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Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
Critical evaluation of online information : the Internet for Economics
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Critical evaluation of online information : the Internet for Economics

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Draft presentation on critical evaluation of online information and how the Internet for Economics can help

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  • 1. Critical evaluation of online information : the Internet for Economics Paul Ayres Economics Editor, Intute http://www. vts . intute .ac. uk /tutorial/economics/
  • 2. T he Google Generation?
    • “ Students rely on the most basic search tools and do not possess the critical and analytical skills to asses the information that they find on the web”
    • Information behaviour of the researcher of the future / CIBER http://www. jisc .ac. uk / whatwedo /programmes/ resourcediscovery / googlegen . aspx
  • 3. Student Use of Online Content
    • "The internet is used but also distrusted, many students are aware that sites such as Wikipedia are not respected by their tutors "
    • "Students have a tendency to be reactive and passive users of research content and their use is driven by their assessment needs"
    • Students’ Use of Research Content in Teaching and Learning / Centre for Research-informed Teaching
    • http://www.jisc.ac.uk/media/documents/aboutus/workinggroups/studentsuseresearchcontent.pdf
  • 4. Exercise 1 : Your issues
    • What are the key issues / problems you encounter with student use of online content?
      • Quality of citations
      • Authority of sources
      • Lack of awareness of academic processes
  • 5. Key trends
    • Proliferation of online content - Web 2.0, Social Media, blogs, podcasts, etc.
    • Academic trends - Google Scholar, open access, electronic journals, ebooks, integrated library services
    • Information literacy gap - plagiarism, citation practices, copy and paste culture
  • 6. Specific issues
    • Quality of citations from students declining
    • Search being mistaken for research
    • Use of sources that aren't authoritative
    • Lack of awareness of peer review process
    • Students lack a mental map of the subject
    • Web 2.0 makes these problems more acute
    • Poor evaluation of sources that are cited
  • 7. What’s needed
    • Focus on academic Internet resources
    • Help students understand academic research process
    • Explain difference between academic publishing and Web 2.0 user generated content
    • Teach search and evaluation skills
    • Is it fair to criticise students if they haven't been taught these skills?
  • 8.  
  • 9. Tutorial structure
    • Tour - the key websites for your subject
    • Discover - search tools and search strategies
    • Judge - critical evaluation of results
    • Success - how people are using the Internet for their work
  • 10. The approach
    • Student centred and HE focus
    • To help with coursework and assignments
    • Focus on academic sources online
    • Includes Web 2.0 but in academic context
  • 11. Exercise 2 :
    • Spend a few minutes looking at the Internet for Economics tutorial http://www.vts.intute.ac.uk/tutorial/economics/
    • Then discuss
    • H ow could it be used in your teaching?
    • Where is the most appropriate place for it in the curriculum?
  • 12. Possible use / places
    • Where in the curriculum?
      • Internet r esearch methods
      • Information literacy
      • As part of subject work
  • 13. Possible use / places
    • Place to mention it?
      • In the student handbook
      • Linked from course webpage / VLE
      • Within policy on Internet resources
      • In advice on plagiarism
  • 14. Possible use / places
    • How to use it?
      • Handbook for reviewing websites
      • Assessed web review of subject
      • Completion of tutorial in class
  • 15. There's more …
    • Intute: Economics http://www. intute .ac. uk /economics/ More Economics Internet resources
    • Critical thinking and the web http://www. intute .ac. uk / criticalthinking .html More teaching materials on this issue
    • Virtual Training Suite http://www. vts . intute .ac. uk / More tutorials with over 60 titles
  • 16. Contacts
    • Paul Ayres
    • Economics Editor, Intute
    • [email_address]
    • http://twitter.com/ intuteeconomics
    • Thanks for listening

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