The purpose of the Expertise Connections sessions was for participants to learn something about a topic where they are not experts. Community members with expertise (1) shared information and examples with participants who wanted to learn more about the topic, (2) provided a forum for participants to discuss how they might incorporate the topic into their work, and (3) brokered connections between community members who are interested in a topic.
As collaborative or team-based projects become more popular in both secondary and post-secondary classrooms, instructors are looking for ways for group mem bers to effectively evaluate one another. Constructing effective evaluation tools can be a daunting task. As shown by a review of literature, best practices include (1) building a foundation in the classroom that supports collaborative evaluation, (2) creating effective evaluation tools by articulating specific criteria and ensuring honest student participation (3) implementing formative feedback during the col laborative experience, (4) formulating summative feedback at the conclusion of the experience, and (5) assessing the collaborative evaluation process.
As information literacy instruction outcomes assessment in academic libraries continues to increase as a key indicator of pedagogical value both within libraries and throughout their parent institutions, the call for the design and implementation of such assessment continues to rise as well. Ideally, this process is supported with adequate time, funding, and personnel. The reality, however, is not always so accommodating. This case study relates the Brooklyn Campus Library of Long Island University's experience with developing a start-from-scratch outcomes assessment of information literacy instruction in its undergraduate core curriculum.
Learning occurs as the result of interaction between learners and their environment. When the learning has a planned outcome, it becomes a purposeful activity that requires the artistry and skill of a learning designer.
H. Spada, A. Meier, N. Rummel, and S. Hauser. Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!, page 622–631. International Society of the Learning Sciences, (2005)