artifacts
Why teach?
While much of my background before coming to the iSchool has been in providing informal training, instruction, tutoring, or mentoring, my experiences here have stretched both my skill level as well as my understanding of the importance of instruction. Curriculum development, techniques for diverse learners, and instruction as a way to build community are all areas where I have grown.
In each example, the emphasis on working with and for my colleagues and peers is a demonstration of my ongoing professional emphasis in creating positive, transformative change. I can think of no better way to create those changes than to facilitate resource and knowledge sharing. By developing those teaching skills and participating in knowledge sharing with my peers, I am not only better prepared for delivering instruction as an information professional, but I also believe I have contributed positively to the experiences of my fellow students.
Understanding XML - Peer Knowledge-Sharing
Spring 2007
In LIS 540, Terry Brooks gave students an introduction
and overview to XML, or eXtensible Markup Language.
However, many students, having no direct experience with markup
languages in general, had difficulty understanding the relationships between
XML, XML transforms, and schemas. This class had a scheduled lab time, so my fellow
students Andy Szydlowski and Michael
Adcock and I worked together to present information and answer questions.
While we did not develop a formal curriculum, we asked the students at
the beginning of the lab what specific topics they wanted covered, then
covered them in a discussion format.
Identifying a student need, then gearing instructional delivery to that
need was a great way to feel like I was doing more in class than being
a passive recipient of the information. Teaching with co-teachers was a novel
experience, and useful because each one of us brought a different perspective
to the material. And teaching the material meant I was better able to internalize
and retain the knowledge I had gained.
XML introduction: slides
LIS 560 - Curriculum Devlopment
Spring 2007
In LIS 560, Trent Hill had students identify a population, do a needs assessment and literature review, then develop a 20-minute timed presentation to deliver to the class. Researching the needs of non-traditional students as they return to college helped me develop new skills in curriculum research, as well as helped me get a clearer picture of how to be more user-centered when building instructional materials.
My population was near and dear to me: "returning" or
"older than average" potential college students. For adults returning
to school after a long absence, or folks who had bad memories of their
secondary educations, understanding the resources available to them can be
a significant challenge. This is especially true for learning how to navigate
the complex bureaucracies that are postsecondary institutions. Building
this curriculum from a practitioner's viewpoint really opened my eyes to the
scope and depth of work required to sucessfully deliver even a very short class.
LIS 560: Final Paper
LIS 560: Web Q (survey)
LIS 560: Slides
Incoming Graduate Assistant Training
Fall 2007
As an ongoing responsibility, the returning Graduate Assistants help train incoming GAs. In addition to providing one-on-one or small group informal instruction to the new GAs in the standard technology resources we use, I have also developed expertise in testing different audio processing software packages, identifying the best software for our use, and then giving training for that resource. Because GAs consistently have scheduling conflicts that preclude in-person group training times (classes, directed fieldwork, other jobs), I developed a walk-through document that allows any GA to process audio files with minimal face-to-face instruction. This document was then tested by one of the GAs, and that process resulted in fine-tuning the document for successful stand-alone use.
Creating successful training with no instructor (using training materials
for self-teaching) required that iterative process, which helped me get a
clear picture of what the students or users needed in a different way than
reading instructional literature or doing face-to-face instruction.
GA Training: Using Reaper
Catalyst Tools Introductory Course - Instructor
Fall 2007
Working with Grace Whiteaker to provide the
introductory Catalyst Tools classes for the incoming online students
not only allowed me to be a visible and accessible presence to them (as a
day student and a second-year student, as well as a GA), but also allowed
me to put my stamp on an existing curriculum.
I used Grace's existing PowerPoint slides to guide my own investigation into the Catalyst Tools, looking for places where confusion or difficulty might require extra explanation or time. I developed my own set of slides and notes to present the information, and created "sandbox" Catalyst Tools to demonstrate the interactive parts. With Laura Baldwin from Catalyst, I taught the first group, then 20 minutes later I worked with my fellow GA Renee Disch, who assisted me in delivering the material to the second group.
It was great to have contact with nearly every incoming online MLIS
student, and to be able to help them develop their initial competency
in the key instructional tools they would need right away. Informal feedback
immediately post-session indicated that students were more than satisfied
with my instruction; later encounters with these same students have
reinforced that. The best part? Having some of these students
recognize me at other iSchool events and come up to tell me how useful
the training was.
Catalyst Tools Training: Slides
