“Online Course Design Pitfall #4: Expect your students to consume knowledge rather than create it.”
The balance between taking in new information vs. applying that knowledge in creative, constructive ways has been on my mind a lot over the past couple years as I’ve been reading about more and more libraries incorporating Makerspaces into or alongside their Learning Commons areas.
As we talk about hybrid classes and questions of what students do in face-to-face settings or online settings, I also have to wonder WHERE these settings will actually be. The university library is often used for all these settings and a neutral “third place” as well. Perhaps with increasing numbers of hybrid courses, the third place isn’t outside home and work but is instead a place to mesh the social engagement of the physical classroom with the independence and freedom of the online learning environment. Some interesting examples are coming out of Stanford’s d.school and more musings on this are available at the Learning Space Toolkit.
All of this brings me back around to Pitfall #4 quoted above and wondering how I can build library instruction sessions so they include both the passive, info-gathering stages of research and opportunities for the active, collaborative application of results of that research. I’m inspired by Tona Hangen’s Extreme Makeover of a class syllabus to encourage the students to set their own goals week by week. I’m excited by initiatives like the Student As Producer program at University of Lincoln. The next step in my exploration of this process will be looking for ideas of potential outlets for student-created work, such as reflections, mind maps, bibliographies, and so on. In the end, I believe encouraging students to create is heavily dependent on giving them adequate motivation to do so, and that motivation is tied up with the notion of an audience, or social pedagogy.
What will this intersection of social, space, and creativity look like in hybrid library instruction? Stay tuned!