Pedagogical Considerations in Developing an Online Tutorial in IL
Journal Club Discussion MeetingLoreena Sandalwood
a.k.a. Eleni ZazaniInfolit ischool, Wed 23 Feb 2011
“Didactic” defined
As:
Having the character or manner of a teacher or instructor; characterised by giving instruction; having the giving of instruction as its aim or object; instructive, preceptive.
Pronunciation: /dɪˈdæktɪk/
Etymology: modern < Greek διδακτικ-ός apt at teaching, < διδάσκειν to teach.
Source: didactic, adj. and n. Second edition, 1989; online version November 2010. <http://www.oed.com.ezproxy.lib.bbk.ac.uk/Entry/52341>; accessed 15 February 2011. Earlier version first published in New English Dictionary, 1895.
Learning Conditions
Settings
Learning GoalsContent
Learning Process
Assessment
Didactic Conditions:
Learning Conditions
Settings
Learning Goals
Content
Learning Process
Assessment
The Didactic Relationship Model
The Didactical Relationship Model (Hiim & Hippe, 1998)
Learning Conditions
Settings
Learning Goals
Assessment
Learning Process
Content
The “Search and Write” Didactic ConditionsDistance Education Students Relate their studies to their
Previous experiences
Student-centred
Process-centred
National Program For Digital Literacy 2004-2008 (Norway)
Undergraduate Level
Postgraduate LevelInformation-Literate &Digitally-Literate Students
Basic
AdvancedLearning Objects (LOs)
Learning-by-doingLearning-by-reflecting
Based on Social-constructivisttheories
Encourages Interaction,Dialogue and Collaboration among peers
Product
Process
Online Feedback is Integrated in the VLE.
Educators initiateProcess-based Assessment
The final presentation will incorporate your input from the discussion anonymously and be made available at http://www.slideshare.net/e_zazani
Discussion
Participants formed an International Discussion Group...
• ...with a multicultural perspective, from:– Australia– Poland– UK– USA
The term “Didactic”
• Both in the UK and the USA, the term brings transmissive connotations.
• It tends to coincide with the action “to teach” but in a more “teacherly way”
Are you involved in creating online tutorials/learning Objects?
• The majority of the participants are designing and developing online tutorials and LOs– for HE and FE students– for On and Off campus usage– to be used by a wide range
of disciplines
The Didactic Relation Model ...
• Was seen as– useful not only for
planning online tutorials but also for planning teaching in general
– Logical– Flexible; different
institutions could adapt it to their individual circumstances
Image available under the Creative Commons Licence at http://www.flickr.com/photos/crystaljingsr/3915514724/in/photostream/
Are there any Information Literacy barriers?
• Some aspects of Information Literacy seem more suited to tutorial format than others
• Student-centred approaches for designing tutorials may fail as it is difficult for many students to recognise their information gap
• “Recognising the information need“ is very difficult to teach in a tutorial!
Image: Information skills model available at http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars.html
Are there any Information Literacy barriers?
• "Google Generation" searchers are more likely to cut and paste the words they are given while web-searching
Are there any Information Literacy barriers?
Other standards (IL or pedagogies), used for planning tutorials
• ADDIE approach – Analyze, Design, Develop, Implement, and
Evaluate (ADDIE) process – The Dick and the Carey Systems Approach
Model for Designing Instruction
Focus on Learners’ needs and contexts
Other Didactic conditions of factors to be considered while creating online Tutorials
• Time needed– for the tutorial to be
completed (length) by the students;
– for the instructor/ lecturer to go through a process-centred assessment
We liked this paper because ...(1)
• It addressed the situation & planning of the online tutorial – (not often seen in articles about tutorials)
• Proposes a “Process-centred assessment”– A very useful approach. Getting students to
talk and reflect about the process through blogs reveals whether or not they have learnt. It can also provide a more holistic assessment rather than focusing on competencies and learning outcomes.
“Process-centred assessment” vs. Quizzes
• Quizzes are difficult to design
• Following links can be seen as a race rather than a learning experience
• Quizzes as a formative self-assessment exercises have proved more effective rather than as a summative assessment.
• Students are not engaged with quizzes if they are not marked.Image: Geek quiz, available under the Creative Commons License at
http://www.flickr.com/photos/bernissimo/920761824/
We liked this paper because ...(2)
• It points up how impossible it is to create one tutorial for "everybody"
Image: 3d boxes, available under the Creative Commons License at http://www.flickr.com/photos/crystaljingsr/3915512282/in/photostream/
What we would like to have seenin this paper....(1)
• How the designers work with different academic staff and disciplines to embed the tutorials within courses
• Whether they run a separate course or module on IL
• How faculty in different disciplines use the tutorials differently
Image: 3D Character and Question Mark, available under the Creative Commons License athttp://www.flickr.com/photos/crystaljingsr/3914729343/
What we would like to have seenin this paper....(2)
• Whether instructors are able to put emphasis on different aspects, while “Search & Write” are being used on face-to-face teaching.
• Evaluation of the project and whether distance education students found it useful and easy to follow.
• Any difficulties in finding partners and initiate discussions with students.
Thank you for coming along!
• Pictures from the meeting and other events I have attended at http://www.flickr.com/photos/45598251@N05/
• I am sending tweets @EleniZazani
• Feel free to download the presentation from my Slideshare profile
Click on the “play” button to see a short video created by Sheila Webber
Alternatively follow this link: http://screenr.com/Nbv
Join us at the next Journal Club Meeting ...
Wed 23 March It will feature Yazdan Mansourian, the Iranian researcher, talking
about his information visibility model