Online instruction | Higher Education | Distance learning
via Please do a bad job of putting your courses online
by Rebecca Barrett-Fox
March 12, 2020
I’m absolutely serious.
For my colleagues who are now being instructed to put some or all of the remainder of their semester online, now is a time to do a poor job of it. You are NOT building an online class. You are NOT teaching students who can be expected to be ready to learn online. And, most importantly, your class is NOT the highest priority of their OR your life right now. Release yourself from high expectations right now, because that’s the best way to help your students learn.
If you are getting sucked into the pedagogy of online learning or just now discovering that there are some pretty awesome tools out there to support student online, stop. Stop now. Ask yourself: Do I really care about this? (Probably not, or else you would have explored it earlier.) Or am I trying to prove that I’m a team player? (You are, and don’t let your university exploit that.) Or I am trying to soothe myself in the face of a pandemic by doing something that makes life feel normal? (If you are, stop and instead put your energy to better use, like by protesting in favor of eviction freezes or packing up sacks of groceries for kids who won’t get meals because public schools are closing.)
Remember the following as you move online:
Student success | Academic libraries | Altmetrics | Leadership
by Steven Bell | Jan 09, 2019
There is little debate in academic librarianship over our role in contributing to student success. The year ahead is likely to see more debate over what it should mean, how we demonstrate that contribution, and to what extent data is used to accomplish it.
For most of my academic library career the holy grail was collaboration with faculty. In addition to feeding a desire to gain some equal footing with faculty in contributing to student learning, those collaborative efforts brought a sense of purpose to my effort to help students learn. While connecting and building relationships with faculty is still critical to an individual liaison librarian’s success, my observation is that it is now somewhat secondary to the academic library’s collective ability to enable student success. Making that the focus of the academic library enterprise would certainly demonstrate support of what has emerged as the top priority of our institutions. In 2018, there was a clear sense of urgency around student retention and graduation—always a fundamental purpose of higher education, but heightened by an increase in at-promise student enrollment. If signs during the course of 2018 are an indicator, then the debate over how academic libraries do or do not contribute is sure to emerge as a major issue for 2019. Read article