PurposeThe purpose of this paper is to describe how librarians at UC Merced developed an iPod Touch Video Library Tour to replace in‐person instruction for freshman library orientations.Design/methodology/approachLibrarians developed and marketed the iPod Touch Video Library Tour, collaborated with Writing faculty to promote and measure the effectiveness of instruction, then collected and analyzed student assignment scores and survey assessment data to evaluate the project.FindingsPost‐tour assessment data from student assignments suggest that the iPod Touch Video Library Tour is successfully introducing new students to the space, services and resources of the library. Post‐tour comments from students and faculty also indicate that they consider the tour an effective means of being introduced to the library.Practical implicationsFaced with increasing teaching workloads, instruction librarians can benefit from developing asynchronous instruction objects such as podcasts/vodcasts. Asynchronous teaching allows the time shifting of instruction activities, offers scalability, and optimizes assessment. Students often value the freedom to receive instruction when it is most convenient for them.Originality/valueThis paper offers practical information that will assist academic libraries in developing and justifying asynchronous instruction alternatives for traditional face‐to‐face library classroom sessions. Assessment data presented supports the effectiveness of asynchronous instruction through podcasting with popular iPod technology.
The authors present stories in motion, reminding all those interested in practicebased research of the importance of a/r/tography as becoming-intensity, becoming-event and becoming-movement. Embracing a métissage approach, this article provides an example of art educators co-labouring in order to understand their need for materializing, theorizing and practising their ideas, and, in doing so, realize that being committed to emergence offers ways for becoming artist, researcher and teacher as ways of living one’s art practice as research.
Background: The loss of functional hand skills is a primary characteristic of Rett syndrome. Stereotypies, dyspraxia, and other sensory processing issues severely limit the individual’s ability to reach toward and sustain grasp on objects. This loss of functional reach and grasp severely limits their ability to participate in self-help, play, and school-related activities. We proposed that Ayres Sensory Integration (ASI) treatment would improve sensory processing and motor planning, which would lay the sensory-motor groundwork for improving grasp of objects, an important first step in developing functional hand use. Objective: We examined effects of ASI treatment on rate of reaching and grasping for children with Rett syndrome/Rett-related disorders. Methods: We used an interrupted time series design to measure changes in outcome variables occurring after intervention initiation and cessation. We analyzed daily video observations during baseline, intervention, and post-intervention periods, over a span of 7 months. Results: During baseline, rate of grasping declined moderately. There was a 15% increase in grasping from the end of baseline to end of the post-intervention period. There was no significant change in rate of reaching. Conclusions: This study provides preliminary data showing very small improvements in hand grasp of children with Rett syndrome following ASI treatment; larger studies in diverse settings are needed to establish the effectiveness of this approach. This study shows that an interrupted time series research design provides a valid template for evaluating interventions for children with rare disorders.
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