The principles and techniques I use to teach my computer anxious students how to use electronic resources. Presented at the LILAC conference on 21/03/2016.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Battling the Bored: Engaging from the outset with Kahoot!John Iona
Ten-minute session demonstrating Kahoot to Librarians from HE/FE/secondary schools, and how it can be used in teaching.
Here is a link to the Kahoot that we play https://play.kahoot.it/#/k/e88f72ab-60d6-4d78-8127-63cbf8ddd31a
Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Battling the Bored: Engaging from the outset with Kahoot!John Iona
Ten-minute session demonstrating Kahoot to Librarians from HE/FE/secondary schools, and how it can be used in teaching.
Here is a link to the Kahoot that we play https://play.kahoot.it/#/k/e88f72ab-60d6-4d78-8127-63cbf8ddd31a
Classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. They provide an opportunity to gather real-time feedback on student understanding. If you are new to clickers or need fresh ideas for using clickers in the classroom, please join us as we explore best clicker practices and provide tips and suggestions for using clickers in your class and for writing great questions.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
Training Slides of CRITICAL THINKING PROBING QUESTIONS AND TUTORING CYCLE, discussing the importance of Critical Thinking.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
A four-person panel discusses the implementation of Just-in-Time Teaching in 18 courses across 5 disciplines. Participation rates and correlations with other outcomes are discussed.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
Training Slides of CRITICAL THINKING PROBING QUESTIONS AND TUTORING CYCLE, discussing the importance of Critical Thinking.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
A four-person panel discusses the implementation of Just-in-Time Teaching in 18 courses across 5 disciplines. Participation rates and correlations with other outcomes are discussed.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Teachers and trainers beginning and-endingjackson9007
Teachers and Trainers is a practice-based qualification for continuing professional development, relevant to all teaching and learning contexts, We specialize in teacher training, corporate training and teachers and trainers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
A Strategic Approach: GenAI in EducationPeter 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1.4 modern child centered education - mahatma gandhi-2.pptx
Teaching electronic resources to students with computer anxiety
1. Teaching electronic resources to
students with computer anxiety
Aurelie Gandour
Tavistock and
Portman NHS
Foundation Trust
2. Meet Jane…
Jane is a typical (imaginary) student from theTavistock and Portman. She’s 40, a psychologist,
and back at theTavi for a part-time course. Jane doesn’t like computers too much…
She can doWord and email, but if asked to use software outside her comfort zone, she feels…
uncomfortable. She would rather avoid using it than ask for help. She thinks she’s no good at it
anyway, so when she tries, fails, and doesn’t ask for help, it only strengthens her negative
belief.
3. Jane suffers from computer anxiety.
Computer anxiety exists in various degrees throughout the population, ranging from being
mildly uncomfortable in a specific situation to total panic.
You’ve probably met people like Jane in your library too!
4. The catch is, computer anxiety has been linked to library anxiety. It prevents students from
using many of the library’s electronic resources.And their negative thoughts (“I’m stupid,
everybody knows this…”) will prevent them to ask for help. It’s a real problem during
information skills sessions.Those students just nod along but don’t engage with the tool.
5. Let’s break
the cycle!
I’m going to show you my attempts at breaking this negative cycle…
Note that we can’t « cure » the students’ anxiety (you would need some behavioural therapy).
We’re just trying to lessen the symptoms or make the anxiety more manageable within the
context of the specific resources we teach.
6. To do so, I’m going to mix through this presentation general advice found in the literature with
active learning activities. I’ve tested those on my students and found it helped.
Active learning means being involved in the learning process rather than passively listening to
the teacher. It can involve simple activities, more complex games, and working in groups.
7. A positive
learning
environment
The most important part, in my opinion, is to create a positive learning environment, and for
the teacher to have a positive attitude.
It’s great if you can ask one of your colleagues to come and help but… they need empathy.
8. A positive
learning
environment
“Workshops absolutely can not and should not be staffed by people who insensitiviely think
that those who lack basic computer knowledge are unintelligent or have learning disabilities,
which will only worsen the users’ apprehension.” (Sivakumaran and Lux, 2011)
9. Encouraging
questions
The goal is to foster an environment that feels safe enough for the students to be able to ask
their questions without feeling stupid.There are no stupid questions, only questions easy to
answer! Remind them often that you want them to ask. And then… actually answer them. And
be kind while doing so.
10. Now we’re going to talk about several activities that can happen away from the computer.
It’s great to focus on the principleswithout the stress of the tool.
I always try to have at least 1 computer-less activity in my sessions (but often end up with
more).
11. Mapping out the resources
Some students find it very reassuring to be able to make some sense out of the forest of
resources proposed by the library.
Mapping those resources out can be a great thing to do during an induction session.
12. Mapping out the resources
For this poster activity, I give each little group a pack of information printed off the library’s
website and ask them to map them out on a poster. Each group can have different resources.
Then we go around and I correct anything that’s not completely right.
13. Purpose and benefits
Laying out the purpose and benefits from a tool at the beginning of a session can be a great
way to get students on board. Examples:
* Discovery will search everything at once so you don’t have to learn to use every tool.
* Short EndNote demonstration where I just make a bibliography appear out of nowhere….
14. The mechanisms behind
Then we can start having a look at the mechanisms behind the tool before having to put them
in application.
Examples: how a thesaurus work, what’s an in-text citation, creating search equations…
15. The mechanisms behind
This is a simple colouring exercise that helps you check, in about 30 seconds, if the students
have understood how Boolean operators work.
16. The mechanisms behind
In blue you can see actual results that can be found in a database. Above them is a search
equation. Which results will you find if you use this equation?
Great to check both on Boolean operators AND the importance of choosing good keywords.
17. The mechanisms behind
Students are given a card with a slightly complex topic + puzzle tiles (field codes, Booleans,
brackets, and keywords tiles).They’re asked to create simple, then more complex equations.
This is best suited for more advanced groups.
18. Dipping their toes…
At some point, you have to go back to the computer… But you want your anxious students to
get there gradually, and to experience a first success so that they can gain confidence.
19. Dipping their toes…
Still on paper, this a screencap from a real search done with the tool we’re studying.The search
returned no results.The students (in pairs) are asked: why is this a bad search? How could you
make it better?
This ensures that they will know what to do if getting no results and won’t get discouraged…
20. Dipping their toes…
Before they start on the tool on their own, I give the students worksheets going step-by-step
through everything we’ve seen before. It’s important to go around and answer all their
questions.The students can also write their process down and give the worksheet back at the
end of class for further comments.
21. Reflecting on
what was learned…
At the end of the session, I always have at least one reflecting activity.
22. Reflecting on
what was learned…
After a session on the literature search, I love doing this “chimera” activity.
I give each group some animal cards with a « search behaviour » (the panda relies on only one
source of information, the spider only goes on the web…) + a template.
23. Reflecting on
what was learned…
And the students are asked to use scissors and glue to create a chimera that would have the
best “search behaviour” possible. It helps them think through the way they search and how
they could change for the better. So far, it’s always been a success!
24. Reflecting on
what was learned…
More traditionally, you can ask the following questions:
- What was the most important thing you learned today?
- What do you want to keep in mind while applying what we’ve learned?
- Tell me about one problem you’re still worrying about.
25. Reflecting on
what was learned…
If your session ties in with a specific assignment the students have to complete, you can ask
them to come up with a plan for what they’re going to do to finish their assignment.
This can include: specific steps; the tools or techniques they will use; deadlines for each step.
26. Reflecting on
what was learned…
Same thing but a tad more simple: just ask the students to come up with 3 to 5 ways they are
going to apply what they’ve learnt + deadlines for each of them.
I get those forms back and send them back to the students a few weeks later with more help.
That’s great to keep up with them and they often come back to me with more questions.
27. Reflecting on
what was learned…
Finally, this is the best way I’ve found to get quick feedback (only takes 1 minute). Ask for:
- One thing you liked about the session;
- One thing you disliked;
- One thing you would like to know more about.
28. Providing
support and help
Once the session is over, you need to keep providing support and help… but most importantly
you need to make sure that the students know it’s there and how to access it!
If they are computer anxious, online help might not be the way to go.
29. Providing
support and help
During the session I always give printed handouts with step-by-step screencaps showing
everything they need to do to repeat the content of the session.
I’ve had great feedback on them!
30. Providing
support and help
The one exception to the “nothing online” rule: videos. I make little videos going over the
content of the session, or demonstrating the tools again.
It’s best to send students a direct link – they probably won’t look them up on theVLE.
31. Direct support
If you can offer direct support after class, that’s great!
If you’ve shown during the session that you’re open and approachable, they’ll come to you
more easily afterwards.
32. - A teacher with a
positive attitude
- Stepping away from
the computer
- Understanding the
mechanisms behind
- Going there
progressively
- Reflecting on what
they’ve learned
- Providing support
Here is everything we’ve been talking about…
33. Ben-Jacob, M.G. and Liebman,J.T. (2009) ‘Technophobia and the effective use of libraryresources at
the college/universitylevel’, Journal of EducationalTechnologySystems, 38(1),pp. 35–38.
Eastwood, L.,Coates,J., Dixon, L., Harvey,J., Ormondroyd,C. andWilliamson,S. (2009) AToolkit for
CreativeTeaching in Post-CompulsoryEducation. Maidenhead:OpenUniversity Press.
Jerabek,J.A., Meyer, L. S. and Kordinak, S.T. (2001) ‘“Libraryanxiety” and “computer anxiety:”
Measures,validity,and research implications’, Library and InformationScience Research, 23(3), pp.
277–289.
Jiao,Q. G. andOnwuegbuzie,A. J. (2004) ‘The Impact of InformationTechnology on LibraryAnxiety:
The Role of ComputerAttitudes’,InformationTechnology & Libraries, 23(4),pp. 138–145.
Rosen, L. D. and Maguire,P. (1990) ‘Myths and realitiesof computerphobia:A meta-analysis’,Anxiety
Research, 3(3), pp. 175–191.
Rosen, L. D., Sears, D. C. andWeil, M. M. (1993) ‘Treating technophobia:A longitudinal evaluationof
the computerphobia reduction program’, Computers in Human Behavior, 9(1), pp. 27–50.
Van Scoyoc, A. M. (2003) ‘Reducing LibraryAnxiety in First-YearStudents’,Reference &UserServices
Quarterly, 42(4), pp. 329–341.
Sivakumaran,T. and Lux,A.C. (2011) ‘OvercomingComputerAnxiety:AThree-Step Process for Adult
Learners.’, US-China Education Review B, 1, pp. 155–161.
Walsh,A. and Inala, P. (2010) Active LearningTechniques for Librarians: Practical Examples, Chandos
Information ProfessionalSeries. Editedby R. Rikowski.Oxford:Chandos Publishing.
More information…
The Bible! Great paper!
34. Slide 1: Photo by Mike Peel - Creative Commons Attribution-ShareAlike License
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License
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Slide 35: Photo by 55Laney69 - Creative Commons Attribution License
Attributions for the pictures
used in this presentation
