Browsing by Author "Morrow, Leeanne"

Now showing 1 - 8 of 8
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    Empowering Educators: Navigating the Ethical and Effective Integration of GenAI in K-12
    (2024-03-09) Moya, Beatriz Antonieta; Morrow, Leeanne
    The emergence of Generative Artificial Intelligence (GenAI) has challenged assessment practices in K-12 education over the last year. These tools have capabilities that match the K-12 curriculum learning outcomes, and their use is hard to detect. We claim that addressing the new GenAI challenges require outreach/engagement initiatives that seek to promote the ethical use of Generative Artificial Intelligence in schools. Positioned as educators/researchers/practitioners/collaborators, we provide some recommendations for participants to explore and draft outreach/engagement plans to present to school administrators. As we develop these ideas, we also outline some ethical uses of GenAI for K-12 teachers.
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    Foundational Literacies & Academic Integrity Skills: Ideas for Supporting Students in an Artificial Intelligence Era
    (2023-04-04) Morrow, Leeanne; Moya, Beatriz
    The emergence of algorithmic writing technologies capable of producing text from scratch or with little input has disrupted the post-secondary education context and become an invitation for educators to rethink their teaching, learning, and assessment practices. In this webinar, we will invite participants to discuss some limitations and capabilities of these new tools, their potential implications for academic integrity, and explore some recommendations to develop students’ foundational literacies and academic integrity skills in ways that could prevent potential threats to academic integrity. Participants will also have opportunities to share their questions, insights, and recommendations.
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    Kidding Around
    (2016-08-04) Clarke, Kim; Morrow, Leeanne
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    Librarians Building Strong Town-Gown Relationships
    (2016-08) Clarke, Kim; Morrow, Leeanne
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    Library learning spaces: fostering engagement in informal and structured learning spaces
    (2015-05-13) Beatty, Susan; Morrow, Leeanne; Tetrault, Dylan
    Much learning occurs outside of the classroom and some of that learning occurs in the library. New academic libraries are being designed for learning (Beagle, 2006; Bennett, 2006; Turner, Welsh, Reynolds, 2013) but little is known about the relationship of the space to learning and student engagement. Jamieson (2009) calls upon academic developers to consider the informal learning of students when they are planning their learning spaces. He points to the library as being “essential to the university’s status as a place of learning” in its role as a learning centre. Bennett (2014) calls for conscious academic design that fosters learning rather than just creating a space with a bunch of things. Heeding that call makes for challenging times as libraries attempt to engage students in deep learning through providing new spaces and new technologies such as display wall and 3D printing in a neutral environment. But how can learning spaces promote this exploration and deep learning without devolving into a “bunch of things”? Join a group of librarians, learning specialists and technology experts in a roundtable discussion on learning spaces in a library. Each will present a brief overview of a specific type of space. Participants will be asked to consider how these spaces can foster greater engagement with the students. Participants will gain an appreciation of the learning potential of new spaces in libraries. They will be able to apply that appreciation to the development and design of learning spaces in their own units and institutions.
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    Student Athletes: Strategies for Library Outreach and Engagement
    (2019-04-27) Murphy, James E.; Morrow, Leeanne
    Student athletes can prove to be a challenging group for the library and library staff to connect with. They are often on the road and have training demands that put pressure on the already busy student schedule. James and Leeanne will review ideas, strategies and programs that academic libraries or school libraries can use to connect with this group. This session will explore the hurdles and successes that the University of Calgary Libraries have had over the past few years trying to improve the information literacy skills of this important student group.
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    A Tale of Two Spaces: Applying Lessons from a Large Construction Project to a Small Renovation Project
    (American Library Association, 2015-06-28) Cloutier, Claudette; Morrow, Leeanne
    Building a new library or renovating a facility is an exciting yet daunting experience. How will students interact with the new space? How do we want them to interact with the space? How will staff work within the new space? The University of Calgary opened the Taylor Family Digital Library (TFDL) in September 2011. This new collaborative learning space was unlike anything students, faculty and staff had experienced before and settling into the building was not without its challenges. Furniture had been selected for design elements and flexibility so that students could create their own learning environments. Behavior expectations around noise, work space, and food consumption previously understood in our old space were no longer respected in this new, more open facility. The last three years have been spent adjusting to our new space and shifting furniture as well as student and staff expectations. The renovation of the Gallagher Library, a small branch library, in 2014 was the perfect opportunity to reflect on what we had learned from the TFDL experience and to apply our new knowledge. Whether you are building a new library or renovating a smaller space, come benefit from the lessons we have learned.
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    Using GenAI applications with integrity: Guidelines for ethical teaching and learning
    (2023-08-23) Morrow, Leeanne; Moya, Beatriz Antonieta
    Generative Artificial Intelligence (GenAI) caught educators worldwide by surprise. Adequate guidance for teaching, learning, and assessment practices with GenAI from expert individuals and organizations is emerging; at the same time, understanding the ethical implications of AI is now an urgent matter with no definite answer. To contribute to the scholarly and practitioner-oriented dialogues in this area, this workshop invites participants to discuss GenAI and its capabilities and limitations. Participants will also identify some ethical uses of GenAI for teaching, learning and assessment. This workshop will also address academic integrity concerns as part of GenAI use and examine the information literacy, digital literacy, and critical thinking skills that could be essential for students in an AI world. Participants will also have opportunities to interact with GenAI tools through a Turing test experience and a teaching and learning artifact activity.