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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
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 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 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 7 • Research, referencing plagiarism, academic skills • Audience / intended use • Reusable under Creative Commons
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 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 learning -interactive activities / quizzes • Assessment tasks – summative / formative
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 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 / assessment • Reusability of tutorials facilitate collaborative course development
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 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
Evaluation • Range of evaluative techniques Survey. Gizmo Focus Groups Moodle Google Analytics NDLR Informal Feedback
OERs – usage statistics
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 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 • Technical • Regular / functionality / accessibility issues updating • Diversity of student body
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 – national / international • Publications
Sharing OERs
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 share, reuse by example - Build on existing librarian skills - OER advocates
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. russell@ittdublin. ie ? ? ?