Class Today (Sep. 26, 2000)

1. National Science Digital Library
2. The National Initiative for a Networked Cultural Heritage (NINCH)
3. Philip Davis, Assistant Librarian, Redditch Library, England:

   I have been reading Sarah Thomas's conference paper, "The catalog as portal to the internet".
   
   She says "Instead of striving for comprehensiveness, the goal of the catalog as portal must be to increase the ability of a community of users to meet their information needs by doing as much 'one-stop shopping' as possible".
   
   "Michael Gorman has suggested a tiered approach to the description of publications that takes into account the quality of the material being described, with a progression from AACR2 through Dublin Core to keyword search indices. This is sensible counsel, and provides a path from the present to the future".

4. Bruce, B. C. (2000). Credibility of the web: Why we need dialectical reading. Journal of Philosophy of Education (special issue), 34(1), 97-109.  Also in P. Standish & N. Blake (Eds.), Enquiries at the interface: Philosophical problems of online education (pp. 107-122). Oxford, UK: Blackwell.
5. Portfolio page; Project page
6. history: add to the timeline (Sep. 26)
   • include names?
   • format?
   • questions?
7. Events
   • Oct 5, 7:00-8:30 pm: Alaina Kanfer: Scenario planning (optional)
   • Oct 8, 8:30-4:00 pm: LIS 450 LTL on campus session (~6.5 hours, allowing for lunch); Readings:
     • Easley
     • Beyer
     • Dewey
   • Oct 17, 4:00-6:00 pm, next synchronous session
8. Activities for the on campus day
   • getting to know each other: activity to learn about each other (~1 hr.)
   • project presentations (6+ hrs., even if we go with a slightly-compressed version the allotted time; some teams, such as the KaBoomers have additional activities associated with their presentations; some options:
     • shorten presentations?
     • poster session?
     • split groups--Jenny with one; Chip with the other?
     • do presentations online during a synchronous class?
   • assumptions about learning: small group discussions built around challenges to conventiaonl ways of thinking about learning (~1.5 hrs.)
   • future scenarios: a planning game (~2+ hrs.)
   • unit choice: your chance to influence which units we do in the rest of the course (~1 hr.)
   • forbidden colors: a game (devised by the psychologist Vygotsky), which illustrates vividly how scaffolding works to support learning (~1 hr.)
   • "Shakespeare in the Bush: great article for discussion (~1 hr.)
   • F.A.T. City: How Difficult Can This Be? (video): illustrating the effects and implications of learning disabilities (~1 hr.)
   • labels: discussion of labels in education (learning disabled, inner city, ...) (~1+ hr.)
   • technologies: issues of web design (e.g., frames), video, other (~1+ hr.)
   • Inquiry Units: a site for creating and sharing curriculum units, such as those you are creating (~1+ hr.)
9. discussion: directions for Oct. 8
10. Problem Based Learning