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Presentation ECEL 2008

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Presentation ECEL 2008

  1. 1. Project i-literacy: Developing Information Literacy Skills by Using E-Learning Environments in Higher Education Nina Heinze ECEL 08 l Agia Napa, Cyprus
  2. 2. The imb survey: Results <ul><li>99% of students have their own laptop </li></ul><ul><li>95% use it to go on the Internet </li></ul><ul><li>100% use E-mail </li></ul><ul><li>84% see search engines to be useful for their studies </li></ul><ul><li>82% use search engines before other sources for scientific inquiry </li></ul>
  3. 3. The imb survey: Results <ul><li>48% prefer the Internet over the library </li></ul><ul><li>60% cannot solve Internet-based assignments correctly </li></ul><ul><li>Over 50% are not familiar with advanced tools on the Internet </li></ul>
  4. 4. The imb survey: Conclusion <ul><li>Competencies of the „new students“ need to be developed that: </li></ul><ul><li>Make the integration of new technologies meaningful </li></ul><ul><li>Make it possible for students to master the flood of information </li></ul><ul><li>Alleviate deficits </li></ul><ul><li>Allow competencies to develop and evolve </li></ul><ul><li>Allow competencies to be transfered into the area of higher education </li></ul><ul><li>Fosters learning in regards to employability </li></ul>Information literacy
  5. 5. Information literacy “ Recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information&quot; (ACRL, 2000)
  6. 6. Information literacy and higher education <ul><li>The integration of information literacy into the formal curriculum has become more important due to emerging technologies, knowledge society, employability, and every day culture. </li></ul><ul><li>Suggestions: </li></ul><ul><li>Mandatory courses to lay basis for working with information </li></ul><ul><li>E-Learning environments that allow self-directed learning </li></ul><ul><li>Gradual mediation of competencies </li></ul><ul><li>Subject-oriented topics to communicate competencies </li></ul><ul><li>Support through experts when needed </li></ul>
  7. 7. Course-related approach at the imb: the Project i-literacy <ul><li>Partners: </li></ul><ul><li>Medialab of the University of Augsburg </li></ul><ul><li>Library of the University of Augsburg </li></ul><ul><li>Study programm „Media and Cummunication“ </li></ul>
  8. 8. Overview Project i-literacy <ul><li>Goals: </li></ul><ul><li>Foster information literacy as interdisciplinary learning goal </li></ul><ul><li>Support the process of scientifically working with information under consideration of emerging technologies </li></ul><ul><li>Orientation on the changing learning and information needs of students </li></ul>
  9. 9. Overview Project i-literacy <ul><li>Unique features: </li></ul><ul><li>Developement of concept after broad needs and demand analysis </li></ul><ul><li>Student-tailored adaptation of services </li></ul><ul><li>Flexibility and adaptability through „Project Group i-literacy“ </li></ul><ul><li> Information literacy does not remain an academic end in itself </li></ul>
  10. 10. Overview Project i-literacy Phase I Phase II Phase III Phase IV Phase V Virtual learning environment (online tutorials, screencasts, video interviews, checklists...) Introductory courses in qualitative and quantitative research methods Advanced courses (e.g. scientific theory, research practicum) Propadeuticum Introductory tutorial B.A.-Colloquium Advanced tutorial M.A.-Colloquium Extra-curricular courses (workshops, project groups) On-demand consultation and learning partnerships (BA / MA)
  11. 11. Design considerations <ul><li>Design of E-Learning environments must focus on three distinct areas: </li></ul><ul><li>Habitualized methods of learning </li></ul><ul><li>Practical problem-solving scenarios </li></ul><ul><li>Varying levels of competence </li></ul>
  12. 12. Virtual learning environment: prototype
  13. 13. Virtual learning environment: prototype
  14. 14. Virtual learning environment: prototype
  15. 15. Virtual learning environment: prototype
  16. 16. Virtual learning environment: prototype
  17. 17. Prospects „ The ultimate test of what is learned is the ability to exploit the knowldege to formulate and solve problems of a practical as well as an academic nature.“ (Wells, Chang, Maher, 1990, 103)
  18. 18. Thank you for your attention! [email_address]

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