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ACRL Visual Literacy Competency Standards for Higher Education

ACRL Visual Literacy Competency Standards for Higher Education
Approved by the ACRL Board of Directors, October 2011 Introduction The importance of images and visual media in contemporary culture is changing what it means to be literate in the 21st century. Today's society is highly visual, and visual imagery is no longer supplemental to other forms of information. New digital technologies have made it possible for almost anyone to create and share visual media. Yet the pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view, use, and produce visual content. Visual Literacy Defined Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. In an interdisciplinary, higher education environment, a visually literate individual is able to: Visual Literacy and Higher Education Across disciplines, students engage with images and visual materials throughout the course of their education. Standards Development Process

PowerPoint Tutorials With as many PowerPoint questions that I get, it’s a good thing that over the past year or so the elearning community has created about 300 PowerPoint tutorials. For this post, I decided to pull a bunch of them together so that you have them in one easy list. I also included a free PowerPoint elearning template to celebrate the holidays and a great 2010! Click to download the free PowerPoint template. 100+ PowerPoint Tutorials If you want to learn more about using PowerPoint or building rapid elearning courses, this list is a good place to start. I loosely organized the tutorials by topic so they’re a little easier to scan. PowerPoint for Rapid E-Learning PowerPoint Tips for Graphic Design Create Illustrations & Objects in PowerPoint Animation Tips & Tricks in PowerPoint How to Use PowerPoint Tutorials PowerPoint Resources People to follow on Screenr There are many people on Screenr who create useful PowerPoint and rapid elearning tutorials. I hope you have a Happy New Year! Tidbits

Align Assessments, Objectives, Instructional Strategies - Teaching Excellence & Educational Innovation Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another. To ensure that these three components of your course are aligned, ask yourself the following questions: Learning objectives: What do I want students to know how to do when they leave this course?Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments? What if the components of a course are misaligned? If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. What do well-aligned assessments look like?

Attribution CC Wiki You can use CC-licensed materials as long as you follow the license conditions. One condition of all CC licenses is attribution. Here are some good (and not so good) examples of attribution. Note: If you want to learn how to mark your own material with a CC license go here. Examples of attribution Here is a photo. This is an ideal attribution Because: Title? Author? Source? License? This is a pretty good attribution Title? Author? Source? License? This is an incorrect attribution Photo: Creative Commons Title? Author? Source? License? This is a good attribution for material you modified slightly Title, Author, Source, and License are all noted Modification? This is a good attribution for material from which you created a derivative work Original Title, Author, Source, and License are all noted Derivative? New author of the derivative work is also noted Note: If you're at a point where you are licensing derivative works, go to Marking your work with a CC license. Title? Author? Source? License? 1.

VITL A Community of Practice (CoP) forThe Visual, Information, and Technology Literacy (VITL) Initiative Check out the VITL Resources Page or the VITL-Related Research PageFind out about VITL Events here or click on Announcements link Best Practices Designing Better Learning Experiences MISCELLANEOUS RESOURCES Designing Training Plans and Learning Objectives © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Sections of This Topic Include Preparation for Designing Your Training Plan Design Your Learning Objectives Analyze Your Learning Objectives for Relevance, Alignment, Sequence and Testability Designing Training Rooms (Classrooms) Additional Information About Designing Training Various Ideas for Ways to Learn (including distance and online learning) Also see Related Library Topics Also See the Library's Blogs Related to Designing Training and Development Plans In addition to the articles on this current page, also see the following blogs that have posts related to Designing Training and Development Plans. Library's Career Management Blog Library's Human Resources Blog Library's Leadership Blog Library's Supervision Blog Library's Training and Development Blog Preparation for Designing Your Training Plan Design Your Learning Objectives Understand the Alignment, Dimensions and Terms in Learning Objectives Topic: Communication 1.

Examples of Program-Specific Learning Outcomes Examples of Program-Specific Learning Outcomes The learning outcomes below are examples which may be helpful in providing a starting point for developing learning outcomes for your own syllabi and programs. More than likely they can be improved upon, especially in terms of having specific learning outcomes that are derived from competencies and sub-competencies. If you would like your program’s learning outcomes to be included in this list, please email them to Susanne Hicklin (hicklins@gwm.sc.edu). Sample learning outcomes are provided for: Arts & Sciences Microbiology Art Theatre & Dance Business Accounting Economics Business Administration Engineering Civil & Environmental Engineering Electrical Engineering Mechanical Engineering Bioengineering Honors Program Hospitality, Retail, & Sport Management Hospitality Administration Retail Operations Fashion Merchandising Fashion Research Industry and Product Knowledge Recreation and Hospitality Services Marketing Mass Communications & Information Studies Music Art

Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms. Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction. Outcomes Pyramid Definitions Objectives

Writing Instructional Objectives › Assessment Primer › Assessment › University of Connecticut (Based on Preparing Instructional Objectives by Mager 1962 and Preparing Instructional Objectives: A critical tool in the development of effective instruction by Mager 1997) An objective Is an intent communicated by a statement describing a proposed change in a learner Is a statement of what the learner is to be like when he/she has successfully completed a learning experience An instructional objective describes an intended outcome. Describe what the learner will be doing when demonstrating that he/she has reached the objective; i.e., What should the learner be able to do? Course objective: What a successful learner is able to do at the end of the course Is a description of a product, of what the learner is supposed to be like as a result of the process The statement of objectives of a program must denote measurable attributes observable in the graduate of the program; otherwise it is impossible to determine whether or not the program is meeting the objectives. Examples: Guiding questions:

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