Development of educational tools that enable large-scale ethical empirical re...Hassan Khosravi
The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Assessing the impact of evidence summaries in library and information studies...Lorie Kloda
Medical Library Association Annual Meeting, May 2012, Seattle
Lorie Kloda, McGill University
Denise Koufogiannakis, University of Alberta
Alison Brettle, Univerity of Salford
Development of educational tools that enable large-scale ethical empirical re...Hassan Khosravi
The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Assessing the impact of evidence summaries in library and information studies...Lorie Kloda
Medical Library Association Annual Meeting, May 2012, Seattle
Lorie Kloda, McGill University
Denise Koufogiannakis, University of Alberta
Alison Brettle, Univerity of Salford
A workshop for academic librarians on using qualitative methods for user assessment and research in the library. Part 1 focuses on asking and refining holistic research questions.
Evidence-based practice as it applies to the library and information sector and, in particular teacher-librarians, is the focus of this research investigation.
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Measuring the effectiveness of library information literacy instructionElise Wong
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Bridging The Research-Practice Gap Through Evidence-Based Management And Systematic Review.
David Denyer and Rob Briner
Academy of Management Annual Meeting 2014, Philadelphia
Starting the Research ProcessFormulating a specific, applica.docxbryanwest16882
Starting the Research Process
Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare:
Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study.
Note:
You will continue to use this problem in the Discussions over the next several weeks.
Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
(you must cite the articles read in this assignment)
With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:
Post
1) A proposed research problem statement (it has to be related to nursing for example: could be on diabetes, heart failure or more …)
2) Including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timel.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
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Digital Tools and AI for Teaching Learning and Research
Evidence based librarianship in practice: Using evidence in health sciences libraries
1. Evidence based
librarianship in practice
Using evidence in
health sciences libraries
Lorie Kloda, MLIS, PhD, AHIP
McGill University
Denise Koufogiannakis,MA, MLIS, PhD
University of Alberta
Medical Library Association Annual Meeting, Boston, May 2013
2. Introductions
1. Your name
2. Your title/position
3. Your city, institution
4. What experience do you have with
evidencebased practice?
5. Course objectives
• identify the steps in evidence based practice
• formulate answerable questions relevant to their own
work setting
• define what constitutes evidence in their own work
setting
• identify strategies for locating local or external evidence
to answer their questions
• make use of tools for critically appraising published
research
• provide examples of how evidence can be applied by
health librarians in the real world
8. What is EBLIP?
“an approach to information science that
promotes the collection, interpretation and
integration of valid, important and applicable
user-reported, librarian observed, and
research-derived evidence. The best
available evidence, moderated by user needs
and preferences, is applied to improve the
quality of professional judgements.”
(Booth, 2000)
9. Why should you care?
“Wisdom means acting with knowledge while
doubting what you know.”
Jeffrey Pfeffer&Robert I. Sutton
10. A brief history
1997 - Hypothesis article by Jon Eldredge
2000 - MLA Research Section created an
Evidence-Based Librarianship
Implementation Committee
2000 - Eldredge publishes papers that provide
the framework for EBL
2001 - first Evidence Based Librarianship
conference held in Sheffield, UK
2004 - Booth and Brice book on EBIP
2006 - EBLIP journal launches
11. The 5 A’s of EBLIP
1) Formulate a focused question (Ask)
2) Find the best evidence to help answer that
question (Acquire)
3) Critically appraise what you have found to
ensure the quality of the evidence (Appraise)
4) Apply what you have learned to your
practice (Apply)
5) Evaluate your performance (Assess)
13. Is the EBLIP model used?
• The ideal vs reality
• Criticisms of EBLIP
• Barriers to practicing in an evidence based
manner
14. Barriers to evidence use
• Organizational dynamics
• Lack of time/competing demands on time
• Personal outlook / lack of confidence
• Education and training gaps
• Information needs not being met
• Financial limits
16. Other considerations
• individual vs group decision making
• influences / biases
• impact of work environment
• types of evidence
• enablers
17. Widening the model
A revised process:
1. Articulate – come to an understanding of the problem
and articulate it.
2. Assemble – assemble evidence from multiple sources
that are most appropriate to the problem at hand.
3. Assess – place the evidence against all components of
the wider overarching problem. Assess the evidence for
its quantity and quality.
4. Agree – determine the best way forward and if working
with a group, try to achieve consensus based on the
evidence and organisational goals.
5. Adapt –revisit goals and needs. Reflect on the success
of the implementation.
19. Questions to ask yourself
What do I already
know?
What local evidence
is available?
What does the
literature say?
What other
information do I need
to gather?
How does the
information I have
apply to my context?
Make a decision
What worked? What
didn’t? What did I
learn?
PRACTITIONER
21. The case (1/2)
A new distributed undergraduate
medical education program has
begun in the province of British
Columbia. A librarian at the new
location in the northern part of the
province is wondering the best way to
become involved in the medical
curriculum, specifically with the
teaching of EBM skills.
22. The case (2/2)
After learning more about
undergraduate medical education she
wonders if she should try to become
integrated in the UGME teaching as a
PBL tutor? She wonders if doing so
would have a positive effect on the
medical students, and whether she
can be effective in the role.
23. How do you think the
librarian should approach
this decision?
24. What Fyfe and Payne did
1. Looked at the existing literature
o several good studies that provided background re:
librarian role, but nothing that was directly relevant.
Read and examined studies, taking applicable
information.
o research indicated that a librarian can have an effect
on student engagement in EBM training; PBL
involvement can increase respect for the librarian;
PBL involvement can lead to other connections with
students who otherwise wouldn't come to library;
and, such involvement builds good relationships.
25. What Fyfe and Payne did
2. Decided to give it a try
o took a 2 day PBL tutor training course
o engaged in tutor shadowing to increase confidence
o became a PBL tutor
3. Following the PBL session, was evaluated by
the students, alongside all the tutors
o received comparable ratings to other tutors
o qualitative comments from students were positive
26. What Fyfe and Payne did
4. Reflection on the process
o reference skills are similar to PBL facilitation skills
o time is a challenge
was able to negotiate reduced reference hours in
order to continue in PBL role
o The involvement outside a traditional librarian role
led to increased relationships with other tutors and
students
o Led to ideas for possible future research:
impact on relationship building
changes in student perceptions of librarians
impact on future scope of medical practice and
patient interaction
28. ―Questions drive the entire EBL process.
[…] The wording and content of the
questions will determine what kinds
of research designs are needed
to secure answers.”
(J. Eldredge, 2000)
30. Burning question case study
Does library instruction help
public health professionals' in asking
good clinical questions?
31. SPICE question structure
Setting the context (e.g., hospital library, academic
health center)
Perspective the stakeholder(s) (e.g., graduate students,
managers, reference librarians)
Intervention the service being offered (e.g., chat reference,
RefWorks workshops)
Comparison the service to which it is being compared
(optional)
Evaluation the measure used to determine
change/success/impact (e.g., usage statistics,
course grade)
32. SPICE case study
Setting Department of Health (New Mexico)
Perspective Librarians
Intervention 3 hour instruction session on evidence-based
public health information
Comparison Nothing
Evaluation Number of work-related questions asked;
Sophistication of questions (background vs
foreground)
33. Librarianship domains
Reference/Enquiries—providing service and access to information that meets
the needs of library users.
Education— Incorporating teaching methods and strategies to educate users
about library resources and how to improve research skills.
LIS Education subset – Specifically pertaining to the professional education of
librarians.
Collections—Building a high-quality collection of print and electronic materials
that is useful, cost-effective and meets the users’ needs.
Management—managing people and resources within an organization. This
includes marketing and promotion as well as human resources.
Information access and retrieval—creating better systems and methods for
information retrieval and access.
Professional Issues—exploring issues that affect librarians as a profession.
(Koufogiannakis, Crumley, and Slater, 2004)
38. Definition of evidence
“the available body of facts or information
indicating whether a belief or proposition is
true or valid”
(Oxford English Dictionary, 2011)
39. Activity 4
What are some possible evidence
sources we use to make decisions in
health sciences libraries?
40. Evidence Sources
Hard evidence Soft evidence
Published literature Input from colleagues
Statistics Tacit knowledge
Local research and
evaluation
Feedback from users
Other documents Anecdotal evidence
Facts
41. Activity 5
For your own burning question, what are
some possible sources of evidence that will
help you make a good decision?
44. Creating
Local evidence
• Usage data
• Transaction data
• Evaluation results
• Survey, interview, f
ocus group findings
• Inputs, outputs, out
comes, impact
49. Locating published evidence
Evidence summaries
http://ejournals.library.ualberta.ca/index.php/EBLIP
Evidence Based Library and Information
Practice journal, 2006-
>250 evidence summaries
50. Creating evidence
Data and findings
• Usage data
• Transaction data
• Evaluation results
• Survey, interview, focus group findings
51. Creating evidence
Sources for local evidence already available
• Library assessment department
• University planning and institutional analysis
• Annual reports
• Internal reports
• "Stats"
53. Evidence for case study
Locating evidence
• Databases: LibValue, LISA
• Systematic review wiki
• Journals: JMLA, HILJ, etc.
• Conferences: MLA
• EBLIP Evidence Summary
Creating evidence
54. Activity 6
1. identify 2-3 sources for locating evidence
to answer your question
2. consider 1 potential source of local
evidence to look into
57. Critical appraisal
Weigh up the evidence
• Reliable
• Valid
• Applicable
Checklists help with critical appraisal process
Language is different for interpretive
(qualitative) research
58. Reliability
1. Results clearly explained
2. Response rate
3. Useful analysis
4. appropriate analysis
5. Results address research question(s)
6. Limitations
7. Conclusions based on actual results
59. Validity
1. Focused issue/question
2. Conflict of interest
3. Appropriate and replicable method
4. Population and representative sample
5. Validated instrument
61. ReLIANT
For appraising research on information skills
instruction
Focuses on:
• Study design
• Educational context
• Results
• Relevance
Koufogiannakis, D., Booth, A., & Brettle, A. (2006) Reliant: Reader's Guide to the Literature on
Interventions Addressing the Need for Education and Training. Library & Information Research
30(94), 44-51.