Masson O'Donnell & Ross - Embedding information literacies into the curriculum design process: the Viewpoints experience
Digital thinking: working withstaff to embed information anddigital literacyDr Alan Masson, Catherine O’Donnell and Dr Vilinda Ross,Viewpoints Project, University of UlsterThursday 11th-13th April 2012, Lilac, Glasgow Caledonian University
Session Outlineo Introduction: supporting teachers & learners in the digital age.o An introduction to Viewpoints.o Hands-on Viewpoints Information Literacy themed workshop taster.o Consolidation/discussion: sharing ideas for use of these resources.o More information and close.
Introduction: supporting teachers & learners in the digital age
An Introduction to Viewpoints Viewpoints is a JISC funded curriculum design project. It has a remit to create a series of reflective tools to promote & enhance effective curriculum design. The tools use a learner timeline with A short video introduction established pedagogical principles and on YouTube: ideas as prompts to help staff consider http://www.youtube.com/w areas of their curriculum while atch?v=Ux0Bv7fRrQI considering the learner perspective.
Viewpoints 3 Part Framework• Inform, inspire and plan.• There are benefits for - Curriculum development. - Course teams. - Students.• 4 themes - Assessment and feedback, - Information skills, - Learner engagement and - Creativity and innovation.• 2 views - Course and module.
Identified Learner Interactions1. Reviewing progress and understanding (Assessment and Feedback)2. Discovery, consumption and creation of information (Information Skills)3. Who do they interact with, why and to what “benefit” (Learner Engagement)Are there closed lists of principles we can use to describe these interactions?
Principles to describe theseinteractions? Assessment and Feedback – REAP Principles Information - SCONUL 7 Pillars (extending to place in a more Digital Literacy context) Learner engagement - 8 Learning Event Model (8LEM)
Information Skills ThemeSCONUL 7 Pillars (http://www.sconul.ac.uk) 1. Define the task and understand the topic. 2. Identify appropriate resources. 3. Search effectively. 4. Find and extract information. 5. Compare and analyse information. 6. Organise and share information ethically. 7. Interpret information and create new content.*Implementation ideas for each principle on back of cards.
Assessment and Feedback ThemeREAP (http://www.reap.ac.uk/) 1. Clarify good performance. 2. Encourage time and effort on task. 3. Deliver high quality feedback. 4. Provide opportunities to act on feedback. 5. Encourage interaction and dialogue. 6. Develop self-assessment and reflection. 7. Give assessment choice. 8. Encourage positive motivational beliefs. 9. Inform and shape your teaching.*Implementation ideas for each principle on back of cards.
Learner Engagement Theme The principles of learner engagement are based upon the 8 Learning Events Model developed by LabSET, University of Liège, Belgium. 1. Receive. 2. Create. 3. Debate. 4. Explore. 5. Imitate. 6. Experiment. 7. Practice. 8. Meta-Learn.*Implementation ideas for each principleon back of cards. http://www.flickr.com/photos/viewpointsproject/
Creativity and Innovation ThemeCHEP creativity working group (http://www.ulster.ac.uk/centrehep/creativity_curriculum.html ) 1. Collaborative learning. 2. ‘Open-box’ modules. 3. Negotiation. 4. ‘Real-life’ learning situations. 5. Novel approaches to learning. 6. Assessment that focuses on process. 7. Use of debates. 8. Beyond the discipline. 9. Enquiry-based learning.*Implementation ideas for each principle on back of card have still to be added.
Viewpoints Information Skills Workshop An opportunity for you to take part in an Information Skills themed workshop taster.
Task 1 (5 minutes)o Consider your group scenario and record your objective(s).
Task 2 – Select principles (5 minutes) Choose any cards you think might help you address your group’s objective(s).
Task 3 – Map principles to studentlearning timeline 5 minutes) Place the cards on the student timeline, where your group thinks relevant, considering the student perspective.
Task 4 – Select implementation ideas and tailor a solution (15 minutes)o Turn over the most important card(s) and select ideas.o Add own ideas or comments in order to tailor the examples.o Note any overall action points and reflections.
Task 5 - Share outputs and feedback (5mins) o One or two members from each group briefly feed back your key findings / experiences of using the assessment and feedback theme to consider your group objective|(s). o Survey
Brief sharing of experiences andevaluation findings from ViewpointsProject.
Some Quotes“Thought provoking.”“Good to see the plan in front of you.”“Short sessions exploring ideas - very useful.”“Enjoyed it – not too time-consuming and time used very well.”“Good material supplied to encourage wider consideration.”"Got the team to brainstorm about the way forward in relationto creativity.”“Better face to face interaction with course team.”
Some Quotes“Easy tool – visually descriptive, illustrative”“…Resources excellent prompts”“Suggestion cards act as a good prompt”“Cards aided formulation of ideas”“Accessible and easy to use. Comprehensiveand guiding.”“Look at the holistic approach.”“Group participation/engagement on ideas”“Being given the time to reflect.”“Useful prompts and discussion.”
Concluding consolidation/discussion: sharing ideas foruse of these resources in other institutions.
Further informationViewpoints project blog: http://viewpoints.ulster.ac.ukViewpoints resources site: http://viewpoints.ulster.ac.uk/resourcesDr Alan Masson, Project Director - firstname.lastname@example.orgCatherine O’Donnell, Academic E-Learning Consultant - email@example.comDr Vilinda Ross, Research Fellow - firstname.lastname@example.orgJISC Digital Literacies http://www.jisc.ac.uk/developingdigitalliteraciesJISC Digital Literacies Workshop materialshttp://jiscdesignstudio.pbworks.com/w/page/40474566/JISC-Digital-Literacy- Workshop-materials