Presenters: Jeff Dowdy, Hasitha Mahabaduge, Nancy Davis-Bray.
The presentation discusses a faculty fellows project designed to team up a faculty member and a librarian charged with the redesign of a course to include key information literacy assignments that go beyond the traditional research paper.
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
Presenters: Jeff Dowdy, Hasitha Mahabaduge, Nancy Davis-Bray.
The presentation discusses a faculty fellows project designed to team up a faculty member and a librarian charged with the redesign of a course to include key information literacy assignments that go beyond the traditional research paper.
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The presentation explored the intersection of student focused social justice interests, civic engagement goals, and community partnership opportunities. The underlying premise was that when students connect with community issues that they are passionately interested in they become more deeply involved with learning objectives and have the opportunity to learn from experts in social justice issues. The end result is an opportunity to immerse students in opportunities to become catalysts and leaders of social transformation. This presentation focused on a student learning and advocacy program at the Thomas Merton Center, located in Pittsburgh, PA. The program engaged over 100 student interns from universities and community colleges located across the country. Students connected with the center as a result of their involvement in their colleges’ service learning and civic engagement programs. Students learned leadership skills that could be applied in their ongoing peace and justice activism. At the workshop, attendees learned how to implement the center’s strategies, while combining student learning outcomes with civic work in the community. Emphasis was placed on creating a values- based framework that links student learning with student passion which manifested in diverse civic engagement opportunities.
Presentation given at ACRL Immersion Programme 2019 as part of Immersion X. How MU Library chose a functional model of support, our teaching approach, emphasising activity-based learning and threshold concepts of learning.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
This presentation was given by Kraiyos Patrawart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
What are the essential elements needed to provide effective and sustainable evidence-based programs for students with ASD across the age range? How can effective programs be replicated across a large system? Come learn how three states (Oregon, Arizona & Arkansas) have developed solutions for building their capacity to serve all students with autism. Specifically, the OrPATS Project (Oregon Regional Program Autism Training Sites), AzSECAP (Arizona Statewide Early Childhood Autism Project) and Easter Seals Connect Project will be discussed.
The presentation explored the intersection of student focused social justice interests, civic engagement goals, and community partnership opportunities. The underlying premise was that when students connect with community issues that they are passionately interested in they become more deeply involved with learning objectives and have the opportunity to learn from experts in social justice issues. The end result is an opportunity to immerse students in opportunities to become catalysts and leaders of social transformation. This presentation focused on a student learning and advocacy program at the Thomas Merton Center, located in Pittsburgh, PA. The program engaged over 100 student interns from universities and community colleges located across the country. Students connected with the center as a result of their involvement in their colleges’ service learning and civic engagement programs. Students learned leadership skills that could be applied in their ongoing peace and justice activism. At the workshop, attendees learned how to implement the center’s strategies, while combining student learning outcomes with civic work in the community. Emphasis was placed on creating a values- based framework that links student learning with student passion which manifested in diverse civic engagement opportunities.
Presentation given at ACRL Immersion Programme 2019 as part of Immersion X. How MU Library chose a functional model of support, our teaching approach, emphasising activity-based learning and threshold concepts of learning.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
This presentation was given by Kraiyos Patrawart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
What are the essential elements needed to provide effective and sustainable evidence-based programs for students with ASD across the age range? How can effective programs be replicated across a large system? Come learn how three states (Oregon, Arizona & Arkansas) have developed solutions for building their capacity to serve all students with autism. Specifically, the OrPATS Project (Oregon Regional Program Autism Training Sites), AzSECAP (Arizona Statewide Early Childhood Autism Project) and Easter Seals Connect Project will be discussed.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Where Does Information Literacy Fit? Mapping the CoreGreg Hardin
This presentation will cover the current curriculum mapping project at the University of North Texas Libraries. As part of our greater Information Literacy Initiative, this project seeks to improve the capacity of UNT students for critical thinking and the ability to use information effectively with a key aim of the project being to help strengthen core library services to enhance high-impact practices. Through curriculum mapping we are seeking to establish a baseline understanding of the current information literacy practices and needs on campus. We have mapped student learning outcomes on course syllabi to the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. With information gleaned from this project, we will know which core courses address which standards and frames, identify gaps in library instruction, and begin to address these gaps through the work of our subject librarians and strategically targeted library instruction.
Seeing That Students Succeed: Rising Expectations and the Library's Role in T...Kate Lawrence
Roger Schonfeld of Ithaka S+R and Kate Lawrence of EBSCO co-presented a talk at the Charleston Library Conference on the topic of students success, learning outcomes and the role of librarians and faculty in teaching information literacy skills.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
Similar to A collaborative approach to embedding information and academic literacies in the curriculum - Lucy Carroll & Alison McEntee (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A collaborative approach to embedding information and academic literacies in the curriculum - Lucy Carroll & Alison McEntee
1. Hidden Vegetables:
A collaborative approach to
embedding information and academic
literacies in the curriculum
Lucy Carroll
Subject Librarian (Sciences)
Alison McEntee
Effective Learning Tutor
2. The Hidden Vegetables
‘The hidden vegetables refer to the policy drivers, like graduate attributes and
employability skills, that are already present in the curriculum. They are initially
hidden from students, but if they stay hidden, students don’t understand them
or realise their significance for their learning and development.
When hiding vegetables in children's food, we delight in telling them, after the
fact, that they’ve eaten something that was good for them. So we explicitly tell
students;
“here’s what we’ve just taught you, and here’s how it will help you develop as a
graduate”.
The embedded sessions add colour and flavour to their learning, and
encourage them to engage with the ‘vegetables’ in the future!’
3. ‘Generic’ PDP sessions
Dates Times & Rooms Session Lecturers
Week 1 Monday 12-1, R101 Lecture: Introduction to PDP Alison McEntee,
Neil Pitcher
Week 2 Monday 12-1, 2-4 in ICT
or
Tuesday 3-5 in ICT
Computer lab: ePortfolios.
This is an informal hands-on
session. Turn up at any of
these time slots, the session
should take you about 40
minutes.
Neil Pitcher,
Richard Thacker,
Alison McEntee
Week 3 Monday 12-1, R101 Lecture: Academic Writing Alison McEntee
Week 4 Monday 12-1, R101 Lecture: Library Skills Lucy Carroll
Week 12 Monday 1130-1230, R101 Lecture: PDP summary, exam
skills, “What Next?”
Evaluation
Richard Thacker,
Alison McEntee,
Neil Pitcher
4. A New Approach
PDP as ‘being and becoming’ a scientist; a focus on the
process of PDP as it relates to subject learning, and
students development as a science graduate:
Trimester one
• Generic PDP sessions delivered alongside cells and molecules lectures
• Linked to tutorial on academic writing relating to specific essay question and
session on referencing and plagiarism
Trimester two
• Direct input into scientific investigation module
• Lectures on literature searching for case study; group work and writing a case
study report; and poster presentations
• Lecture on reflective writing for e-portfolio
9. Academic Literacies
• Literacies as social practice (Lea and Street 1998,
2004).
• Writing in Higher Education ‘involves new ways
of knowing; new ways of understanding,
interpreting and organising knowledge’ (Lea and
Street 1998, p.158).
• Writing as ‘usefully problematic’; writing to learn
and learning to write (Britton 1982, p.94).
13. Information literacy
“Information literacy is knowing when and why you need
information; where to find it; and how to evaluate, use and
communicate it in an ethical manner.” (CILIP, 2013).
“Knowing when and why
you need information” –
exploring the essay question
“Where to find information“–
finding information for essays
& finding literature for a case
study
“How to evaluate, use and
communicate information in
an ethical manner “– how &
why should you reference &
how to avoid plagiarism
14. Class content
• “The average temperature in winter is
lower than in summer.”
– Established fact, wouldn’t need a reference.
• “The coldest temperature ever recorded in
the UK is -27.2°C”
– Stating a specific fact that isn’t widely
known, would need a reference for this.
• “It rains more on the west coast of Scotland
than the east coast of Scotland.”
– Making a claim, would need evidence (e.g.
records of rainfall reported in a text book) to
back this up. Needs a reference.
17. Assessment Data
•10 % increase in students from 2011-12 to 2012-13
•23 % improvement in average module mark
•15 % increase in pass rate after resit
•86 % increase in PDP mark and 64 % increase in PDP engagement
18. Impact of the New Approach
•Enhanced module metrics
•Explicit contextualised approach to PDP – student awareness of reflection
•Student engagement in the PDP process – improved feedback
•Building on trimester 1 to produce a solid Level 7 platform for integrated growth
•Improved quality of output (writing skills, referencing, information literacy,
presentation skills)
19. The way forward
• Programme based development
• Learning objects at all programme levels
Support for ‘vertical’ student development
• Embedding of
Academic literacies
Digital and information literacy
Policy drivers embedded as learning processes
• Will inform curriculum development and module assessment
• Joint working between academics and support services
20. References
Chartered Institute of Library and Information Professionals (2004) Information
Literacy: definition. [Online] Available: http://www.cilip.org.uk/get-
involved/advocacy/information-literacy/pages/definition.aspx [Accessed: 14
June 2013].
Higher Education Academy (2007) Student Employability profiles, A guide.
[Online] Available: http://www-
new2.heacademy.ac.uk/resources/detail/employability/Employability_profiles_
print_pdf [Accessed 20 August 2013].
Lea, Mary R. (2004) Academic literacies: a pedagogy for course design. Studies
in Higher Education. Vol.29(6), pp. 739-756.
Lea, Mary R. and Street, Brian V.(1998) Student writing in higher education: An
academic literacies approach. Studies in Higher Education. Vol.23(2), pp. 157-
172.
Britton, J. and Pradl, G. (ed.) (1982) Prospect and retrospect: Selected essays of
James Britton. London: Heinemann.
21. Questions, comments,
reflections…
Lucy Carroll
Subject Librarian (Sciences)
University of the West of Scotland
Paisley
PA1 2BE
Tel : 0141 849 4116
Email : lucy.carroll@uws.ac.uk
Alison McEntee
Effective Learning Tutor
University of the West of Scotland
Paisley
PA1 2BE
Tel :
Email : alison.mcentee@uws.ac.uk