liked the cleaner appearance of Shelfari over LibraryThing as some pages on LibraryThing seemed to overpower the screen. LibraryThing provides a tag feature that appears to be specific to a particular section and browsing some of the clouds they are ridiculously large. Shelfari lists the most popular directly and then a user can look through what are called community tags for more narrow results. I am not particularly sold on either site. For me, I think it comes down to the fact that Shelfari is free and LibraryThing is not and that I would have room to develop my collection online beyond the 200 book limit.
Facilitating Online
As a student in the online portion of this program, I was genuinely interested to read Facilitating Online and it made me reflect on my experiences over the past two years in the program. My experience online has had its ups and downs. I understand that I am part of the original crew so that I have hit a few more bumps along the way than others. On of the most important things I have learned is to speak up for myself as this is absolutely necessary to be successful in the online environment. The asynchronous nature of this allows for me to formulate my thoughts before having to “speak” them which provides me with the comfort I need to speak up in front of my peers. I also like the fact that I can start to do something for a class and I can walk away, or I can sit on my exercise ball and listen to the lectures and no one but the dog will look at me funny. I also have a greater sense of camaraderie with my fellow classmates than I did when I worked on my first masters program. We are a particularly close bunch for having only met a few times in person.
I think one of the most important things an instructor can do is be up front with students. This ranges from stating that sections of the course not ready to religious observances. As stated in Facilitating Online, you have to be readily available to answer questions through whatever means you deem appropriate whether it is in an email, class lounge or discussion areas. Students need to know that you are there and responding to inquires.
I agree with the Responsibilities in Practice section, but for the nature of the online program I would take it a few steps further. I have listed a few here a few of the ideas that immediately came to mind. This served as a little therapy for me and is not anything that I haven't already shared with the powers that be, so here are my thoughts…
Take Ownership
The instructor needs more than a familiarity with the topic. It should be necessary for the instructor to know the material that they have posted to the course intimately. I teach and I understand that sharing resources is helpful, but it is not helpful when the material contradicts what the instructor states. It is also not helpful when a question is asked about material posted and the instructor has no idea what the content is of a particular set of materials like PowerPoint slides. Giving credit where credit is due is important, but to state that the entire course is another person’s work makes it sound like you are a stand-in for someone doing more important work. A first impression online is as powerful as it is in person. When you enter a course and the content is not updated or obviously copied from another source without any attention to adapting it to the online environment, it sets the course off on the wrong foot. For example, if your summer course starts June 25 why are there due dates for April? Blaming this on the “tech people” does not wash, because you are the “tech people,” for the most part especially when it is a Word document you posted.
Show Enthusiasm
It is important in your writing that your enthusiasm for the material comes through. Otherwise I do not believe you should be teaching it. I repeatedly hear that the topic is dry and boring, I can usually figure that part out myself.
Allow for Differences of Opinions
As adults with various experiences, we all have opinions and should be able to share those in a respectful manner. I am entitled to my opinion just as you are, but this sometimes leads to disagreements. This makes the discussion richer. Also keep in mind if you are passionate about a topic that is not going to necessarily translate into having a class full of students who love it as much as you. Student may take a course because it is required, not because they love what you are teaching. Your enthusiasm will make the class enjoyable but don't expect everyone to agree with you about everything, especially when you go on about Disney being the root of all evil when more than half the class disagrees with you or us not wanting to hear your political thoughts where they do not belong, let it go until next semester.
Limit Discussion Time
I know that I am probably alone in this, but I feel that a week is too long for a discussion on one particular topic. This is especially true when discussion questions are not particularly well developed or do not lend themselves to being discussion type questions. Asking students to use the discussion area as an area for a book report is not a discussion. Schedules are different, but having 2 days between when the last discussion ends and the next starts gives a little breathing room in getting readings completed and gives time for students to think about the next set of questions. If the discussion is going to go on for a full week, be prepared to facilitate the discussion in away that makes the discussion meaningful. There is nothing worse than having to contribute to a lame discussion.
Limit Email Use
The use of email for all course announcements and concerns in excess can be overwhelming. Just as you should be familiar with your course documents, you should be familiar with how your shell is set up and use it.
No Lame Excuses
I do not care if it took you four days to make hotel arrangements for family visiting from out of town, had a wedding to go to, your mother was sick, or you were babysitting your grandchildren. We all have lives and have made accommodations to get our studies done in a timely manner. I am sure we have come with lame excuses too, but you have the power in deciding our grades. If I told my boss even half the excuses I have heard for delinquent responsibilities, I would be out of a job many times over. This links back to the being upfront with students. It is rough to be waiting for an answer to a question for a day let alone three when you have no intention of responding. Time is precious and it comes across as our time not meaning anything to you. Tell us if you will not be available for a day or three, so we can work on other stuff or not obsess for an answer.
I think one of the most important things an instructor can do is be up front with students. This ranges from stating that sections of the course not ready to religious observances. As stated in Facilitating Online, you have to be readily available to answer questions through whatever means you deem appropriate whether it is in an email, class lounge or discussion areas. Students need to know that you are there and responding to inquires.
I agree with the Responsibilities in Practice section, but for the nature of the online program I would take it a few steps further. I have listed a few here a few of the ideas that immediately came to mind. This served as a little therapy for me and is not anything that I haven't already shared with the powers that be, so here are my thoughts…
Take Ownership
The instructor needs more than a familiarity with the topic. It should be necessary for the instructor to know the material that they have posted to the course intimately. I teach and I understand that sharing resources is helpful, but it is not helpful when the material contradicts what the instructor states. It is also not helpful when a question is asked about material posted and the instructor has no idea what the content is of a particular set of materials like PowerPoint slides. Giving credit where credit is due is important, but to state that the entire course is another person’s work makes it sound like you are a stand-in for someone doing more important work. A first impression online is as powerful as it is in person. When you enter a course and the content is not updated or obviously copied from another source without any attention to adapting it to the online environment, it sets the course off on the wrong foot. For example, if your summer course starts June 25 why are there due dates for April? Blaming this on the “tech people” does not wash, because you are the “tech people,” for the most part especially when it is a Word document you posted.
Show Enthusiasm
It is important in your writing that your enthusiasm for the material comes through. Otherwise I do not believe you should be teaching it. I repeatedly hear that the topic is dry and boring, I can usually figure that part out myself.
Allow for Differences of Opinions
As adults with various experiences, we all have opinions and should be able to share those in a respectful manner. I am entitled to my opinion just as you are, but this sometimes leads to disagreements. This makes the discussion richer. Also keep in mind if you are passionate about a topic that is not going to necessarily translate into having a class full of students who love it as much as you. Student may take a course because it is required, not because they love what you are teaching. Your enthusiasm will make the class enjoyable but don't expect everyone to agree with you about everything, especially when you go on about Disney being the root of all evil when more than half the class disagrees with you or us not wanting to hear your political thoughts where they do not belong, let it go until next semester.
Limit Discussion Time
I know that I am probably alone in this, but I feel that a week is too long for a discussion on one particular topic. This is especially true when discussion questions are not particularly well developed or do not lend themselves to being discussion type questions. Asking students to use the discussion area as an area for a book report is not a discussion. Schedules are different, but having 2 days between when the last discussion ends and the next starts gives a little breathing room in getting readings completed and gives time for students to think about the next set of questions. If the discussion is going to go on for a full week, be prepared to facilitate the discussion in away that makes the discussion meaningful. There is nothing worse than having to contribute to a lame discussion.
Limit Email Use
The use of email for all course announcements and concerns in excess can be overwhelming. Just as you should be familiar with your course documents, you should be familiar with how your shell is set up and use it.
No Lame Excuses
I do not care if it took you four days to make hotel arrangements for family visiting from out of town, had a wedding to go to, your mother was sick, or you were babysitting your grandchildren. We all have lives and have made accommodations to get our studies done in a timely manner. I am sure we have come with lame excuses too, but you have the power in deciding our grades. If I told my boss even half the excuses I have heard for delinquent responsibilities, I would be out of a job many times over. This links back to the being upfront with students. It is rough to be waiting for an answer to a question for a day let alone three when you have no intention of responding. Time is precious and it comes across as our time not meaning anything to you. Tell us if you will not be available for a day or three, so we can work on other stuff or not obsess for an answer.
Wednesday, July 25, 2007
New Wiki on Literature Resource Center
Check out our wiki on Thomas Gale's Literature Resource Center at http://lrcbymms.pbwiki.com/. The wiki co-creators are Mary Fran, Sharon C. and me!
Monday, July 23, 2007
Wiki Convert in the Making...
So I was in the Wiki = BAD camp for a long time. The reasons for this vary from it being told to us repeatedly that wiki is bad to my own bad experiences with wikipedia. A few of my students would tell me things about how they would make up stuff on wikipedia (like them being a future NHL prospect or changing entries to only their names). I started to waver when I did a little when I saw that wikis and blogs were being used for classes. Also I found a few really good explainations for math stuff on wikipedia like a great illustration of Cavalieri's Principle (which when I linked to it in class, I was screamed at by 25 tenth graders that wikipedia is not a good source of info). After reading the Library Garden blog post and the NY Times article about wikis, I continue to see the possibilities of using wikis for classrooms and as a reliable place to get information. It is a little weird to be thinking that some of the current event information is coming from people not necessarily even out of high school, but then again I do not trust much of what I read in my local paper as it really stinks for local news. I also like the point in the Library Garden blog post that since a wiki is in the public domain one would hope to put forth one's best effort.
Friday, July 20, 2007
Comments on Brown Chapter 5
Here are my ramblings about Brown mostly from an educator's perspective. Enjoy my nice Bucks County/Philly accent.
Thursday, July 19, 2007
Wednesday, July 18, 2007
Info-maniac's Great Ideas...
I really liked what Info-Maniac had to say about Brown’s Limits to Information and where libraries need to go. She states,
Wanna read more of her great ideas? Check out the rest of her blog!
The majority of people can't keep up with the newest innovations and rather than get frustrated, it would be beneficial for libraries to establish training centers and seminars to teach the technology for business, personal needs, or education. For example, a patron wanting to facilitate the planning of a family reunion, could use a wiki, if only they knew how.
Wanna read more of her great ideas? Check out the rest of her blog!
Twittervision
I found this by looking through the library blogs on Hala's Blog....
Check out Twittervision!
Thanks Hala!
Check out Twittervision!
Thanks Hala!
Monday, July 16, 2007
Limits to Information: Lessons for the Library
There is no doubt that we are living in an age where we are inundated with information everywhere we turn. The developments of new technologies to communicate information have been wonderful, but each comes with caution. The ability for an individual to garner information alone is problematic and can be impaired by technology in the assumption that technology holds all the answers to gaining the information. This is where libraries need to raise their collective voice and continue to strive to be the place that people go to for guidance in their information seeking. It would seem easy for libraries to fall into the romanticism of things from the past as Brown mentions like no ATM’s. However, where it would be hard for people to really want to live without ATM’s, it would be difficult for some libraries to fall into this category if libraries do not embrace technology and take command how information is utilized in the 21st century instead of falling into complacency.
I think Brown also offers a bit of caution in jumping on the technology bandwagon. It is easy to get caught up in the wonders of technology, but it is necessary for technology to be evaluated for its true usefulness in disseminating information. Brown also sees that information and the technology behind its spread are not limited by just itself. It is being shaped by someone or thing and libraries and librarians should play a role in that. Brown’s parting thoughts in this chapter state that he hopes that they show how to participate in the shaping and not merely a passive receiver of information through the understanding of social organizations. The library is the perfect place to take an active role in this shaping.
I think Brown also offers a bit of caution in jumping on the technology bandwagon. It is easy to get caught up in the wonders of technology, but it is necessary for technology to be evaluated for its true usefulness in disseminating information. Brown also sees that information and the technology behind its spread are not limited by just itself. It is being shaped by someone or thing and libraries and librarians should play a role in that. Brown’s parting thoughts in this chapter state that he hopes that they show how to participate in the shaping and not merely a passive receiver of information through the understanding of social organizations. The library is the perfect place to take an active role in this shaping.
Library Blog Example
I am new to the blogging world and in my search for a library blog, I stumbled upon the blog of the Free Library of Philadelphia. It is current and its contents are a little random, but interesting enough to appeal to a wide range of people. On the second page is an entry about Feed which is timely.
Thursday, July 12, 2007
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