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J. Adam Edwards "What's the name of the game? How Summon saves time for fun games"
- 1. How Summon saves time for fun games Adam Edwards 25th July 2013 What’s the name of the game?
- 2. Knowing me, knowing you • Who we are? • Issues • Ideas • Solutions • Summon http://www.flickr.com/photos/ajourneyroundmyskull/4788590225/
- 3. SOS • Not embedded • Inconsistent provision • Repetitive • Bad timing • Lack of information skills • Teaching methods…….
- 4. Librarians and teaching • Too generic • Tools based • Didactic • Uninspiring • Too much • Fear http://www.flickr.com/photos/vicchi/4079403111/
- 5. Björn Again • Less is more • Cloning • Discussion • Learning by doing • Learners, not the taught • Games http://advedupsyfall09.wikispaces.com/Sara+Woodard
- 6. The name of the game • Fun • Quick • Simple • Easy • Need or objective
- 7. I have a dream Move from “ …lifting and transporting textual substance from one location, the library, to another, their teacher’s briefcases.” To “…searching, analyzing, evaluating, synthesizing, selecting, rejecting…” Kleine 1987
- 8. Super Troupers • School plan • Structure • Menu • Mapping
- 9. Under attack (Before Summon) • Separate training for: •ACM •IEEE •Computer Source • Miss things • Dull, confusing • No time for Kleine topics
- 10. Arrival (of Summon) •Time saved •Have a go approach •Inspires confidence •Better than Google
- 11. Greatest Hits • Thinking about resources • Keywords • Searching • Evaluation
- 12. Take a chance on me Marks Attendees Non-attendees Commonest mark 65% 50% Highest mark 90% 75% Lowest mark 40% 40% Bibliography commonest mark 7/10 5/10 • Survey of CCM2426 students • 66 attendees, 22 non-attendees
- 13. If you put me to the test, If you let me try……… Search tools used Attendees Non-attendees Google 68% 63% Wikipedia 38% 27% Summon 68% 40% Library catalogue 30% 59% Evaluation criteria Attendees Non-attendees Current 89% 59% Relevant 76% 59% Academic authority 67% 41% Easy to read 24% 45%
- 14. On and on and on •Roll-out framework •Develop activities •Improve attendance •Revalidation
- 15. The winner takes it all • Changes worked • Teaching more fun • Summon saves time • Impact… ...Library training gets you better marks!
- 16. http://www.flickr.com/photos/naturalturn/3264726560/ Mamma Mia it’s…………… Adam Edwards a.edwards@mdx.ac.uk http://bit.ly/GamesMDX
- 17. When all is said and done • Boyle, S. (2011) Using games to enhance information literacy sessions, Presented at LILAC 2011. http://www.slideshare.net/infolit_group/boyle-using-games-to- enchance-information-literacy • Kleine, M. (1987), What is it we do when we write articles like this one-Or how can we get students to join us?, Writing Instructor 6, 151. • Markless, S., (2010), Teaching information literacy in HE: What? Where? How?, presented at King’s College London, 9/12/10. [Notes taken at the event.]
- 19. CMT1300 • 1st year UG computing • Project: Public interactive system • Think before you Summon
- 21. The real thing: Coursework 2, CMT1300 Public Interactive System Investigation of a public interactive system eg. railway or parking ticket machine, public information kiosk or similar system incl. usability issues, user experience and interaction •Keywords •Alternative keywords •More specific keywords •Related subjects http://www.flickr.com/photos/kecko/7039606541/sizes/c/in/photostream/
- 22. Finding resources myUniHub > My Study > My Library Select Summon and search for information for your Public Interactive System project
Editor's Notes
- Intros and what we are going to coverLooking at the broader issues surrounding provision of information literacy trainingHow we have been inspired to change the way we teach and address the problemsWhat we have done and how we are developing our provisionHow we have adapted what we do for our product design students
- AE and VH identified a number of issues regarding provision of user education:Not embeddedworkshopstraditionally provided at request of academic staff on ad hoc basiswhich leads to inconsistent provisioncomplex module structureNo central coordination of skills within the SchoolInconsistent provision: rarely see all first year students Repetitive: Impossible to develop progressive programme of information literacy training, so end up repeating what we’ve already covered for 2nd and 3rd yearsBad timing: Insufficient timeWrong time, so not relevant to studentsLack of information skills:Students know how to use technology, but lack ability to find, evaluate and use the information foundTeaching methods: tradition of monotonous demos and death by powerpoint(More next slide)
- Is teaching a Librarian’s Waterloo?Teaching skills: librarians not taught to teachToo genericTools basedDidactic: follow instructions correctlyToo muchUninspiring: bore students/death by PowerpointFear of not knowing: Librarians fear teaching subjects they are unfamiliar with, so over complicate. What we need to remember is that we are teaching information skills and not the subject
- Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP.Dec 2010.We teach 3-5 times too muchWhen planning sessions we need to consider what will make the biggest difference given time limit/use online guidesWe try to clone our expertiseWe can’t distil our own experience into a one hour session. We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethicallyDiscussion is powerful:Find out how the students already find info, what they already know, what they wantLearn/discover together (peer learning): don’t plan searches/demos in advanceWe can learn a lot about student’s understanding from the questions they askLearning by doing is empowering:Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etcUninvolved students are less likely to learnNo demos: Interaction and explorationStudents should be learners, not the taught:Our role to support and facilitateDisciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE studentsGames:Inspiration from LILAC 2011- Susan Boyle (UCD) Using games in HE.
- Games should be:FunQuick -10 minsSimple - easy to prepareEasy to grasp and play- no complicated rulesMeet a specific need or objective
- To put all this in context……Wider programme of activity that we were engaged in at the timeSchool plan: easier to approach staff if our contribution is part a school planeasier to get appropriate time(We have integrated info lit training and academic writing and other skills in to the wider employability skills framework devised by EIS)Structure: avoid overlap and duplication by identifying specific programmes rather than modulesvery little overlap nowAgreed menu of sessions:Smallteam met and considered all the things we teachIdentified key elements (on slide)Created a game/activity for each elementMix and match elementsCoordinate content with LDU to avoid duplicationMappingMapped these against CBI employability skills framework eg. finding and evaluating information = problem solvingPlagiarism and search strategy = communications and literacyFinding info for projects = self-management
- ACM – poor interfaceIEEE – much better but complexComputer Source – okMiss things in other databases e.g. user psychology, educational use, etcWorking through 3 databases is slow and boring. Confusing as all use different search systems and work in different ways.Takes too long as % of time so no time for evaluation etc
- Only teach Summon to first year.Time for discussion of resources and why they should be usedTime for keywords prep (Lightening session pm today!)Have a go approach: Let them try it and see what they find. E.g. Oyster ice creamConfident as only one Google like thing to learn.Headline Summon as better than google as it finds better quality stuff, but do still need to use the internet.
- Small team met and considered all the things we teachIdentified key elementsCreated game/activity for each elementMix and match elementsCoordinate content with LDU to avoid duplicationThinking about resources game in an academic context ( 3 x versions TAR, Sources and Scenario)Keywords: using image to get students thinking about keywords (specific, alternative, related) and then using real exampleThe real thing: relate learning to a projectSearching (hands on)Evaluation using sample search results (website, newspaper article, trade journal, academic journal) and Criteria game for 3rd years.PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.Now rolling out, so developing alternatives for 2nd and 3rd years and PGs
- Those who attended average 65%, rather than 50 % for non attendees ie. 15% higherAttendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
- Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choiceEvaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
- We’ve rolled out framework to 2nd years, and next year to 3rd yearsDevelop activities so appropriate for level and not repetitiousHave developed further versions of the games for 2nd and 3rd years and PGs.Show examplesImprove attendance: any ideas…..problem is not just oursRevalidation and new courses in our school an opportunity to embedd our teaching further
- Successful collaboration is getting things moving plus team teachingChanges to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their studentsTeaching is more fun for students and for usBut we can now say......Library training gets you better marks
- Any questions
- Have a go:Thinking about resourcesPDE evaluation gameDewey….computing oriented
- What do you see in the picture etcHandouts available.
- KeywordsPublic: communal, open, accessible, society, masses, everyone, multitude, unrestrictedInteractive: interacts/interactivity, two-way, user activity, communication/collaboration,graphical user interface, speech recognition/synthesisSystem: product/service/machine, order/method/procedure/routine/mechanism, feedback, input/outputTicket machine: vending machine/dispenser, automated, parking metreRailway: train/rail/line/railroad, travel/journey, single/return, Oyster/travelcard, tickets/billets/permitParking: vehicle/car/motorbike/cycle/van etc, driver/motorists, bays/lot/carparkInformation: facts, intelligence, knowledge, notice, dataKiosk: cubicle, booth, stall, stand, structure, vending machine, standalone, outletUsability issues: user needs/requirements, serviceability, ease of use, learnability/memorability, efficiency, intuitive, test/feedback, user testingUser experience: feeling/understanding/perception, functionality/need, ease-of-use, aesthetic/emotional experience, inclusion/exclusion, end user, results, global experience, expectationsUser interaction: interact/interactivity,HCI, user interface design, relationship/behaviour, human/people-machine, dialogues/communication/workflows, interactive devices, user error
- Need to carry out a literature review:Finding the information available on a subjectFinding information to inform, underpin and shape your researchFinding what has already been written on a subjectAnalyzing, evaluating and making judgements about the info foundIdentifying the main trendsFinding appropriate information: the information needs to be suitable for your needie. right level, current if important, sufficient breadth or detail etcExplain to students what Summon is.Go to UniHub > Login in to MyUniHub > My Study > My Library > SummonAsk students to search for information on ‘educational software for children with disabilities.Remember to use some of the keywords that we have discussed.