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Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time
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Are we wasting our time? An exploration of the pedagogic benefits of e-learning and e-assessment as a way to make a more effective use of librarian time

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Presentation for Lilac 2013 This session was an exploration of the interlinked dynamics of shifting from resource-intensive face-to-face teaching to an approach where technology-enhanced information …

Presentation for Lilac 2013 This session was an exploration of the interlinked dynamics of shifting from resource-intensive face-to-face teaching to an approach where technology-enhanced information literacy learning was integrated within a module with a consequent reduction in contact hours for teaching. It considered what are the IL and pedagogic losses and gains from taking this approach: Is this a more sustainable and resilient way of developing IL across the curriculum?

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  • 1. AMANDA POULTON
  • 2. An exploration of the pedagogicbenefits of e-learning and e-assessment as a way to make a moreeffective use of librarian timeLILAC 2013Are we wasting our time?
  • 3. CONTEXT• Growing demand for information literacy– Student numbers– Staff availability– Focus on employability and interlinking with ILskills• Financial constraints– Trying to do more with less• Student profile– Increasing home students from the region– Distance learners and Placement students
  • 4. BENEFITS AND CHALLENGES OF E-LEARNINGBenefits• Increased active learning– Interactivity can help developdeeper learning– Encourages students to makemistakes and learn from them• Flexible and accessible• Students can review and revisitmaterial• Reduces teaching time• Reduces pressure on space• Can be completed at a timeconvenient to the learnerChallenges• Time to develop materials• Students can choose not toparticipate• Librarian skillset• Teacher-learner interaction• Students can feel isolated• Programme culture• Accessibility through firewallse.g. the NHS• Teaching can be technologyrather than learner-led
  • 5. BENEFITS AND CHALLENGES OF E-ASSESSMENTBenefits• Easy to mark andmoderate– Assessment possible forlarge numbers of students• Bank of questions makesset up easy• In a familiar environmentto the students (VLE)Challenges• Reliant on Internetconnectivity and computersworking• Computer not flexible inmarking• Can‘t switch off the Internet– has to be ―Open-book‖• Can be restrictive in termsof type of assessment(technology-led)
  • 6. ―It is not just a question of providingaccess to the technology but making surethat it has a demonstrable impact onstudent attitudes, behavior, knowledgeand understanding. Finally it must bebased on sound pedagogy‖Edwards and McKinnell (2007)
  • 7. ―As digital technology dominates students‘behavior in everyday life, that technologycan be used to enhance the dialoguebetween teacher and learner as newways of engaging students in learningbecome available.‖Biggs and Tang (2011)
  • 8. CASE STUDY• Pharmacy and related subjects• Use of Blackboard since 2004• Three taught sessions, one assessment• E-learning only introduced 2012-13 inline with new Pharmacy curriculum• Mix of information and activities• Pharmacy exam is now formative• Backed up with drop-in optional face-to-face workshops
  • 9. EVALUATION• Students asked to complete onlinefeedback form• Six questions using Likert scale plusthree open questions• Response rate of 14%
  • 10. EVALUATION - RESPONSESAgreed/strongly agreed74%Disagreed/strongly disagreed7%Neutral16%No response3%This course has given me the confidence/skillsto find the information I need for my studies
  • 11. EVALUATION - RESPONSESAgreed/strongly agreed72%Disagreed/strongly disagreed9%Neutral14%No response5%This course has given me the confidence/skillsto evaluate resources found on the Internet
  • 12. EVALUATION - RESPONSESAgreed/stronglyagreed77%Disagreed/strongly disagreed8%Neutral11%No response4%This course has given me the confidence/skillsto cite references and compile bibliographies
  • 13. STUDENT FEEDBACK"It was a very useful course""I think the library course wasbetter presented this year""I liked the visual representation we went throughin ‗Preparing your search and getting started‘‖
  • 14. STUDENT FEEDBACK"Could include more interactivefeatures or more quizzes""Maybe spread the content out further - found itdifficult having to read through the material releasedeach week in time for the next lot of material"―Perhaps spending more time on realteaching, instead of wasting time tellingstudents to complete useless stuff online‖
  • 15. EXAM COMPARISON2011/2012 2012/2013Pharmacy – 75.7%Biomedical Science –69.2%Pharmaceutical andCosmetic Science – 69.8%Pharmacy – 83.8%Biomedical Science –71.9%Pharmaceutical andCosmetic Science – 70.6%
  • 16. A WAY FORWARD• Enhance interactive elements• Expand online learning course to othersubject areas• Consider how to increase teacher-learner interaction– E.g. Assessment feedback– Discussion boards, Twitter chat etc• More structured drop-ins
  • 17. THINGS TO CONSIDER• Culture of students and programme• Programme level• Librarian engagement/interest with online teaching• Staff training• Availability of reusable learning objects to developonline course• All the same pedagogical principles of soundcourse design apply e.g. Clear objectives• Assessment mapped to objectives etc.• Higher initial outlay of staff costs in year one
  • 18. REFERENCES• BIGGS, J. and TANG, C. (2011) Teaching for quality learning atuniversity. 4th ed. Maidenhead: Open University Press/McGrawHill Education.• EDWARDS, A and MCKINNELL, S. (2007) Moving fromdependence to independence: the application of e-learning inhigher education. In CAMPBELL, A. and NORTON, L. (eds.)Learning, teaching and assessing in Higher Education:developing reflective practice, pp. 68-79• KAARTINEN-KOUTANIEMI, M. and KATAJAVUORI, N. (2006)Enhancing the development of pharmacy education by changingpharmacy teaching. Pharmacy Education, 6 (3), pp. 197–208.• WAKE, M. and LISGARTEN, L. (2003) VLEs and Pharmacy—Learning from Experience. Pharmacy Education, 3 (3), pp. 209–214.
  • 19. ACKNOWEDGEMENTS• Thanks to the Pharmacy E-learningteam:– Katie Fraser– Ceri Laing– Nathan Rush– Joanne Tidswell

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