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Can I find it again? Poster

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Can I Find it Again?: Difficulties First Year Students Face When Managing Their Digital Stuff

As we collect and produce a variety of digital materials, organizing and self-archiving them becomes a growing challenge. To better understand how the University Library can support these needs, we asked 500 first-year students during Welcome Week 2012 how they perceive their personal digital needs. They revealed concern about managing music, photos, digital notes, e-books and videos.

The survey results will help inform resources for managing a person's digital life, including photos, music, video, e-mail, digital notes, and e-books. The group plans to address the needs of the entire University community, in addition to first-year students, by building online resources and providing outreach/in-person opportunities for members of the University community to better enable them to manage personal collections that are growing in size and complexity.

Our University president has called on us to consider ways we can enhance our operational excellence by saving time and money while adding efficiency on all levels. This poster will present ways that we can add to people's personal efficiency by guiding them to both tools and practices to assist in organizing their digital lives.

Presenters:
Amy Neeser, Reference Librarian, University Libraries
Lois Hendrickson, Reference Librarian, University Libraries
Lisa Johnson, Research Services Librarian, University Libraries
Jody Kempf, Assistant Librarian, University Libraries


http://www.ofyp.umn.edu/ofypmedia/fyconference/Session-Materials/Poster-Sessions/Can_I_Find_It_Again_Presentation.pdf
1.) Invisible Disabilities Workshop
Date: May 10 from 10am-12pm, Location: 120 Andersen Library
Description: The workshop will include an overview of invisible disabilities, highlight the work of the Disability Services office, and provide attendees an opportunity to learn about and gain practical skills with patrons who may have an invisible disability. Whether working at a service point or consulting with students or faculty, all library staff are welcome to attend. 

2.) Current Issues Coffee Club 
Date: Thursday, May 17 from 3pm -- 4pm, Location: Bio-Medical Library, Diehl Hall 555

jobsshift.jpg
Description: Join with colleagues to discuss the new work from Brian Mathews, Associate Dean at Virginia Tech. He self-published this work and had 10,000 downloads in the first two weeks. "In concise terms: startups are organizations dedicated to creating something new under conditions of extreme uncertainty. This sounds exactly like an academic library to me. Not only are we trying to survive, but we're also trying to transform our organizations into a viable service for 21st century scholars and learners." Please join us for a thought-provoking discussion. 

3.) Gilchrist, D., & Oakleaf, M. (2012, April). An Essential Partner: The Librarian's Role in Student Learning Assessment  (NILOA Occasional Paper No.14). Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment. 

4.) New from Project Information Literacy:
5.) In case you couldn't make it to ARLD Day 2012
The keynote and slides are just about all posted....http://mnlibraryassociation.org/event12_0427/
Below is a recap and link to recording of the Instructional Design Show & Tell held March 2, 2012. 

Instructional Design Show & Tell
March 2, 2012
Description: View some of the current projects being worked on by the Libraries Instruction Design Team - Paul Zenke, Andrew Palahniuk, and intern Ian O'Neill.  From an infographic on poster design to a Research introduction to a virtual world game prototype based on the history of the Bohemian Flats, this informal show-and-tell will have time for questions and will inspire you to consider new ideas for elearning and sharing your content and expertise with users.

View recording: https://umconnect.umn.edu/p30842250/ (Note: Audio starts at 2 minutes)

Recap:
  • All projects are a combination of with learning objectives, instructional activities and assessments.
1. Poster Design Poster/Simulationposterjudging.jpg

2. Face-to-Face Workshop (What the World Knows About You: Online Identity and Privacy with Social Media)
  • Worked on needs assessment and learner assessment 
  • Used pre-survey
  • Authentic activity was to look up partner in the workshop to see how much information you can find
  • Practiced for staff and changed tailored it more to students based on feedback
3. Medium as Message 
  • Updated technology and add new features 
  • Originally created in Pachyderm/flash, but need to change delivery as Pachyderm no longer supported. Original tool limited text and was hard for users to get additional content.  Created in HTML5 (not in Flash so it could be viewed on mobile device)
  • Also hope to add quizzes and additional interactivity in the future
  • Beta:  http://vader.lib.umn.edu/ampala/ASCMaM/ASCMaM.html
4. Demo iphone game based on the Bohemian Flats 
  • Created using ARIS during design jamARIS_quests.jpg
  • Choose your own adventure/quest 
  • Augmented reality--so if you have your mobile device and are standing on Washington Ave Bridge you will see an overlay of historic photos.

To work with Paul and the Instructional Design team, simply send an email to pfzenke@umn.edu.
On my blog you can read a few highlights that I took away from Extension EFANS presentation on Effective evaluation with non-traditional audiences by Cindy Tong (Horticulture) and David Wilsey (Forestry).  They both were speaking about evaluation of non-native English speakers who attend workshops and other programming. 

Click here to read my notes
Here are some notes from the following session (I will post slides and recording when they are posted):

Video Game Design as a Model For Professional Development and Creating New Staff Trainings Paul Zenke, Kate Peterson, and Tony Ihrig

In fall 2010, the University of Minnesota Libraries' hired an instructional designer to boost its instructional efforts. At the same time, the Libraries' Reinventing Reference Collaborative began work on developing a reference training program based on a set of eleven core competencies they had identified as essential skills for all reference services staff.

One specific competency--the reference interview--offered a unique opportunity for a new digital training tool. Using video game design principles, the group began the process of creating branching narratives based on the libraries' core users and types of reference interactions (email, chat, face-to-face, and phone). In addition to the training deliverable, the group has used the video game design process as an opportunity for reflecting and experimenting with instructional practice. University of Minnesota collaborators Tony Ihrig, Kate Peterson, and Paul Zenke will describe the origins of the project and their progress to date.

Kate's random notes...


  • With new models of reference and new people on our desks...need for systematic reference competencies through RRC 
  • Developed 11 core competencies 
  • stripped out subject specific tools and focus on overarching skills all staff needed
  • Reference interview was challenging to teach via traditional ways (e.g. screen cast, webpage, quiz, etc.)
  • Reference interview usually taught by shadowing and by example--not scalable--fewer reference question so hard to see breadth and also many modes (chat, email, phone, etc.)
  • What would the people do and how can we assess performance?
  • Useful model is branching narrative--choose your own adventure (aka familiar with librarians)-interactive story with different endings
  • Identified 4 patron groups and 4 modalities (ways we interact with groups)
  • Identify working examples to use and model work on--helpful when you are working with something new --connect with haji kamal
  • How can games help us learn? Situated context very powerful, allows you to create a performance based task (not information based task) and includes the role of feedback (e.g. character falls in pit and dies--you need to change strategies)
  • Design Model they laid out (modeling, story building, prototyping, production, implementation, evaluation)
  • Modeling: identify competencies, gather experts, collect anecdotes (common examples), expert/partly/novice reactions (task analysis of reference interview)
  • Partly helps us think about what happens in practice and improve practice
  • Story building: each story needed a intro, goal, and characters
  • Scripting: situation (text and prompt), assistant't text, choices, feedback
  • Assistants give advice (two different perspectives on choices)--adds important element to give information to help them make the decisions (takes away the guess element of traditional multiple choice)
  • Have them learn through the process of assessing -2 or 3 choices per situations (and possible outcomes e.g. good, acceptable, poor, fail)--hence can be repayable for future learning
  • Mapping scripts and branches with Google Docs
  • Prototyping--using powerpoint, using linking features---tools aren't that important--
  • Production--translate PPT to captivate (using SCORM--backend reporting system--to have it talk to Moodle and record decisions made by users to have a conversation about practice as part of training program)
  • Did the modeling without an example situation--so it was focused on best practice not on a specific situation
  • How going to assess? Embed, debrief, survey, --player is making decisions, starting off conversation with supervisor, survey to see overtime if desk services improves
  • Vital to think on how can we meet learning objectives--can spend too much time focusing on tool and miss the point of the whole thing
  • Also added benefit was professional development --hard to build and model practice and spent many weeks shaping competencies which help build practice for all
  • DEMO--combination of images, cartoon style, audio, not trying to be a "you gotcha" and instead make it more subtle
  • Working to codify this work to share with other groups/institution
  • Building capacity important
  • In certain situations Lee (the character) does walk out with a smile on but fails--which is why we are different than basic customer service (and why other training don't necessarily work for us on this competencies)
  • Partly right is challenging to write but also useful for the learning conversation

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