Courses for digital students and flipped classroom

Courses for digital students and flipped classroom

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  Information literacy education VIAUniversity College Maria Viftrup Schneider, Coordinator of Library Didactics (User Education) Master of Library & Information Science 16. June 2016
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  Agenda Courses for digitalstudents, flipped classroom, information literacy  IL education i VIA  The online nursing programme in VIA  Online learning design  Flipped classroom  Faculty collaboration  Evaluation af the IL learning model of the online nursing programme
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  Information literacy  Nodanish/national framework for IL  Individual task for the embedded/contact librarian to negotiate the level of IL education for each programme  Different views on the importance of IL in the varius domains: Health, Education & science…  Most programmes have included short courses in information searching and retrieval  Courses are tailor-made for each study program - No ECTS credits  Health programmes have the largests emphasis on IL:  IL elements as intended learning outcome in curriculum  criterion based assessment of assignments  Documenting searches and describing the search strategy  Compulsory to use peer reviewed scientific articles  education at the most timely point possible (just-in-time)  Information literacy appearing more often in curriculums *  8 sessions spread over (7 of the) 14 modules of the complete nursing programme
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  Courses for digitalstudents  VIA offers a range of programmes online (nursing, social worker, teacher, pedagogue, bachelor of administration and bioanalysist)  Typically the library offers same training and support for digital and campus students  We experiment with learning design in the Social worker and Nursing programmes, due to engagement in a national project on the development of learning objects on IL*  Design of learning objects and learning activities, flipped classroom and peer feedback *DEFF (Denmark's Electronic Research Library) co-finanse E-learning initiatives in academic libraries
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  The online nursingprogramme in VIA  One class of 25 students is assigned each September to the online programme  The programme is designed as “blended learning”, with a mix of campus days and online activities (9 campus days in 10 weeks).  Students have a 42 hour week of study, working in groups or individually with assignments/activities according to a chronological module-guide.  We use the active online learning design of “E-tivities” by Gilly Salmon *  E-tivities frame the aim, demands, deadlines and feedback forms of the learning activity, also containing links to readings, links and learning objects such as video-instructions, PP with speak etc.  Library e-tivities & couse lectures are connected to the subject and primarily the writing process of a project or research assignment • E-moderating : the key to online teaching and learning / Gilly Salmon. - 3. ed. - New York : Routledge, 2011 • E-tivities : the key to active online learning / Gilly Salmon. - 1. edition. - London ; Sterling, VA : Kogan Page : Stylus Pub., 2002
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  Flipped classroom open learningressources webinars on Skype
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  Module guide –What, where, when
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  E-tivity – why,what, how IL student activities:  Module 1 (10 first weeksof the programme)  Reference management with Zotero  Module 2  Literature searches for care procedures assigments  Module 3  Information seeking in 3 different international databases  Module 5  Sociology & nursing assignment – search Cinahl  Professional identity – search Academic Search Premier  Module 7  Peer feedback assignment – on search proces and documentation  Module 9  Search for projekt, dokumentation of selection proces (flowchart)  research methodology – find quantitative & qualitative studies  Module 10  Search and document with search history & flowchart  Peer feedback assignment based on rubric critiria
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  Library faculty collabarationon integrating and scaffolding IL activities in nursing couses  Attending meatings witn the programme stearing commitee, on issues of learning and didactics.  “The library group” - Creativity partnered with initiative has helped to integrate IL  Directly between the librarian and the coordinator of the current semester: design of e-tivities in the context of written assignments that students has to hand in  Librarians attend seminars and workshops for teachers; participates and initiates ongoing discussion of learning and information literacy.  Sustained conversation with curriculum designers, not about the content of the classroom, but about the standards of examination. Need coordination at the curriculum planning level. In order to address lack of consistency among examiners in regards to rewarding good writing and referencing
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  Qualitative interviews -Evaluation Focus group interviews suggests:  Timing is important. When to introduce digital learning products in order for students to find them relevant and interesting?  Integration between the teaching and the library's digital learning products creates visibility and emphasize their relevance  Flexible use: the students use e-learning resources both to learn and practice for exams, doing project work etc.  Communication: The students does not use LMS to dialogue, but communicating face-to-face; via Facebook etc.  Employability: The students are aware that information literacy is useful and important in relation to their future jobs
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  Quantitative evaluation -survey Three things that seem to be decisive for students acquiring information literacy: 1. Curriculum integration is important: requirement that students must report / document search. 2. Personal contact: Easy access to "your" librarian provides better information skills. Librarians should be possible to grab hold of, students need an "office" where they can come for library assistance 3. Experience Orientation: Our contribution is informative and helpful, but we should work with presentation and pace, we could be more personal, creative and surprising in our materials.
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  New study fromDybvik HALDEN, Norway  students who had attended IL instruction regularly showed a better understanding of their search behaviour, recognized more databases, and talked less of Google than academic sources of information.  The results of the study reflect certain differences between nursing and teaching studies regarding the implementation of IL and academic requirements.  Results show that the library’s continuous and "just-in-time” IL instruction contributes to improve the students’ search behaviour. In addition, the collaboration with academic staff and the academic requirements in the studies seem to influence the students’ use of academic databases.  Presented at Creating Knowledge conference, Reykjavik june 2016