Upload
ukcopilot
View
220
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Slides are from the CoPILOT in Scotland event, sponsored by the CILIP Information Literacy Group, held at GCU on 12th February 2014. Presentation highlights the design, development and evaluation of a suite of online learning tutorials at the Institute of Technology Tallaght (ITT Dublin). These open educational resources, covering research, referencing, plagiarism and core academic skills have been shared and adapted for reuse nationally and internationally.
Citation preview
Philip Russell
Deputy Librarian, ITT Dublin
CoPILOT, Glasgow, February 12th 2014
Creating and Sharing Information Literacy OERs
Overview
Background / Context
OER Development
Sharing OERS
Future Directions
Institutional context
•Institute of Technology Tallaght (ITT Dublin), South Dublin, founded 1992
•Range of courses - higher certificate to doctorate level
•Research & innovation focus
•Approx. 4500 FTEs
•ITT Dublin 3 level IL framework
•Student centered model
•IL development - ongoing strategic focus:
- ITT Strategic Plan (2009-2014)- ITT Teaching & Learning Plan (2010)
Information literacy context
•Rationale
- Address student IL deficiencies- Enhance face to face approach- Embed IL into academic modules
•Secured HE funding
•Project plan - work commenced May 2010
•OERs needed to be created from scratch
Planning for OERs
How To tutorials:
•Interactive online learning tutorials
• Self-directed learning / 24x7
•Research, referencing plagiarism, academic skills
•Audience / intended use
•Reusable under Creative Commons
•OERs created with Articulate Studio 9
- Generates engaging content / quizzes- Non technical / easy to use functionality- Publishes files to flash format- SCORM compliant
•Leeds University tutorials
•Input from learning technologists
Development tools
•Pedagogical training
- learning styles / methodologies / assessment- online instructional design
•ICT training
- eLearning software- Image editing – Photoshop- Web editing – HTML,Dreamweaver, CSS
Training
•Generic learning outcomes
•Constructivist approach
-higher order cognitive skills-active learning-interactive activities / quizzes
•Assessment tasks – summative / formative
Instructional design
•Detailed storyboarding
•Sequenced learning structure / self-paced
•Use of visuals / logo
•Language / consistent font / bullet points
•Accessible
Content design
•First batch of tutorials live in September 2010
•Extensive usability testing / feedback / piloting
•SCORM (sharable content object reference model) 1.2 compliant
•W3C AAA (Web Content Accessibility) Guidelines 1.0
•Available via multiple delivery platforms
OERs live
•Tutorials integrated into Institute VLE
•Quizzes facilitate grading / assessment
•Reusability of tutorials facilitate collaborative course development
VLE - Moodle
•OERs - integrate IL into academic courses
•Blended approach – face to face and online
•Learning to Learn module
•December 2013 – OERs embedded into over 42 modules
Implementation
IL for year 1 marketing
ContextIL for first year marketing students
- delivered as part of a 5 credit module
‘Business Communications’.
Library contact hours: 2 (lecture/workshop).
Learning outcomesIdentify different sources of informationCreate an effective search strategy.Be aware of plagiarism and how to avoidKnow how to cite sources correctly
Learning activitiesLecture, in-class practical work, interactive
class discussion, group work, online library tutorials.
AssessmentQuizzes in online library tutorials via Moodle
worth 10% of total module mark.
Moodle – grader reportMoodle – grader report
•Range of evaluative techniques
Evaluation
SurveyGizmo
Google Analytics
Moodle
NDLR
Focus Groups
Informal
Feedback
OERs – usage statistics
Student:
•Greater knowledge of information resources
•Independent learning
•Facilitates transition into third level education
Feedback
Staff:
•Value of OERs to academic modules on VLE
•Accessibility of resources
•“Tutorial should be given to 1st years before a first assignment is given. I am a 3rd year and this is the first time I have undertaken this resource on plagiarism” 3rd yr business student
•“Tutorial was engaging - a great way to find out how to organize and apply the skills necessary to complete a literature review” 4th yr science student
•“Innovative resource, have added to my courses on Moodle & will mention to colleagues” humanities lecturer
Some comments
•Staffing / time
•Limited training - pedagogy / instructional design
•Technical / functionality / accessibility issues
•Regular updating
•Diversity of student body
Challenges
•Staff - training/workshops
•Library Committee / Academic Council
•Department meetings / programme boards
Internal promotion of OERs
•Student - induction / registration/ IL events
•Web – dedicated IL home page
•Social Media / Moodle
External promotion of OERs
•Conferences, seminars, workshops, professional networks
•Online repositories – national / international
•Publications
Sharing OERs
•Enriched student learning experience
•More consistent approach to IL delivery
•Skills development / expertise / software provision
•Greater collaboration / community of practice
•Share best practice
Value of OERs
•Apply for funding
•Design, evaluate, improve
•Promote, share, reuse
•Lead by example
- Build on existing librarian skills
- OER advocates
Lessons learned
Develop
Audio / video
Translate
Mobile
Integrate
Share
Future Directions
?? ??? ?
Check out the ITT Dublin library OERs at:
http://library.ittdublin.ie/screens/tut.html