Library

School Librarians’ Impact to Student Learning: CLASS II Research Call for Field Studies

For just over a year, I have been part of a project with the American Association of School Librarians (AASL) and the Institute of Museum and Library Services (IMLS) to dig into the empirical research proposed by the Causality: School Libraries and Student Success (CLASS) white paper For this second phase, the CLASS II researcher teams (from Old Dominion University, Florida State University, and the University of North Texas) are investigating possible causal relationships between the work of effective school librarians and student learning outcomes the K-12 education. Learn more about the call and upcoming webinar (4/24) we’re hosting to discuss the call for research proposals.

Much of our work has been reviewing, aggregating, and synthesizing empirical literature from 1965-present that includes school-based malleable factors that impact learning. Unlike other aggregations, the multi-team approach is examining causal relationships beyond the domain of school library research to identify interventions that may already be or could potentially be used by school librarians. To synthesize the combined corpus, we directed our evaluation of the literature to uncover evidence-based strategies, activities, and interventions identified by the U.S. Department of Education non-regulatory guidance document released in September 2016: “Using Evidence to Strengthen Educational Investments.”

The NEXT phase of this project is the opportunity to contribute to the CLASS II Research via the OPEN-Request for Proposals (RFP) for CLASS II: Field Studies. We hope to fund/support proposals that seek to understand how school libraries make a difference to student learning outcomes in practice, specifically by examining evidence-based strategies, activities, and interventions for school librarians in K-12 education. Deadline to Submit: June 15, 2017

Successful applicants should advance our understanding of how school librarians contribute to one or more of the following issues and findings from the empirical literature based on our synthesis findings:

Learners Benefit From:

  • Direct, explicit, and systematic instruction on new material blended with strategically timed small group reinforcement activities.
  • Hands-on experiences in science and mathematics that connect learning with real-world or familiar content and experiences.
  • Contextual instruction in questioning, problem-solving strategies, and other metacognitive skills.
  • Formative, corrective feedback, including quizzes, that promotes and reinforces learning.
  • Exposure to vocabulary through reading and listening as well as explicit vocabulary instruction and acquisition strategies.
  • The frequency of instruction may be as or more important than the concentration of time particularly in mathematics.
  • The amount and type of intervention or teaching are personalized to meet individual needs.
  • Modifying the learning environment to decrease problem behavior, although a positive learning environment alone may not be sufficient.
  • Teachers with 2-5 years of teaching experience, especially compared with first-year teachers who are generally less effective.
  • Visual representations.
  • Intensive and individualized interventions for struggling readers.

Please join us for a FREE informational webinar for further details about the RFP requirements, answer questions about potential proposal topics, or respond to any research methods or approaches:

CLASS II Research: RFP Information Session

Monday, April 24, 2017 from 3:00 PM – 4:00 PM CDT

Webinar Archive  |  Webinar Slides  | Webinar Notes

If you have any questions about the CLASS II RFP for Field Studies and are unable to attend the LIVE, synchronous webinar, please do not hesitate to email us with further inquiries: class@ala.org

networkedscholar, Open Education, Research, Social Media

#CFP Due April 15th: Digital Learning and Social Media Research Funding 2017

Are you an early career scholar or an advanced doctoral student researching networked scholarship, social media in education, open learning, emerging technologies, etc.? Then this might just be the grant funding for you!

Dr. George Veletsianos (Canada Research Chair in Innovative Learning and Technology at Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University) invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with The Digital Learning and Social Media Research Group. This research funding opportunity aims to scaffold and mentor advanced doctoral researchers and early career scholars to co-plan, execute, and submit for publication a research study.

There are five (5) $2000 CAD grants available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR postdoctoral status having completed a graduate degree (Ph.D./EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (Ph.D./EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related fields.
  • Individuals must be Canadian citizens or permanent residents of Canada or must hold a valid employment visa or work permit issued by the Government of Canada.
  • To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.
  • MORE information about this grant application process can be found on George’s blog.

Questions?

Please feel free to reach out to me, or for further inquiries regarding this opportunity please send an email to: CRCILT.Research@RoyalRoads.ca

ACPA, ACPAdigital, Conference

#ACPA16 CFP: Genius Labs and Pecha Kucha Powered By @ACPA

August brings us to a time of back-to-school fun, but it also means the deadline for the 2016 ACPA Convention (#ACPA16) program proposals is coming fast! There are plenty of program categories to choose from for your #ACPA16 proposal; however, on behalf of the Technology Programs Team, let me highlight two NEW additions to the CFP this year and how you can successfully submit your proposal(s) for Genius Labs and Pecha Kucha Powered By ACPA.

Genius Labs

The convention’s Genius Labs are 20-minute skill-building workshops highlighting a number of practical activities (primarily focused on technology, but not limited to) for participants to learn about, experiment with, and implement immediately.

InfoCourt

Genius Labs topics are up to you! We hope to provide a variety of engaging content areas with the intent of having meaningful instruction for all skill levels, offering attendees effective (and often free) new resources, and building confidence and competence in technical tools to help you work at your institution. Want to learn how to develop your proposal or ask about a potential Genius Labs topic, be sure to connect with Erica Thompson (by email or @EricaKThompson).

listofacpa16genlabs

Pecha Kucha Powered By ACPA

Pecha Kucha is an innovative presentation format during which the speaker’s 20 slides auto-advance every 20 seconds. It is the art of concise presentations. This event is guaranteed to challenge conventional presentation styles, while inspiring colleagues in 6 minutes and 40 seconds!

pecha-kucha-02Your Pecha Kucha Powered By ACPA talk can highlight issues from the field of higher education, student development, our professional competencies, and/or your own personal experiences. Want to see a few examples from past ACPA Conventions? Browse the Pecha Kucha Talks from previous years:

For more information about the origins of Pecha Kucha visit the official website, and for questions about your Pecha Kucha Powered By ACPA proposal please reach out to Laura Pasquini (by email or @laurapasquini).

For both the Genius Labs and Pecha Kucha Powered by ACPA talk proposals, we recommend sharing and showing your work. For Pecha Kucha Powered by ACPA program proposals, we want you to “audition” so we can “see” you in action to understand more about your potential talk. This proposal can include either a presentation lecture capture or screencast to showcase your talk or ideas. Here are a few free screencasting options to consider:

To help us select your Genius Labs demonstration, our team would love to see your examples, ideas, experiences, applicable resources, and concepts you will be share for either presentation. This might include the following item(s) for your Genius Labs program proposal submission: creating a screencast, posting a YouTube video, including a Google Doc tip sheet, linking to slide deck from SlideShare, or sharing a Dropbox file.

If you have a demonstration, handout, or “how to” presentation you want to share for the Genius Labs we would love to see examples of these in your proposal as well. For the Pecha Kucha program proposal sessions, we encourage you to submit a “rough draft” of your talk via a video or screencast shared on YouTube. This will video clip will give us a better idea of your content, presentation style, and we can offer suggestions/ideas if your proposal is selected for Montreal! All #ACPA16 program proposal submissions are due September 4, 2015. Have fun and good luck!

Submit your 2016 ACPA Convention program proposal today!

Learning Technologies, Professional Development

The Technology Test Kitchen & #et4online CFP Deadline

The Technology Test Kitchen (TTK) was developed at the Online Learning Consortium‘s #blend14 event, and recently enhanced at #aln14.

What the heck is the TTK?

  1. A makerspace for sharing innovative tools and new media
  2. An open collaborative environment for hands-on exploration
  3. An engaging way to connect with your colleagues over emerging technology

 

how it works

The TTK ideas was created to bring faculty, instructional designers, researchers, and conferences participants together to get a hands-on experience with a variety of learning technologies. In the Test Kitchen, there are a number of “chefs” (volunteers who love applying media to learning) who are typically available to talk about design, discuss a “recipe” (a quick how-to guide for a platform, e.g. PDF Recipe Book from #blend14 is posted HERE), utilize apps, brainstorm curriculum strategies, introduce new media (hardware & software), and provide 1:1, hands-on sharing with learning technologies.

To learn more, check out this AMAZING video created by Angela Gunder (a.k.a. @adesinamedia):

For the 2015 #et4online conference, the TTK will be looking for chefs, like YOU, to actively work in the kitchen and demonstrate how to apply media to pedagogical practice.

CFP for Chefs

Interested in applying? Check out the Call for Proposals today for the TTK or any other program track. We would LOVE to review your proposal. The CFP closes on December 1, 2014.

EdTech

The 2015 #et4online Call for Presentations is now OPEN!

 

#et4online banner

Dear Colleagues,

The 8th Annual Emerging Technologies for Online Learning International Symposium (#et4online) provides myriad opportunities for you to share your knowledge and expertise in online teaching and learning. Our program includes pre-conference workshops, electronic posters, information sessions, and featured sessions along with extraordinary plenary speakers.

Share and learn about the innovative and emerging practices to enhance your research, student support, teaching, and learning at your institution. The call for proposals is open as of TODAY – October 1, 2014 until December 1, 2014.

Track Description
Organization, Leadership and Challenges for Innovation Proposals submitted to this track should relate directly to the role of institutional leadership for the strategic implementation of innovative online learning to reach institutional goals. Suggestions for this track include:

A. Leadership & Values: Innovation in management & timetables, monitoring quality, new trends & services, social entrepreneurship, social inclusion & equity

B. Agile Approaches to Change: For institutional-level online learning benefits, models, effective practices, and challenges from policy or governance

C. Solutions to Challenges: Digital fluency of faculty, rewards for teaching, competition from new models of education, scaling teaching innovations & expanding access, and relevant education models

Learning Environments and Frameworks Proposals submitted to this track should focus on effective and/or innovative course/program models and design(s), with an emphasis on research-based best practices, effectiveness, efficiencies, and scalability. Suggestions for this track include:

A. Infrastructure for learning environments: Information and communication technology (ICT) infrastructure, physical space, learning space, and platforms for education online

B. Development of learning space: Integration of online, hybrid, and collaborative learning, training and development required, or evolution to online learning

C. Research models: methods and evaluation of curriculum outcomes, design or development for learning environments and frameworks

Open and Collaborative Education Proposals submitted to this track should promote the production and use of open pedagogies and collaborative models for teaching and learning. This might include strategies and suggested practices for the following areas:

A: Content & Curricula: Development of Open Education Resources (OER) including open online courses both private and massive, cross and trans-disciplinary curricula, competency-based curricula, and student-developed content

B. Connectedness: Networking with real-world experts or professionals in the field, social networks, online learning communities and communities of practice, and learning events

C. Cooperation & group engagement: Growing ubiquity and use of social media, transmedia, socially constructed learning, gamification and badges for learning

Evidence-based Learning and Assessment Proposals submitted to this track should relate to learning analytics, institutional data, big data as related to, program outcomes, educational effectiveness, and enhancing the student learning experience. This track may include evaluation of student, staff or faculty course/program assessment. A focus on research is strongly encouraged and should include research design, methodology, results and applications to policy, practice and/or theory.

Suggestions for this track include:

A. Assessment: implementation of assessment plan, evaluation formats, formative/summative assessment, informal/non-formal learning for curriculum review

B. Research: Data collection and analysis methodologies, conceptual models, interventions and innovative approaches

C. Evaluation: Designing for learning analytics, and applications of big data

Effective Teaching and Learning Pedagogy Proposals submitted to this track should address the many facets online teaching and learning with an emphasis on pedagogical practice. Proposals should provide innovative approaches and methods for digital pedagogy and curriculum development. Suggestions for this track include:

A. Learning Practices: Producing authentic learning artifacts, exploration, creativity, and play. Peer-to-peer, self-regulated connected, interest-based, self-directed, and game-based learning

B. Teaching Practices: fostering social presence, balancing structure with student autonomy, designing multimodal learning experiences, and repurposing digital tools for learning

C. Supporting Faculty: instructional design approaches, faculty development programs and models, curriculum development resources, expediting the diffusion of innovative practices, and incentives for pedagogical innovation

Technology Test Kitchen Proposals for this track are unique from other program tracks at #et4online this year. The expectation for “test kitchen” is to create a space at the conference for hands-on, focused and practical applications of emerging learning technologies. The Test Kitchen station will feature expert “chefs” who will guide attendees, showcasing applications and tools for innovative, digital education. If your proposal is accepted, you will demo at least three (3) tools (15-20 minute demonstrations). Your proposal can include links to websites, videos (less than 2 minutes), or examples and a description of what you hope to accomplish in these mini-lessons.

The Technology Test Kitchen space will be similar to a learning lab, where conference participants will take advantage of the “bring your own device” (BYOD) format. If your proposal is selected, you will share a “Technology Test Kitchen Recipe” and demonstration. The recipe is a targeted “how to” guide for participants to learn and explore technology applications and ideas for learning. Suggested areas and applications may include:

A. Learning Technology Demonstration: General suggestions include audio, video, social media, collaboration, communication, presentation, 3D printing, and mobile apps.

B. Instructional Design Strategy & Implementation: Suggestions for this include the application of flipped learning, learning analytics, games and gamification, quantified self, augmented reality, and visualizations.

On behalf of the @OLCToday and the @MERLOTorg,  we look forward to reading your presentation submissions, and seeing you in Dallas for #et4online!

Laura Pasquini Jane Moore
Laura Pasquini, OLC Program Chair Jane Moore, MERLOT Program Chair
@laurapasquini
@janepmoore

P.s. Have you heard about the great keynote and plenary speakers we have lined up? I am looking forward to learning from @mizuko@bonstewart@GardnerCampbell and YOU!

LookWhosSpeakingET4Online

Conference, EdTech, Higher Education

#et4online Call for Proposal Deadline EXTENDED

7th Annual Emerging Technologies 
for Online Learning
 International Symposium (#et4online)

#et4online 2014April 9-11, 2014 · Sheraton Dallas Hotel – Dallas, TX

CALL FOR PRESENTATIONS DEADLINE IS THIS EXTENDED: Tuesday, November 5, 2013 until 12 noon (EASTERN TIME ZONE).

On behalf of the #et4online planning group, I would like to invite you to submit a proposal for the 7th Annual Emerging Technologies for Online Learning International Symposium hosted by the Sloan Consortium and MERLOT. I am looking forward to #et4online in 2014, not only because it will be in my hometown y’all — but also for the brilliant speakers we have lined up for the featured sessions, invited workshops, and keynote.  The #et4online group is still looking for interactive and engaging sessions from presenters and faciliators from:

  • Higher Education and K-12 Faculty
  • Educational technology leaders
  • Instructional technologists
  • Students
  • Future professors and graduate students
  • Instructional designers
  • Academic administrators

Proposed sessions can be targeted to all attendees or novice, intermediate, or expert levels of proficiency. The symposium, devoted to the emerging and innovative uses of technology designed to improve teaching and learning online, will accept presentations that offer attendees “real solutions,” pioneering practices, and future trends. Symposium tracks highlight and demonstrate research, application and effective practices and emerging technological tools in the following areas:

  • Learning Environments
  • Open Education
  • Evidence-based Learning
  • Faculty and Student Development
  • Innovative Media and Tools

Submissions should emphasize evidence-based practice and the impact of topic tracks on teaching practices and student learning outcomes using a range of research methodologies (e.g. case study, longitudinal comparisons, within group comparisons, quasi-experimental, etc.) and rigorous approaches to the analysis of supporting data, qualitative or quantitative. More Information & Submit.

If you have questions or inquiries about this conference, or submitting your CFP before the deadline — please do not hesitate to reach out to me or either #et4online conference chairs, David Wicks (@drdavidwicks) & Michelle Pacansky-Brock (@brocansky).

Cheers,

Laura A. Pasquini, M.S. Ed.
Doctoral Candidate, Department of Learning Technologies 
http://lt.unt.edu/
Featured Sessions Chair, 
2014 #et4online Conference

LPQ

CFP: The @LPQuarterly Volume 1, Issue 4 EXTENDED: DUE November 5, 2012

The Learning and Performance Quarterly (LPQ) is an online, open access peer-review journal designed to make research available to the public and to support a greater exchange of global knowledge. We have recently been invited to publish in the EBSCO research database, and our publication is growing both in author contributions and readership. Articles in support of innovative learning and performance across disciplines from developing and proven scholars are welcome for the last call for 2012 – here is the more information about the call for manuscripts.

CALL FOR SUBMISSIONS:
Learning and Performance Quarterly, Volume 1, Issue 4

The Learning and Performance Quarterly (LPQ) is currently accepting submissions for the second issue. Deadline for submissions is Friday, October 26 at 5 pm CDT. DEADLINE EXTENDED to Monday, November 5, 2012 at 11:59 CDT. Submission of manuscripts can be made online through the LP Quarterly website. For detailed submission guidelines and instructions on how to make a submission please visit Author Guidelines.


TYPES OF MANUSCRIPTS ACCEPTED
Research Articles :
Papers that are concerned with the various approaches to learning and performance impact. These papers should discuss the literature related to the approach employed and include a measure of the learning and performance impact of the approach employed.

Case Studies:
Case studies that highlight a particular learning, training, performance or instructional setting in which learning and performance resources were used to address a particular challenge. They present a discussion of the challenge from current literature, what was done to solve or explore it, and the results of the project. They often offer suggestions for others interested in addressing similar challenges.

Concept/Theory Papers:
Papers that present new concepts or contribute to existing theory for learning and performance. This should offer a discussion of the literature related to the concept/theory along with a discussion of the major issues for future research needed to validate the concept/theory.

Book Reviews:
Book reviews of publications 2011 or later will be accepted to highlight a issues and resources relevant for learning and performance and offer a suggested solution or direction. The position is supported with both a logical argument and a review of the pertinent literature. Preference will be given in the review process to book review essays that comment on two or more related books.  Book review essays should not exceed 3,800 words and should include city, state, publisher, and year of the book’s publication.  An abstract of 150 words or less and keywords are required for book review essays.  Reviews of single books should not exceed 1,900 words.  At the beginning of the text please include title, author, publisher, city, date, and page numbers of the book(s) under review.

CALL FOR LEARNING AND PERFORMANCE QUARTERLY REVIEWERS
Interested in reviewing articles for the LPQ Journal? The LPQ journal is looking for reviewers to conduct peer reviews and evaluations of submissions.
Please identify your reviewing interests, substantive areas of expertise, and preferred research methods when completing the LPQ journal registration online.

We look forward to receiving your submissions. Please pass this post onto other colleagues and researchers who might be interested in publishing, reviewing or editing for the Learning and Performance Quarterly journal.

Thank you,

Laura Pasquini & Dr. Jeff Allen, Founding Editors
Learning and Performance Quarterly
Like us on Facebook
Follow us on Twitter @LPQuarterly
Email: LPquarterly@gmail.com