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Fine Art Wiki: reflections on using the read/write web to develop information literacy skills in first year Fine Art students. Poulton

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Presented at LILAC 2010

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Fine Art Wiki: reflections on using the read/write web to develop information literacy skills in first year Fine Art students. Poulton

  1. 1. Fine Art Wiki: Reflections on using the read/write web to develop information literacy skills in first year Fine Art students Amanda Poulton Academic Team Manager (Learning and Skills Development) De Montfort University apoulton@dmu.ac.uk
  2. 2. Outline • Background • Programme re-development • Theoretical context • Evaluation and reflections
  3. 3. Background • Library teaching input for number of years in the Fine Art curriculum • Variable feedback led to concerns by Faculty and Library that teaching was not effective • Meeting with Head of Studies to establish student profile and needs
  4. 4. Background • Incorrect assumption that students in Art and Design: – Are unfamiliar with academic sources – Have additional learning needs – Are unused to producing written work • Head of Studies revealed that Fine Art students: – Have the highest average A level points at the university – Are highly motivated, confident and effective learners
  5. 5. Programme re-development • Appropriate level content • Aligned to needs of the programme • Greater level of peer interaction and engagement • Integrate formative feedback • More robust evaluation
  6. 6. Wiki task • Wiki task set to provide practical application of skills: – Focussed on summer project set by the Faculty to ensure relevance – Enabled peer interaction and discussion – Formative assessment took place in final session – Feedback provided on developing information literacy skills
  7. 7. Links to the literature: Group interaction Students retention rates for group interactivity rises to 70% and 80% for doing real-life tasks compared to 10% for reading Glassner as quoted by Biggs and Tang (2007)
  8. 8. Links to the Literature: Feedback ‘the most powerful enhancement to learning is feedback during learning’ (p.97) Biggs and Tang (2007)
  9. 9. Links to the Literature: Peer learning ‘A high degree of learner activity’ (p.17) and peer interaction are critical factors in encouraging a deep approach to learning. Biggs as quoted by Toohey (1999)
  10. 10. Links to the Literature: Deep vs surface learning Surface approach to learning – Focus on discrete elements without integration Deep approach to learning – Vigorous interaction with content – Relate concepts to everyday experience Entwhistle (1981) and Marton and Säljö (1976) as cited by Savin-Baden and Major (2004, p.26)
  11. 11. Evaluation • Confidence/skills in finding range of information • Confidence/skills in evaluating Internet sources • Wiki task helped understand how the skills could be applied • Enjoyed working on the wiki task
  12. 12. Evaluation • Confidence/skills in finding range of information – 97% agreed/strongly agreed • Confidence/skills in evaluating Internet sources – 94% agreed/strongly agreed • Wiki task helped understand how the skills could be applied – 92% agreed/strongly agreed • Enjoyed working on the wiki task – 83% agreed/strongly agreed
  13. 13. Evaluation Most interesting/useful: Hearing what other people had to say and seeing their different approaches Communicating within a group to find information resources Finding useful information about the artist and working in a group Having the tools to research collaboratively as well as individuals
  14. 14. Strengths of wiki task • Provided context and application • Provided focus for the session • Facilitated peer interaction and learning • Opportunity to provide formative feedback • Introduced students to wikis as a research tool
  15. 15. Challenges of wiki task • Patchy attendance by some group members • Need to ensure only one group member edited wiki page at one time • Technically challenging to review other groups’ wiki pages • Some students did not understand importance of selecting and referencing (not just copying and pasting) • More in depth teaching needed for referencing
  16. 16. References • BIGGS, J. and TANG, C. (2007) Teaching for quality learning at university: what the student does, 3rd ed. Maidenhead: Society for Research into Higher Education & Open University Press. • SAVIN-BADEN, M. and MAJOR, C. (2004) Foundations of Problem-based learning. Maidenhead: Society for Research into Higher Education & Open University Press. • TOOHEY, S. (1999) Designing courses for Higher Education. Buckingham: The Society for Research into Higher Education & Open University Press.

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