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MAKING INFORMATION WORK-APPLYING COMPETENCY
STANDARDS TO IMPROVE TEACHING WITH TECHNOLOGY
Sean Cordes
Associate Professor
...
Net Gen Students-Background
Special Sheltered Confident Team-Oriented
Achieving Pressured Conventional
Millennials Go To C...
The Commentary
• Net Gen students are….
• Fluent in a wide range of
communication and productivity
tools
• Have sophistica...
The new view
• “A new line of distinction must be drawn between
computer users who can handle only basic
programs such as ...
Are they ready to work?
• Studies for workforce preparation identify a
number of critical skills for success in the modern...
What kind of work will they do?
• 70 percent of employees in the U.S. perform work that required
the intensive use of info...
6 questions that identify info work
• Does the person receive information about jobs and
customers?
• Assimilate the infor...
Some Questions
• Is there a universal Net Gen predisposition to
technology driven information work?
• Are they all really ...
Critical Incident Technique
• Flanagan’s Critical Incident Technique helps explain work behavior by
capturing the most mem...
Standards and Performance Outcomes
• Provide a generally recognized set of abilities and
behaviors needed to succeed in ac...
CIT and SPO
•Highlight performance in terms
effective/ineffective behavior of
specific skill sets.
•Provides way for educa...
The Case Population
• 22 Subjects
• 18-25 Y/O
• 11M/11F
• 14 Disciplines
• 64% Soft Science
• 46% Hard Science
• 82% cms
•...
Areas of Inquiry
• Unit of Analysis
Negative critical incidents that
occurred in individual subject
cases during project
d...
The Project Task
Web Site
Develop a research question and develop a presentation web
site of 6 task oriented pages using m...
Data Collection
•Activity Logs
•Email
Data Coding
• Constant Comparative Method used to ….
• Compare incidents
• Identify concepts
• Identify properties
• Integ...
Data Analysis
• 260 Log Entries
• 152 Critical Incidents
• Log posting analyzed for negative critical incidents
• Initial ...
Between the 2 dimensions
The distribution of negative critical incidents was similar
between technology use and informatio...
Technology Use Incidents
Technology Use Incidents Incident Description Frequency % of
Category
% All
Incident
s
Selects an...
Info Search and Gathering Incidents
Information Search and
Gathering Incidents
Frequency
% of
Category
% All
Incidents
Con...
Conceptual Themes
• 5 distinct themes emerged regarding critical incidents
across the information work process…
• Overall ...
Overall Experience
Experience and Impact
• Some students noted lack of experience using
technology which created tension regarding the projec...
Developing Presentation Structures
Developing Presentation Structures
• Frequent problems were encountered with process
related actions for creating pages an...
Information Seeking Strategies
Information Seeking Strategies
• Student descriptions frequently noted the need to revise
strategies to accommodate the di...
Working Between Web Sites
Working Between Web Sites
• Many incidents were related to actions working between
web sites, such as …
• Finding the cont...
Summary and Thoughts
• Students have varied levels of skills, experience, and
attitudes towards performing information wor...
Student Sentiments
• It seems so simple, but for some reason it is not
working…
• I thought finding the information would ...
More Student Sentiments
• I've learned a ton of new skills and can use them as
well. This is something I never expected to...
Measured Steps
• Survey students for experiences
• Work through each technology exercise yourself
• Develop basic applicat...
Questions? Contact….
Sean Cordes
Associate Professor
Instruction Services Coordinator
Western Illinois University Librarie...
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IETC 2011-Making Information Work-Applying competency standards to improve teaching with technology

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IETC 2011-Making Information Work-Applying competency standards to improve teaching with technology

  1. 1. MAKING INFORMATION WORK-APPLYING COMPETENCY STANDARDS TO IMPROVE TEACHING WITH TECHNOLOGY Sean Cordes Associate Professor Instruction Services Coordinator Western Illinois University
  2. 2. Net Gen Students-Background Special Sheltered Confident Team-Oriented Achieving Pressured Conventional Millennials Go To College (2003) by Neil Howe and William Strauss.
  3. 3. The Commentary • Net Gen students are…. • Fluent in a wide range of communication and productivity tools • Have sophisticated methods for gathering and evaluating information • Apply these abilities effectively in the learning process • (Oblinger & Oblinger, 2005; Prensky, 2005; Conole, et al., 2006;Tapscott 2009; Palfrey & Gasser 2008).
  4. 4. The new view • “A new line of distinction must be drawn between computer users who can handle only basic programs such as word processors and search engines, and those who understand the structures and concepts that underlie modern technology, and how to think critically within them. (Kvacek, 2010).”
  5. 5. Are they ready to work? • Studies for workforce preparation identify a number of critical skills for success in the modern workplace • Many of these skills relate to information technology use and information gathering and sharing, including: • Critical thinking/problem solving • Computer/technical literacy • Understanding systems • Information gathering • Analytical/research skills
  6. 6. What kind of work will they do? • 70 percent of employees in the U.S. perform work that required the intensive use of information (USBL, 2003). • Jobs Innovation for Europe study report findings suggest that within five years ICT skills will be requirement for 90% of jobs, making these skills vital for employment and job success (Kolding, M., Robinson, C., & Ahorlu, M. , 2009). • Information Work Productivity Council defines information work as “creating, using or sharing information as part of a business process (2003). • Jobs of today require the intensive use of information by workers in a much wider range of roles—from call-center representatives, to truck drivers, to factory workers (Brynjolfsson E., 2003)
  7. 7. 6 questions that identify info work • Does the person receive information about jobs and customers? • Assimilate the information? • Know how to do the job? • Know why tasks must be done? • Decide what actions to take? • Execute decisions?
  8. 8. Some Questions • Is there a universal Net Gen predisposition to technology driven information work? • Are they all really savvy with technology and information use? If not… • What are the types and frequency of negative incidents relating to information work? • Everybody makes mistakes, so where are these likely to occur during information work processes?
  9. 9. Critical Incident Technique • Flanagan’s Critical Incident Technique helps explain work behavior by capturing the most memorable aspects of an experience from participants in context (Flanagan, 1954). • A critical incident is positive (effective) if it helps to solve a problem and negative (ineffective) if it fails to solve a problem, creates new problems or facilitates need for further actions (Fivers and Fitzpatrick, 2010). • This can help clarify questions regarding the quality and meaning of an experience in terms of success and failure (Patton, 1987). • Some errors are expected in work related tasks. Repeated errors in any task are potentially serious (1954). Error trends can help determine what behaviors lead to success or lead to failure.
  10. 10. Standards and Performance Outcomes • Provide a generally recognized set of abilities and behaviors needed to succeed in academic study, in the workplace, and in personal life. • Provide a blueprint to assess students’ decision- making skills and critical thinking, including understanding how to do research and present it effectively.
  11. 11. CIT and SPO •Highlight performance in terms effective/ineffective behavior of specific skill sets. •Provides way for educators to identify and address pain points in teaching and technology systems. •Skill sets required for work often overlap or are integrated.
  12. 12. The Case Population • 22 Subjects • 18-25 Y/O • 11M/11F • 14 Disciplines • 64% Soft Science • 46% Hard Science • 82% cms • 22% Blog/Wiki • 9% Web Page / Video
  13. 13. Areas of Inquiry • Unit of Analysis Negative critical incidents that occurred in individual subject cases during project development • 2 Areas of Inquiry Performance indicators explored for Technology Use (ISTE) and Information Seeking and Gathering (ACRL) Critical Incidents Technology Use Task Environment Information Seeking & Gathering
  14. 14. The Project Task Web Site Develop a research question and develop a presentation web site of 6 task oriented pages using multiple content types and tools. http://sites.google.com/site/lib201site/
  15. 15. Data Collection •Activity Logs •Email
  16. 16. Data Coding • Constant Comparative Method used to …. • Compare incidents • Identify concepts • Identify properties • Integrate categories Glaser and Strauss, 1967
  17. 17. Data Analysis • 260 Log Entries • 152 Critical Incidents • Log posting analyzed for negative critical incidents • Initial agreement between coders was Kappa 79.6% • Three added reviews provided clarification between coders about nuances between incidents and indicators. • The incidents were assigned to a set of 8 standards, (4 technology use and 4 information seeking and gathering) The journal article was the hardest thing that I had with my project. For instance, everything I wrote inside the boxes kept getting erased. Effecive use of applications
  18. 18. Between the 2 dimensions The distribution of negative critical incidents was similar between technology use and information seeking and gathering. Participant’s encountered critical challenges in both areas.
  19. 19. Technology Use Incidents Technology Use Incidents Incident Description Frequency % of Category % All Incident s Selects and uses applications effectively and productively. I ran into problems putting links on my main page. I made it seem harder than it was because all I had to do was go to edit and highlight them and drag them where I wanted. 37 45% 24% Understand and uses technology systems effectively I tried to insert the books I found on to my site book page but my books were not showing; the reason was I did not put my id name. 26 32% 17% Troubleshoots systems and applications Every time I try to upload the pictures, it comes up as Invalid Data. I tried several times and that's all that keeps coming up. I looked back and tried to follow the directions again, but it still did not work. 13 16% 9% Transfer current knowledge to learning of new technologies or processes I finally found that an account is required in order to upload your book marks. This only makes sense…it’s just like the other tools. I should have figured these things out before, but unfortunately did not think about them. 6 7 % 4% Total 82 100% 54% 77% critical incidents
  20. 20. Info Search and Gathering Incidents Information Search and Gathering Incidents Frequency % of Category % All Incidents Constructs and implements effectively-designed search strategies. The database worked fine, but my results were not so good. I changed the keywords that I used several times. This helped, but I found that this was the hardest part of the project so far. 44 62% 29% Selects appropriate investigative methods or retrieval systems for accessing information I thought finding journal articles would easy because there are countless web sites about understanding the opposite sex. I thought this would transfer over to the database as well. 16 23% 10% Identifies a variety of types and formats of potential sources for information. Finding a good database was hard. LexisNexis did not work one bit. It's possible they didn't have any journals about alternative medicines, but I think it's because search areas are not well set up. 7 10% 5% Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources I don't know what the regulations are or how you go about citing images uploaded to Google, so I didn't really cite the images I used. 3 5% 2% Total 70 100% 46%
  21. 21. Conceptual Themes • 5 distinct themes emerged regarding critical incidents across the information work process… • Overall Experience • Developing Presentation Structures • Developing Information Seeking Strategies • Working Between Applications
  22. 22. Overall Experience
  23. 23. Experience and Impact • Some students noted lack of experience using technology which created tension regarding the project work. After working through the project, some reflections displayed a sense of increased empowerment and efficacy. • I am technologically challenged. This is a great learning experience, but I am getting so tired that I am going to call someone who knows what they are doing. • This project was all about trial and error, and a little more error! I was really proud of myself though. When it comes to computers I see if someone can do it for me or give up. • The Net irritates me!
  24. 24. Developing Presentation Structures
  25. 25. Developing Presentation Structures • Frequent problems were encountered with process related actions for creating pages and navigation links, inserting and formatting text and images, and displaying objects. • Everything I wrote inside the boxes kept getting erased. Then I found the save button. • I sat there for like a minute with my curser over the menu name waiting for it to pop down... NOPE! You have to go over to the little down arrow icon.
  26. 26. Information Seeking Strategies
  27. 27. Information Seeking Strategies • Student descriptions frequently noted the need to revise strategies to accommodate the different search tools • All the various sites and applications want a different phrase in the search bar, so I basically have to find out what is the best phrasing and combination of words. • I had to revise my search a couple of times like with most other applications and search for a while to find exactly what I wanted. • The main problems I had was the videos wasn't putting them on my page, it was being able to find them in the first place. I had to use a variety of different search terms to find what I did.
  28. 28. Working Between Web Sites
  29. 29. Working Between Web Sites • Many incidents were related to actions working between web sites, such as … • Finding the control to upload or tag content. • Breakdowns when connecting separate websites to the Google site to present information. • When I posted them into the bookmark on delicious, sometimes the title would come out weird too, and I'd have to change it slightly to better reflect the site that it came from. • I tried to insert the books but they were not showing up. I had to email the teacher about that, the reason was I did not put my user name.
  30. 30. Summary and Thoughts • Students have varied levels of skills, experience, and attitudes towards performing information work • Growing up with access to digital experience is more important to skill development than growing up in a digital world • Students in discipline that provide digital and information work contexts more likely to become digitally fluent • instructors and designers may need to develop ways to improve student ability to access and manage information as tools, tasks, as environments become diverse and complex.
  31. 31. Student Sentiments • It seems so simple, but for some reason it is not working… • I thought finding the information would be a simpler task… • This is really frustrating… • . • The "net" irritates me ...
  32. 32. More Student Sentiments • I've learned a ton of new skills and can use them as well. This is something I never expected to do... ever. • I'll probably come across another use for these skills again at some point... but by that point I will probably have to relearn them all technology is changing. It's nuts!!!! • I am so proud of myself at this moment. I know it sounds silly, but I am handicapped when it comes to anything modern or technology related. Honestly, I am shocked.
  33. 33. Measured Steps • Survey students for experiences • Work through each technology exercise yourself • Develop basic application and web skills • Develop critical thinking skills between information, and information systems • Provide point of need support • Stay current!
  34. 34. Questions? Contact…. Sean Cordes Associate Professor Instruction Services Coordinator Western Illinois University Libraries Macomb Il 61455 CS-Cordes@wiu.edu 309.298.2785 Thanks for coming, & keep on tekking!

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