Walks readers through the key components of developing library-led research and programming that leverages emerging technologies with the goal of engaging students and faculty. As educational curricula and research evolve to include advanced technologies, libraries must offer programming with these emerging technologies in mind, including the use of virtual reality (VR) and augmented reality (AR). In this timely guide, Valk, Mi, and Schick present readers with tools for assessing their level of organizational readiness to begin such programs and, more importantly, how to sustain them with…mehr
Walks readers through the key components of developing library-led research and programming that leverages emerging technologies with the goal of engaging students and faculty. As educational curricula and research evolve to include advanced technologies, libraries must offer programming with these emerging technologies in mind, including the use of virtual reality (VR) and augmented reality (AR). In this timely guide, Valk, Mi, and Schick present readers with tools for assessing their level of organizational readiness to begin such programs and, more importantly, how to sustain them with limited budgets, expertise, and resources. Building on their own experiences, the authors teach readers how to develop technology-rich classes, assess student projects, and overcome technical hurdles. They spotlight this kind of programming as integral to building strategic partnerships in an educational environment. Readers will learn how to adapt and design programs or initiatives in which the necessary technologies are rapidly changing, not only in higher education institutions, but also in schools. Worksheets and resources assist readers in reflecting on their own work and developing educational programming to suit their organizational needs.
Alison Valk is the Instructional Coordinator and Multimedia Librarian for the Georgia Tech Library. She teaches approximately 100 workshops a year on professional multimedia software, including tools for AR/VR, video/audio editing, and graphic design. In 2016, she became the program manager for the Georgia Tech Library's instruction program and service owner of the library's Media Scholarship Commons. As instructional coordinator, she oversees the development of the library's educational curriculum. She leads numerous specialized educational programs that incorporate emerging technologies, as well as a federal Institute for Museum and Library Services grant-funded program that integrates arts-based projects and library resources into the curriculum.
Inhaltsangabe
1. Making Virtual Reality a Reality Introduction Innovative Programming in Libraries Georgia Tech Case Study Benefits and Uses of VR in K-12 Classrooms Conclusion References 2. Getting Started Where You Are: Needs Assessments and Resource Evaluation Evaluating Organizational Goals and Community Interests Matching Student and Stakeholder Skills and Interests Evaluating Technology Accessibility Accommodations and Opportunities Evaluating Budget and Financial Needs Ongoing Assessment and Cyclic Course Development References Resources Overall Checklist for Needs Assessment Evaluating Organization Goals and Community Interests Evaluating Student Interests and Skills Initial Questions to Ask Students Interested in Joining a Research Class Evaluating Technologies Using LEAPS Concepts Resources to Follow for Current Ed-Tech Trends Evaluating Accessibility Accommodations and Opportunities Evaluating Budget and Financial Needs Grant Resources Gagne's Nine Events of Instruction 3. Technology Design and Decisions: Refine Your Technology Solutions Background: Device Collection and Space Designing Technology Solutions Conclusion References Resources Evaluating Your Organization's Strategic Goals and SWOT Analysis Evaluating and Establishing Your Device Collection Assessing VR Equipment Evaluating Your Workspace Project Management Concepts for Project-Based Learning Starter Questions to Ask Peer Institutions Locating 3D Models Project Ideas Based on Time Frames Evaluating Your Cybersecurity 4. Student-Centric Research Projects: Learning Models That Fit Students' Interests and Skills Student-Centric Project Design Self-Regulated Learning Instructors as Mentors and Project Managers Designing Projects and Lessons References Resources Student Questionnaire Ideas Icebreaker Activities Peer Evaluation Scaffolding Projects Project Team Roles Project Structure Elements Template for a Lesson Plan Rubric Components A Simple Rubric Student Reflection Questions Questions for Users to Answer during Critiques Exhibition or Open Lab Preparation Questions 5. Sustaining Community through Peer Learning and Partnerships Community in Education Building Community Engaging Community, Nontraditional Educators, and Visiting Artists Community and Project-Based Learning Community and Partnership Applicable Standards as They Relate to Community Integration Concluding Statements about Community References Resources Identifying Community Partners Starter Questions to Ask Peer Institutions Project-Proposal Components for Student Projects End-of-Project-Report Components for Student Projects 6. Clearing the Hurdles: Initiating Programs That Utilize Emerging Technologies Stakeholder Buy-In Student Hesitancy and Technology Phobia Maximizing Existing Resources and Technology Documentation Strategies Implementing Changes Based on Student Input Project Collaboration and Preservation Security, Safety, and Access Project Management References Resources Building Confidence and Reducing Technology Anxiety Forums and Troubleshooting Backups and Backward-Compatibility Checklist Bloom's Taxonomy of Measurable Verbs Index
1. Making Virtual Reality a Reality Introduction Innovative Programming in Libraries Georgia Tech Case Study Benefits and Uses of VR in K-12 Classrooms Conclusion References 2. Getting Started Where You Are: Needs Assessments and Resource Evaluation Evaluating Organizational Goals and Community Interests Matching Student and Stakeholder Skills and Interests Evaluating Technology Accessibility Accommodations and Opportunities Evaluating Budget and Financial Needs Ongoing Assessment and Cyclic Course Development References Resources Overall Checklist for Needs Assessment Evaluating Organization Goals and Community Interests Evaluating Student Interests and Skills Initial Questions to Ask Students Interested in Joining a Research Class Evaluating Technologies Using LEAPS Concepts Resources to Follow for Current Ed-Tech Trends Evaluating Accessibility Accommodations and Opportunities Evaluating Budget and Financial Needs Grant Resources Gagne's Nine Events of Instruction 3. Technology Design and Decisions: Refine Your Technology Solutions Background: Device Collection and Space Designing Technology Solutions Conclusion References Resources Evaluating Your Organization's Strategic Goals and SWOT Analysis Evaluating and Establishing Your Device Collection Assessing VR Equipment Evaluating Your Workspace Project Management Concepts for Project-Based Learning Starter Questions to Ask Peer Institutions Locating 3D Models Project Ideas Based on Time Frames Evaluating Your Cybersecurity 4. Student-Centric Research Projects: Learning Models That Fit Students' Interests and Skills Student-Centric Project Design Self-Regulated Learning Instructors as Mentors and Project Managers Designing Projects and Lessons References Resources Student Questionnaire Ideas Icebreaker Activities Peer Evaluation Scaffolding Projects Project Team Roles Project Structure Elements Template for a Lesson Plan Rubric Components A Simple Rubric Student Reflection Questions Questions for Users to Answer during Critiques Exhibition or Open Lab Preparation Questions 5. Sustaining Community through Peer Learning and Partnerships Community in Education Building Community Engaging Community, Nontraditional Educators, and Visiting Artists Community and Project-Based Learning Community and Partnership Applicable Standards as They Relate to Community Integration Concluding Statements about Community References Resources Identifying Community Partners Starter Questions to Ask Peer Institutions Project-Proposal Components for Student Projects End-of-Project-Report Components for Student Projects 6. Clearing the Hurdles: Initiating Programs That Utilize Emerging Technologies Stakeholder Buy-In Student Hesitancy and Technology Phobia Maximizing Existing Resources and Technology Documentation Strategies Implementing Changes Based on Student Input Project Collaboration and Preservation Security, Safety, and Access Project Management References Resources Building Confidence and Reducing Technology Anxiety Forums and Troubleshooting Backups and Backward-Compatibility Checklist Bloom's Taxonomy of Measurable Verbs Index
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