Presentation at American U. of Paris April, 2011. Active Learning: Incorporating Rich Digital Content and Technology into Student Learning.

1. American University of Paris
April 12, 2011
Joan K. Lippincott
Coalition for Networked Information

2. My inspira*on: Undergrads create
3‐D fly‐through of the City of Troy
http://www.youtube.com/watch?v=E0qOzjT2BSY

3. Student engagement in learning
 Learning that is:
 Active
 Social / Collaborative
 Building on a framework of disciplinary
knowledge
 Public and shareable

4. Opportuni*es for teaching/
learning
http://www.flickr.com/photos/eguinan/2698519411/

5. Large‐scale digi*za*on of informa*on resources
leads to unlimited opportuni*es
http://www.europeana.eu/portal/

6. Rich primary sources
http://memory.loc.gov/ammem/papr/nychome.html

7. Foreign language resources
Search boxes for Memory of Modern Egypt Collection
http://modernegypt.bibalex.org/collections/global/advancedsearch.aspx

8. A large‐scale academic digital library:
HATHI Trust
http://www.hathitrust.org/digital_library

9. We need beJer strategies to
 Integrate digital content into programs
 Communicate what is available
 Provide mechanisms for searching and exploring the
broad array of high‐quality digital content

10. Today’s students: crea*ve and
visual learners
http://www.moodjam.org/

11. Today’s students: knowledge
seekers and creators
http://www.dartmouth.edu/~videoprojects/gallery.html

12. Today’s students: blend
academic and social lives
A spoof of Justin Timberlake's "Sexyback" done by the University of Alberta 2010 Med class.
Wenckebach is a type of cardiac arrhythmia. http://www.youtube.com/watch?v=GVxJJ2DBPiQ

13. Students
 Analyze a wide variety of information resources as
background and content for their projects
 Actively participate in learning, building on course
content
 Collaborate with others to create new digital content
that they can share

14. Undergrads work with faculty on
research
http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=12596

15. Students co‐author textbooks
http://www.educause.edu/Resources/CrowdsourcingaTextbook120Stude/223704

16. Students par*cipate in authen*c
science
http://folding.stanford.edu/

17. Students contribute to na*onal project
in geography and earth sciences
http://cgip.wetpaint.com/

18. Faculty/teachers can work with
informa*on professionals to:
 Assist students in developing strategies to find
content
 Ensure that students have the opportunity to learn
skills and have access to follow‐up assistance
 Emphasize need to develop an academic argument
 Build in conversations about intellectual property
 Develop and distribute a rubric for the project

19. Digital resources present opportuni*es
for research
 Pose new types of questions
 Work with off‐site or born‐digital content
 Connect materials in different collections
 Data‐mine large digital collections
 Text
 Visuals
 Data
 Use text and other media from various collections to
create new forms of content

20. What kinds of projects could you
envision developing with these
resources?

21. Access large online collec*ons
http://www.c‐spanvideo.org/videoLibrary/

22. Manuscripts from different
loca*ons
http://romandelarose.org/#home

23. Rich primary sources on the US Civil
War
http://valley.lib.virginia.edu/

24. Google Books
 Partner libraries include
Harvard, Stanford, U.
Michigan, Oxford, and
many more
 3 categories – copyright
status
 Personalized and social
features
 Place names and
maps
 Tracking passages
 Personal, shareable
collections

25. Expect con*nued enhancements,
innova*ons, and tools
http://www.flickr.com/photos/juehuayin/4556617846/

26. Tools for informa*on organiza*on
http://www.zotero.org/ http://www.mendeley.com/

27. Augmented reality
in business class
Use an app to “see”
how pieces of
furniture would
look in your
apartment.
Field applications in
geology, museums,
city tours, etc.

28. Online course in game format for
microeconomics
http://web.uncg.edu/dcl/econ201/

29. Promo*ng faculty/informa*on
professionals dialogue
 How would increased access to digital content enrich
teaching and research?
 What are faculty’s preferences for format in what
situations?
 How would faculty like to learn about new
technologies and information resources?
 How can libraries support students to facilitate their
use of content and to help them create digital content
in a way that promotes their understanding of
academic discourse?

30. Faculty development programs
http://wic.library.upenn.edu/elixr.html

31. UC Berkeley program for integra*ng
informa*on skills into assignments
http://www.lib.berkeley.edu/mellon/

32. Spaces that support ac*ve learning
Group viewing area at Carleton College Library

33. Space for groups and technology
Learning Commons at Georgia Tech

34. Mul*media produc*on and services
Media Lab at U. Pennsylvania Weigle Information Commons

35. New styles of classrooms
The Link at Duke U. http://www.flickr.com/photos/bnhsu/2834508105/

36. How can we make the most of these
opportuni*es in the digital world?
 It takes
collaboration
 Articulate what you
want to do and
what resources you
need to do it
 Find partners
 Experiment http://www.flickr.com/photos/edyson/115078906/

37. Resources
 How People Learn. National Academy Press. http://
www.nap.edu/openbook.php?isbn=0309070368
 National Survey of Student Engagement (NSSE)
http://nsse.iub.edu/

38. Thank you!
 Joan K. Lippincott
 joan@cni.org
 http://www.cni.org/staff/joan_index.html
 www.cni.org
 Note: All photos from Flickr have Creative Commons
licenses