Browsing by Author "Metko, Stefanie"
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- Becoming a Good Neighbor: Befriending Instructional Designers and Campus Distance Learning FolksWalz, Anita R.; Metko, Stefanie (2016-04-21)On our campus, a bridge connects the main library and the university group which operates the campus learning management system (LMS), trains faculty to use educational technologies, and collaborates directly with faculty who are exploring teaching online. Two librarians were tasked with developing a positive working relationship with the units in this group. This poster explores a handful of stories exhibiting the merits, lessons learned, and types of contributions librarians willing to collaborate directly with non-library educational technology departments might encounter. Including: building trust as an iterative process, learning from and together, connecting colleagues "across the bridge," new topics for instruction, influencing policy, addressing copyright and LMS, making the library visible via LMS, developing open educational resources, policy and politics, and so on.
- Creating the Big Picture: Improving Instruction Programming through Curriculum MappingMetko, Stefanie; MacDonald, Amanda B. (2018-04-25)On April 25th the Instruction Section’s Management and Leadership Committee hosted a virtual event titled Creating the Big Picture: Improving Instruction Programming through Curriculum Mapping. Stefanie Metko and Amanda MacDonald (Virginia Tech) covered the purposes and goals for a curriculum mapping program, how to get started with a curriculum mapping program, how to scale the program once the pilot is complete, and how to move forward once the curriculum mapping has yielded meaningful data.
- Developing Studio Spaces as Catalysts for Innovative and Collaborative PedagogyMetko, Stefanie; Becksford, Lisa; McNabb, Kayla B.; Arthur, Craig E.; Henshaw, Neal (2017-02-16)As higher education shifts to meet the needs of modern students and employers, libraries have become much more than spaces to hold a collection of books. Both the media and the functions of the spaces have changed, and studio or lab spaces are one way that libraries are better able to support work with digital media from both student (Mandel, 2008) and faculty (Bailey, Blunt, & Magner, 2011) perspectives. In this session, attendees will consider why creating studio or lab spaces to support pedagogically-driven learning is important for all institutions and how one might take steps to begin designing or encouraging the creation of this kind of space. Additionally, attendees will explore strategies for finding and partnering with the labs/studios that may already be available on their campuses. We assert that, through these partnerships, both the studios and faculty can grow and better support engaging, active learning throughout the campus community.
- Distant but Equal: Leveling the Playing Field through Increased Library Presence for Online and Distance Education StudentsMetko, Stefanie; Becksford, Lisa; Henshaw, Neal (2016-11-16)Online and distance learning across one research university’s main and extended campuses has been decentralized and complex. To add to this complexity, the University Libraries’ programs and services have also spanned various parts of the state, including regional campuses and extension agencies. In an effort to create equal access to all library programs and services, regardless of location, the University Libraries conducted a mixed methods research study to gain insight into users’ needs, attitudes, and satisfaction in regards to the libraries’ services and support for online and distance learning across the campuses.
- Galloping into the Unknown: Utilizing Design Thinking to Reimagine Instruction, Collaboration, and InnovationMetko, Stefanie; Becksford, Lisa; Tomlin, Patrick (2017)This presentation described the use of design thinking in three different areas of academic libraries.
- Inventing the future: Applying design thinking to NextGen online program developmentBecksford, Lisa; Metko, Stefanie (2016)Virginia Tech’s motto is “Invent the Future.” Building on this culture, the University has undergone a massive transformation in the way that it imagines its role on campus. Until recently, the Libraries’ approach to online learning was more ad hoc than strategic, with no dedicated online learning staff and no clear strategy for program development. Recognizing the increasing need for a strategic approach to online learning, the Teaching & Learning Engagement unit recognized the need for new tools for thinking outside of traditional methods for online program development. The team took a start-up approach to program development using a Design Thinking framework to create a new online learning team, with a mix of traditional and non-traditional library faculty, including a web developer and an instructional designer. As part of this process, the team engaged in a universitywide needs assessment for identifying themes for program development and developing a clear mission and niche for the online learning team. Through rapid prototyping and brainstorming sessions, the team developed a learning design studio; a technology training program for librarians, staff, and teaching faculty; and a new learning objects repository for creating, remixing, and sharing online tutorials and modules.
- Inventing the Future: Applying Design Thinking to NextGen Online Program DevelopmentBecksford, Lisa; Metko, Stefanie (2016)This presentation will help participants imagine the next generation of libraries by showing them how to apply Design Thinking to their own libraries’ program development.
- Optimizing the Field Through a Curriculum Mapping InitiativeMetko, Stefanie; Feerrar, Julia; MacDonald, Amanda B. (2017-05)This presentation shares a new model of curriculum mapping to demonstrate how library instruction programs can make connections between high profile campus initiatives and library instruction. While this model was designed to address one institution’s changes to the general education curriculum, the model is flexible and transferable. Attendees will be able to define various types of curriculum mapping approaches and identify strategies for designing their own curriculum mapping frameworks. Frameworks can be used to map library instruction to the student experience, space usage, and new university-wide initiatives in an effort to assess future changes in information literacy programs.
- Using a Library Learning Object Repository to Empower Teaching Excellence for Distance StudentsBecksford, Lisa; Metko, Stefanie (Taylor & Francis, 2018-09-05)In 2015, in response to the findings of an online learning needs assessment, two librarians and a web developer began creating a library learning objects repository. This repository would ensure that distance learners were receiving excellent library services, including library instruction. The team worked with the libraries’ digital media specialist to create an attractive interface and consulted with one of the library’s metadata specialists to create metadata that would help to make the repository easy to search and browse. Further plans include wide-scale sharing with the larger library community and continued growth in the number and types of objects in the repository.