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Interactive learning using Xerte: minding the skills gap. Coombs & Stanton

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Presented at LILAC 2010

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Interactive learning using Xerte: minding the skills gap. Coombs & Stanton

  1. 1. Interactive Learning using Xerte: Minding the skills gap Jenny Coombs Wendy Stanton University of Nottingham
  2. 2. Format of the presentation  Aim of the project  What is Xerte?  Evaluation  Findings
  3. 3. Aim of the project  Create an online tutorial for pre-reg nursing students  Used within scheduled information skills sessions and independently  Evaluate use of the tutorial  Tutorial created and evaluated by Rachael Adair and Ruth Curtis
  4. 4. Background facts  Distributed centres  900 pre-registration students  1000 post-registration students  Mature students – 66%  Academic work fitted in around placements
  5. 5. Why was the project needed?  Traditional face-to-face teaching was not totally successful  Problem of one-size fits all  Need for post-training help  Particular needs of nursing students  Introduction of more self- directed learning
  6. 6. The final product Allow self-paced, independent learning Revisit anytime, anywhere Facilitate interactivity Provide immediate feedback Support different learning styles
  7. 7. Using Xerte  Online toolkit  Created by University of Nottingham Learning Team  Available open source  Association of Learning Technology (ALT) award 2009 “Provides a reusable solution to common elearning development problems” “Provides a reusable solution to common elearning development problems”
  8. 8. What can Xerte do?  Customisable interface  Accessibility features  Colour scheme  Screen size  Font or text size  Text to speech  Extensible  Publish to OER Repository  Sharing and re-use  Interactivity
  9. 9. Evaluation  Questionnaires pre and post-library sessions  Levels of confidence  Information skills learnt  Pre-course:  Almost 100% return  Post-course:  Derby 43%, Mansfield 36%  Semi-structured interviews  3 students from each centre
  10. 10. Observations during the sessions  Positive  Most students got on well with the tutorials  Negative  Finished too quickly  Didn’t finish  Skipped over key interactions
  11. 11. Observations after the session  Continued to receive frequent requests for further one-to-one help  Most students hadn’t referred back to tutorials
  12. 12. Specific Findings Post-training questionnaire Question Derby (Xerte) Mansfield (Traditional) Selecting appropriate resources Correct answers increased Correct answers decreased Selecting appropriate keywords Correct answers increased Correct answers decreased Confidence in using the library and resources Decreased Increased
  13. 13. Student feedback Students highlighted the following as a means of improving skills and confidence Practice/ Trial and error Frequent use/ familiarity Asking for help Using supporting materials from sessions
  14. 14. Positive feedback from Derby Ability to read through information Ability to learn at own pace Quizzes Practical Helped build confidence Tutorials to refer back to Library support
  15. 15. Negative feedback Derby and Mansfield Mansfield only Too fast / insufficient time Too much to take in Groups too large Difficult to see overhead screen
  16. 16. Changes made for next session  Simplified the content  Re-instated brief demos of databases (captivate)  Replaced original activities with Informs tutorials  Provided simple handouts  Suggested approximate length of time to be spent on each tutorial
  17. 17. Second experience  Students appeared to get on better during sessions  Much fewer requests for further help post-training But, due to improvements made to tutorials? Or Jan 09 students more confident library users?
  18. 18. Overall Conclusions  No significant difference between online & traditional  Positive outcomes:  Ability to learn at own pace  Ability to revisit tutorials  Practical  Student requirements  Practice  Frequent use  Sessions delivered at time of assignment  Embedded in curricula and assessed
  19. 19. Our experience of using Xerte  3 Intakes  Balance  Learning by doing  Quizzes  Fewer enquiries  Promotion  post training sessions  On the web  FUN!
  20. 20. References and links  Craig, A., Corrall, S. (2007) Making a difference? Measuring the impact of an information literacy programme for pre-registration nursing students in the UK. Health Information and Libraries Journal 24(2), 118-127  Franks, H., McAlonan, C. (2006) Establishing library ‘key skill’ confidence levels amongst a cohort of nursing students at an English university. Nurse Education in Practice. 7(4), 258-265.  http://www.nottingham.ac.uk/xerte  http://xpert.nottingham.ac.uk/

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