Walton - Assessing the journey: online conversation as a means of active learning in information literacy

Assessing the journey: onlineconversation as a means of activelearning in information literacy Geoff WaltonSenior Researcher (I-ACT) &Academic Skills Tutor Librarian(Information Services) Staffordshire University LILAC Glasgow 12th April 2012

Epiphany - A sudden, intuitive perception of or insight into the reality or essential meaning of something, usually initiated by some simple, homely, or commonplace occurrence or experience. I’m not suggesting it will be a religious experience today, but it may – hopefully – be an epiphany for some St Peter’s church, Monkwearmouth, Sunderland

The PlanStart with my theory and my theory alone The blended learning and teaching interventionstructure In their own words – what did the studentsactually think about this process? What did the students actually do? OnlinediscourseThe evidenceBack to the discourse – can we assess it – isthere enough in student postings to determineinformation literacy learning?Final thoughtsAny questions?

Which doyou thinkis Becoming information literate takes place in a wider themost context determined by roles, norms and tasks socialimportantsphere - Find/ Spheres access/1st choice can occur locateGreen, in nosecond Evaluate/ Use/ particularchoice discern communicate/ orderAmber, producethirdchoice sphere triggers its own set of behavioural, EachPink? cognitive, metacognitive and affective states

The blended learning and teaching interventionstructure for the core module...Research and professional development in sport& exercise level 4

 Small group work Problems to solve or questions to answer Learning by doing – tasks – hands-on etc  Involves behaviour, thinking, negotiating meaning with others, reflecting Discourse between students Discourse between tutor and students Visible outputs by students which are routinely recognised by the tutor and shared with the group Formal assessment

 Students submit 500 word essay in induction week in answer to a question such as – “What defines success in sport?” Essay marked and returned within 2 weeks Weeks 6, 7 and 8 submit 800 word assignment for online peer assessment Week 12 submit final 1500 word assignment

Week Lecture Workshop 1 Introduction to the module Reflecting on the essay process 2 Learning and Teaching in Higher Education Learning Styles 3 Developing Research Skills Using e-resources 4 Plagiarism and Referencing Internet based session 5 Writing Styles (1): The written word Understanding plagiarism and referencing 6 Writing Styles (2): Report Writing, Online Peer assessment: Essay introduction Reading and Summarising 7 Assessment, feedback and revision Online Peer assessment: Essay main body 8 Introduction to Qualitative Research OnlinePeer assessment: Essay conclusion and bibliography 9 Introduction to Quantitative Research Qualitative Methodologies - choosing the right methodology 10 Qualitative Research (2) Quantitative Methodologies – becoming acquainted with statistical concepts 11 Quantitative Research (2) Working with Qualitative / Quantitative data 12 Module summary Working with Qualitative / Quantitative data

 112 students in 7 online tutor groups (2007-08) 111 students in 7 online tutor groups (2008-09) 162 students in 8 online tutor groups (2009-10) 171 students In 10 online tutor groups (2010-11) 159 students in 9 online tutor groups (2011-12) Week 1 Activity  Discussion concentrated on the Essay Introduction Week 2 Activity  Discussion focused on the Essay Main Body Week 3 Activity  Discussion centred on the Essay Conclusion and references Within groups students expected initially to post comments in pairs

 Forum – Peer Assessment Thread - Students posted their draft essay Seed – What are the criteria for writing a good assignment? Task - Read criteria for good essay structure  Resource - Assignment Survival Kit (ASK) step 9 Task - Make comments, give feedback to fellow students and discuss issues Diversity of tutor behaviour  Some summarised discussion and posted this before next session only  Some participated in ongoing discussion and posted a summary

http://www.staffs.ac.uk/ask

http://www.staffs.ac.uk/refzone

“[...] Be careful with punctuation and use of brackets when referencing.”Whatreferences could include more information “Your did they actually do? such as page numbers.” “[...] Watch your referencing in the main text, “Yourintroduction, well list are books as title only whole reference referenced the well author and date is need (sic), not“Goodcould use references from (sic)however “[...] includeuse academic references websites. “[...] try to more [sources] that are more up- insteadyou of the bookto use books as its easyer (sic) as could internet” journal.” may need or as theyou know reference the bit about theto-date.” of autobiographies.”Indianapolis Colts football team,they are you dont (sic) have to worry if nice one “[...] four of your refences (sic) have not got themate.” and name of publishers.” credible? “ place “[...] you have to put the name of the author before the journal/book! i (sic)The equivalent of this but in the virtual didnt (sic) do that either on mine but i (sic) have just reallized (sic) and learned something fromdomain other peoples comments” reading

 Multiple contributions by many students. Every student made at least one contribution.

The evidence? Grades taken for 500 word and 1500 word submissionsStatistical test indicated a significant differencebetween students’ performance (n=32) on thetwo assignments (t (1, 74) = 11.380, p<.001).For assignment one, the mean across bothgroups was 40.22% with a standard deviation of6.50; for assignment two, the mean across bothgroups was 57.92% with a standard deviation of7.05. An increase of TWO grade points!!

In their own words – what did the studentsactually think about it? 90%  10%  It was a very good exercise. A lot of I found it was provided which enabled feedback a good exercise. It gave me a chance to get my workof feedback me to progress a range to a much The feedback gained will make my on my essay fromSome comments higher standard. both my tutor and summative submission better because my peers helped me with their good. were short but some werethe peers. It also gave me very opportunity good to through in all our It would be toIread use this other feedback and found it good to read assessments. It motivates you to get essays and and gather similar writing their work comment on their ideas style had worked well for them get the work done so that you can (student that (student 15) feedback (student 54) 91)

 Needles in haystacks or an embarrassment of riches? Task: In the handout there is a real extract from a discussion board activity. Try to mark some of the discourse using the criteria. You are looking for evidence of learning within the student postings Be ready to discuss your thoughts and feelings regarding the exercise Handout contains - Text of the IL theory, extract of online discourse, a marking scheme and the module programme

• Staff feedback very positive.• Students enjoy it.• Students comfortable with online social networking environment.• Research indicates usable generic template for online discourse.• Potential to assess online discourse?

 Students in circle  http://irudiak.argazkiak.org/276df12b972b1b876 f80402474acdf8d_c.jpg St Peters – Rob Bishop  http://www.geograph.org.uk/photo/139180

Walton - Assessing the journey: online conversation as a means of active learning in information literacy

by IL Group (CILIP CSG Information Literacy Group)

Accessibility

Categories

Upload Details

Usage Rights

Statistics

Walton - Assessing the journey: online conversation as a means of active learning in information literacy Presentation Transcript