Digital Literacy and Citizenship: Re-imagining Self-Directed Programming
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Poster Presentation, OLA 2014 Poster developed by: Melanie Parlette-Stewart and Lindsey Robinson; University of Guelph The redesign of Self-Directed Programming at the University of Guelph Library has led to the creation of workshops that target digital literacy skill development and digital citizenship. Through these workshops we combine digital literacy skills and tool utilization to allow students to successfully manage and create opportunities for themselves as digital citizens. Workshop content is created for both Face-to-Face and online, allowing for a blended experience. A sample of workshop topics include infographics, Google Scholar, Zotero and digital identity management.
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On Tuesday 26th November 2013 in the heart of Birmingham ProgM SIG staged “Delivering more 4 less: using programme management to achieve transformational change in times of austerity." The SIG had promised an event that weaved together the four ‘C’s’ theme namely collaboration, change, community and competence, drawing on a wealth of experience from across the public sector. http://bit.ly/progmm4l
Merv Wyeth, ProgM Chair introduced the conference by describing how the event had been designed with the intention of providing delegates with a high return on their personal investment – i.e attendance and participation #eventroi. The big idea was that the day should be an enjoyable shared experience that offered an exceptional opportunity for learning, motivation and networking in the field of programme management.
Time and space was built into the programme to enable the audience to interrogate (police were present), and otherwise question, speakers. They were also given the opportunity to vote in polls on issues and questions that speakers posed, which offered additional insights into audience perception and sentiment which otherwise would not have been available.
The conference offered the chance for Jim Dale to provide a ‘sitrep’ on his ProgM-backed
Collaborative Change research namely “Using research to improve the delivery and effectiveness of change programmes and projects” previewed in last month’s show-case webinar. During his presentation Jim provided an update of the story so far, thanked those who had already participated either in an interview or by completing the survey. ProgM would like to extend the opportunity to all those currently, or previously, involved in programme management and related collaborative activity to participate in this important Collaborative Change survey.
On the day, Steve Wake, newly appointed Chair of APM Board, was available to round-up the proceedings and provide a special vote of thanks to his Board colleagues, the organising committee and our generous sponsors, BMT Hi-Q Sigma. He reminded those present of the ongoing Strategy 2020 initiative of “Listening, learning and leading” that complements events of this type.
One delegate (Neil White) wrote “A constant theme, running like a golden thread throughout the day, was that effective programme management is a necessary and complimentary bedfellow of collaboration, and an important ingredient in delivering successful transformational change.
Whereas projects are essentially objective and enable the effective development and delivery of ‘products’ (some of which are can be very big products!) it was recognised that programmes are much more subjective and must be sensitive to the environment in which they are operate.
Rather than see them as obstacles, programme managers must respect and be prepared to exploit the systems and organisations surrounding them to their mutual benefit.Collaboration, sharing knowledge & improving delivery within the public sector
Collaboration, sharing knowledge & improving delivery within the public sectorAssociation for Project Management
On Tuesday 26th November 2013 in the heart of Birmingham ProgM SIG staged “Delivering more 4 less: using programme management to achieve transformational change in times of austerity." The SIG had promised an event that weaved together the four ‘C’s’ theme namely collaboration, change, community and competence, drawing on a wealth of experience from across the public sector. http://bit.ly/progmm4l
Merv Wyeth, ProgM Chair introduced the conference by describing how the event had been designed with the intention of providing delegates with a high return on their personal investment – i.e attendance and participation #eventroi. The big idea was that the day should be an enjoyable shared experience that offered an exceptional opportunity for learning, motivation and networking in the field of programme management.
Time and space was built into the programme to enable the audience to interrogate (police were present), and otherwise question, speakers. They were also given the opportunity to vote in polls on issues and questions that speakers posed, which offered additional insights into audience perception and sentiment which otherwise would not have been available.
The conference offered the chance for Jim Dale to provide a ‘sitrep’ on his ProgM-backed
Collaborative Change research namely “Using research to improve the delivery and effectiveness of change programmes and projects” previewed in last month’s show-case webinar. During his presentation Jim provided an update of the story so far, thanked those who had already participated either in an interview or by completing the survey. ProgM would like to extend the opportunity to all those currently, or previously, involved in programme management and related collaborative activity to participate in this important Collaborative Change survey.
On the day, Steve Wake, newly appointed Chair of APM Board, was available to round-up the proceedings and provide a special vote of thanks to his Board colleagues, the organising committee and our generous sponsors, BMT Hi-Q Sigma. He reminded those present of the ongoing Strategy 2020 initiative of “Listening, learning and leading” that complements events of this type.
One delegate (Neil White) wrote “A constant theme, running like a golden thread throughout the day, was that effective programme management is a necessary and complimentary bedfellow of collaboration, and an important ingredient in delivering successful transformational change.
Whereas projects are essentially objective and enable the effective development and delivery of ‘products’ (some of which are can be very big products!) it was recognised that programmes are much more subjective and must be sensitive to the environment in which they are operate.
Rather than see them as obstacles, programme managers must respect and be prepared to exploit the systems and organisations surrounding them to their mutual benefit.Collaboration, sharing knowledge and improving delivery within local government
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Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions. The Intersection between Professor Expectations and Student Interpretations o...
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On Tuesday 26th November 2013 in the heart of Birmingham ProgM SIG staged “Delivering more 4 less: using programme management to achieve transformational change in times of austerity." The SIG had promised an event that weaved together the four ‘C’s’ theme namely collaboration, change, community and competence, drawing on a wealth of experience from across the public sector. http://bit.ly/progmm4l
Merv Wyeth, ProgM Chair introduced the conference by describing how the event had been designed with the intention of providing delegates with a high return on their personal investment – i.e attendance and participation #eventroi. The big idea was that the day should be an enjoyable shared experience that offered an exceptional opportunity for learning, motivation and networking in the field of programme management.
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The conference offered the chance for Jim Dale to provide a ‘sitrep’ on his ProgM-backed
Collaborative Change research namely “Using research to improve the delivery and effectiveness of change programmes and projects” previewed in last month’s show-case webinar. During his presentation Jim provided an update of the story so far, thanked those who had already participated either in an interview or by completing the survey. ProgM would like to extend the opportunity to all those currently, or previously, involved in programme management and related collaborative activity to participate in this important Collaborative Change survey.
On the day, Steve Wake, newly appointed Chair of APM Board, was available to round-up the proceedings and provide a special vote of thanks to his Board colleagues, the organising committee and our generous sponsors, BMT Hi-Q Sigma. He reminded those present of the ongoing Strategy 2020 initiative of “Listening, learning and leading” that complements events of this type.
One delegate (Neil White) wrote “A constant theme, running like a golden thread throughout the day, was that effective programme management is a necessary and complimentary bedfellow of collaboration, and an important ingredient in delivering successful transformational change.
Whereas projects are essentially objective and enable the effective development and delivery of ‘products’ (some of which are can be very big products!) it was recognised that programmes are much more subjective and must be sensitive to the environment in which they are operate.
Rather than see them as obstacles, programme managers must respect and be prepared to exploit the systems and organisations surrounding them to their mutual benefit.Collaboration, sharing knowledge & improving delivery within the public sector
Collaboration, sharing knowledge & improving delivery within the public sectorAssociation for Project Management
On Tuesday 26th November 2013 in the heart of Birmingham ProgM SIG staged “Delivering more 4 less: using programme management to achieve transformational change in times of austerity." The SIG had promised an event that weaved together the four ‘C’s’ theme namely collaboration, change, community and competence, drawing on a wealth of experience from across the public sector. http://bit.ly/progmm4l
Merv Wyeth, ProgM Chair introduced the conference by describing how the event had been designed with the intention of providing delegates with a high return on their personal investment – i.e attendance and participation #eventroi. The big idea was that the day should be an enjoyable shared experience that offered an exceptional opportunity for learning, motivation and networking in the field of programme management.
Time and space was built into the programme to enable the audience to interrogate (police were present), and otherwise question, speakers. They were also given the opportunity to vote in polls on issues and questions that speakers posed, which offered additional insights into audience perception and sentiment which otherwise would not have been available.
The conference offered the chance for Jim Dale to provide a ‘sitrep’ on his ProgM-backed
Collaborative Change research namely “Using research to improve the delivery and effectiveness of change programmes and projects” previewed in last month’s show-case webinar. During his presentation Jim provided an update of the story so far, thanked those who had already participated either in an interview or by completing the survey. ProgM would like to extend the opportunity to all those currently, or previously, involved in programme management and related collaborative activity to participate in this important Collaborative Change survey.
On the day, Steve Wake, newly appointed Chair of APM Board, was available to round-up the proceedings and provide a special vote of thanks to his Board colleagues, the organising committee and our generous sponsors, BMT Hi-Q Sigma. He reminded those present of the ongoing Strategy 2020 initiative of “Listening, learning and leading” that complements events of this type.
One delegate (Neil White) wrote “A constant theme, running like a golden thread throughout the day, was that effective programme management is a necessary and complimentary bedfellow of collaboration, and an important ingredient in delivering successful transformational change.
Whereas projects are essentially objective and enable the effective development and delivery of ‘products’ (some of which are can be very big products!) it was recognised that programmes are much more subjective and must be sensitive to the environment in which they are operate.
Rather than see them as obstacles, programme managers must respect and be prepared to exploit the systems and organisations surrounding them to their mutual benefit.Collaboration, sharing knowledge and improving delivery within local government
Collaboration, sharing knowledge and improving delivery within local governmentAssociation for Project Management
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions. The Intersection between Professor Expectations and Student Interpretations o...
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We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.The Intersection between Professor Expectations and Student Interpretations ...
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