Week 13 - "Learning Activities"

We have made it to the final week of class!  Hard to believe we are here - time sure does fly! 

Webinars

Last week we hosted our own webinars and attended several hosted by our fellow students.  I was pretty impressed by my classmates' efforts and I think everyone did a good job both preparing and presenting content, as well as dealing with the technology-related problems we all seemed to encounter in one way or another.  While planning our group's webinar, I noticed that attempting to learn the Elluminate system and anticipate or troubleshoot technology problems added a level of stress not typically present in traditional presentations.  While I am still not a big fan of webinars, either as a host or participant, I think they are definitely better than nothing for reaching an audience from a distance. 

Week 13 Reading - This week, as we wrap up the course, our reading focuses on the development and implementation of continuing professional development, particularly through motivated learning activities. 

• "The C's of Our Sea Change: Plans for Training Staff, from Core Competencies to Learning 2.0" - Helene Blowers and Lori Reed

This article is somewhat of a case study outlining the way one library developed a technology training program for its staff through a combination of "core competency" training sessions and a self-directed "Learning 2.0" program.  Through core competency training, you can focus resources on making sure staff at various levels have a basic level of technology skills they need in their daily jobs.  Using something like the "23 things" modules in the "Learning 2.0" program allows individual employees to build on those basic competencies by adding knowledge about discrete tools they may previously have been too busy or nervous to learn, or simply did not know existed.  Also it has the advantage of being online itself, allowing staff to participate at a distance from the training facilitator. A program like this also acknowledges that everyone will have some need for training, but individuals can each have different needs or interests.

• "Planning an Online Professional Development Module" - Kristin Fontichiaro

Following the lead from the first article, this selection discusses the way  library media specialists might adapt Blowers's "Learning 2.0" model to teaching Web 2.0 tools to K-12 instructors.  The emphasis here seems on the model's flexibility, allowing teachers to learn at their own pace through hands-on exploration of Web 2.0 tools, guided by modules developed by the library media specialist.  Professionals may not want or need an instructor holding their hand while learning Web 2.0 tools, but instead want to "play" on their own (as mentioned in this article and the Blowers & Reed article).  I can completely identify with this - when learning new software or a new online tool, I get bored watching someone else demonstrate but also get nervous if someone is standing over my shoulder watching all of the mistakes I make.  Rather, having time to "play" on my own, while also knowing there is support out there if I really need or want help, sounds much more useful.

• "When Teachers Drive Their Learning" - Joseph Semadeni

The focus of this article is on one school district's "Fusion" program for teacher development.  The program allows teachers to choose a few instructional practices which they would like to master and encourages them through individual study, group discussion, "mentor" observations, and peer evaluations to strengthen their skills in a few select areas of instruction.  I really appreciated the idea that of acknowledging that some teachers can be "experts" in a single area or instructional method without necessarily being overall master teachers.  This allows the school to capitalize on and leverage the strengths of its teachers as a whole, while improving upon individual weaknesses.

• Overall Comments/Reflection

There were several consistent themes present in each of the three readings, but I think those regarding flexibility and focusing on the individual are particularly important.  In its own way, each program ensures that staff across the board acquire some type of training and development.  This is particularly important with regards to technology because the environment is rapidly changing; even if someone learns just one new thing, they have adapted to that environment more than someone who has not learned anything.  Also, each program brakes skills into discrete "chunks" or modules.  I think this is really important because it allows participants to build and gain skills in a manageable and less over-whelming manner than perhaps a full, one-day "Introduction to Web 2.0" workshop might.  Additionally, each program allows individuals to have at least some choice in what they learn, and the programs promote self-directed, self-paced learning and risk-taking in safe environments.  I imagine this would take some stress and pressure off individuals while promoting more authentic engagement in the learning materials.  

As librarians, we can expect to be both facilitators and participants of professional training programs, and understanding additional methods to make them successful is extremely valuable. 

Week 12 - "Space" Holder

I was about to start my post for Week 13, but it feels strange not having at least something here for Week 12! There was no blog requirement or class this week because we have all been busily hosting and attending webinars. 

Although this is in no way related to SI643 or the purpose of this blog, here is one of my favorite, classic "Pigs in Space" sketches from the Muppet Show... as a "space" holder for where an actual Week 12 post may have been.  I think it's that time of the semester when I think we could all use a bit of silliness.  Feel free to enjoy or ignore!

Class Reflections - 04/04/2011

Just a quick response to this evening's class!

Twitter Debrief

It was interesting to hear various perspectives on Twitter, both from novice users and more seasoned vets.  While I was not exactly positive in my previous Twitter review, I can appreciate many of the positive features my classmates pointed out.  It does seem like a great way to have many different resources all in one place - I just think it will take some more time for me to follow the "right" people and organizations, as well as to get my feeds organized the way I like.  I also need to develop more confidence in interacting with the people on Twitter I do not know in person; being a lurker for a while longer may be good for me.  Alas, this will likely placed on my list of things to do after the semester is over as I now go back to my self-imposed social networking hiatus.

Webinars

I do not have too much to say about webinars at this point other than we are all deep into planning-mode. As is always the case with new technology, I am a little apprehensive about pulling it off, but I am also very excited to have one more skill to which I can say, "Why yes, I have done that!" during an internship or job interview.  I think having these first-time experiences in a relatively safe, classroom environment is extremely beneficial, and I am always pleasantly surprised with the end result.  I am concerned about making it to five other webinars - there are enough sessions scheduled at times which fit with my other work/class/life obligations, hopefully there will be a space for me in each!

On that note, I also hope you can join my group on Wednesday, April 6th at 7pm for "From Let-Go to In-The-Know: Libraries Helping the Unemployed."  The link will be up on the wiki! 

Week 11 - Twitterpated?

This week's assignment to explore Twitter, combined with the (almost) promise of spring, of course has me thinking of the lovable, animated wildlife of the Disney classic Bambi.  Not familiar with that particular nugget of prior knowledge?  Check it out:

Prior to this week I was not a Twitter user.  Sure, I knew what it was, understood its language (srlsly, #si643 rocks!), and from time-to-time checked in to see what some of my favorite bloggers or celebrities had to say.  I just never felt the need to join myself.

After almost a full week on Twitter, I am not exactly "twitterpated."  While I see its value in promoting quick and fluid communication with a wide variety of people, I have not found it adding much to my intake of news or knowledge.  It probably does not help that my "real world" shyness leaks into online interactions - I really prefer to observe social situations before diving in (whether they occur face-to-face or tweet-to-tweet), which made it nerve-wracking to randomly "follow" several people I do not know and even more frightening to consider "retweeting" or addressing them directly.  While I know those types of interactions are just part of the Twitter culture and promote professional networking, I think it is going to take me longer than a week to adjust.

I do, however, understand the need for libraries and librarians to establish their presence on these types of popular social networking sites.  First, as I said, I completely see the value in communicating with a wide number of people at once.  It makes for dynamic and quick-developing conversations, and it's a great way to get a message out.  Also, if this is where our users are, then this is where we should be!  Once again social networking proves to be a great resource to make librarians visible outside of the library.  And of course we've all heard this one - today, if you don't exist online, you simply don't exist. 

For these reasons I will probably stick with Twitter for a while longer before making my final decision.  I assume an adjustment period is necessary to become fully comfortable with the platform, just as it took time to gain confidence blogging.

Won't you follow me on my Twitter journey? @kmiller0128

I cannot wait to see what everyone comes up with for webinars!  Be sure to join my team Wednesday, April 6th at 7:00pm for "From Let-Go to In-the-Know: Libraries Helping the Unemployed."  Check the class wiki for a link to our session!