Information Literacy for Net Generation
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Considering the Open University (OU) as a context in which people come from a wide range of educational, cultural and professional backgrounds and distance learning forms the domain educational approach, this presentation discusses approaches can be taken by the OU to prepare for, and deal with the educational needs of Net generation, meanwhile meet the needs of elder generations. It presents some practical assignments using Web 2.0 and demonstrate how they will engage students in developing their understanding of information literacy and performing as information literate individuals in the dynamic context of e-environments. The proposed approach is based on the author's PhD study of information literacy in online distance learning environments, which particularly focused on the GIS (Geographic Information Sciences/Systems) discipline. Hope you find it useful :)
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The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.
Information Literacy In Higher Education
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Crossing the Chasm
The document discusses embedding a culture of open education in universities by taking small steps to address challenges like technophobic faculty and attitudes of "digital native" students. It recommends systemic changes to learning structures and student attitudes, including encouraging staff uptake of social media for teaching through demonstrations and support for those trying new approaches. Roadshows and small group sessions would help cross the chasm to greater acceptance of online learning.
from PLE to Professional Learning Networks
The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
Virtual learning environment(vle)
This document discusses virtual learning environments (VLEs). It begins by defining a VLE as an education system based on the web that models real-world education with virtual classes and tests. It then lists some motivations for using VLEs such as providing education to disabled students and those with weak economic backgrounds. It outlines some key features of VLEs, including being social spaces that students can access from any location at any time. It also discusses some challenges of implementing VLEs, such as changing learning cultures and training teachers. It concludes by stating that the long-term goal is to create a fully-featured learning system targeted at academic environments to prepare students for the real world.
Social Media in Higher Education
1) Social media is becoming increasingly prevalent in students' personal lives and they want to see it integrated into their educational experiences for collaboration, communication, and a more social learning environment.
2) There are opportunities but also challenges for educators in utilizing social media, such as negotiating shifts in perceptions of authority and ensuring appropriate relationships between students and staff.
3) Social media can supplement formal learning by creating new channels for communication, learning from various sources, and exposing students to networking opportunities.
Lindenwood Research-to-Practice Conference
The document summarizes a presentation about educators' perceptions and behaviors regarding participation in informal online professional development networks. Key findings include that educators are motivated to participate in these networks to advance their learning, connect with others, and reduce isolation. Twitter was the most popular social media platform used. Differences emerged based on position, years of experience, and age. Recommendations include examining successful support programs, exploring correlations with improved practice and student learning, and allowing educators input and credit for informal learning.
E learning for 21st Century Learning
Higher education has dramatically evolved from traditional pedagogical models to current methods using computer technology that supports knowledge delivery and knowledge acquisition. The evolving technology has provided an opportunity to improve teaching skills and increase student’s learning capabilities. E-Learning is one example of evolving technology used in higher education.
Student Ambassadors for Digital Literacy: supporting student transitions
Presentation give at the University of Limerick as part of seminar on the role of the academic library in supporting student success and transition
I
The document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
Social Networking, Web2.0 and Teaching and Learning
Accompanied an online discussion on how to reflect changes wrought by web2.0 in the teaching of adults in the Australian VET sector
3. Education 2.5 me - Mr. Wong Pak Yick
The document discusses using social media to enhance authentic learning experiences for students. It describes challenges facing teachers from changing student demographics and learning styles. The author details trials of using social media like Google, Facebook and RSS feeds to promote self-directed learning, information sharing between students and schools, and teachers' professional development. The goal is to actively engage students and fine-tune teaching to their interests through more practical and social learning opportunities.
Information Literacy 2.0
Presentation given at the online conference in June 2009 (yourschoollibrary.org)
Abstract: In the last decade the way knowledge is organized and made available has been radically altered. Users are witnessing the emergence of the new services, tools and technologies known as Web 2.0 environment. The significant attributes and features of these new tools relate to knowledge creation, management, sharing and dissemination causing the appearance of anomalies in the information literacy paradigm. Fact is that many of the aspects of current information literacy practices originate from a print-based culture which is incongruent with the transient and hybrid nature of digital environments. The authors examine the grounds for the possible re-conceptualizations in the field of information literacy and identify the current developments in the information universe.
The personal learning environment
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs through connecting with others, and eventually into PfLNs through connecting with professionals. A model is presented showing the progression from PLE building to forming a professional learning network. The roles of social networks in supporting these learning networks is also discussed.
The personal learning environment
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
Virtualteaching
Virtual teaching is becoming more common and important. Teachers need to learn how to effectively teach online through webinars, online classrooms, and course management systems. Social networking can also be used for educational purposes through sites like Facebook and Twitter. Teachers must consider how to safely and appropriately integrate these technologies and online platforms into their instruction.
NSTA Saturday Evening Presentation On Inspire 3 18 2010
The document proposes designing an online learning community called INSPIRE to engage high school students interested in STEM and NASA. It discusses keys to online learning success such as relevant content, clear expectations, and support for flexible, self-directed learners. INSPIRE will provide NASA-themed activities and competitions to motivate learning while facilitating interaction between students and educators through online and live events. An initial trial involved 1800 students who on average accessed the site twice a week and found it engaging.
Web 2.0, Moodle and Teaching 2.0
A guest lecture at Higher Colleges of Technology - Sharjah Women's College, United Arab Emirates via Elluminate
The pedagogical potential of PLNs
Kay Oddone is a PhD candidate at the Queensland University of Technology who researches the pedagogical potential of personal learning networks (PLNs). A PLN is an individual's online network of connections to people, information, and resources that is strategically developed to provide access to informal learning. Developing students' PLNs can embed principles of excellent teaching by creating learning experiences that are active, participatory, open, self-directed, and exploratory. Some ways students can engage with their PLNs include consuming information critically from various sources, creating a digital portfolio through blogging, and initiating and maintaining social media connections to build their capacity as connected professionals.
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- 1. Information Literacy for the Net Generation: Challenges and Approaches for the Open University Maryam Nazari Research Student in Information Literacy and Online Distance Learning January 2009 Presented to the IL team, Library and Learning Resources Centre of Open University Maryam Nazari – University of Sheffield University of Sheffield Department of Information Studies
- 4. Net Gen Information Behaviour Maryam Nazari – University of Sheffield Find Organise Create and Share Communication Update YouTube Wikis Blogs Social networking Tagging Folksonomies Facebook MySpace YouTube Blogs Wikis Delicious Slideshare Flickr Constant messaging Facebook RSS Feed Google personalization features
- 6. The OU through an IL lens Maryam Nazari – University of Sheffield Background Courses & Subjects Levels of education 25,000 outside of UK 20% under 20 Average age 32 A TYPICAL OU student is older than an undergrad elsewhere 150,000 Undergrad 30,000 Postgrad 10,000 with Special needs 13 subjects 600 courses Q, R, … X & Y Gens Diversity Ambitions and goals Abilities and competency-needs Information behaviour, needs No entry requirements 0.0 1.0 2.0 3.0
- 7. Fixed Curricula Maryam Nazari – University of Sheffield Year 1 Year 2 Year 3
- 8. IL as an enabler for transferable and lifelong learning Maryam Nazari – University of Sheffield Year 1 Year 2 Year 3 Year 1 Year 2 Year 3
- 12. Solutions for the OU based on the new view of IL in e-environments Maryam Nazari – University of Sheffield
- 19. Thank you. Maryam Nazari – University of Sheffield