The document discusses the advantages of technology in classrooms, including students being more engaged in learning, teachers feeling successful, and lessons being rich in content. It notes benefits like students working at their own pace, finishing products, and positively impacting learning. It also describes virtual classrooms for online teaching that have no limits on time or distance, can reach all students, and allow for classroom discussions and honest feedback.
OpenEd 2016: The HOW of Adapting an Open Textbooklaesoph
Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.
The document discusses flipped learning, which is an instructional model where students learn new content from video lectures watched at home, then use class time to engage in activities that apply and reinforce the concepts. The physical education teacher implemented flipped learning to address issues like students learning at different paces and absenteeism. Key factors in the decision were books and blogs about flipped learning as well as access to iPads. Now, students watch videos for homework and spend class time discussing questions in groups and doing practical activities outside. While challenges exist, the teacher believes this keeps all students actively engaged in learning daily.
The document discusses the benefits and challenges of using open educational resources (OERs) for students and faculty. Some key benefits include cost savings for students who do not need to purchase textbooks, the ability for students and faculty to contribute to the development of OER materials, and increased creative freedom for faculty. However, adopting OERs also presents challenges such as the time required for faculty to curate quality OER materials and ensure accessibility, as well as students' need for computer skills and access to supplemental materials. The author expresses interest in developing an OER-based course but acknowledges concerns over the time commitment and maintaining quality.
The document discusses the advantages of technology in classrooms, including students being more engaged in learning, teachers feeling successful, and lessons being rich in content. It notes benefits like students working at their own pace, finishing products, and positively impacting learning. It also describes virtual classrooms for online teaching that have no limits on time or distance, can reach all students, and allow for classroom discussions and honest feedback.
OpenEd 2016: The HOW of Adapting an Open Textbooklaesoph
Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.
The document discusses flipped learning, which is an instructional model where students learn new content from video lectures watched at home, then use class time to engage in activities that apply and reinforce the concepts. The physical education teacher implemented flipped learning to address issues like students learning at different paces and absenteeism. Key factors in the decision were books and blogs about flipped learning as well as access to iPads. Now, students watch videos for homework and spend class time discussing questions in groups and doing practical activities outside. While challenges exist, the teacher believes this keeps all students actively engaged in learning daily.
The document discusses the benefits and challenges of using open educational resources (OERs) for students and faculty. Some key benefits include cost savings for students who do not need to purchase textbooks, the ability for students and faculty to contribute to the development of OER materials, and increased creative freedom for faculty. However, adopting OERs also presents challenges such as the time required for faculty to curate quality OER materials and ensure accessibility, as well as students' need for computer skills and access to supplemental materials. The author expresses interest in developing an OER-based course but acknowledges concerns over the time commitment and maintaining quality.
A flipped classroom is where direct instruction is delivered to students through video or podcast outside of class, allowing homework and problem-solving activities to take place in the classroom with the teacher present to provide individual support. This approach allows for more interactive questioning and content exploration during class time while giving students responsibility over their own learning. Though flipping requires constant refinement, it enables effective differentiation and gives students more control over their learning experience.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
This document summarizes a lesson plan on plate tectonics for middle school students. The lesson includes accurate and up-to-date information from the Smart Exchange, as well as fill-in-the-blank activities and graphs/charts. The author suggests using the Smart Exchange content as a supplemental lesson rather than the sole focus, and complementing it with discovery-based activities and short video clips. Applying universal design principles, the revised lesson would engage students through hands-on experiments and presentations to teach in a multisensory manner.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Libraries as Catalysts for Academic Transformation - HandoutsKimberly Eke
The Penn Libraries underwent a strategic planning process from 2013-2014 which included gathering input from various stakeholders. Library department reports identified recurring issues such as space constraints and need for professional development. A survey of 428 students, faculty, and staff found that physical space and search processes were concerns, and one-on-one help from library staff was most useful. Focus groups provided additional feedback. The implementation phase from 2014-2017 included developing a strategic plan and scorecard to track progress.
Lecture Capture at University of Leicester: Pilot, Evaluation, Next Stepstbirdcymru
A look at the pilot project of Lecture Capture at University of Leicester in 2013/14, including evaluation.... and a look at the university's next steps in lecture capture for 2014/15.
Evaluating use of iPads among 1st year medical undergraduatestbirdcymru
The document summarizes a study evaluating the use of iPads by first-year medical students at the University of Leicester. Surveys found that students were initially satisfied with using iPads to access course materials and annotate PDFs, and their satisfaction increased over the term as they adapted to the digital format. Introducing iPads successfully replaced printed materials and course packs. Students reported that iPads provided easy access to materials and enabled spontaneous studying. The university plans to further develop interactive ebooks and use iPads as a catalyst for innovative teaching practices.
Choose your own adventure - Using live feedback to place learning back into t...Danny Liu
The document discusses using live student feedback systems like Socrative to engage students in large biology lectures. It describes how student response systems can be used to periodically poll students and gauge understanding, facilitating discussion. Examples are given of how instructors can use the technology to check comprehension, apply concepts, and obtain feedback. Research finds these systems help learning and 96% of students say they improve engagement and reflection. The presentation encourages adopting such systems to make large classes more interactive.
This document summarizes the Digital Dates program, which offers short informal workshops to help staff and students develop digital skills. It started a year ago and is run by library and academic support staff. Workshops cover topics like using social media, online teaching tools, and digital collaboration. They are 30 minutes during lunch to accommodate schedules. Over 400 people have attended, finding the brief sessions useful for exploring topics. Organizers plan to continue and expand the program next year with more strategic outreach and student involvement.
Effectieve en efficiënte practica met LabBuddySURF Events
Dinsdag 10 november
Sessieronde 3
Titel: Effectieve en efficiënte practica met LabBuddy
Spreker(s): Koos van der Kolk (Kryt), Julia Diederen (Wageningen Universiteit)
Zaal: Veder
This document summarizes an undergraduate e-learning pilot project that flipped lectures for a marketing course with over 100 students. Recorded lectures were assigned for students to watch outside of class, which then allowed class time to be used for discussion, exercises and elaboration of concepts. Various grants and partners supported developing online materials in Moodle, MyMarketingLab, and Echo360. Most student feedback was positive, praising the organization and seminars, though some wanted occasional in-person lectures. Results showed higher average scores than previous years. Challenges included motivating independent learning and issues with third-party platforms. Overall, the structured online approach was successful but will be modified based on lessons learned.
This document announces a panel discussion on flipped learning at an event called #Telfest. The panel will consist of three academics from different disciplines who will discuss their experiences with flipped learning. Attendees are prompted to ask questions of the panel on topics like how they created media for their flipped classes, how they structured classroom time, what students thought of flipped learning, and what benefits there were for students.
Gaining Student Buy-in: How to Engage Students Using an LMSwhipplehill
Are you looking for ways to better engage your students via an LMS? Hear how Keegan Soncha and Ray Cirmo, Cheshire Academy, have built class pages and shared learning resources to improve student communication, organization and engagement.
The document provides 10 tips for engaging online students. The tips include starting contact early before the course begins, creating a warm-up activity to get conversations started, encouraging sharing of resources, providing clear directions and examples, presenting content in chunks, keeping students informed of updates and reminders, including visual content, encouraging students to create digital content, giving timely feedback, and rewarding effort and engagement. The document concludes by providing contact information for the Digital Learning Team.
The Flipped Classroom: Defined
A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning.
Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by:
• Using class time more efficiently
• Encouraging students to take responsibility for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between students and instructors
• Appealing to a variety of learners
Information Literacy Instruction: Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t engage students
• Providing individual help to each student is not realistic
Towson’s Use of the Flipped Classroom: Protocols
• Spring 2013 semester
• Collaborate with faculty before semester
• Use the Cook Library Help Guides for “lecture”
• Assign a quiz or other check mechanism to students
• Use class time primarily for active learning
• Students complete questionnaire at end of flipped session
• Librarians and faculty complete questionnaire on experience
• Group interview with librarians conducted to explore themes highlighted by questionnaire responses
Results
Student questionnaire results indicate an overall positive experience, with helpful criticism.
“With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student
See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments
Surprises
• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time for work
• The flip is very well suited for some classes, not all
Looking Forward
A librarian group interview following the questionnaires highlighted themes for future application.
Towson Librarians:
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future studies:
• Directly measure student learning outcomes
• Narrowly define the participating population
• Rigidly design the actual flip.
These modifications would ensure a more rigorous study and more generalizable results.
References
Get more information about the flipped classroom and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
The document discusses a workshop on information literacy skills provided by the library for a university program called Reach for Excellence. The program aims to support disadvantaged students pursuing university studies. In the first workshop, the library taught research skills, academic literature, evaluation, and referencing to help prepare students. Student feedback showed they learned the importance of evaluating sources and not fully trusting Wikipedia. Going forward, the library plans to continue and improve the workshop to further support widening university participation.
A flipped classroom is where direct instruction is delivered to students through video or podcast outside of class, allowing homework and problem-solving activities to take place in the classroom with the teacher present to provide individual support. This approach allows for more interactive questioning and content exploration during class time while giving students responsibility over their own learning. Though flipping requires constant refinement, it enables effective differentiation and gives students more control over their learning experience.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
This document summarizes a lesson plan on plate tectonics for middle school students. The lesson includes accurate and up-to-date information from the Smart Exchange, as well as fill-in-the-blank activities and graphs/charts. The author suggests using the Smart Exchange content as a supplemental lesson rather than the sole focus, and complementing it with discovery-based activities and short video clips. Applying universal design principles, the revised lesson would engage students through hands-on experiments and presentations to teach in a multisensory manner.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Libraries as Catalysts for Academic Transformation - HandoutsKimberly Eke
The Penn Libraries underwent a strategic planning process from 2013-2014 which included gathering input from various stakeholders. Library department reports identified recurring issues such as space constraints and need for professional development. A survey of 428 students, faculty, and staff found that physical space and search processes were concerns, and one-on-one help from library staff was most useful. Focus groups provided additional feedback. The implementation phase from 2014-2017 included developing a strategic plan and scorecard to track progress.
Lecture Capture at University of Leicester: Pilot, Evaluation, Next Stepstbirdcymru
A look at the pilot project of Lecture Capture at University of Leicester in 2013/14, including evaluation.... and a look at the university's next steps in lecture capture for 2014/15.
Evaluating use of iPads among 1st year medical undergraduatestbirdcymru
The document summarizes a study evaluating the use of iPads by first-year medical students at the University of Leicester. Surveys found that students were initially satisfied with using iPads to access course materials and annotate PDFs, and their satisfaction increased over the term as they adapted to the digital format. Introducing iPads successfully replaced printed materials and course packs. Students reported that iPads provided easy access to materials and enabled spontaneous studying. The university plans to further develop interactive ebooks and use iPads as a catalyst for innovative teaching practices.
Choose your own adventure - Using live feedback to place learning back into t...Danny Liu
The document discusses using live student feedback systems like Socrative to engage students in large biology lectures. It describes how student response systems can be used to periodically poll students and gauge understanding, facilitating discussion. Examples are given of how instructors can use the technology to check comprehension, apply concepts, and obtain feedback. Research finds these systems help learning and 96% of students say they improve engagement and reflection. The presentation encourages adopting such systems to make large classes more interactive.
This document summarizes the Digital Dates program, which offers short informal workshops to help staff and students develop digital skills. It started a year ago and is run by library and academic support staff. Workshops cover topics like using social media, online teaching tools, and digital collaboration. They are 30 minutes during lunch to accommodate schedules. Over 400 people have attended, finding the brief sessions useful for exploring topics. Organizers plan to continue and expand the program next year with more strategic outreach and student involvement.
Effectieve en efficiënte practica met LabBuddySURF Events
Dinsdag 10 november
Sessieronde 3
Titel: Effectieve en efficiënte practica met LabBuddy
Spreker(s): Koos van der Kolk (Kryt), Julia Diederen (Wageningen Universiteit)
Zaal: Veder
This document summarizes an undergraduate e-learning pilot project that flipped lectures for a marketing course with over 100 students. Recorded lectures were assigned for students to watch outside of class, which then allowed class time to be used for discussion, exercises and elaboration of concepts. Various grants and partners supported developing online materials in Moodle, MyMarketingLab, and Echo360. Most student feedback was positive, praising the organization and seminars, though some wanted occasional in-person lectures. Results showed higher average scores than previous years. Challenges included motivating independent learning and issues with third-party platforms. Overall, the structured online approach was successful but will be modified based on lessons learned.
This document announces a panel discussion on flipped learning at an event called #Telfest. The panel will consist of three academics from different disciplines who will discuss their experiences with flipped learning. Attendees are prompted to ask questions of the panel on topics like how they created media for their flipped classes, how they structured classroom time, what students thought of flipped learning, and what benefits there were for students.
Gaining Student Buy-in: How to Engage Students Using an LMSwhipplehill
Are you looking for ways to better engage your students via an LMS? Hear how Keegan Soncha and Ray Cirmo, Cheshire Academy, have built class pages and shared learning resources to improve student communication, organization and engagement.
The document provides 10 tips for engaging online students. The tips include starting contact early before the course begins, creating a warm-up activity to get conversations started, encouraging sharing of resources, providing clear directions and examples, presenting content in chunks, keeping students informed of updates and reminders, including visual content, encouraging students to create digital content, giving timely feedback, and rewarding effort and engagement. The document concludes by providing contact information for the Digital Learning Team.
The Flipped Classroom: Defined
A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning.
Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by:
• Using class time more efficiently
• Encouraging students to take responsibility for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between students and instructors
• Appealing to a variety of learners
Information Literacy Instruction: Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t engage students
• Providing individual help to each student is not realistic
Towson’s Use of the Flipped Classroom: Protocols
• Spring 2013 semester
• Collaborate with faculty before semester
• Use the Cook Library Help Guides for “lecture”
• Assign a quiz or other check mechanism to students
• Use class time primarily for active learning
• Students complete questionnaire at end of flipped session
• Librarians and faculty complete questionnaire on experience
• Group interview with librarians conducted to explore themes highlighted by questionnaire responses
Results
Student questionnaire results indicate an overall positive experience, with helpful criticism.
“With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student
See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments
Surprises
• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time for work
• The flip is very well suited for some classes, not all
Looking Forward
A librarian group interview following the questionnaires highlighted themes for future application.
Towson Librarians:
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future studies:
• Directly measure student learning outcomes
• Narrowly define the participating population
• Rigidly design the actual flip.
These modifications would ensure a more rigorous study and more generalizable results.
References
Get more information about the flipped classroom and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
The document discusses a workshop on information literacy skills provided by the library for a university program called Reach for Excellence. The program aims to support disadvantaged students pursuing university studies. In the first workshop, the library taught research skills, academic literature, evaluation, and referencing to help prepare students. Student feedback showed they learned the importance of evaluating sources and not fully trusting Wikipedia. Going forward, the library plans to continue and improve the workshop to further support widening university participation.
The document summarizes a student's observation of their school's learning resources during a field study activity. The student visited the school's media resource center which included a print collection, audio-visual room, library, and e-library. The student documented the available resources, their characteristics and uses. The student analyzed how materials were organized and accessed. Strengths included computers and resources to support research, while weaknesses were outdated books and intermittent internet. The student suggested improving resources by acquiring latest editions and improving internet access. The e-library caught the student's attention as most useful for presentations and research. The student felt most confident using computers but wanted to learn more about operating the audio-visual equipment.
The article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
Info skills was created through an evolutionary process of collaboration between UEL Library and Learning Services and UELconnect. It began with existing materials from the library and was inspired by other universities' resources. A project team contributed ideas and expertise to develop prototypes and refine the resource based on user feedback. Over iterative cycles, they incorporated new ideas and specialized input. The final product was a flexible online tool to support students' information skills, created using a custom content management system allowing for ongoing updates.
This document summarizes an initiative to redesign core curriculum papers taken by all students at a tertiary institution. The goals were to increase coherence, consistency, interprofessional learning, and enhance student learning outcomes. Key aspects included extracting papers from individual schools and designing two new interdisciplinary papers, implementing enquiry-based blended learning principles, and utilizing online technologies like lecture recordings and discussion forums. Feedback from students was mixed, with some appreciating the interdisciplinary content and group work, while others found some lectures monotonous or felt group work created too much stress. The curriculum changes aimed to address issues with the traditional model and leverage new technologies, but implementing large-scale changes presented political and logistical challenges.
The document discusses strategies for converting in-person library instruction sessions to online formats. It suggests focusing online sessions on the most important learning objectives and engaging activities while removing less essential content. Supplemental materials and pre-recorded videos can provide instruction on technical skills. Effective online sessions require clear directions, assessments of student work, and efforts to minimize technical problems and build engagement through surveys and personalized connections. Examples demonstrate reworking a request for instruction to focus on evaluating information sources rather than search mechanics. The goal is to thoughtfully adapt high-quality in-person teaching to sustainable virtual environments.
Sixth form conference going online to enhance face to face teachingSimon Lancaster
This document discusses using online tools to enhance face-to-face teaching. It begins by outlining some of the priorities and challenges of the transition to university, including supporting students and effective pedagogy using technology. It then discusses using screencasts and interactive techniques like polling to make lectures more engaging. Student feedback on these flipped classroom approaches is positive, noting they provide an interactive learning experience. The document advocates using these online tools to enhance small group sessions and provide prompt feedback to support learning.
The document discusses how Skills@Library at the University of Leeds uses open educational resources (OERs) to support student academic skills development and embed those skills in the curriculum. It provides examples of online tutorials and teaching materials created by Skills@Library that are openly available for both students and staff to use. Feedback shows that OERs help students improve their skills and can help staff integrate skills teaching into their modules by reusing or adapting existing resources. The future plans outlined aim to make more resources openly reusable by moving content to the university's open repository and creating short video demonstrations.
The document outlines the requirements and evaluation criteria for a field study experience at the Saint Francis of Assisi College Learning Resource Center. It includes a description of the center's available learning resources, which are categorized into print, audio, non-electronic visual, and ICT resources. The student then analyzes the center by noting that the resources are properly arranged and accessible. Strengths include the ventilation and accommodations, while a weakness is the single computer unit. Suggestions are made to increase computer availability for student use.
1. The University Library at Newcastle developed online Skills Guides to provide consistent and accessible information literacy instruction. These guides cover key topics like finding, evaluating, and managing information.
2. Interactive online tools were also created, including a Search Strategy Planner to help students plan literature searches and a Dissertation Planner to guide research projects.
3. An online course for a faculty research program used a variety of media like videos and quizzes. Assessment showed improved student satisfaction and engagement with the blended learning approach.
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways to benefit all. Key aspects to address include course goals and outcomes, content, methods for transferring knowledge, and learning-centered assessments. The beginning steps involve evaluating the syllabus and outline to create an engaging blended or online learning experience.
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways. Content and goals/outcomes should be clear. A blended course balances in-person and online work, while a fully online course only meets virtually. Assessments in online courses may include presentations, essays, tests, projects, and discussions.
Reflect review and refine evaluating school library servicesJune Wall
Evaluation of programs is important to ensure quality learning. Evaluation of the role of the school library in order to identify future development and strategic planning for teaching and learning from the library is critical for effective library services. This session will introduce a review tool developed for school teams to use and identify a school strategic vision. The tool will be available for participants to use in their schools.
Participants will be able to:
Outline data collection needed to review library services
Identify types of library services ad consider a future vision for your school library
Use data from evidence to analyse patterns and trends.
The document provides information about Learning Episode 1, which has students examine a school's Learning Resource Center. It outlines the intended learning outcomes, which are to describe the center's goals, identify and classify resources that support teaching and learning, and explain the center's services. The document then provides details about what students will be evaluated on and lists learning essentials that describe the purpose and functions of a learning resource center. It provides a map of the steps students will take in the learning episode and tools to document their observations of the center's resources and facilities.
This document summarizes a presentation on library design for 21st century learners. It discusses trends showing students' heavy technology use and preferences for library spaces that allow both solitary and social learning. The presentation advocates for library redesigns incorporating flexible learning areas, technology access, and spaces for student collaboration, along with the librarian's evolving instructional role. It also summarizes a high school library renovation creating an open learning commons with varied spaces, more natural light and improved campus connectivity.
1) A study embedded library podcasts and videos within an online learning system to enrich first-year teacher education students' learning experience.
2) The resources covered topics like borrowing from the library, using education databases, and developing search strategies.
3) Analysis of student access logs and forum discussions found that embedding media supported students' learning as it was accessible asynchronously and at the point of need. Students reported finding the resources helpful.
Similar to Information skills and the student voice: working together to promote information literacy at UEL. (20)
Library champions for disability Meeting Notes January 22nd 2021ALISS
The meeting notes summarized the following:
- The Library Champions for Disability meeting was held via Zoom with 22 attendees and chaired by Heather Dawson from LSE Library.
- Attendees shared experiences of helpful resources for supporting students remotely, including RNIB Bookshare, Home Office accessibility posters, and webinars from Daisy Consortium and AbilityNet.
- An update was provided on RNIB Bookshare which has over 650,000 titles and supports over 30,000 students. Introductory webinars on using Bookshare were announced.
- CILIP's plans for launching a new Disability Network in 2021 were introduced, including establishing a chair, committee members, and terms of reference to
Disability- higher education, libraries, teaching and learning bibliography m...ALISS
This document contains abstracts from several sources related to disabilities in higher education, libraries, teaching and learning. The abstracts discuss topics such as:
- Government considerations in the UK to remove the need for assessments for students with dyslexia to receive financial support.
- Experiences of disabled students in Norwegian higher education and barriers they face.
- Inclusion of students with disabilities in South African universities and policies to support their needs.
- Effects of faculty training programs on inclusion of disabled students.
- Tools and guidelines to improve accessibility of online information for disabled users.
- Support services and accommodations preferred by college students with autism spectrum disorder.
- Assessment of quantity, quality and readability of online
The sound of the Crowd: David Tomkins, Bodleian Digital Library ALISS
The document discusses a project called "What's the Score at the Bodleian?" which uses crowd-sourcing to transcribe music scores held in the Bodleian Library, summarizing the progress made over 3 years in transcribing approximately 95% of 40,000 pages and lessons learned around how to best structure the transcription process. It also provides details on how to access the crowd-sourcing site, delivery site for completed transcriptions, related blog, and contact information for the project.
Incorporating student content at city- Diane Bell, City UniversityALISS
The document discusses various ways that City University London Library incorporates student input and content. It describes projects like Read for Research, which allows students to recommend books for the library to purchase. It also discusses using student feedback to help develop resources like a researcher library guide and employability workshops. The library has experimented with crowdsourcing ideas from students for collection development and service design. However, there are challenges to incorporating all student suggestions due to limits on time, money, and other resources.
The British Library conducted a survey of 600 readers in January/February 2015 to understand who uses the reading rooms and how. Key findings include:
1) Most readers were from higher education or conducting professional research. Over half were London-based.
2) Readers primarily used the reading rooms for academic works, research degrees, and personal interest. Printed books and journals remained the most used materials.
3) Dedicated reading rooms for specific disciplines remained important for many readers to have materials and support in one place. However, remote access to electronic resources was the most requested improvement.
4) Compared to 2009 data, certain activities like browsing shelves and using printed indexes were in decline, while use
The minutes from the ALISS AGM on July 1st are summarized. Sally Patalong was re-elected as chair. The committee and finances were reported on. Events from the past year were recapped, including conferences, visits, and workshops. Membership increased slightly from 122 to 130 members. Upcoming activities include a workshop on crowd sourcing and library visits.
Developing digital literacies in undergraduate students: SADL project - ALISS
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading, and managing information. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also highlighted differences between disciplines and challenges of scaling support across the university. Ongoing work focuses on developing peer learning, sustaining student leadership, and gaining departmental buy-in.
A presentation about the British Library News Media services given by Dr Luke McKernan
Lead Curator, News and Moving Image
The British Library. 20th April 2015 for an ALISS visit.
How SCIE supports the information needs of health and social care professionalsALISS
Sue Jardine, Information Specialist, How SCIE supports the information needs of health and social care professionals
Supporting Practitioners in Health and Social Care.
ALISS conference 11th February 2015
Searching systematically: supporting authors of Cochrane reviews. ALISS
This document discusses supporting authors in conducting systematic reviews. It provides an overview of the review process and outlines where an information specialist can provide input, such as developing comprehensive search strategies, running searches across multiple databases, managing retrieved records, and documenting the search process. The review lifecycle typically takes 18 months to 2 years and involves writing a protocol, searching for studies, writing the review, and conducting updates. Maintaining high methodological standards is important to ensure rigorous and transparent reviews.
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
Building a Collection of the Historical UK Web for scholarly useALISS
The document discusses the British Library's efforts to build a collection of the historical UK web for scholarly use. It provides details on the library's web archiving program, including that it started in 2003 and now collects UK websites under legal deposit requirements. It also describes the library's strategies for broadly crawling the .uk domain and collecting special collections, and challenges around providing access to comprehensive web archives.
Useful resources for student training and orientationALISS
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2.
Supporting the transition to higher education
Need to review information literacy materials
– under used and not engaging enough
Inspired by open learning resources and
employability tool
Wanted interactivity
Resource to suit different learning needs and
styles
24/7 support
3.
Easily navigable
Open/web based
Dip in and dip out model for ‘strategic
learners’
Accessible – ‘the student voice’
Credible – the academic voice/the librarian’s
voice
Engaging students
Academic context: not just focused on
‘library’ but how these skills will improve
academic performance and achievement
5.
Focus on level one students
Can be used at any level
Focus of ‘academic integrity’ alongside
information literacy
For anyone at any level
Can be used as a whole or ‘dipped into’ for
relevant videos
6.
Project managers - Learning Designer and
Learning Technologist from E Learning team
Subject Librarians – developed the content
(ownership by this team was vital)
Co-ordinated and overseen by Learning
Designer – ensuring consistent style and
approach
7.
8.
Videos ‘in their own words’
Evaluative workshops during the process
Feedback to improve and develop
9.
10. What do you think is most useful on the site?
The videos of the experiences from other students and the guides
Simple, easy to follow layout
Links to other useful resources from text pages.
I particularly like the Search Tools
Most useful I would say is the layout, I think it is easy to use and
navigate. I like the variety of resources on there. I think there is
something for everyone.
Demos and guides
Guides to referencing
11.
The student and staff advice on the videos and the
guides/demonstrations
The videos are invaluable as short interactive
information. The assignment title area is invaluable
in getting student to really think about what they are
being asked to do, what question means and what
is being asked of them. I think this section really
helps to be focus directly on the task in hand.
The section on sources of information is
excellent, provide a great break down on how to
search easily and properly to get the best possible
information that is trustworthy and relevant
12.
Updates - ongoing
Approached for re – use (creative commons
licence)
Usage by collaborative partners - builds links
with library
Academic staff use individual videos
SLs use parts of it for induction and
information skills teaching
Most used – referencing and academic
integrity
13.
Embedded – skills module and staff
interested in developing assessment within it
Videos widely used by teaching staff
Regularly updated and refreshed
Links to live chat etc
Quizzes widely used
Referencing and plagiarism materials popular
14.
15. March 2010
Over 400 suggestions - most popular:
What would you like to see in the new Stratford
Library?
1. More books & journals
2. Silent study rooms with & without PCs
3. More PCs
4. More group study rooms
5. 24 hour coffee shop/vending machine
6. Clean toilets/clean library
7. Individual study carrels
8. More/reliable printers
16.
Every time I come into the library I bump into someone from my course and
I want to find out what
‘There needs to be clarity at the beginning’
‘Creating an environment that people know where they need to go and what
the choices are’.
‘I’d like to come in, decide where I’m going and just go straight there’
‘Students need to know what is expected of them from the moment they
walk in’.
‘I agree we should be green, but we have to be warm enough in the winter
and cool enough in the summer. Natural light and ventilation is important
but ultimately what’s more important?’
‘Study is so influenced by temperature.’
‘..nothing too extreme – something a bit serious with no distractions.’
‘Nice to have bright funky designs but the library needs to be more serious.’
‘Everything needs to be streamlined. I don’t have time to queue – I like selfservice’.
17.
18.
19.
20.
Presentation of plans to Student Experience
Committee
Meeting with Architects
Furniture workshop
Individual students from School of
Architecture/Engineering on site
21.
22.
23.
It's a library for the 21st century!
It feels like a real library
It's just fantastic!
I'm sorry I'm leaving
Really, really excited, wonderful! Can't wait to use the study rooms
Fab. Spacious. Much better than previous library – this is more fit for
purpose. PCs way faster and much more pleasant atmosphere and
environment to study in
Fantastic, very impressive, lots of space to study
Nice isn't it - can't keep away
24.
The library is beautiful
It's a marvellous building - modernized. A very good environment for
students and members of staff
Lovely building. Great space for students to study and collaborative
work
Very warm and welcoming very nice area - I love it!
Very good learning environment with new computers, spacious with
automatics door for easy access
What a fantastic building it's amazing you did all that in two weeks
Editor's Notes
Today I will talk chiefly about how we developed the Info skills learning tool in 2010/11 to promote information literacy, working in partnership with students and staff to present skills etc in the ‘voice’ of the student and of academic staff.I will also touch on another recent project where we have worked in partnership to achieve something – the new Stratford Library which opened in June this year: how we gathered students views at the outset and how we engaged students with the project, achieving a student focused environment for learning
We wanted something that was easily accessible and which students would engage with and felt that if we could avoid scripted and go for natural language as much as possible. – but we did need to be credible – which is where the voices of academic colleagues as well as ourselves came in.Also context had to be academic achievement and ‘getting your assignment done’ rather than info skills for their own sake.
Structured around 4 sections – delivery in a range of ways/mateials both online and downloadableOpen access via the webCreative commons licence
Voices: diversityStudents were interviewed off camera first – asked about their experiences; then we filmed them.Intercut (sometimes) with staff and librarians;
Themed videos.We prepared a couple of sections and then sought student feedback in working group; (also staff)Tweaked = but main thing was they wanted multiple formats for everything – demos, downloadable guides; video and transcripts for students who would benefit including those with a disability.Also easy access to ‘chat’ via Ask a Librarian – so we incorporated thatFAQsdemo