Like many other institutions, we have been working to develop new ways to educate our students to... more Like many other institutions, we have been working to develop new ways to educate our students to be flexible lifelong learners and leaders capable of responding to a world of constant change. We want to provide a foundation for intentional, critically engaged lifelong learners, people who can identify what they are learning and understand why it is relevant to their lives. We recognize that in order to learn for life, students will need to know how to consciously learn from their life experiences. They must learn how to pay attention to subtle "a-ha" moments, recognizing the insights and dissonance that often accompanies new learning. They will need to know how to work effectively within diverse teams and groups, balancing the needs and views of others while also staying engaged with their own intentions and sources of curiosity. To do this, they will need to be able to reflect critically on their decisions and actions, recognize the strengths and limitations of their own...
Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15, 2015
Open digital badges are Web-enabled tokens of learning and accomplishment. Unlike traditional gra... more Open digital badges are Web-enabled tokens of learning and accomplishment. Unlike traditional grades, certificates, and transcripts, badges include specific claims about learning accomplishments and detailed evidence in support of those claims. Considering the richness of data associated with Open Badges, it is reasonable to expect a very powerful predictive element at the intersection of Open Badges and Learning Analytics. This could have substantial implications for recommending and exposing students to a variety of curricular and co-curricular pathways utilizing data sources far more nuanced than grades and achievement tests. Therefore, this workshop was aimed at: i) examining the potentials of Open Badges (including the associated data and resources) to provide new and potentially unprecedented data for analysis; ii) examining the kinds of Learning Analytics methods and techniques that could be suitable for gaining valuable insights from and/or making predictions based on the evidence (data and resources) associated with badges, and iii) connecting Open Badges communities, aiming to allow for the exchange of experiences and learning from different cultures and communities.
Along with other subject areas in K-12 education, social studies and history are the focus of var... more Along with other subject areas in K-12 education, social studies and history are the focus of various reform initiatives. Several ideas about improving professional development for teachers inform the design of the program in which this study is situated and include: (1) using social studies standards (Michigan curriculum framework, 1996) and the Teaching for Understanding framework (Wiske, 1998) to design and teach units; (2) situating teachers' learning about Teaching for Understanding in their practice (Greeno, Collins, & Resnick, 1996); and (3) developing and studying cases about teachers' teaching (J. H. Shulman, 1992) -- all in the context of a technology mediated and distributed collaborative learning environment that bridges school and university boundaries.
To better understand faculty attitudes and practices regarding usage of library-specific tools an... more To better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and nonusers within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
Proceedings of the 2012 iConference on - iConference '12, 2012
Abstract There has been little empirical research into the involvement of subject librarians in u... more Abstract There has been little empirical research into the involvement of subject librarians in university Learning Management Systems (LMS). This study examined how library-specific tools in a university-wide LMS are used, by who and for what purposes, in order to assess ...
... Contrary to assertions from other researchers in education (eg, [Campbell, 2005] and [Cebeci ... more ... Contrary to assertions from other researchers in education (eg, [Campbell, 2005] and [Cebeci and Tekdal, 2006]), these data suggest that to date most instructors are not finding ways for podcasting to change their teaching style. ...
Proceedings of the 8th iternational conference …, Jan 1, 2007
Page 1. Using Learning Management Systems to Support Students' Collaborative Learnin... more Page 1. Using Learning Management Systems to Support Students' Collaborative Learning in Higher Education Stephanie D. Teasley & Steven Lonn, University of Michigan, School of Information and Digital Media Commons ...
… of the 9th International Conference of the …, Jan 1, 2010
ABSTRACT In this study, we used the same survey described in Paper 1 to specifically explore diff... more ABSTRACT In this study, we used the same survey described in Paper 1 to specifically explore differences in respondents' attitudes about LMS use and actual experience with a LMS between instructors and students at two campuses of a Midwestern university: a large residential campus and a smaller commuter campus. We also analyzed aggregated log data from the LMS to see if students' system use was consistent with their beliefs. Although there have been some multi-campus studies of LMS (e.g., Harrington et al., 2004), none have focused on the possible differences between residential and commuter institutions. Online technologies have been found to significantly affect the nature of interactions between commuter students and with their instructors (Krause, 2007). The specific research questions we address in this paper are: (1) Do instructors and students at the two campuses differ in their perceptions of different types of interactions supported by LMS? (2) When other factors, such as number of courses using the LMS, are taken into account, do differences between campuses still exist? (3) How does actual LMS use compare to survey attitudes and perceptions?
Like many other institutions, we have been working to develop new ways to educate our students to... more Like many other institutions, we have been working to develop new ways to educate our students to be flexible lifelong learners and leaders capable of responding to a world of constant change. We want to provide a foundation for intentional, critically engaged lifelong learners, people who can identify what they are learning and understand why it is relevant to their lives. We recognize that in order to learn for life, students will need to know how to consciously learn from their life experiences. They must learn how to pay attention to subtle "a-ha" moments, recognizing the insights and dissonance that often accompanies new learning. They will need to know how to work effectively within diverse teams and groups, balancing the needs and views of others while also staying engaged with their own intentions and sources of curiosity. To do this, they will need to be able to reflect critically on their decisions and actions, recognize the strengths and limitations of their own...
Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15, 2015
Open digital badges are Web-enabled tokens of learning and accomplishment. Unlike traditional gra... more Open digital badges are Web-enabled tokens of learning and accomplishment. Unlike traditional grades, certificates, and transcripts, badges include specific claims about learning accomplishments and detailed evidence in support of those claims. Considering the richness of data associated with Open Badges, it is reasonable to expect a very powerful predictive element at the intersection of Open Badges and Learning Analytics. This could have substantial implications for recommending and exposing students to a variety of curricular and co-curricular pathways utilizing data sources far more nuanced than grades and achievement tests. Therefore, this workshop was aimed at: i) examining the potentials of Open Badges (including the associated data and resources) to provide new and potentially unprecedented data for analysis; ii) examining the kinds of Learning Analytics methods and techniques that could be suitable for gaining valuable insights from and/or making predictions based on the evidence (data and resources) associated with badges, and iii) connecting Open Badges communities, aiming to allow for the exchange of experiences and learning from different cultures and communities.
Along with other subject areas in K-12 education, social studies and history are the focus of var... more Along with other subject areas in K-12 education, social studies and history are the focus of various reform initiatives. Several ideas about improving professional development for teachers inform the design of the program in which this study is situated and include: (1) using social studies standards (Michigan curriculum framework, 1996) and the Teaching for Understanding framework (Wiske, 1998) to design and teach units; (2) situating teachers' learning about Teaching for Understanding in their practice (Greeno, Collins, & Resnick, 1996); and (3) developing and studying cases about teachers' teaching (J. H. Shulman, 1992) -- all in the context of a technology mediated and distributed collaborative learning environment that bridges school and university boundaries.
To better understand faculty attitudes and practices regarding usage of library-specific tools an... more To better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and nonusers within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
Proceedings of the 2012 iConference on - iConference '12, 2012
Abstract There has been little empirical research into the involvement of subject librarians in u... more Abstract There has been little empirical research into the involvement of subject librarians in university Learning Management Systems (LMS). This study examined how library-specific tools in a university-wide LMS are used, by who and for what purposes, in order to assess ...
... Contrary to assertions from other researchers in education (eg, [Campbell, 2005] and [Cebeci ... more ... Contrary to assertions from other researchers in education (eg, [Campbell, 2005] and [Cebeci and Tekdal, 2006]), these data suggest that to date most instructors are not finding ways for podcasting to change their teaching style. ...
Proceedings of the 8th iternational conference …, Jan 1, 2007
Page 1. Using Learning Management Systems to Support Students' Collaborative Learnin... more Page 1. Using Learning Management Systems to Support Students' Collaborative Learning in Higher Education Stephanie D. Teasley & Steven Lonn, University of Michigan, School of Information and Digital Media Commons ...
… of the 9th International Conference of the …, Jan 1, 2010
ABSTRACT In this study, we used the same survey described in Paper 1 to specifically explore diff... more ABSTRACT In this study, we used the same survey described in Paper 1 to specifically explore differences in respondents' attitudes about LMS use and actual experience with a LMS between instructors and students at two campuses of a Midwestern university: a large residential campus and a smaller commuter campus. We also analyzed aggregated log data from the LMS to see if students' system use was consistent with their beliefs. Although there have been some multi-campus studies of LMS (e.g., Harrington et al., 2004), none have focused on the possible differences between residential and commuter institutions. Online technologies have been found to significantly affect the nature of interactions between commuter students and with their instructors (Krause, 2007). The specific research questions we address in this paper are: (1) Do instructors and students at the two campuses differ in their perceptions of different types of interactions supported by LMS? (2) When other factors, such as number of courses using the LMS, are taken into account, do differences between campuses still exist? (3) How does actual LMS use compare to survey attitudes and perceptions?
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Papers by Steven Lonn