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Creating the One-Shot Options for Workshops, Presentations, Consultation

Creating the One-Shot Options for Workshops, Presentations, Consultation

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Published by jerilynmpls
Libraries often ask me what kinds of workshops or presentations I can do as a complement to my book, Creating the One-Shot Library Workshop: A Step-by-Step Guide. This is a list of workshops, presentations, and consultations I have done in the past.
Libraries often ask me what kinds of workshops or presentations I can do as a complement to my book, Creating the One-Shot Library Workshop: A Step-by-Step Guide. This is a list of workshops, presentations, and consultations I have done in the past.

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Published by: jerilynmpls on Apr 05, 2011
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Creating the One-Shot Library Workshop - Jerilyn Veldof 
Options for Workshops, Presentations, Consultations
Type Length Agenda/Content
Workshop One orTwo Days
Learning and Practicing the Instructional Design Steps in the book,Creating the One-Shot Library Workshop
Focus on meeting discipline-agnostic instructional needs that span thelibrary. For example:
y
 
novices finding 3 scholarly articles using Academic SearchPremier,
y
 
grads finding a known item from a citations,
y
 
undergraduates assessing whether or not an article isconsidered scholarly or notAssign small teams one need each. They are expected to go through thefull instructional design process, including developing the lesson plan,visuals/handouts, and exercises. Each need should translate to one  ortwo  discrete modules (10-20 minutes). Make these available with theexpectation that all the librarians will be able to plug these modules intotheir classes with minimal adaption. This leaves each librarian with only asegment of their class that they will design from scratch on their own.Workshop Half or FullDay
Gorilla Approach to Instructional Design: Quick and High Impact
Focus on individual mastery over a few, key steps in the instructional designprocess. Fill in the rest of the process using your current design approach.The areas I think have the most impact and are most worth focusing on are:
y
 
Step 1  Needs Assessment
y
 
Step 4  Filtering Content
y
 
Step 6  Task Analysis (although I would need to greatly abbreviatethis step)
y
 
Step 12  Teaching Methods (also abbreviated)PresentationWith ActiveLearningElements2, 2.5, or 3hours Facilitate/encourage/nurture a change in mindset in how we oftenapproach teaching in libraries; give participants some concrete tools theycan immediately implement to make their classes more effective.The focus would be on these kinds of questions:
y
 
What is information overload?
y
 
How do we contribute to it?
y
 
What are ways to structure our classes so that students learn whatwe want them to learn and avoid being overloaded and frustrated?This is a more light-weight approach that mostly just focuses on step 12.Combining this with Step 1- needs assessment - would be a goodcombination.
 
Presentation 1-2 hours
What is Minnesota Up to? Overview of U of MNs Instructional Program
y
 
Outline our EngC program
y
 
Assignment Calc
y
 
Show and tell  Portal/affinity strings  Library Course Pages
y
 
Performance Support
y
 
Ease/Impact
y
 
Q&
A
Handout from Colorado State presentation is included below
Presentation 1-1.5hours
What's a library to do? Exploring our choices as educators in the academy
Higher education is going through a major paradigm shift in respect toteaching and learning. Whats an academic library to do? There is only somuch time, staff, and other resources. This talk explores choices and theirimplications for libraries and individual librarians.Consultation 1-3 hours I have met before with instruction groups and with campus administratorsto discuss issues relevant to the particular institution. The discussion topicsare set by the client.Overall assessment questions
y
 
Who is likely to come?
y
 
Why do you think they will come?
y
 
What training have they already had?
y
 
What will they want to  or need to  be able to do differently when they leave?

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