What do we want our learners to become?

On Saturday, Feb 9, 2013, I attended an excellent regional workshop sponsored by the Learning Spaces Collaboratory (formerly known as Project Kaleidoscope, or PKAL). Participants responded to four questions key to the focused and successful process of planning and assessing learning spaces:

  • What do we want our learners to become? 
  • What experiences make that ‘becoming’ happen? 
  • What spaces enable those experiences?
  • How do we know? 

Note that the first two questions need to be tackled before space planning begins.

The first question generated some spirited discussion, with inspiring results. Here are some sample posters:

 

image: what do we want our learners to become?
We want our learners to be…. ethical, intentional, respectful, self-aware, self-assessing, global citizens, and resilient global citizens, critical thinkers, collaborators, and creators of new knowledge.
image: what do we want our learners to become?
We want our learners to be….. critical consumers of content, contributors to a community, able practitioners, self aware and reflective, flexible and adaptable, fearless communicators and listeners, and ethical.

image: What do we want our learners to become?
We want our learners to be… focused, imaginative, able to ask questions about what they imagine, problem identifiers, able to know when they don’t know, ask for help, read non-verbal communications, successfully communicate( including nonverbal), agree to disagree, think about and practice sustainability, confident scientists, comfortable in ambiguity, unafraid of failure, aware of their surroundings (with global perspective), community builders, science literate citizens, socially responsible, successful collaborators.

image" What do we want our learners to become?

We want our learners to be…. creative, original, flexible, interdisciplinary, confident, risk takers, communicators, ethical, civic-minded, reasoners, aesthetic, thoughtful, curious, engaged, team players, leaders, participants, collaborative, affiliated.
image: What do we want our learners to be?
We want our learners to be…
risk taker + agility = creative
resourceful + confident = effective problem solver
inspired + empowered = contributor
communicator + diverse perspectives = integrator
all with a purpose — to serve the community.


Digital Scholarship Center at UO Libraries

image: masthead detail from Open Access journal,

The Digital Scholarship Center (DSC) is officially launched; see below for Deb Carver’s campus announcement. Congratulations and thanks to the core planning team (Stephanie Wood, Karen Estlund, Kirstin Hierholzer, and Lesli Larson) and the many library and campus faculty and staff who contributed to the vision and plan.

The DSC’s services include workshops, consultation, tools for digital scholarship, facilitation of interdisciplinary and international collaborations, and tailored grant-writing assistance. Founded on  principles of access, sharing, and preservation, the DSC is also home for the library’s scholarly communications programs, including Open Access publishing.

Sent: Monday, November 12, 2012 4:42 PM
To: Deans, Directors, and Department Heads
Subject: Digital Scholarship Center

Dear Colleagues,

The UO Libraries is launching a suite of services to provide enhanced support for researchers who need to explore and use technology for analysis, expression, and distribution of their work.   The UO is experiencing a surge in interest in digital scholarship; new media; creating new forms of knowledge; and exploring the impact of technology on teaching, learning, and discovery.   To address some of these interests, the library has combined many existing efforts and support services, including the pioneering work of the Wired Humanities Projects, to form the Digital Scholarship Center (DSC) http://library.uoregon.edu/diglib/ .

The DSC is modeled after a few exemplary programs at other institutions (University of Maryland, University of Nebraska, Brown University, Columbia University, and NYU) and informed by interviews and surveys with UO faculty and graduate students.   The DSC is in its very initial stages, but our goal is to expand the services based on our engagement with faculty over the next several months. Immediate services include training, a speaker series, consultation on tools, digital archiving, and sandbox server space for experimentation.   Faculty engagement will come from an advisory board, faculty fellowships, and current and prospective projects.

For further information, please contact
Karen Estlund, Head, DSC <kestlund[at]uoregon[dot]edu>, Andrew Bonamici <bonamici[at]uoregon[dot]edu>, or myself  <dcarver[at]uoregon[dot]edu>.

Madeline Kunin: “Finding a Work/Life Balance: How Can It Be Sustained?”

This was an inspiring talk by Madeline Kunin, former governor of Vermont and ambassador to Switzerland.

Watch the Video on the UO Channel.

image: Madeline Kunin speaking at podiumMadeline Kunin was the first woman governor of Vermont and the first woman in the U.S. to serve three terms as governor. She served as deputy secretary of education and as ambassador to Switzerland during the Clinton administration. She is a founder and board member of the global Institute for Sustainable Communities (ISC), a non-governmental organization focused on climate change and civil society.

In her most recent book, The New Feminist Agenda : Defining the Next Revolution for Women, Work, and Family, Kunin looks back over five decades of advocacy and analyzes where progress stalled, looks at the successes of other countries and charts the course for the next feminist revolution—one that mobilizes women, and men, to call for the kind of government and workplace policies that can improve the lives of women and strengthen their families.

Kunin’s talk is sponsored by the UO Libraries, Center for the Study of Women in Society, UO Department of Planning, Public Policy and Management, and The Duck Store.

Habits of Mind and the purposes of a university education

Today’s Chronicle of Higher Education includes a good article about a structured, defined approach to helping students develop intellectual virtues or habits of mind:

…the real value of a college education is how it affects the way students think and act, ideally for years after they graduate. Shape your students’ underlying attitudes and intellectual characteristics, the theory goes, and a lifetime of deep and lasting learning will follow.

These characteristics go by different names, like intellectual virtues or habits of mind. And they originate in several disciplines, including education, philosophy, and psychology. They all boil down to an emphasis on underlying traits: curiosity, open-mindedness, and intellectual courage, thoroughness, and humility.

UO Blogs web publishing now available!

UO Blogs is an easy-to-use academic blogging and web publishing service for the University of Oregon community. Students, faculty, and staff can use the service to quickly create blogs or websites for courses, groups, or individual use. UO Blogs offers a variety of themes and plugins to choose from to help customize your blog or website. To get started, go to blogs.uoregon.edu and log in with your DuckID and password (the same  i.d. used for uoregon email and Blackboard).

Textualities in the Digital Age: Stanley Fish Keynote

From the April 14, 2012 Symposium:

image: Stanley Fish at University of Oregon Symposium

Watch video of Prof. Fish’s keynote

Stanley Fish, Humanities and Law, Florida International University

“Textualities in the Digital Age” focuses on concrete examples of digital projects and then moves to broader considerations of tools and approaches to help the audience consider how digital methodologies might expand the horizons of their own research. The symposium participants present a range of approaches to digital texts, from digital critical editions to computer-assisted historical inquiry.

Save the Dates: Digital Scholarship and Open Education Resources

Digital Scholars, take note:

julia flandersJulia Flanders, director of the Women Writers Project at Brown University will speak on “Making Digital Humanities Count” at 4 p.m. on Wed., May 16, in Knight Library’s Browsing Room.

Flanders is president of the Association for Computers in the Humanities and editor-in-chief of the Digital Humanities Quarterly, an open-access, peer-reviewed digital journal covering all aspects of digital media in the humanities. She serves on the board of directors for the Text Encoding Initiative, an international consortium that establishes standards for encoding machine-readable texts for the broad sharing and mining of data.

The talk is sponsored by the University of Oregon Libraries and the Oregon Humanities Center.

For more information, contact Stephanie Wood, 541-346-5771, swood@uoregon.edu.

David Wiley, nationally recognized scholar, teacher, and expert on open education, will speak in Knight Library’s Browsing Room at 4 p.m. on Thursday, May 17. The lecture is presented as part of the Philip H. Knight Dean of Libraries Distinguished Speaker Series. image: David Wiley, courtesy of Brigham Young University

In his talk “Open Education, Open Access, and Challenges to Higher Ed,” Wiley will discuss how traditional degree-granting institutions might respond to technological, social, and political trends that have created new market forces, putting them in steep competition with a new wave of edupreneurs, for-profit education initiatives such as Udacity, and open education prototypes such as MITx.

Wiley is a leader in the open education movement, which posits that access to education is a basic human right. His career is dedicated to increasing access to educational opportunity for everyone around the world. His much-read blog, “Iterating Toward Openness,” chronicles recent technological developments and their impact on education.

An associate professor of instructional psychology and technology in the David O. McKay School of Education at Brigham Young University, Wiley directs the Open Education Group, which conducts research that focuses on how openness can dramatically increase access and enhance the affordability of education while improving student success. He is a founder of the Open High School of Utah, a completely online charter school that uses open educational resources exclusively.

Wiley is senior advisor to Flat World Knowledge, the largest publisher of open college textbooks for students worldwide, and was recently named senior fellow for open education at the National Center for Research in Advanced Information and Digital Technologies, also known as Digital Promise, a new national center founded to spur breakthrough technologies that can help transform the way teachers teach and students learn.

Cosponsoring the event with the UO Libraries are the College of Arts and Sciences, College of Education, Lundquist College of Business, and School of Architecture and Allied Arts.

Photo courtesy of Brigham Young University

Imaginary John Cage No. 1 (for 12 video games)


UPDATE: Here is an early release of the audio from Friday’s premiere:

Keep an eye on the Imaginary John Cage site for additional mixes.

Poster: Imaginary John Cage, April 20 2012

We have some very creative and innovative people here at the University of Oregon Libraries. This week’s evidence includes the upcoming world premiere of an original work in celebration of the John Cage Centennial:

Imaginary John Cage No. 1 (for 12 video games) is designed to take some of those variables out of our control. Twelve video games / instruments are played, live, by twelve players / performers. Audio from each game is routed into a single audio mixer, and from there to the performance space’s speakers. The score is written for the mixer, and details the volume level of each channel at a given time. (The complexity of the score and the mixer has led us to assign two people to this task, roles that John [Russell] and I will fill …)

The only instructions to the performers are when to begin and when to end. What they do in their individual games, and so what audio is being sent to the mixer, is entirely up to them. The score only dictates which channel’s audio is passed to the speakers, and at what level, at a given time. Further, we allowed the performers to exercise broad discretion in their choice of game / instrument. Similarly, the score does not dictate channel assignment, so theoretically the same performers with the same instruments could produce two vastly different performances by simply altering the audio routing.

Keep in mind that in this conceptualization, there is no visual component. We will hear what the performers are doing according to the provisions of the score; but we will not see. Sight will be reserved for the performers alone, which is another way to say that it is withheld from everyone else.

So, yes, a lot of unknowns to go along with the unknowables…

 

 

Test post from iPhone

Testing

snails&fish1

Image: detail from bronze grille, Knight Library North entrance. Photo by flickr user andrewb823, Creative Commons license Attribution-NonCommercial.