Learning to teach: how a formal teaching qualification improved our practice

In this article, guest writers Sonya Lipczynska and Clare Crowley from King's College London discuss the learning that occurred when they undertook a Postgraduate Certificate in Academic Practice in Higher Education (PGCAPHE). In particular, they identify how their exploration of relevant learning and teaching theory on the course helped them to evaluate their library instruction teaching practice with medical and dental students. They highlight how they made changes and improvements to the delivery of these sessions based on greater consideration of inclusivity and the characteristics of both individuals and broader student groups. They also discuss the successes of new teaching practices that they experimented with, and reflect on how they have developed as educators as a result of this. H.S.     

学术期刊与学术随笔

学术期刊严肃、正经,板着一副"学术面孔",似是目前学术类期刊的常态.是不是可以改变一下?那些言近旨远、见解独到、发人深思、给人启迪的学术随笔不仅可以改变学术期刊的"面貌";其短小精悍、洗炼优美的文风还可以使读者感觉轻松.     

学习共享空间与图书馆学习支持

通过对美国大学图书馆学习支持服务和大学学习支持项目的深入调查,解析学习共享空间开展学习支持服务的背景和运行机制.进一步分析两国高校在学习支持机制和管理运作等方面的差异,在此基础上提出我国高校学习共享空间学习支持模式的建议.     

情境学习理论及其对博物馆学习设计的启示

情境学习理论是近30年来有关学习的重要理论之一,也是学习科学的核心理论基础。本文回顾了情境学习理论的产生背景,探讨了基本概念及其知识观、学习观与评价观,分析了抛锚式学习、认知学徒制、情境教学这三种基于情境学习理论的代表性教学设计模式,最后提出了博物馆场景中的三种情境类别:实物情境、时空情境和实践情境,并总结了情境学习理论应用于博物馆学习设计的五个维度:激发情境兴趣;提供进入真实实践的机会;促进协作与协商;搭建学习脚手架;鼓励观念呈现与清晰表述。     

学习型社会与图书馆新论

为适应学习型社会的各项要求,提出了图书馆的建设目的和存在意义就是服务读者,开展社会教育,履行社会教育职能,满足人民日益增长的、多样化、高层次的教育要求。并通过对图书馆学理论、图书馆服务的公益性、信息资源获取的公平性以及图书馆服务的社会性的探讨．提出了图书馆事业的发展的最终结果应朝着实现社会化图书馆的方向开展．这是人类社会进步的必然要求。     

Interactives and Visitor Learning

Abstract Interactives—computers and other multimedia components, physical manipulatives (including whole‐body and tabletop activities), and simulations—occur in all types of museums. There is considerable interest in the nature of the learning that happens when visitors use interactives. Museum professionals have enlisted constructivist theory to support the notion that interactive elements are invaluable components of any exhibition experience, and are effective learning tools that enable active visitor engagement. Interactives are also seen as vital to sustaining institutional image and expanding institutional popularity. Despite the increasing use of interactives in exhibitions and the substantial investments being made in their design and maintenance, there is a paucity of research as to whether these constructivist assumptions are supported. There is little work exploring visitors' perceptions of specific types of interactives, or the role of interactivity in the visitor experience generally. Museum staff thus have a limited ability to make informed decisions about the level and type of interactivity that might enhance exhibition experiences. This paper describes a collaborative effort in 2001 by researchers at the Powerhouse Museum (PHM), Sydney; the Institute for Learning Innovation (the Institute), Annapolis, Maryland; and Curtin University of Technology (Curtin) and Scitech Discovery Centre (Scitech), both in Perth, Western Australia. This study investigated two aspects of interactivity: 1) visitor perceptions of interactivity in two different contexts, a museum and a science center; and 2) the types of short‐ and long‐term learning that resulted from use of interactives in these two institutions.     

From Learning Communities to Learning Objects

ABSTRACT

A distance learning librarian shares her experience as a member of a faculty learning community devoted to technology innovation in education. Participants in the learning community include faculty from a range of disciplines all working on projects to enhance student learning through instructional technology. The librarian was selected to participate in the community to develop online learning objects using Camtasia. In addition to discussing the practical considerations of developing the learning objects, the poster session will focus on the learning community experience. How did collaboration and dialogue with other faculty affect the project? What did the librarian's participation and unique perspective contribute to the learning community as a whole? Finally, recommendations for establishing similar formal or informal learning communities will be offered.