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Creating and Sharing Information Literacy OERs Philip Russell Deputy Librarian, ITT Dublin Co. PILOT, Creating and Sharing Information Literacy OERs Philip Russell Deputy Librarian, ITT Dublin Co. PILOT, Glasgow, February 12 th 2014

Overview Background / Context OER Development Sharing OERS Future Directions Overview Background / Context OER Development Sharing OERS Future Directions

Institutional context • Institute of Technology Tallaght (ITT Dublin), South Dublin, founded 1992 • Institutional context • Institute of Technology Tallaght (ITT Dublin), South Dublin, founded 1992 • Range of courses - higher certificate to doctorate level • Research • Approx. & innovation focus 4500 FTEs

Information literacy context • ITT Dublin 3 level IL framework • Student • IL Information literacy context • ITT Dublin 3 level IL framework • Student • IL centered model development - ongoing strategic focus: - ITT Strategic Plan (2009 -2014) - ITT Teaching & Learning Plan (2010)

Planning for OERs • Rationale - Address student IL deficiencies - Enhance face to Planning for OERs • Rationale - Address student IL deficiencies - Enhance face to face approach - Embed IL into academic modules • Secured • Project • OERs HE funding plan - work commenced May 2010 needed to be created from scratch

How To tutorials: • Interactive online learning tutorials • Self-directed learning / 24 x How To tutorials: • Interactive online learning tutorials • Self-directed learning / 24 x 7 • Research, referencing plagiarism, academic skills • Audience / intended use • Reusable under Creative Commons

Development tools • OERs created with Articulate Studio 9 - Generates engaging content / Development tools • OERs created with Articulate Studio 9 - Generates engaging content / quizzes - Non technical / easy to use functionality - Publishes files to flash format - SCORM compliant • Leeds • Input University tutorials from learning technologists

Training • Pedagogical training - learning styles / methodologies / assessment - online instructional Training • Pedagogical training - learning styles / methodologies / assessment - online instructional design • ICT training - e. Learning software - Image editing – Photoshop - Web editing – HTML, Dreamweaver, CSS

Instructional design • Generic learning outcomes • Constructivist approach -higher order cognitive skills -active Instructional design • Generic learning outcomes • Constructivist approach -higher order cognitive skills -active learning -interactive activities / quizzes • Assessment tasks – summative / formative

Content design • Detailed storyboarding • Sequenced • Use learning structure / self-paced of Content design • Detailed storyboarding • Sequenced • Use learning structure / self-paced of visuals / logo • Language / consistent font / bullet points • Accessible

OERs live • First batch of tutorials live in September 2010 • Extensive usability OERs live • First batch of tutorials live in September 2010 • Extensive usability testing / feedback / piloting • SCORM (sharable content object reference model) 1. 2 compliant • W 3 C AAA (Web Content Accessibility) Guidelines 1. 0 • Available via multiple delivery platforms

VLE - Moodle • Tutorials • Quizzes integrated into Institute VLE facilitate grading / VLE - Moodle • Tutorials • Quizzes integrated into Institute VLE facilitate grading / assessment • Reusability of tutorials facilitate collaborative course development

Implementation • OERs - integrate IL into academic courses • Blended • Learning approach Implementation • OERs - integrate IL into academic courses • Blended • Learning approach – face to face and online to Learn module • December 2013 – OERs embedded into over 42 modules

IL for year 1 marketing Context IL for first year marketing students - delivered IL for year 1 marketing Context IL for first year marketing students - delivered as part of a 5 credit module ‘Business Communications’. Library contact hours: 2 (lecture/workshop). Learning activities Lecture, in-class practical work, interactive class discussion, group work, online library tutorials. Learning outcomes Assessment §Identify Quizzes in online library tutorials via Moodle worth 10% of total module mark. different sources of information §Create an effective search strategy. §Be aware of plagiarism and how to avoid §Know how to cite sources correctly

Moodle – grader report Moodle – grader report

Evaluation • Range of evaluative techniques Survey. Gizmo Focus Groups Moodle Google Analytics NDLR Evaluation • Range of evaluative techniques Survey. Gizmo Focus Groups Moodle Google Analytics NDLR Informal Feedback

OERs – usage statistics OERs – usage statistics

Feedback Student: Staff: • Greater knowledge of information resources • Value • Independent • Feedback Student: Staff: • Greater knowledge of information resources • Value • Independent • Accessibility • Facilitates learning transition into third level education of OERs to academic modules on VLE of resources

Some comments • “Tutorial should be given to 1 st years before a first Some comments • “Tutorial should be given to 1 st years before a first assignment is given. I am a 3 rd year and this is the first time I have undertaken this resource on plagiarism” 3 rd yr business student • “Tutorial was engaging - a great way to find out how to organize and apply the skills necessary to complete a literature review” 4 th yr science student • “Innovative resource, have added to my courses on Moodle & will mention to colleagues” humanities lecturer

Challenges • Staffing / time • Limited training - pedagogy / instructional design • Challenges • Staffing / time • Limited training - pedagogy / instructional design • Technical • Regular / functionality / accessibility issues updating • Diversity of student body

Internal promotion of OERs • Staff - training/workshops • Library Committee / Academic Council Internal promotion of OERs • Staff - training/workshops • Library Committee / Academic Council • Department meetings / programme boards • Student - induction / registration/ IL events • Web page – dedicated IL home • Social Media / Moodle

External promotion of OERs • Conferences, seminars, workshops, professional networks • Online repositories – External promotion of OERs • Conferences, seminars, workshops, professional networks • Online repositories – national / international • Publications

Sharing OERs Sharing OERs

Value of OERs • Enriched student learning experience • More consistent approach to IL Value of OERs • Enriched student learning experience • More consistent approach to IL delivery • Skills development / expertise / software provision • Greater • Share collaboration / community of practice best practice

Lessons learned • Apply for funding • Design, evaluate, improve • Promote, • Lead Lessons learned • Apply for funding • Design, evaluate, improve • Promote, • Lead share, reuse by example - Build on existing librarian skills - OER advocates

Share Develop Audio / video Integrate Translate Mobile Future Directions Share Develop Audio / video Integrate Translate Mobile Future Directions

Check out the ITT Dublin library OERs at: http: //library. ittdublin. ie/screens/tut. html philip. Check out the ITT Dublin library OERs at: http: //library. ittdublin. ie/screens/tut. html philip. [email protected] ie ? ? ?