Flipped workshops mla 17 final
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Using the flipped classroom model to deliver information literacy instruction
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Flipped workshops mla 17 final
- 1. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 DO the flip Using the flipped classroom model to deliver information literacy instruction Sandy Iverson David Lightfoot Bridget Morant Carolyn Ziegler Image by DuEnLiJu; Creative Commons 2.0
- 2. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Images by Oliver Tacke; Creative Commons 2.0
- 3. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 St. Michael’s Hospital • Inner city hospital • 6000 + staff • 3500 + students • Trauma & critical care • Inner city health • Research
- 4. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017
- 5. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Pre-work resource guide
- 6. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017
- 7. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Communicating expectations to learners is key
- 8. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Dear Dr. Smith: Thank you for registering for PubMed with the Health Sciences Library on November 24. *BEFORE* attending the workshop, please review the following PubMed Resource Guide http:// guides.hsict.library.utoronto.ca/SMH/Pubmed Workshop time will be dedicated to a review of the material, answering questions and practice. If you feel you do not have enough time to review the pre-workshop material, please reply and we can register you for the next PubMed session. Thank you and we look forward to seeing you on Nov 24.
- 9. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017
- 10. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 What did learners think? • May 2014 – June 2015 • 29 flipped workshops offered • 189 participants • 167 completed evaluations
- 11. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Previous Year 84% felt the workshops were very good to excellent Learner satisfaction scores Previous Year: 84% After implemetation 86%
- 12. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 What they think of the resource guides If you reviewed the resource guide before class, did you find it useful? 57% N=58 Useful 22% N=22 Somewhat useful 20% N=20 Not Applicable -1% N=1 Not useful
- 13. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Guide Page Views • 3736 views – (3 times per day approx) Page Views of Resource Guides Maximizing your search skills Libguide 1649 Medline Libguide 844 Pubmed Libguide 1243 Data collected between May 2014 and June 2015
- 14. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Qualitative data from learners Too fast Mostly great. Clear and enthusiastic teaching Instructor very knowledgeable Instructor disorganized Instructor very flexible – good for students Too repetitive
- 15. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 What did the instructors think?
- 16. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Strategies for coping • Adapt • Establish rapport • Be flexible
- 17. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Image by ransomtech; Creative Commons 2.0
- 18. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 • Take the time to prepare visually appealing and usable resource guides/learning objects. If possible, conduct usability testing. • Introduce the concept of the flipped classroom at the time of registration and send reminders to complete the pre-work. • State the learning objectives in the class description and pre- work materials. Emphasize that learners are responsible for their own learning and that in-class will be time for questions and hands-on practice. • Create a welcoming and positive learning atmosphere regardless of whether or not the pre-work was done. Make it clear that learners are there to try things out and discover how the databases work in a relaxed, non-threatening environment. Recommendations for practice
- 19. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Recommendations for practice • Move away from being the “sage on the stage”. Be a facilitator rather than a lecturer. Learners’ questions provide the opportunity for everyone to learn and practice. Encourage learners to answer each other’s questions. • Don’t repeat the content that’s in the pre-work and resource guides but be prepared to answer questions about it • Have plenty of exercises, questions, and memorable examples on hand to fall back on in case learners are less participatory.
- 20. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 • Structure the exercises in such a way that they build on each other and can be practiced by learners at different levels. An interesting clinical question or scenario makes a good example to work through. Learners may also be willing to share their own research questions. • Consider adding small group work • Leave time at the end of the class for individual consultations. This is especially useful for more reserved learners who are less likely to speak up in front of their peers • Evaluate, modify, implement, evaluate Recommendations for practice
- 21. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 References 1. Bergmann JS, A. Flip your classroom: Reach every student in every class every day. Eugene, Oregon, U.S.A.: International Society for Technology in Education.; 2012. 2. Bregmann JS, Aaron. Flipped learning : gateway to student engagement International Society for Technology in Education. 2014. 3. Youngkin CA. The flipped classroom: practices and opportunities for health sciences librarians. Med Ref Serv Q. 2014;33(4):367-74. 4. Bishop JLMAV. The Flipped Classrom: A Survey of the Research. American Society for Engineering Education. 2013;120 ASEE Meeting:18. 5. Gibes EA, James H. Is flipping enough? A mixed approach to introductory information literacy instruction. College and Research Libraries News. 2015;76(1):10-3. 6. Gilboy MB, Heinerichs S, Pazzaglia G. Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior. 2015;47(1):109-14. 7. Brown AL, Bransford JD, Ferrara RA, Campione JC. Learning, remembering, and understanding. In: Flavell JH, Markman EM, editors. Handbook of Child Psychology. 3: Cognitive Development. New York, NY: Wiley; 1983. p. 77-166. 8. Heng Ngee M. Teaching Tip: The Flipped Classroom. Journal of Information Systems Education. 2014;25(1):7. 9. Iverson S, Lightfoot, D., Morant B, Ziegler, C. Implementing flipped classroom model utilizing online learning guides in an academic hospital library setting. In: Maddison T, Kumaran, M, editors. Distributed Learning: pedagogy and technology in online information literacy instruction. Cambridge, MA: Chandos; 2017. p. 403-421. 10. Khanova J, Roth MT, Rodgers JE, McLaughlin JE. Student experiences across multiple flipped courses in a single curriculum. Med Educ. 2015;49(10):1038-48. 11. Morgan H, McLean K, Chapman C, Fitzgerald J, Yousuf A, Hammoud M. The flipped classroom for medical students. Clin Teach. 2015;12(3):155-60. 12. Sawarynski KEJLE, and Neena Iyer. "An Integrated, Flipped Classroom Model for Medical Education." The FASEB Journal. 2013;27(517.1):1. 13. Vogel L. ‘‘Educators Propose Flipping Medical Training.’’. Canadian Medical Association Journal.184(12):E656-7. 14. Ramar K, Hale CW, Dankbar EC. Innovative model of delivering quality improvement 15. Sara A-G. The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy. 2014;8(1):7. 16. Milman NB. The Flipped Classroom Strategy: What Is it and How Can it Best be Used? Distance Learning. 2014;11(4):9. 17. Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.
- 22. Scotiabank Health Sciences Library, St. Michael’s Hospital, Toronto. MLA May 2017 Thanks! iversons@smh.ca Image by heymister.net used with permission
Editor's Notes
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- The most common frustration noted by the instructors was that learners did not complete the pre-work prior to the workshop. Too often, even those who had reviewed the resource guide hadn’t actually done the pre-work. Learners reported being unaware of the pre-work and some even seemed to resent that they should do any pre-work. We employed a number of techniques to help address the issue of un-prepared learners… mostly in terms of communicating expectations, as mentioned earlier, but individual instructors also developed their own techniques for dealing with unprepared learners in workshops. Taking time to give a mini review or summary at the beginning of class had mixed results, but was ultimately adopted by most of the instructors for most workshops. The risk is that while it allows those learners who had not done the pre-work to get a bit of the basic knowledge, it sometimes frustrates other learners who have already taken the time to learn this material. Generally though, most learners benefit from a quick review and this mini-lecture helps to level the playing field a little as even among those learners who have done the pre-work, the level of their understanding of the material can vary. Depending on the class, sometimes this mini-lecture is replaced with asking for questions from the group and reviewing the practice questions from the pre-work. Essentially, instructors look for ways to quickly assess where the learners were at and then adapt how they approach the class on the fly. Some instructors found that as learners have different levels of abilities and preparedness, they encourage the more advanced learners to explain concepts to the rest of the class. At least one instructor has noted that developing a good educational climate was important. Developing quick rapport with the learners encouraged the learners to engage and ask questions. We don’t want learners to feel discouraged or shamed for not doing the pre-work, but we also can’t focus on those that haven’t done it, to the detriment of those who have complied. We try and stress that they can review the guides after the class. In general, instructors have found that when this workshop model works well… it works really well, with learners getting a more customized learning experience in the classroom.
- Several instructors have found that they enjoy teaching more and that their teaching style has improved. One instructor noted: “I certainly have changed as a facilitator in general because of the experience. I feel more connected with the participants and more confident. I welcome questions because working through it together is part of the process. This model requires a certain amount of flexibility and thinking on one’s feet. It has been called “just in time teaching.” Instructors find that even when things go wrong - say in a search demo - they can often use it as an example of why one might want to do a search a different way. Facilitating a flipped workshop places the instructor as more of a learning partner than the expert. Learners are more encouraged or able to bring and share what they already know. This approach is much more consistent with adult learning theory that implores us as instructors to respect what adult learners already know and to start from where they are at. We continue to evaluate this model both from the learner and instructor experience. The instructors debrief and share their experiences/ideas regularly. The hospital has just launched a new LMS this year and we look forward to exploring the options that might present themselves by moving our content onto a platform that was designed for this purpose.
- I’m not going to read these (unless I’ve run out of things to say)… but include them here so that if you get a copy of this ppt… then you will have them. Take the time to prepare visually appealing and usable resource guides/learning objects. If possible, conduct usability testing. Introduce the concept of the flipped classroom at the time of registration and send reminders to complete the pre-work. State the learning objectives in the class description and pre-work materials. Emphasize that learners are responsible for their own learning and that in-class will be time for questions and hands-on practice. Create a welcoming and positive learning atmosphere regardless of whether or not the pre-work was done. Make it clear that learners are there to try things out and discover how the databases work in a relaxed, non-threatening environment. Move away from being the “sage on the stage”. Be a facilitator rather than a lecturer. Learners’ questions provide the opportunity for everyone to learn and practice. Encourage learners to answer each other’s questions. Don’t repeat the content that’s in the pre-work and resource guides but be prepared to answer questions about it Have plenty of exercises, questions, and memorable examples on hand to fall back on in case learners are less participatory. Structure the exercises in such a way that they build on each other and can be practiced by learners at different levels. An interesting clinical question or scenario makes a good example to work through. Learners may also be willing to share their own research questions. Consider adding small group work Leave time at the end of the class for individual consultations. This is especially useful for more reserved learners who are less likely to speak up in front of their peers Evaluate, modify, implement, evaluate
- Similarly included for your reading and reference.
- Any questions?