Concordia University pilots a credit information literacy course WILU 2010, May 12 Presented by  Andrea Cameron & Jennifer...
SEL197A <ul><li>2009/2010 Concordia libraries provides credit course to 800 “at-risk” students </li></ul><ul><ul><li>Fall ...
Outline <ul><li>What we did </li></ul><ul><li>How it went </li></ul><ul><li>Where we’d like to go </li></ul>
Hybrid Learning
Benefits of CMS <ul><li>Practical </li></ul><ul><ul><li>Inexpensive </li></ul></ul><ul><ul><li>Easy to use </li></ul></ul>...
 
Course Structure
Introducing Moodle <ul><li>Homepage </li></ul>
Introducing Moodle <ul><li>Homepage </li></ul>
Communication tools <ul><li>Contact page </li></ul>
Communication tools <ul><li>News forum </li></ul>
Administrative tools <ul><li>Grade book </li></ul>
Administrative tools <ul><li>Student grades </li></ul>
Activities <ul><li>Worksheets </li></ul>
Activities <ul><li>Group activities </li></ul>
Activities <ul><li>Discussion forums </li></ul>
Activities <ul><li>Quizzes </li></ul>
<ul><li>What the literature says </li></ul><ul><li>What the students say </li></ul><ul><li>What the teachers say </li></ul>
What the literature says <ul><li>Create a community of learning </li></ul><ul><li>Encourage constructive learning </li></u...
What the students say <ul><ul><ul><li>“ This is a great course that I believe every student should take when starting unde...
<ul><li>Most important thing I learned from this course…. </li></ul>
<ul><li>Most popular responses… </li></ul><ul><ul><li>Change structure of course </li></ul></ul><ul><ul><ul><li>Shorten co...
<ul><li>“ I guess we could spend less time focusing on how to cite properly, and more time learning how to actually find t...
Test Scores <ul><li>Pre-test and post-test results (20 questions) </li></ul>Test design and analysis by Nadine Anderson Sk...
What the teachers say <ul><li>A lot of work! </li></ul><ul><li>At-risk students have unique needs </li></ul><ul><li>Studen...
 
Challenges <ul><li>Time management </li></ul><ul><ul><li>Balancing library priorities </li></ul></ul><ul><ul><li>Administr...
Next steps <ul><li>Increased activity-based learning </li></ul><ul><li>Increased student-to-student communication </li></u...
References <ul><li>Allan, B. (2007).  Blended learning: Tools for teaching and training . London: Facet Publishing. </li><...
Questions?
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Hybrid Learning Wilu 2010

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Presentation given by Andrea Cameron &amp; Jennifer Cyr at WILU 2010

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Hybrid Learning Wilu 2010

  1. 1. Concordia University pilots a credit information literacy course WILU 2010, May 12 Presented by Andrea Cameron & Jennifer Cyr
  2. 2. SEL197A <ul><li>2009/2010 Concordia libraries provides credit course to 800 “at-risk” students </li></ul><ul><ul><li>Fall term: 500 students, 12 instructors, 8 weeks </li></ul></ul><ul><ul><li>Winter term: 200 students, 8 instructors, 8 weeks </li></ul></ul><ul><li>Moodle used to create “hybrid” learning experience and manage project </li></ul>
  3. 3. Outline <ul><li>What we did </li></ul><ul><li>How it went </li></ul><ul><li>Where we’d like to go </li></ul>
  4. 4. Hybrid Learning
  5. 5. Benefits of CMS <ul><li>Practical </li></ul><ul><ul><li>Inexpensive </li></ul></ul><ul><ul><li>Easy to use </li></ul></ul><ul><ul><li>Time saving </li></ul></ul><ul><li>Pedagogical </li></ul><ul><ul><li>Addresses multiple learning styles </li></ul></ul><ul><ul><li>Helps to create a learning community </li></ul></ul>
  6. 7. Course Structure
  7. 8. Introducing Moodle <ul><li>Homepage </li></ul>
  8. 9. Introducing Moodle <ul><li>Homepage </li></ul>
  9. 10. Communication tools <ul><li>Contact page </li></ul>
  10. 11. Communication tools <ul><li>News forum </li></ul>
  11. 12. Administrative tools <ul><li>Grade book </li></ul>
  12. 13. Administrative tools <ul><li>Student grades </li></ul>
  13. 14. Activities <ul><li>Worksheets </li></ul>
  14. 15. Activities <ul><li>Group activities </li></ul>
  15. 16. Activities <ul><li>Discussion forums </li></ul>
  16. 17. Activities <ul><li>Quizzes </li></ul>
  17. 18. <ul><li>What the literature says </li></ul><ul><li>What the students say </li></ul><ul><li>What the teachers say </li></ul>
  18. 19. What the literature says <ul><li>Create a community of learning </li></ul><ul><li>Encourage constructive learning </li></ul><ul><li>Engage a range of learning styles </li></ul><ul><ul><li>Aural, visual, kinesthetic </li></ul></ul><ul><ul><li>Global, sequential </li></ul></ul><ul><ul><li>Activist, reflector, theorist, pragmatist… </li></ul></ul><ul><li>Encourage deep thinking (synthesis) </li></ul>
  19. 20. What the students say <ul><ul><ul><li>“ This is a great course that I believe every student should take when starting undergraduate studies ” </li></ul></ul></ul><ul><ul><ul><li>“ It’s been a great experience” </li></ul></ul></ul>“ I’m glad that I have taken this course. I learned a lot that I think will help me tremendously”
  20. 21. <ul><li>Most important thing I learned from this course…. </li></ul>
  21. 22. <ul><li>Most popular responses… </li></ul><ul><ul><li>Change structure of course </li></ul></ul><ul><ul><ul><li>Shorten course </li></ul></ul></ul><ul><ul><ul><li>Lengthen course </li></ul></ul></ul><ul><ul><li>Increase depth of course </li></ul></ul><ul><ul><ul><li>More discipline specific </li></ul></ul></ul><ul><ul><li>More activity based </li></ul></ul><ul><ul><ul><li>More hands on </li></ul></ul></ul><ul><li>Suggestions to improve this course… </li></ul>
  22. 23. <ul><li>“ I guess we could spend less time focusing on how to cite properly, and more time learning how to actually find the sources which are relevant” </li></ul><ul><li>Suggestions to improve this course… </li></ul>“ The course focused too much time on basic searches and not enough time on databases” “ More activities – perhaps more in-lab assignments” “ More discipline specific assignments”
  23. 24. Test Scores <ul><li>Pre-test and post-test results (20 questions) </li></ul>Test design and analysis by Nadine Anderson Skill Area Percentage Improvement Developing Topics 20.10% Finding & Using Books and Articles 34.90% Evaluating Research Sources 20.87% Citing Research Sources 100% Awareness & Avoidance of Plagiarism 32.41% Research Cycle & Information Formats 32.30% Overall improvement 33.08%
  24. 25. What the teachers say <ul><li>A lot of work! </li></ul><ul><li>At-risk students have unique needs </li></ul><ul><li>Students have discipline-specific needs </li></ul><ul><li>Grades matter </li></ul><ul><li>Redevelopment and more redevelopment </li></ul>
  25. 27. Challenges <ul><li>Time management </li></ul><ul><ul><li>Balancing library priorities </li></ul></ul><ul><ul><li>Administrative support </li></ul></ul><ul><ul><li>Hiring TAs </li></ul></ul><ul><ul><li>Efficiency vs. creativity </li></ul></ul><ul><li>Facilities management </li></ul><ul><li>Student management </li></ul><ul><ul><li>Choosing a pilot group </li></ul></ul><ul><ul><li>Student needs </li></ul></ul>
  26. 28. Next steps <ul><li>Increased activity-based learning </li></ul><ul><li>Increased student-to-student communication </li></ul><ul><li>Increased asynchronous, e-learning </li></ul>
  27. 29. References <ul><li>Allan, B. (2007). Blended learning: Tools for teaching and training . London: Facet Publishing. </li></ul><ul><li>Bowles-Terry, M., Davis, E. & Holliday, W. (2010). “Writing information literacy” revisited: Application of theory to practice in the classroom. Reference & User Services Quarterly . 49 (3). </li></ul><ul><li>Daugherty, A & Russo, M. (2007). Information Literacy Programs in the Digital Age: Educating college and university students online . Chicago: Association of College and Research Libraries </li></ul><ul><li>Henrich, A. & Sieber, S. (2009). Blended learning and pure e-learning concepts for information retrieval: Experiences and future directions. Information Retrieval. 12. 117-147. </li></ul><ul><li>MacDonald, J. (2008) Blended learning and online tutoring: Planning learner support and activity design . Burlington, VT: Gower. </li></ul><ul><li>Olapiriyakul, K. & Scher, J.M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education. 9 , 287-301. </li></ul><ul><li>Vaughan, N. (2010) A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education. 13 , 60-65. </li></ul><ul><li>Weetman-DaCosta, J & Jones, B. (2007). Developing Students’ Information and Research Skills via Blackboard. Communications in Information Literacy. 1 (1), 16-25. </li></ul>
  28. 30. Questions?

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