1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
OACAC Webinar. Counselor Roundtable June 3OACACcom
A panel of counselors will discuss programs and strategies to prepare two groups of students at this important time of year. For seniors we will look at tips for preparing them for the transition to university life, often in another country and overseas. For juniors we look at making the most of the summer college search and being ready for the important final year of high school.
Panelists:
Victoria Lidzbarski, Dulwich College Shanghai, China
Cory Miller, Branksome Hall, Canada
FACILITATOR:
Aaron Andersen, University of British Columbia
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Where’s the Librarian? Expanding Beyond the Library Through Research & Techno...Elizabeth Dolinger
ACRL NEC 2015
Where’s the Librarian? Expanding Beyond the Library Through Research & Technology Peer Fellows
Elizabeth Dolinger (Keene State College), Irene McGarrity (Keene State College), Danielle Hoadley (Keene State College), Matthew McDougal (Keene State College)
Questioning the value and sustainability of librarian led research instruction sessions, as well as the librarian staffed reference desk, two librarians spear-headed the development of a student peer mentor training program to improve integration of information literacy across the curriculum and provide research and technology assistance at the library’s new student staffed Information Desk. During this session, student Research & Technology Fellows will share their experiences participating in the program and two librarians will share their experiences developing and managing the program through a self-paced, blended model of online modules in the Canvas course management system and face-to-face trainings
How do we keep instructors at the top of their game? From assessing staff needs to implementing training programs, this panel will discuss how libraries are keeping their staff's instructional skills current.
Speakers:
Lisa Cook (UNC-W)
Emily Daly (Duke)
Kim Vassiliadis (UNC-CH)
TESTA at UNSW, Sean Brawley, TESTA Summit 16 Sept 2013Tansy Jessop
TESTA is Faculty of Arts and Social Sciences. Efficiency in Assessment and Feedback. Data-driven approach to fast-tracking quality assurance to make responsive changes to assessment.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
OACAC Webinar. Counselor Roundtable June 3OACACcom
A panel of counselors will discuss programs and strategies to prepare two groups of students at this important time of year. For seniors we will look at tips for preparing them for the transition to university life, often in another country and overseas. For juniors we look at making the most of the summer college search and being ready for the important final year of high school.
Panelists:
Victoria Lidzbarski, Dulwich College Shanghai, China
Cory Miller, Branksome Hall, Canada
FACILITATOR:
Aaron Andersen, University of British Columbia
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Where’s the Librarian? Expanding Beyond the Library Through Research & Techno...Elizabeth Dolinger
ACRL NEC 2015
Where’s the Librarian? Expanding Beyond the Library Through Research & Technology Peer Fellows
Elizabeth Dolinger (Keene State College), Irene McGarrity (Keene State College), Danielle Hoadley (Keene State College), Matthew McDougal (Keene State College)
Questioning the value and sustainability of librarian led research instruction sessions, as well as the librarian staffed reference desk, two librarians spear-headed the development of a student peer mentor training program to improve integration of information literacy across the curriculum and provide research and technology assistance at the library’s new student staffed Information Desk. During this session, student Research & Technology Fellows will share their experiences participating in the program and two librarians will share their experiences developing and managing the program through a self-paced, blended model of online modules in the Canvas course management system and face-to-face trainings
How do we keep instructors at the top of their game? From assessing staff needs to implementing training programs, this panel will discuss how libraries are keeping their staff's instructional skills current.
Speakers:
Lisa Cook (UNC-W)
Emily Daly (Duke)
Kim Vassiliadis (UNC-CH)
TESTA at UNSW, Sean Brawley, TESTA Summit 16 Sept 2013Tansy Jessop
TESTA is Faculty of Arts and Social Sciences. Efficiency in Assessment and Feedback. Data-driven approach to fast-tracking quality assurance to make responsive changes to assessment.
Re-Imagining Mentoring: Students’ Practicum Experience in ESL and EFL contextsorlovanatalia
March 27, 2010.This presentation compares student teachers’ practicum experiences in ESL and EFL contexts and provides suggestions for improving practicum experience.
Larry summarizes his story in this presentation, "from the first iteration, to the second iteration, to aspects of UDL I applied, to going fully online in the summer session the day after the Symposium! 'What a long, strange trip it's been.'"
Cengage Learning Webinar, Time Management Tips for InstructorsCengage Learning
This April 23, 2013 webinar provided practical strategies teachers may use to make the most of the time spent with students in class and time invested in serving students outside of the regular classroom hours. Based on time management tips from business experts as well as over 30 years of instructional experience, this webinar provides a proactive approach to manage time well.
Topics covered included establishing goals and setting priorities; recognizing classroom time wasters and implementing strategies to defeat them; saving time outside of class; and how technology can help instructors save time.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Actively engaging learners by using a technology enhanced approach that enric...BlackboardEMEA
Traditionally coursework is submitted, marked and returned to students with their grade and feedback. The difficulties with this approach is that a tutor has no way of assessing whether a student has reviewed their work, understood their feedback and took action to improve their work. There is no clear method for determining whether student’s perceived judgment of their submitted assessment is similar to that of the tutor; or for advising support to improve learning.
This session will share the journey and evaluation findings of the CLARITI project which is endeavouring to address such difficulties. Presenters will begin by highlighting the opportunities and challenges of an initial paper-based feedback and progress review approach, which was used. It had obvious pedagogical benefits but was challenging administratively. They
will then showcase a new technology facilitated approach which is enabling students to submit assessments as normal but providing new opportunities were they are given corrective feedback and model solutions and encouraged to be more reflective using the Ulster University’s Blackboard VLE, FAN system and a new bespoke application.
The project has been evaluating the benefits of initially withholding student’s marks while students are asked to reflect and indicate what score they think they deserve and what actions they think they need to take to improve their learning. The student scores, reflections and action plans are collected electronically via a ‘Learner Score’ quiz in Blackboard. A newly designed bespoke application has been developed which presents the data collected from Blackboard in a simple interface, which allows the tutor to easily: review the learner score and comments provided by the students; engage with this student feedback and return a tutor score. It has also been designed to automatically generate an advisability for further support response, depending on the tutor’s scores and a mechanism for giving individualised feedback. Each student receives an email with a link to an individual progress and summary report. One student has commented “This feedback strategy highlights the silly mistakes I have made and motivates me to get it right next time. I don’t think just getting a score on a piece of paper would have the same effect.” The presenters will lead activities to encourage debate among participants about the approach, the application of such an approach for other subjects and will seek ideas about how the benefits of such learner analytics could be captured and integrated more seamlessly into Blackboard.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Shaken and stirred! The librarian, the academic and the case of the refreshed skills module - Sharon Reid
1. Shaken and stirred!
The librarian, the academic and
the case of the refreshed skills
module
Sharon Reid
Loughborough University
2. Matt McCullock
Senior University
Teacher
Sharon Reid
Academic
Librarian
In a
…we worked together
to overhaul the teaching
component, re-engage
the disengaged and
evaluate the impact of
the module.
4. We were feeling demoralised due
to disappointing module feedback
and disengaged students and …
I wanted to try my hand at a
research activity. This was an ideal
opportunity.
12. Academic skills
but not as you
know it!
Plagiarism: question and
answer session
Essay-writing: YouTube
speech and the
arguments put forward
Note-taking: mini-lecture
and questions
14. Reflective SKILOD (Skills Intended
Learning Outcomes Diary)
Introduction of a study skills handbook
Formative assessment
Other changes to the teaching component
18. Understanding the
role of the
Academic Librarian
Self-assessment
of skills
Plagiarism
perception and
awareness
The
survey
Did the
teaching
impact on
these
areas?
19. 18%
82%
Familiarity with the term academic
librarian (pre-module)
Yes
No 64%
36%
Able to name the academic
librarian (post-module)
Yes
No
Role of the Academic Librarian
Post-module, student understanding of the role of the academic
librarian was high. 100% of those who responded identified
plagiarism avoidance as an area of expertise. The lowest score (64%)
was for offering advice on conducting a literature review.
20. 2.5 3 3.5 4
Note-taking
Academic reading
Finding sources of information
Evaluating Web resources
Referencing
Essay writing
Presentations
Revising and exam-taking
Student self-assessment of skill level
Pre-module
Post-module
Scale: 1 to 5
1 = poor
5 = excellent
Average score
21. “I do / do not feel the teaching I received has
improved my skill levels”
72%
13%
15%
I do
I do not
Neither option
selected
22. 13%
18%
41%
23%
5%
0
10
20
30
40
50
1 2 3 4 5
Rating from 1 (not useful at all) to 5 (extremely useful)
Student assessment of the usefulness of online
worksheets as a method of learning and
assessment
Mean score = 2.9
23. 50%50%
"I learnt a lot from the
exercises"
Yes
No56%44%
"I would prefer to learn about these
topics in a hands-on workshop"
Yes
No
75%
25%
"I now feel better equipped to critically evaluate web sources
for reputability, reliability and quality"
Yes No
31. Image credits
Balloon and pin; Half-moon; Question mark; Film rolls; Champagne and Shopping
centre via http://www.freeimages.com/
Bus created using www.photofunia.com
Editor's Notes
Good afternoon everyone. Thank you very much for coming to my session. I hope you’ll find it interesting and informative. I’ve got a lot to cover in 20 minutes so I’ll get started right away! The module in question is a first year key skills module for Politics, History and International Relations students. It includes information-seeking and the application of critical thinking, plagiarism and referencing, traditional study skills – essay writing, etc.
Most important word on the slide is ‘together’. Together = collaboration! This is not something I could have successfully undertaken on my own.
The result? If nothing else, it was most definitely a celebration of teaching collaboration!
Module feedback had declined over the previous two years. Noticeably, there has been a drop in the average response to the question relating to how the module had helped them to develop their understanding of the subject. I was looking to be involved in a suitable research activity and here was my opportunity. I’d worked with Matt on this module for the past 3 years, we’d worked well together and both of us were really keen to turn things around. We were well aware that it was going to be a challenge as skills modules are rarely crowd-pleasers! We wanted to find ways to better engage the students and assess how successful we’d been (or not!) in doing so. So, I’ll explain briefly what we did in terms of overhauling the teaching component and then move on to how we tried to evaluate the impact.
Face-to-face discussion over the preceding summer to shake it up. Radical overhaul of our teaching methods. Let’s begin with the lecture component and look briefly at each of these changes in turn.
On the left-hand side of the screen we have the pre-shake up slides and on the right, some of the revised slides for the first introductory lecture. Quite a difference between the two. In fact, it was while delivering ‘this’ the previous year that I realised just how routine, stale and deadly dull it had become. So, out with the text and bullet-points and in with the graphics and one-liners.
In the same lecture I incorporated real-time polling using the freely-available Mentimeter. Here’s the first question I asked them and the 168 responses. Nicely illustrating what we as librarians know already!
We decided to be brave in the presentation skills lecture! Albeit a little tentatively, we incorporated deliberate mistakes in both our delivery and on the slides.
So what? We felt there was a need to put the content into context and make it relevant to both their studies and longer-term? So, we made a point of emphasizing all the things we perhaps sometimes assume the students will acquire almost by osmosis. Basically, we spelt it out at every opportunity. We wanted the module to feel to the students like there was progression and correlation between the various skills, so, for example, we drew their attention to the link between note-taking and effective academic reading. We were aiming to deliver the module as a ‘whole package’ rather than a disparate range of independent skills. We started off by explaining that they’re working at a much higher level now so they can’t rely on their existing academic skills but will need to enhance them to perform well.
We tried mixing it up a bit to make topics more relevant and more engaging. For example:
Plagiarism: evolved into a two-handed question and answer session
Note-taking: Matt’s mini-lecture on politics followed by questions
Essay writing: political speech on YouTube followed by questions based on the arguments put forward to encourage them to think about argument construction.
That’s the lectures. There’s more….
Three more important component to the revised module:
1). SKILOD (Skills Intended Learning Outcomes Diary): to encourage reflection throughout the course of the module
2). Teaching linked to a well-regarded skills handbook (Stella Cottrell’s Study Skills Handbook) that we’d referred to in a number of sessions previously. It became a key component of the module with students being asked to read the relevant sections prior to lectures and sometimes afterwards. By doing so, the thinking was that they’d be able to read about the basics or essentials of these key academic skills, freeing us up to try different approaches to the norm in the lectures.
3). Mechanistic workshop on finding information and another on the application of critical thinking recreated as worksheets to be completed, submitted online, and formatively assessed by Matt and myself. I also created model answers for them to refer to on the VLE.
So, what was the impact of these changes to the module?
What did we do? Large-scale survey, pre- and post- module, the first one distributed immediately prior to the Library induction session and the follow-up survey at the start of Semester Two, at the start of two lectures in other modules (with the kind permission of another sympathetic lecturer), 197 pre-module surveys and 141 post-module surveys returned. Not all completed every section, especially in the follow-up survey. These are the main areas we evaluated (but not exclusively), the first one being more important to me than to Matt! Did the teaching impact on their understanding and awareness of my role? Did they feel their skill levels had improved in light of the teaching? What was their perception and awareness of plagiarism before and after the module and did the teaching adequately prepare them for the test they’re all required to pass?
Pre-module, 18% had heard of the term academic librarian. By the end of the module, 64% were able to fully name me. Others got my name confused with one of departmental lecturers, Susan Reid, others just put Sharon. Post-module, when asked about topics the academic librarian can help with, the only area where less than 90% of those who responded failed to identify it as one of our skills was on being able to conduct a literature review which scored 64%. How to avoid engaging in plagiarism scored 100% (very pleasing given that only 80% attended my plagiarism lecture!
We asked the students to assess their level of skill in all of these areas both before and after the module, on a scale of 1-5, 1 being poor and 5 excellent. Along the bottom axis we have the average score for each skill. There are lots of things we could draw from these outcomes but some of the most pertinent are:
Their perceived level of skill had increased most significantly for referencing followed by presentations. A gratifying result for presentations given our new approach and pleasing for referencing given the amount of time we devote to it. In fact, it would have been good to have seen a higher score than 3.7.
Their perceived level of skill had either increased or stayed the same for all categories apart from revising and exam-taking in which it had fallen. Given that their attendance at this lecture (the last on the module) was 23% that’s probably not altogether surprising!
Interestingly, they felt fairly confident in their web evaluative skills on arrival despite our appraisal of these skills differing to theirs! Encouragingly, this too saw an increase after the teaching.
What can we conclude from this? Maybe their pre-module evaluations were unrealistically high. Perhaps our teaching made them more conscious of their actual ability level in areas such as essay writing and note-taking. Maybe they didn’t learn anything from these lectures….etc. Overall, however, a positive outcome borne out by the following chart….
Nearly three quarters of those who responded to this question felt that the teaching had improved their skill levels, 13% did not and the remaining 15% of those who responded to this question selected neither option (it was a ‘select ALL that apply’ type of question).
An interesting (frustrating?) outcome re. the usefulness of online worksheets and whether students actually prefer a hands-on approach. With a mean score of 2.9 and 41% scoring this one a ‘bang in the middle’ 3, it’s difficult to draw a conclusion one way or the other. This inconclusive result was furthered by the next two charts….
….the first of which indicates that 56% would have preferred a workshop to the online approach (but was this because there was so much work involved and a formative assessment?)….and an inconclusive 50:50 felt they learnt a lot from the online exercises (but is their perception correct? Maybe they learnt more than they realised or just don’t appreciate the importance yet of what they have learnt). In fact, the latter may be the case because this graph shows that a rather large 75% of those who responded felt their ability to evaluate web sources had increased as a direct result of this particular exercise.
What it doesn’t tell us if whether they would have learnt as much from the workshops. We simply don’t know at this stage.
The reflective diary which was Matt’s baby had disappointing results overall, although it’s important to stress that there were some positive comments about it’s usefulness (“Very forced me to reflect on the class, essentially a mini revision session and then evaluate my skills”, “Very, it helped with exam revision”, Only 24% of those who responded claimed to have completed it on a regular basis, citing one of the reasons on the right for their failure to do so.
From the initial survey, we know that 86% already knew about it (many having a good knowledge of what it means with others referring merely to the idea of copying rather than crediting). However this didn’t stop nearly half of them from cutting-and-pasting without acknowledgement despite half of these knowing it was wrong to do so.
51% of those who did cut-and-paste without acknowledgement.
Their feelings about the act of committing plagiarism hadn’t changed a great deal by the end of the module and you can see that the majority are not impressed by those that do so. Unfortunately, a stubborn 6% still insist that “It really doesn’t bother me”.
Mean score pre-module = 2.4
Mean score post-module = 2.5
In terms of the plagiarism test that all of the students have to pass, a pleasing 81% felt that their ability to do so was positively influenced by the teaching.
There were very definitely things that worked well and others that very definitely didn’t. The surveys, particularly the pre-module one with the captive audience were a great source of information. We’d definitely do it that way again rather than online surveys which have a comparatively poor take-up. Some of the lectures were pleasing, others need to be reworked or refined – the essay writing one didn’t quite hit-the-mark and the note-taking one still needs some tweaking.
We need to be clearer about what they’re required to do themselves (i.e. the text-book reading prior / after the lecture to cover the basics).
Matt – “This year’s version has been the best so far, but still has some way to go. I do believe the changes we made especially changing the lecture style and type, and the introduction of the formative assessment in weeks 2 and 3 are points to develop. The Skilod was a good idea, but needs to be imbedded better by ALL staff. Part of this may be addressed with a specific introductory lecture in week 1 (which we did not have this week).”
My thoughts are similar to Matt’s. It would be great to build on this next year, implement the necessary changes and repeat the post-module survey to assess the effectiveness of the changes. So, going forward….
Matt re. the module feedback – “The positive thing about the negative comments is that there is nothing new – that is we have heard it all before. It is all positive in that the changes we have introduced have not created unforeseen problems. However, it is negative that the changes we have introduced have not impacted on the weaker sides of the module in these student’s eyes.”
New introductory lecture to help embed the SKILOD and clarify what’s expected of them in terms of reading about the basic skills in their own time.
More of the same to draw comparisons between the two years but also implement changes where they’re clearly needed.
Survey next year’s students, at least post-module to draw comparisons
Develop the formatively assessed online materials? Or return to a hands-on workshop. Matt is in favour of the online approach for at least another year.
Retain and refine the lecture style changes: Matt and I have reflected on this and decided exactly what we need to do to improve upon these.
Compare qualitative module feedback with this year’s.