Schedules

A detailed listing of all scheduled activities for the Librarians Active Learning Institute (LALI), both remote and in-person.

LALI (remote)
The program length is approximately 3 synchronous hours per day (afternoon EST) for 7 business days over two consecutive weeks (Mon-Fri, Mon, Tue).

Day 1: The program opens with a welcome, icebreaker, and introductions where the facilitators and attendees can get acquainted and begin to form a community. Program logistics are shared and group norms are collaboratively formed, followed by social time.

Day 2: On day two, participants will reflect on pre-reading assignments and discussions and explore the LALI active learning framework. Participants will explore the expert/novice gap and gain hands-on experience with and outcomes-based approach to designing instruction.

Day 3:  Participants will consider various diagnostic methods for assessing students’ existing research competencies and habits. Next, they will gain hands-on experience with a variety of active learning strategies that encourage students to assume authority in and take responsibility for their learning. Participants will also utilize a number of reflection techniques, together exploring their application for library instruction, and will practice backward design methods.

Days 4-7: During the final segment of LALI, participants will enact what they've learned, working in pairs on a teaching practicum. Each pair will work with a teaching scenario, designing and delivering an active learning lesson that meets their scenario's learning objectives. The teaching practicum sessions will be followed by feedback and reflection.

LALI-ASC (remote)
The program length is approximately 3 synchronous hours per day (afternoon EST) for 10 business days over two consecutive weeks (Mon-Fri, Mon-Fri).

Day 1: The program opens with a welcome, icebreaker, and introductions where the facilitators and attendees can get acquainted and begin to form a community. Program logistics are shared and group norms are collaboratively formed, followed by social time.

Day 2: On day two, participants will reflect on pre-reading assignments and discussions and explore the LALI active learning framework. Participants will explore the expert/novice gap and gain hands-on experience with and outcomes-based approach to designing instruction.

Day 3:  Participants will consider various diagnostic methods for assessing students’ existing research competencies and habits. Next, they will gain hands-on experience with a variety of active learning strategies that encourage students to assume authority in and take responsibility for their learning. Participants will also utilize a number of reflection techniques, together exploring their application for library instruction, and will practice backward design methods.

Day 4: Participants will experience a class session taught by a Dartmouth special collections librarian.

Days 5-10: During the final segment of LALI, participants will enact what they've learned, working in pairs on a teaching practicum. Each pair will work with a teaching scenario, designing and delivering an active learning lesson that meets their scenario's learning objectives. The teaching practicum sessions will be followed by feedback and reflection.

LALI (in-person)

Day 1: The program opens early-afternoon with a plenary session followed by a keynote address about the brain science of learning and the physiological underpinnings of active learning. The facilitators and participants will then share dinner together. 

Day 2: On day two participants will explore the expert/novice gap and will consider various diagnostic methods for assessing students’ existing research competencies and habits. As the day goes on, participants will gain hands-on experience with a variety of active learning strategies that encourage students to assume authority in and take responsibility for their learning. Participants will also utilize a number of reflection techniques, together exploring their application for library instruction, and will practice backward design methods.

Day 3: On the third and final day of LALI, participants will enact what they've learned, working in pairs on a teaching practicum. Each pair will work with a teaching scenario, designing and delivering an active learning lesson that meets their scenario's learning objectives. The teaching practicum sessions will be followed by feedback and reflection.

LALI-ASC (in-person)

Day 1: The program opens early-afternoon with a plenary session followed by a keynote address about the brain science of learning and the physiological underpinnings of active learning. The facilitators and participants will then share dinner together. 

Day 2: On day two participants will explore the expert/novice gap and consider various diagnostic methods for assessing students’ existing research competencies and habits. As the day goes on, participants will gain hands-on experience with a variety of active learning strategies that encourage students to assume authority in and take responsibility for their learning. Participants will also utilize a number of reflection techniques, together exploring their application for library instruction, and will practice backward design methods. At the end of the day, participants will experience a class session taught by a Dartmouth special collections librarian.

Day 3: Day three will open with a second class sessions taught by a Dartmouth special collections librarian, followed by a discussion on faculty collaboration. Participants, working in groups of two, then will adjourn to Rauner Library to research and design a class session of their own utilizing Rauner's Collections.  They will design an active learning lesson that meets their scenario's learning objectives.

Day 4: During the fourth and final day, the groups will co-teach their sessions to their peers. The teaching practicum sessions will be followed by feedback and reflection.