administration

Given to the SIRLS-LSO meeting Sept 18 06

http://www.sir.arizona.edu/faculty/fricke/ePortfolio/ePortfolioTalkSept1806.htm

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Given to the incoming IRLS504 July 06.

http://www.sir.arizona.edu/faculty/fricke/ePortfolio/FrickeePortfolio.htm

[Under construction]

Where do the artifacts go?

The system here is similar to that of email and attachments. Say you are off on your vacation, and, from Internet Cafés, you send a series of emails to your friends and on each one you attach one or more pictures of you sunning yourself, enjoying the Bodlean, etc. The pictures are, in a sense, artifacts, and the emails to some degree are reflections on those pictures (and the events they depict). And, perhaps you would like records of this for yourself to see later and to show to others whose addresses you have forgotten, so you send copies to yourself at home.

3. 8/4/06 Uploading. This is not a bug (but it might be a problem for some). The uploading of attachments is restricted in two ways: a) by file size (which is presently set at 2 megs) and b) by file suffix (which is presently set to any of jpg jpeg gif png txt html htm doc xls pdf ppt pps odt zip). So if you try to upload your 3 meg myPhDThesis.doc or your 1 meg movie myHoliday.mov, neither will work. 2 megs is pretty big, and we thought it enough, but it might not be for some power point presentations (you could compress them first before uploading). We may set this larger if that seems appropriate (and also we could change the suffixes is that seems required).

As a library and information professional, you will need to be skilled at assessing your own learning and identifying additional things you need to know. We expect students, as they progress through SIRLS, to move from dependence on faculty assessment of their achievements to a realistic self-assessment of achievement. The competency reflections are the tools and opportunities for you to monitor your own learning and augment it as you see the need.

Each reflection itself will be evaluated as it is posted. The evaluation here will either be 'acceptable' or 'in need of revision'. [If a reflection needs revision, the evaluator will usually suggest what needs to be done. ]

Producing Help to cover all contingencies is quite a task, indeed an ongoing and extensive task.

Fortunately others have made attempts here, and we can, to a degree, leverage off their efforts (this is sometimes called 'not re-inventing the wheel').

The underlying software for this site is Drupal and others have produced Help files for Drupal. In particular, Bryght uses Drupal and Bryght has produced good Help pages here (Bryght does not have exactly the same set up as we do, but there is plenty enough in common for this to be valuable).

Basic

This is a website, with User accounts and 'roles'. What a person can see and do depends on whether they have an account and what role they have.

Role 1: 'public'

A member of the public does not need an account. This what they can do

run Public Role quicktime movie (you need broadband for this). [A movie like this can take several minutes to download and launch. And some browsers (eg Internet Explorer) do not give you a good indication that you are waiting. Use Firefox and/or be prepared to wait.]

Student Competencies and Learning Outcomes

A. Foundational Understandings and Abilities

A1) Students will demonstrate understanding of basic principles, concepts, and terminology related to the creation, organization, management, access, and use of knowledge and information and will demonstrate the ability to apply them to practical problems.

A2) Students will demonstrate understanding of the nature of research, research methods and the role of research in library and information science and additionally, demonstrate the ability to apply research findings to practical problems.

Two examples

Bruce Fulton has very kindly provided an example for us .

So, too, has Ruth Morgan second example .

Content

As you write your reflection, you might use one or more of the following prompts:

What I learned from doing this [lecture/course/note/reading/exercise...] was...

This [lecture/course/note/reading/exercise...] was challenging for me because...

This [lecture/course/note/reading/exercise...] shows that I understand how to...