Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
Advancing Information Literacy in Higher Education: four questions for debateSheila Webber
Panel session chaired by Sheila Corrall, with Ethan Pullman, Alexis Macklin, Charlie Inskip and Sheila Webber, on 6th April 2018 at the LILAC conference in Liverpool, UK
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
Developing a WERA International Research Network on Didactics - Learning and ...Brian Hudson
Introduction given to a workshop on developing a WERA International Research Network on Didactics - Learning and Teaching at the Scottish Education Research Association (SERA) conference in Edinburgh earlier today.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
Advancing Information Literacy in Higher Education: four questions for debateSheila Webber
Panel session chaired by Sheila Corrall, with Ethan Pullman, Alexis Macklin, Charlie Inskip and Sheila Webber, on 6th April 2018 at the LILAC conference in Liverpool, UK
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
Developing a WERA International Research Network on Didactics - Learning and ...Brian Hudson
Introduction given to a workshop on developing a WERA International Research Network on Didactics - Learning and Teaching at the Scottish Education Research Association (SERA) conference in Edinburgh earlier today.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
Different Learning Styles and related theories are discussed in great detail in this PPT. You can download the PPT to read more information presented in the Slide Notes.
You can even take a Free Quiz based on Honey Mumford's theory to know your own Learning Style: https://www.eln.co.uk/blog/honey-mumford-learner-types-1986-questionnaire-online
We hope you find this information useful.
Different Learning Styles and related theories are discussed in great detail in this PPT. You can download the PPT to read more information presented in the Slide Notes.
You can even take a Free Quiz based on Honey Mumford's theory to know your own Learning Style: https://www.eln.co.uk/blog/honey-mumford-learner-types-1986-questionnaire-online
We hope you find this information useful.
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
Improving Self-directed Learning through the use of Learning Objects and Per...macevi36953
2014- “Improving Self-directed Learning through the use of Learning Objects and Personal Learning Environments” en el XXXVI ASOCOPI Conference/IIIregional ASOCOPI workshops: Rethinking our Professional Practice.
Health literacies in marginalised communities LILAC 24.pptxPamela McKinney
A long presentation given at the LILAC conference 25th-27th March 2024 in Leeds. The presentation reports on a Knowledge Exchange project that took place in summer 2023 to co-produce research priorities for health information literacy with members of the Somali, Yemeni and Roma communities in Sheffield
Using theories of change to evaluate information literacy initiatives: LILAC ...Pamela McKinney
Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011).
McKinney was part of the core team facilitating ToC evaluation of projects in the multi-million pound Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) project (McKinney, 2014) and Webber was a stakeholder involved in two projects and a CILASS Academic Fellow. In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable.
McKinney and Webber will bring their extensive experience of facilitating workshops, including previous workshops on ToC .
Objectives and outcomes for the Workshop
Objectives will be: (1) To explain ToC, its value and application (2) To enable participants to plan how they could use ToC to improve practice and impact.
By the end of the workshop participants will (1) understand what ToC involves; (2) have learnt the key steps in facilitating a ToC approach; and (3) will have identified how ToC could be used in their own workplace
Using Theories of Change to evaluate Information Literacy initiatives ECIL 20...Pamela McKinney
Workshop at the European Conference on Information Literacy 2021 Theories of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Facilitators help stakeholders to construct ToC at the initial stages of the initiative, and support them in monitoring and in impact evaluation. ToC has been used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives; Mason & Barnes, 2007), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011).
McKinney was part of the core team facilitating ToC evaluation of projects in the multi-million pound Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) project (McKinney, 2014) and Webber was a stakeholder involved in two projects and a CILASS Academic Fellow. In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve ; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable.
Objectives and outcomes for the Workshop
Objectives will be: (1) To explain ToC, its value and application (2) To enable participants to plan how they could use ToC to improve practice and impact.
By the end of the workshop participants will (1) understand what ToC involves; (2) have learnt the key steps in facilitating a ToC approach; and (3) will have identified how ToC could be used in their own workplace
Workshop outline
There will be five portions: (1) A presentation describing ToC, identifying why it is useful, giving examples and outlining the steps in the ToC process. (2) Participants will, individually, identify an project, intervention, activity or class where ToC could be used. (3) Participants will form small groups, briefly explain each of their projects (etc.) and choose one per group to focus on. (4) The groups will use prompt questions to start drawing up a ToC evaluation plan for their chosen project. (5) Sharing of ideas, and questions.
The target audience is anyone who wishes to evaluate projects, programmes, curricula or other initiatives.
Equipment should include presentation facilities, flipchart paper and pens. We propose a workshop of 90 minutes.
Presentation for the European Conference on Information Literacy October 2023 sharing results of research project to investigate the self-tracking practices of LGBTQ+ students
Logging in 3 communities ECIL conference 2021Pamela McKinney
Presentation developed with Andrew Cox and Laura Sbaffi to summarise our quantitative research into Food and activity tracking in 3 communities of participants - people who run for leisure with Parkrun, people with type 2 diabetes who are members of the Diabetes.co.uk online community, and members of the IBS Network charity.
Logging in 3 communities - lightning talk festivIL 2021Pamela McKinney
Lightning talk (5 minute) presentation given at the online FestivIL conference, June 2021 about research into the information literacy of food and activity tracking in three communities, parkrunners, people with type 2 diabetes, and people with Irritable Bowel Syndrome.
Exploring the information world of non-resident informal carersPamela McKinney
A presentation for the European Conference on Information Literacy 24th-27th September 2018 Oulu, Finland. This presentation reports on a small-scale qualitative study to investigate the information problems and barriers, information needs of non-resident informal carers in the UK, and solutions to these, from the perspective of formal carers.
The data and Information Literacy of runners: quantifying diet and activityPamela McKinney
Presentation for the European Conference on Information Literacy, 24-27th September 2018, Oulu Finland. Reports on a quantitative study that investigated the health, diet and fitness tracking behaviours of members of the Parkrun organisation in the UK
Food logging: a practice-based exploration of an Information Literacy landscapePamela McKinney
A presentation that was given at the European Conference on Information Literacy (ECIL) 2017 St Malo, France. September 18-212017. The presentation reports on a research study carried out at the University of Sheffield.
Student Conceptions of group work: Drawing the groupPamela McKinney
Presentation delivered at the University of Sheffield Learning and Teaching conference 7th January 2016. Preliminary results from a research project using the "Draw and write technique" to understand student opinions of and conceptions of group work carried out in a University context.
Teaching Excellence in the Social Sciences conference 2015Pamela McKinney
Presentation on the situational analysis of student reflective writing at the University of Sheffield conference on Teaching Excellence in the Social Sciences March 2015
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Advantages and Disadvantages of CMS from an SEO Perspective
Teaching the next generation of IL educators: reflection for learning. Lilac 2018
1. Teaching the next generation of IL
educators: reflection for learning
Pamela McKinney
p.mckinney@sheffield.ac.uk
@ischoolpam
Sheila Webber
s.webber@sheffield.ac.uk
@sheilayoshikawa
2. Contents
• The module context
• Entwistle’s et al. (2004) Teaching-learning
Environments model as a framework for reflective
practice
• Reflective tasks in the modules
• The reflective assignments
• Being a reflective IL teacher
3. The “Information Literacy” modules
• Face-to-Face (F2F) and Distance Learning (DL course new in
2015) running in tandem
• Learning aims:
• understand from both theoretical and practical perspectives
the concepts of information literacy and information
behaviour;
• develop their own information literacy and understanding of
its application to their future lives;
• compare different approaches to teaching and demonstrate
awareness of implications for adopting different approaches
to teaching and learning;
• understand how the information environment is evolving,
including both traditional and new media, and the
implications for citizens’ information literacy; and
• develop practical skills in searching, evaluating and
presenting information.
4. The development of the Teaching and
Learning Enhancement (TLE) model
• ETL project “Enhancing teaching-learning
environments in Undergraduate Courses”
• 5 case studies in different disciplinary areas
• Gathered multi-institutional data and used
multiple data collection methods – from students
and from staff
• This research also led to the development of
“threshold concepts” used in creating the ACRL
framework for IL
7. The reflective learning tasks
1. Reflecting on IL and information behavior
in specific contexts
2. Reflecting on conceptions and definitions
of IL
3. Reflecting on approaches to learning
4. Reflecting on approaches to teaching
8. 1. Reflecting on IL and IB: Reflect on
an experience of finding information
• Students asked to identify a specific time when
they had searched for information
• Asked to identify the different types of sources
they used (e.g. google, a family member, a book,
going to a physical location)
• Share their reflections with the class
• Reflect on their post in the light of the theoretical
material we covered on “information horizons”
• Opportunity for discussion
9. 1. Reflecting on IL and IB
• Using Erdelez’s (1999) research into information
encountering to encourage reflection on “bumping
into” information
10. 2. Reflecting on definitions and
conceptions of IL
• Students contribute their definition of IL to a virtual
noticeboard (Padlet) - these are revisited later in the
module
• Work in groups to reflect on their past experiences of
IL while learning and while at work
• Critique the 7 pillars model: identify positive &
negative features.
What is problematic
with the model?
11. 2. Reflecting on definitions and
conceptions of IL
• Critically reflect on an existing online IL tutorial
using Sundin’s (2008) approaches to teaching
information literacy
• “Practical implications: A reflective awareness of
different approaches to information literacy is
important for both researchers and LIS
practitioners, since the approaches that come into
play have practical consequences for the operation
of user education”
12. 3. Reflecting on approaches to
study
• The Revised Approaches to Study Inventory –
52 item questionnaire
13. 3. Reflecting on approaches to
study
• The VARK questionnaire: Visual, Aural, Read/Write
Kinesthetic
14. 4. Reflecting on approaches to teaching
• Prosser & Trigwell’s (1999) Approaches to Teaching
Inventory
15. 4. Reflecting on approaches to teaching
• Wheeler and McKinney
(2015): librarians’ conceptions
of themselves as teachers
I teach I do not teach
I am a teacher Teacher-
librarian. I am a
teacher AND I
do the same
teaching as
other teachers
Learning
support. I am a
teacher BUT my
teaching is not
the same as
other teachers
I am not a
teacher
Librarian who
teaches. I am
not a teacher
BUT I do some
teaching
Trainer. I am
not a teacher
AND I don’t
teach
16. • Assignment 1: create an annotated bibliography on a
topic negotiated with a tutor and reflect on how personal
IL has been developed through this activity.
• Assignment 2: Work in a group to design an IL learning
intervention (not assessed). Critically reflect on the
experience of designing and delivering IL teaching and
their personal development as teachers.
17. Support for reflection
• Lecture on reflection covering key concepts and
models
• Workshop on reflecting on teaching practice
• Resources on models of reflection, vocabulary guide,
examples of reflective writing & example of a
previously submitted coursework
• Incorporating our (teacher) reflections into
interactions with the classes
19. Conclusions
Reflection and reflective practice can be
embedded into many activities, and benefit both
students and staff
• Reflection on multiple aspects of the module (own
experience of using IL and IB; definitions & conceptions
of IL; approaches to learning; approaches to teaching
• Reflections are points of departure for discussions with
peers
• Reflective assignments give value to reflective writing &
give valuable insights into students’ experiences
• Teaching students about reflection has encouraged us to
be reflective educators (Webber & McKinney, in press)
• Many reflective activities could be carried out with
students from any discipline
21. References
• Entwistle, N. J. & Tait, H. (1994). The Revised Approaches to Studying Inventory.
Edinburgh: Centre for Research into Learning and Instruction, University of Edinburgh.
• Entwistle, N., Nisbet, J. and Bromage, A. (2004). Teaching-learning environments and
student learning in electronic engineering: paper presented at Third Workshop of the
European Network on Powerful Learning Environments, in Brugge, September 30 –
October 2, 2004. http://www.ed.ac.uk/etl/docs/Brugge2004.pdf
• Erdelez, S. (1999). Information encountering: it's more than just bumping into
information. Bulletin of the American Society for Information Science, 25(3), 25-29.
Retrieved from http://www.asis.org/Bulletin/Feb-99/erdelez.html
• Meyer, J & Land, R (2003) “Threshold concepts and troublesome knowledge: Linkages to
ways of thinking and practising within disciplines.
http://www.etl.tla.ed.ac.uk//docs/ETLreport4.pdf
• Prosser, M. and Trigwell, K. (1999). Understanding teaching and learning. Buckingham,
England: Open University Press.
• Wheeler, E. (2015). Teaching or Training? Academic librarians’ conceptions of their IL
teaching. Retrieved 4 October 2015 from
http://www.slideshare.net/EmilyWheeler/teaching-or-training
• Webber, S. & McKinney, P. (in press) Using a model of the Teaching-Learning
Environment as part of reflective practice in Belanger, J. et al. (eds) The Grounded
Instruction Librarian: Participating in the Scholarship of Teaching and Learning