Electronic portfolios are a versatile alternative to traditional paper-based portfolios that offer peers an opportunity to review the work of colleagues and others in an asynchronous manner.

STATEMENT OF GUIDING PRINCIPLES

In periods of rapid change, in a pandemic world, our fundamental principles are often challenged and marked by contradiction, paradox, opportunities and threats. I understand the transformation potential of digitally-rich teaching and learning and I embrace the concurrent development of the accompanying emergent pedagogical models. I am compelled to think beyond current frameworks, embracing the concept of librarians as thought-changers and service innovators.

• Commit to using a variety of instructional methods designed to effectively present topics, engage students, and provide a positive learning experience
• Foster active learning, learner-focused instruction, problem-based learning and inquiry
• Believe that by delivering library instruction on information literacy skills and competencies in an engaging manner, students can experience learning as deeply relevant and valuable
• Promote flexible learning, moving students toward greater autonomy and responsibility
• Adopt and leverage technology systems to support flexible learning in both classroom and online environments
• Deliver instruction in a variety of modes, concentrating on creating learning activities and opportunities which cater to a range of student needs and encourage self-directed learning
• Collaborate on a continual basis with colleagues and instructional design experts to keep current with curricula and best practices in pedagogical techniques

DESIGN STRATEGIES

I base course and instructional session designs on a blended model of constructivist and dialogic pedagogy and disruptive learning theory, promoting active learning. Each session is grounded in information literacy frameworks and established best-practices.

Classes are designed with an understanding that learners need comprehensive skills for the complex cognitive tasks necessary to explore problems using technologies. In instructional design, I favor agile and responsive as well as transformative paradigms that create continuity from instruction to construction. My designs are developed through a process marked by these  phases:

1. Analyze the needs, the content, the learners, and the constraints to get the required information to the students in a useable format.
2. Synthesize that information to a deliverable instructional system while remaining flexible and organized.
3. Evaluate that synthesis to identify gaps, opportunities for improvement, and reflection upon issues of change (organization, technology, format, environment).

Assessment and evaluation of the design strategies and the overall effectiveness of a given lesson is a critical aspect of course design. There are distinct differences between evaluation and assessment.  Evaluation answers the question, “How well did you teach the class?”.  Assessments answers questions, such as:

• What did the students learn?
• How effective is an instruction program?

The student must demonstrate new knowledge and instruction is tied to established learning objectives.

I adhere to the Kirkpatrick model of evaluation.

Reaction: participant satisfaction, a degree of engagement, and relevance
Learning: knowledge, skill, attitude, confidence, commitment
Behavioural: skill application and reinforcement
Results Evaluation: outcomes and indicators