Observations of Students in Clinical Settings via iPads

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Awarded Grant: $25,640 Principal Investigator: Pam Youngs-Maher, Upstate Medical University Upstate Medical University utilizes a curriculum model built on didactic and theoretical constructs, and the application of those lessons in clinical settings. Direct observation and feedback is believed to be an effective method for clinical skills assessments. Implementation of observations and timely feedback are challenging due to clinical demands and preceptor availability. This project will utilize “distance faculty” (DF) to observe patient encounters via iPad and provide real-time feedback to participating students. Distance Faculty Observation (DFO) will use mobile technology (Apple iPads) for this real-time observation and feedback system. Written feedback will also be documented and available via a web-based database. The pilot will involve faculty and students in three colleges at Upstate: Medicine, Health Professions and Nursing. Co-PI’s and Key Partners: Ann Botash, Professor of Pediatrics, Pediatric Vice Chair for Educational Affairs, and Course Director for the Pediatric Clerkship at Upstate Medical University Gene Bailey, Associate Professor of Family Medicine, and Course Director for the Family Medicine Clerkship Patricia Powers, Assistant Professor of Nursing, and Course Director for the Family Nurse Practitioner Program (FNP Track) Carol Recker-Hughes, Associate Professor, Director of Clinical Education, and Vice-Chair of the Physical Therapy Education Program Joseph Smith, Director of Educational Communications Reports and Resources: Final Report Presentation – CIT 2013 Project outcomes report Creative Commons License:

Developing a SUNY-wide Transliteracy Learning Collaborative to Promote Information and Technology Collaboration

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Awarded Grant: $60,000 Principal Investigator: Trudi Jacobson, University at Albany The Metaliteracy Learning Collaborative will be developed as a SUNY-wide think tank and incubator for promoting metaliteracy as an overarching and unifying construct for related information literacies. The Collaborative will define a set of learning objectives that will transcend boundaries based upon the traditional definition of information literacy and the concept of librarians as the sole interested party. This grant will assist SUNY’s efforts to develop students as lifelong creators of information in all forms. It will address how to infuse metaliteracy throughout students’ academic careers, opening dialogues among different educational groups, and exploring issues such as the transition from high school to college, and a prototype badging system outlining the myriad aspects of metaliteracy. This badging system will be scalable for various settings and pedagogical goals, in an open source and customizable format that can be used SUNY-wide, and event ually nation-wide, or globally. Co-PI’s and Key Partners: Thomas Mackey, Dean, Center for Distance Learning, Empire State College Mark McBride, Coordinator of Library Instruction, Buffalo State Michael Daly, Public Services Librarian, Fulton Montgomery Community College Michele Forte, Assistant Professor, Community and Human Services, Center for Distance Learning, Empire State College Jenna Hecker, Instructional Developer, University at Albany Ellen Murphy, Director of Online Curriculum, Empire State College Reports and Resources: Press Report: New Metaliteracy MOOC Explores Information Literacy in the Social Media Age Metaliteracy Learning Objectives These learning objectives have been created with the goal of developing metaliterate learners. Comments and suggestions from a variety of librarians and faculty across the state were sought and incorporated into the final (but still evolving) document. Metaliteracy learning is divided into four domains: behavioral (skills, competencies), cognitive (comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, and how to continue to learn). The objectives are conceived broadly, so as to remain scalable, reproducible, and accessible in a range of contexts. Instructors and learners can meet these objectives in a variety of ways, depending on the learning context, choosing from a menu of learning activities. These metaliteracy learning objectives are reflected in the new UAlbany Gen Ed Information Literacy/Information Management requirements (scroll down to information literacy). These Metaliteracy Learning Objectives are also informing the discussion as the ACRL updates its learning objectives. Metaliteracy Badging Program Given current trends in badging, both in education and as part of the corporate world, the grant team wanted to explore a metaliteracy badging program that would recognize information and technology competencies. We moved quickly beyond exploration into design and development. Currently, the badging program is being built with BadgeStack and, over the course of the coming year, will be piloted with 500 students across the SUNY system and at the high school level. Students will complete a series of information literacy-themed activities, tasks, and quests (as in a video game). The program will include multiple forms of assessment and levels of granularity. Once the program is completed, it can be moved to an open source platform, such as Metaliteracy.org. It will be open source and customizable, and linked to Open SUNY and OER Commons for others to use. This badging program has generated a great deal of excitement from SUNY campuses eager to participate in the pilot test to New York State Education Department’s interest in developing it further in the K-12 arena. The badging program may be used by some of the instructors teaching the new Writing and Critical Inquiry course at the University at Albany, which meets the general education information literacy competency requirement. The availability of this program may make a critical difference in the ability of librarians at this institution to meet important course goals. Metaliteracy, as developed and introduced by PI Trudi Jacobson and co-PI Tom Mackey in “Reframing Information Literacy as a Metaliteracy” (January 2011), is gaining increasing attention in academia world-wide. Grant research has informed many other academic endeavors, including the development of a new Metaliteracy MOOC at SUNY Empire State College. The document is a compilation of the following links to metaliteracy-related resources. Additional Project Outcomes This document includes a variety of additional outcomes associated with the project, such as: March 2013 Google Hangout video wherein grant coPIs describe the vision the team has for the project; Keynote and conferences presentations that explain metaliteracy and provide examples of metaliteracy in practice: “Metaliteracy in Practice: Metaliteracy sounds great but how do I teach it?” Trudi Jacobson, Tom Mackey, and Greg Bobish at the 3Ts conference at Empire State College, Saratoga Springs, NY, March 2013. “What’s in a Name?: Information Literacy, Metaliteracy, or Transliteracy” Trudi Jacobson and Tom Mackey for the ACRL (Association of College and Research Libraries) Conference, April 2013. The presentation examines the metaliteracy framework developed by Mackey and Jacobson, and reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives. “Reinventing Information Literacy as a Metaliteracy for E-Learning”  Keynote presentation by Tom Mackey and Trudi Jacobson for SOCHE (Southwestern Ohio Conference for Higher Education) Library Conference, May 2013. “(IITG) Building the Transliteracy Learning Collaborative: Challenges and Promise.” Presentation by Trudi Jacobson, Michele Forte, and Emer O’Keeffe at CIT, Utica, NY, May 2013. “Developing a System-Wide Metaliteracy Collaborative Creating a Unified Vision of Metaliteracy Across the SUNY System.” Presentation by Christian Poehlmann at SUNYLA, Buffalo, NY, June 2013. “Reimagining Information Literacy as a Metaliteracy: Empowering Learners for Participation, Collaboration, and Reflection” Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH, June 2013. “What a Wonderful World: What Team-based Learning Brings to Metaliteracy Instruction.” Workshop facilitated by Trudi E. Jacobson, at NELIG, June 2013.  “Designing Learning Activities to Promote Metaliteracy” Workshop facilitated by Tom Mackey at NELIG, June 2013. UPCOMING: “Developing an Open Badge Framework for Metaliteracy.” Presentation by Jenna Hecker and Michele Forte, at SLOAN-C in Orlando, Florida, in November 2013. UPCOMING: “Developing Metaliterate Learners: Transforming Literacy across Disciplines.” A successful proposal by Michele Forte, Trudi Jacobson, and Emer O’Keeffe to organize a Conversations in the Disciplines Conference, to be held at Empire State College, Saratoga Springs, NY, December 2013. Metaliteracy Resources and Research This document contains items arising directly from, or informed by and incorporating metaliteracy grant research including: Metaliteracy MOOC, developed by Tom Mackey and Trudi Jacobson in partnership between SUNY Empire State College and the University Libraries at the University at Albany. Members of the Metaliteracy Learning Collaborative will launch the MOOC in the opening session and grant coPIs Jacobson, Mackey, and Jenna Hecker will be MOOC facilitators. This project provides international exposure for the concept of metaliteracy. Campus Initiatives: In May 2013, the University at Albany’s Undergraduate Academic Council approved General Education Information Literacy learning objectives, which were heavily influenced by the metaliteracy learning objectives. As of fall 2014, each department must attest that students in their major(s) have met these learning objectives. Metaliteracy in the Classroom: As part of the IITG project, graduate student Stephanie Dudek interviewed IL instruction librarian Gregory Bobish about his use of metaliteracy-related elements in the classroom. Since it was first published in 2011, Mackey and Jacobson’s Reframing Information Literacy as a Metaliteracy has been cited in over 26 different publications. We continue our coverage of metaliteracy in academic literature on Metaliteracy.org. New citations include: A UNESCO document entitled Media and Information Literacy for Knowledge Societies (2013) provides a brief definition of metaliteracy and makes it central to the conclusion. Betty Hurley-Dasgupta, Carol Yeager, and Catherine Bliss (SUNY Empire State College) refer to metaliteracy in their article cMOOC and Global Learning: An Authentic Alternative in The Journal of Asynchronous Learning Networks (JALN). Bernard Pochet, Philippe Lepoivre, and Paul Thirion. “Littérature scientifique et formation à l’information, la situation des bioingénieurs à Gembloux Agro-Bio Tech (ULg) (synthèse bibliographique)” in Biotechnol. Agron. Soc. Environ. 2013 17(1), 118-130, which discusses the role of scientific literature in the teaching of bioengineering at Gembloux, and incorporates recent advances in Information Literacy, including metaliteracy. Conceptual Relationship of Information Literacy and Media Literacy in Knowledge Societies (UNESCO). Essays cite metaliteracy and promote the framework. Badges being designed for the badging program will be differentiated by color, wings (for high level), and graphic. Badges incorporate the colors of the metaliteracy logo on the grant website (this graphic has also been incorporated into the Metaliteracy MOOC described above). Metaliteracy Model, used in discussions of learning objectives on the wiki. Project Outcome Report Creative Commons License:     

Cross-Cultural Experiential Learning Evaluation Project

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A consortium of five SUNY campuses (SUNY Cobleskill, SUNY Empire State College, The College at Old Westbury, Purchase College, and SUNY Ulster) and the SUNY Levin Institute propose to strengthen the adoption of e-Portfolio initiatives on participating campuses through creating a Cross-Cultural Experiential Learning Evaluation Toolkit that improves the development and assessment of international experiential learning activities. The Toolkit will provide guidance to faculty to create and deliver international experiential learning activities that strengthen students’ cross-cultural skills and will also provide guidance to students to document their learning artifacts and to produce effective reflection pieces to appear in their e-Portfolios. The Toolkit will be piloted in COIL courses, study abroad experiences, faculty-led trips, in-class curricular efforts, and international service learning experiences. Upon completion of the pilot, the Toolkit will be revised and shared with e-Portfolio teams on participating campuses and widely shared to relevant programs across SUNY.

Exploring New Horizons: Science And Engineering Everywhere, At Anytime And For Everyone

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Awarded Grant: $52,500 Principal Investigator: Monica Bugallo, Stony Brook University This project broadens the scope of our previously successful IITG pilot program by expanding the offered research and educational activities, by improving the cyber-infrastructure that makes them possible everywhere, at any time and to everyone, and by implementing a research component to assess the effectiveness and impact of the proposed initiatives. Our ultimate goal is to engage students in the passion, challenge and opportunity of exploring the science of detection of cosmic rays and analysis of data related to them, through innovative technology involving building and operation of cyber-tools in the form of hardware devices and software applications. The nature of the project is multidisciplinary and embraces participants from different SUNY Stony Brook departments including Electrical and Computer Engineering, Physics and Astronomy, and Science Education. We focus on underrepresented students through our collaboration with the Women In Science and Engineering program and the Center of Science and Mathematics Education, and we seek for expansion of the activities by involving collaborators from SUNY Geneseo and SUNY Albany. Reports and Resources: Project website Mid-project report Project outcomes report Project outcomes report 2.0 Creative Commons License: