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"This article examines the extent to which two concepts from research on organizational learning—theories-in-use and reflection-in-action—could align with typical learning outcomes associated with LIS education. Two illustrative case studies are considered: one from an undergraduate-level course on search strategies and one from a graduate-level course in collection development. Based on the kinds of classroom experiences that are reported to be most valuable to students, these concepts appear to be useful for designing and assessing the effectiveness of activities, exercises, and assignments. Student feedback from these two cases, while not universally positive, is suggestive of the utility of these concepts as guiding principles for instructional design and evaluation in the context of LIS education."
"Since an article consists of about forty 40 paragraphs and you should be able to write a paragraph about something you know in about 30 minutes, you should be able to draft a journal article in around 20 hours."
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After you get the a few leads, this is what you do:
Get a CV: The best way to get a CV or list of publications is, imho, to google “[name of professor] department” or “[name of prof] professor department”. Googling for ‘CV’ will get you the CVs of everyone whose committee your prof was on. Googling ‘anthropology’ won’t work because often these people aren’t in anthropology departments. Sometimes ‘professor’ won’t work for non-US schools because they might be ‘senior lecturers’ or something like that.
Download Orgy: download every article and publication, conference paper and report. Often the shorter informal pieces are better because they get to the point quickly and give you a sense of the person. This phase is enjoyable because you have the illusion of making progress merely by right-clicking. Find everything. The more obscure the better. Never give up, never surrender.
The 16th Pacific-Asia Conference on Knowledge Discovery and Data Mining (PAKDD) is pleased to organize a data mining competition.
in list: For Teaching
"I just finished the first draft of the manuscript-- as in, sent it off to my editor and agent a couple hours ago-- and while it's all still fresh, thought I'd spend a little more time on what I've learned about writing."
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The single most important thing is, be organized. The reason I was able to write this draft in a year was that I started the process with a strong, well-organized outline-- an outline that I took very seriously, because it was the basis of my book contract. So that short-circuited all that screwing around you do trying to find the perfect structure. I had one that the publisher liked, and so I was damn well going to stick with it.
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Another is to seek solitude. Turn on Freedom, or LeechBlock, or whatever. Put on the headphones. Before they exist on paper, good words live in a very quiet space, that you can only really reach in solitude. Of course you need to share your work in writing groups, with editors, and (you hope) a very big public. But in order to have ideas good enough to share, you need to seal yourself from everything but the words.
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It’s the same sentiment that makes you dismiss the small successes of people around you, as you are busy striving to preserve or revive Fundamental Truths.
Because you really did have a good idea, once. You had the best intentions in the world, but after a few years you got tired of being the lone voice in the wilderness. And now these newcomers, these mundane folk who say they’ve heard something that sounds an awful lot like what you were trying to say back when you still cared?
Well, they’re too late, as far as you’re concerned. It’s not the same, they’re missing the point, they’re diluting your crystalline ideas.
But I am reminded: It’s never the same.
Go visit somebody new. Things are different somewhere else. And when you get back home, maybe things will be different there, too. Especially if you feel strongly that a revolution is called for: perhaps there is one going on there, or will be here when you get back.
Or maybe it already came and went, and you just missed its threads out there on the face of the world. Maybe it’s been happening, here and there, all along.
"In other words, the feeling of flow is different than the feeling of getting better. If all you seek is flow, then you’re not going to get better. There is no avoiding the deliberate strain of real improvement. "
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Strategy #1: Avoid Flow. Do What Does Not Come Easy.
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Strategy #2: To Master a Skill, Master Something Harder.
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But here’s the thing: he’s busier than you and me, yet he’s doing just fine without e-mail. It hasn’t stopped him from accomplishing his professional goals or living an interesting life.
With this in mind, I implore you to shut the door, pull the blinds, and ask yourself, softly, the following question…
What would happen if you lived life without e-mail?
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I don’t know what to make of this thought experiment. Should we really turn back the clock on such a powerful innovation? Would we really want to? I don’t know. But Professor Lightman’s example does make one thing clear: regardless of how you personally feel, the e-mail zero lifestyle is possible. If you live in your inbox, it’s a choice you’re making; a choice you could reverse.
"Much has been written about Design-based Research, but what about hearing from some of the experts themselves? These short interviews, conducted at AERA International Convention in 2006, provide some specific insights from some notable researchers in the field of Design-based Research."
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What we think of as coaching was, sports historians say, a distinctly American development. During the nineteenth century, Britain had the more avid sporting culture; its leisure classes went in for games like cricket, golf, and soccer. But the aristocratic origins produced an ethos of amateurism: you didn’t want to seem to be trying too hard. For the Brits, coaching, even practicing, was, well, unsporting. In America, a more competitive and entrepreneurial spirit took hold. In 1875, Harvard and Yale played one of the nation’s first American-rules football games. Yale soon employed a head coach for the team, the legendary Walter Camp. He established position coaches for individual player development, maintained detailed performance records for each player, and pre-planned every game. Harvard preferred the British approach to sports. In those first three decades, it beat Yale only four times.
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The concept of a coach is slippery. Coaches are not teachers, but they teach. They’re not your boss—in professional tennis, golf, and skating, the athlete hires and fires the coach—but they can be bossy. They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
"But this isn’t about natural aptitude, it’s about practice. That other student has more practice. You can catch-up, but you have to put in the hours, which brings me back to my original advice: keep working even after you get stuck.
That’s where you make up ground."
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