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Using Mobile Technology in Information Literacy Skills Training to Enhance Students’ Learning Experience

Using Mobile Technology in Information Literacy Skills Training to Enhance Students’ Learning Experience

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Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.

Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.

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Using Mobile Technology in Information Literacy Skills Training to Enhance Students’ Learning Experience

  1. 1. Using MobileTechnologyUsing MobileTechnology in Information Literacy SkillsTrainingin Information Literacy SkillsTraining to Enhance Students’ Learning Experienceto Enhance Students’ Learning Experience Mr.Tony Tin Dr.Alice Schmidt Hanbidge Dr. Nicole Sanderson Ms. Nicole Lee The Asian Conference on Technology in the Classroom The Asian Conference on Language Learning Kobe, Japan May 1, 2015
  2. 2.  Public Research University  Located in Waterloo, Ontario, Canada (Home of BlackBerry, Open Text, and D2L)  Over 36,000 students in undergraduate and graduate programs with 2,000 faculty  Canada’s most innovative university for 23 years; operating the world's largest cooperative education program with19,000 co-op students  Special 2 plus 2 program for international students  Renison is a federated college within University ofWaterloo, specializing in ELI,Applied Language Studies, Social Development Studies, Social Work, EAS, Studies in Islam and Religious Studies University ofUniversity of WaterlooWaterloo http://www.uwaterloo.cahttp://www.uwaterloo.ca ..
  3. 3. From Mobile ESL to MILFrom Mobile ESL to MIL M-library: CLA Library Research and Development Award 2007 Mobile ESL training: CNIE Excellence & Innovation in Use of Learning Technology Award 2008 http://eslau.ca CBC Coverage
  4. 4. Mobile ICTESL 2011Mobile ICTESL 2011 • Contains grammar, vocabulary and readings to assist computer industry worker with learning ESL in an Information and Communications Technology environment • Funded and supported by UNESCO • Special features: • Drag and Drop for instant response • Html 5, 3D object rotation https://ictesl.athabascau.ca/ The International E-learning Association Awards in Mobile Learning 2011
  5. 5. Mobile Information Literacy Project 2015Mobile Information Literacy Project 2015 • Improve student’s information literacy skills • Use mobile devices to deliver info literacy training • Allow practice with feedback using a variety of testing methods http://beam.to/renmil
  6. 6. • Information Literacy: recognize when information is needed and have the ability to locate, evaluate, and effectively use the needed information • Mobile Information Literacy: incorporates technology into the learning process American Library Association. Presidential Committee on Information Literacy. Final Report. (Chicago: American Library Association, 1989.) Mobile Information Literacy (MIL)Mobile Information Literacy (MIL)
  7. 7. Learners: ◦ already have mobile devices ◦ access lessons and exercises from remote locations, anywhere & practice anytime ◦ make use of the multimedia & interactive features ◦ Is learner-centered and requires no teacher presence Faculty & Librarians: ◦ reach more students ◦ free up time to teach more complex topics Why use aWhy use a mobile device to facilitate MIL training
  8. 8. • 13 Lessons focusing on how to locate, evaluate and use information • Content specific to use of UW library resources • Over 12 videos currently • Expand beyond video with activities MIL ContentsMIL Contents
  9. 9. TechnologiesTechnologies Open sources: WordPress with WP-Pro Quiz Plugin Run a data-base and generate dynamic content User View Admin View
  10. 10. Google AnalyticsGoogle Analytics
  11. 11. Interactive ExercisesInteractive Exercises True/False Drag and DropText inputMultiple Choice
  12. 12. Instant ResponseInstant Response Summative EvaluationFormative Evaluation
  13. 13. Search Tips from StudentsSearch Tips from Students
  14. 14. In actionIn action Video
  15. 15. Pilot ProjectPilot Project Student participants from 5 Social Development Studies and Social Work classes (n=110) Most were female (90.7%), between the age of 18 and 25 years old 86.9% did not attend any type of literacy skills training 98% have smartphones with 58% using Apple iPhone or other mobile devices on a daily basis Only 28% used a mobile device to search for information despite daily usage. Texting (85%) is their main use of mobile devices
  16. 16. Mixed method (quantitative and qualitative) One group pretest/post-test design Online Survey (Survey Monkey) Student questionnaires Research ProjectResearch Project
  17. 17. Preliminary Results . . .Preliminary Results . . .
  18. 18. Pre-test to Post-testPre-test to Post-test Preliminary ScorePreliminary Score
  19. 19. Student Preference for QuestionStudent Preference for Question TypeType
  20. 20. Literacy lessons students find mostLiteracy lessons students find most helpfulhelpful Lessons Response Percent Locate: Lesson 1: An Introduction to Primo Central 29.9% Locate:Lesson 2: The Basics: How to Search 34.3% (5) Locate:Lesson 3: Finding Articles 35.8% (4) Locate:Lesson 4: Finding Peer Reviewed Journals 44.8% (2) Evaluate: Lesson 5: Evaluating Information Sources 23.9% Evaluate: Lesson 6: Peer Review Process 14.9% Evaluate: Lesson 7: Popular Vs. Scholarly Resources 17.9% Use: Lesson 8: Using the Web for Resources 20.9% Use: Lesson 9: RefWorks 52.2% (1) Use: Lesson 10: When to Cite Your Articles 17.9% Use: Lesson 11: Types of Written Articles 14.9% Use: Lesson 12: How to Approach Assignments 40.3% (3) Use: Lesson 13: What is a Paragraph? 4.5% ALL OF THE ABOVE 9.0%
  21. 21. Recommend other students to learnRecommend other students to learn information literacy skills using mobileinformation literacy skills using mobile technologytechnology
  22. 22. Flexibility to Learn Anywhere and AnytimeFlexibility to Learn Anywhere and Anytime
  23. 23. Quality of LearningQuality of Learning
  24. 24. Information literacy skills enhanced asInformation literacy skills enhanced as a result of completing these exercisesa result of completing these exercises
  25. 25. Student Feedback on MIL TrainingStudent Feedback on MIL Training • Students reported positive experience with the info literacy lessons and the use of mobile technology: “short lessons but to the point;” “easy to use”; “creative – different test/quiz styles” • Students liked the flexibility/ availability of any time learning: “very convenient”; “learn on my own time, anywhere”; “able to review from time to time”
  26. 26. Student Feedback on the MIL TrainingStudent Feedback on the MIL Training • Use of mobile technology would be good supplementary medium of learning: “I can access and learn on Wi-Fi on campus and on bus.” • Greatest concern was cost of Internet access. “don’t have data so cannot always get internet.”
  27. 27. Defining content ◦ define the amount & type of information Design of the format ◦ normal website vs. mobile version ◦ text, images, graphics, tables, location ◦ different file types (pdf, mov) Display models ◦ different display model & stylesheet Different standards, data networks, & operating systems Bandwidth Lesson Learned from the PilotLesson Learned from the Pilot
  28. 28. Suggestions for Future DeliverySuggestions for Future Delivery • Embedded MIL in the curriculum • Moving from MIL to mobile academic fluency • Use of learning analytic – evidence based learning • Free internet, mobile info literacy training in remote area • Screen size redesign for ease of reading • Delivery of MIL in different languages (e.g. Japanese, Arabic Chinese) • Use multimedia and games to improve the learning experience • Use mobile device to interact with teachers and trainer (e.g. Ask a mobile librarian)
  29. 29. http://beam.to/renmil : Visit the Mobile InformationVisit the Mobile Information Literacy Lessons site:Literacy Lessons site:
  30. 30. ReferencesReferences Ally, M. (2005). “Multimedia information design for mobile devices”. In, M. Pagani (Ed.). Encyclopedia of Multimedia Technology and Networking. Idea Group Inc. Hershey, PA. Kim, B. (2013). The Library Mobile Experience: Practices and User Expectations (Vol. 49, No. 6). American Library Association. Yarmey, K. (2011). Student information literacy in the mobile environment. Educause Quarterly, 34(1), n1.
  31. 31. Slideshare: http://tinyurl.com/nxffjgm E-mail:tony.tin@uwaterloo.ca Website: http://www.tonytin.com Linkedin: https://ca.linkedin.com/in/tonytin Research Team Members

Editor's Notes

  • stephen hawking, famous physicist Professor (The Theory of Everything)
    Bill Gate, founder of Microsoft
    David Johnson, governor general of canada
    RIM founder Mike Laza/ridis celebrates his Waterloo engineering roots at a 50th anniversary celebration on campus
  • My projects and passion for mobile learing
  • What is it? Information literacy is the concept of recognizing when information is needed to support or inform an idea, as well as the ability to locate this information and use it effectively. For our students, this often times means using research databases to find articles, reports, conference proceedings, etc. to support their ideas being presented in a paper. This is often a huge challenge for students because research databases require different search tactics than Google. As librarians, we spend a great deal of instructing students on database search tactics in classroom settings.
    Mobile information literacy can refer to a number of different ideas, for example: teaching users how to evaluate mobile content such as apps. For our purposes, mobile information literacy refers to the integrations of technology into the information literacy learning process.
  • We currently have over 20 videos that teach about topics such as Boolean Operators, database functions, writing search strategies in keywords, etc. However, the literature shows that interactivity and assessment help to reinforce concepts learned, so our project would focus on creating activities to complement the videos. These activities would be made accessible on a mobile-friendly website. The goal is to make the activities entertaining enough for students to engage with the content while they’re waiting in line, sitting on the bus, before classes, etc. We want to make a true point-of-need library service that benefits students and makes their library experience fun!
    Tony approached me in the fall 2013 semester to see if I would act as an information literacy consultant on this project based on my experience teaching LINC sessions (he previously attended a BSBM session I instructed). My task has been to brainstorm topics that should be addressed, create activities, and co-ordinate the activities based on our current videos. Tony is working with a former colleague at Athabasca University to create the first draft of this project, but there is a lot to improve upon this first draft! Tony is now working with some colleagues at Renison to apply for grant funding to propel this project forward more quickly.
  • http://tttest.org/wp-admin/ (admin view)
    Google analytics to analyszie their use https://www.google.com/analytics/web/?hl=en#report/visitors-overview/a55317950w88548049p91984249/%3Foverview-dimensionSummary.selectedGroup%3Dmobile%26overview-dimensionSummary.selectedDimension%3Danalytics.screenResolution/
    We currently have over 20 videos that teach about topics such as Boolean Operators, database functions, writing search strategies in keywords, etc. However, the literature shows that interactivity and assessment help to reinforce concepts learned, so our project would focus on creating activities to complement the videos. These activities would be made accessible on a mobile-friendly website. The goal is to make the activities entertaining enough for students to engage with the content while they’re waiting in line, sitting on the bus, before classes, etc. We want to make a true point-of-need library service that benefits students and makes their library experience fun!
  • analyze user traffic and paint a complete picture of your audience and their needs
    e a visual assessment of how visitors interact with your pages. Learn what they're looking for and what they like, then tailor all your marketing activities — from your site to your apps to your ad campaigns — for maximum impact
  • Multipel choice
    True/false
  • Three slides – separate them into three different slides
  • Collective intellgient. Contribute knowledge – consteuctie knowledge – approach. Social consstructist approach.
  • This video will have to be narrated by the presenter. The CPA example is clicked twice on purpose so that viewers will be able to see the animation the second time (since it goes by so quickly)
  • Subjects Involved in Study
    Social Work and Social Developmental Studies student participants volunteer to test the MIL Tool.
    23 students, age, type of phone Total #??
    Mobile deive= tablet or laptop
  • Visual with pictures.
  • 58% of students were able to maintain or increase their scores from beginning to end of semester. 42% of students scores decreased their scores
    Reasons: incomplete lessons, limited internet access, poor screen visibility, poor sound quality. What we learn – we are finding info – explorary study – this is not an outcome study (pilot –trial and error).
  • Why? Help better design
  • Focus on something pratical and relevant to academic, not something general (write a paper) not orange
    2nd 3rd pass 1 year. They don’t need basic info.
  • QualiRY AND PLAN – LEARING ON THE GO IS IT SERIOUS .
    10% don’t like mobile technology – destop and
    37% need extra support – not know the tech but – 50% is keen on using.
    Not only to use but aso advocate m-learn. To other studetnts. – high %
  • Like the flexitibity. May not be for learning
    Like, however challeges
  • Like it and find out –their experience – Learning slide – how to do better – why- you tell us ..
    Why quality of living? Small screen – time. – not as convincing as it is
    Many tech challenge – improve our tools such as screen size, resolution, wifi access, data
  • POSTIVE – DESPITE THE SCORE – early stage of developemtn – I am on the right track with mobile learnig – fine tune our tool
  • TWO –
    SCREEN
    waiting for the bus or being on the bus or whenever there is some spare time
  • 1. How best we can design the content (e.g. how short is each lesson, what type of video lesson or text info and exercises do student want
    2. What format to use. Our site is mobile friendly, work with desktop and mobile.
    3. Different display model. It works with IOS but has issue with Android regarding display. Html5 make it responsive and fluid. Cannot resize, text size to small to view
    4. Different standard, especially OS (work with IOS and not android). Drag and drop only works with touch screen phone.
    5. Not all smartphone would accept Unicode if we want to deliver lessons in different language
    6. Slow internet connectivity could impact access to video in the lessons.
    4.
  • Google leanring analytics
    http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/
    Student like the ideas of mobile learning, the tech can be used to engage learner to learn info literacy skills anytime, anywhere.
  • http://www.slideshare.net/TonyTin1/mil-47004300

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