How we moved away from paper and embraced Moodle:creating an e-learning task for new students by Sonya Lipczynska
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Sonya Lipczynska (Information Specialist, King's College London) How we moved away from paper and embraced Moodle: creating an e-learning task for new students (5 minutes) Library Welcome sessions for health students at King’s College typically last one hour, with a paper-based practical ‘discovery’ task in the middle designed to encourage the students to navigate around the system and learn how to locate books and journals. This year, we decided to convert this paper quiz to an interactive e-learning task which was uploaded to our Moodle virtual learning environment.
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How we moved away from paper and embraced Moodle:creating an e-learning task for new students by Sonya Lipczynska
- 2. How we moved away from paper and embraced Moodle: creating an e-learning task for new students Sonya Lipczynska Information Specialist (Dental Institute & Dept of Physiotherapy) King’s College London sonya.lipczynska@kcl.ac.uk 2
- 3. This year, over 2000 new students attended Library Welcome sessions... 3
- 4. Photo by James Cridland http://www.flickr.com/photos/18378655@N00/613445810 4
- 5. Structure of a Library Welcome Introduction & available resources Practical task – navigating library resources IT information 5
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- 7. Problems with paper task • Lack of time to go through the answers in class • Class sizes (between 30-60) often too big for the leader to offer individual support for all • Students’ engagement with the task sometimes waned – too much paper? 7
- 8. Moodle arrives! Photo by Nigel Howe http://www.flickr.com/photos/legin101/6700336625/sizes/z/in/photostream/ 8
- 9. Re-creating the document I marked up the paper document using Wimba Create and uploaded this to KEATS (Moodle) Added quizzes Provided guided information for right and wrong answers Space to include detailed instructions on how to access and navigate around the resources 9
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- 11. Observations • Silence in the classroom – improvement in student engagement with the task • Guided discovery via automated feedback – either glossing a right answer or providing clues when a wrong answer was entered • Classroom leader’s time could be more effectively spent 11
- 12. Things that could be improved • Clarity – we realised that the phrasing of some questions wasn’t clear • Emphasising instructions – we noted that some students tend to skim read and therefore target the wrong information source • Purpose – met with some initial anxiety that this task was a formal assessment. We needed to be clear about the nature of the task 12
- 13. Conclusions from piloting the task • Overall, the initiative was a success • We will roll this out next year with improvements • This has encouraged us to create new elearning tasks for other teaching, e.g. literature searching and referencing 13
Editor's Notes
- As you can imagine, this is quite the logistical nightmare in terms of producing handouts, ensuring that rooms are available and booked, and navigating students around unfamiliar resources in the first few weeks when they’ve already been bombarded with new information, instructions and had 100s of bits of paper thrust at them.Secondly as there were so many students, we needed to enlist help from our colleagues in other teams to enable all the sessions to be delivered.
- Usually an hour allocated, sometimes two if lucky.Why the practical task
- Your mileage may vary!We converted to Moodle last year, but we were recently able to get our own spaces on the VLE and it seemed an ideal opportunity to deliver the practical task in a new way.