‘Flipped Classroom’ and ‘Flipped Learning’.

Changing the way we do things…

Previously with our first year undergraduates we have had a one hour introductory lecture to research skills. This lecture has never really worked well for me – I felt it was not interactive enough and that it was very dry…however, I persevered.

This year, I couldn’t get the lecture timetabled for two of my courses – the usual packed timetable for Level 4’s couldn’t accommodate me. However, the students need this input before they come to the workshops in order to have some context in which to work.

So, I decided to turn the one hour lecture into two short videos: the first about searching for information and the second about evaluation, information management and referencing. These would then be sent to students a week prior to the workshops with the instruction to watch them. Below are some of the responses I had in the workshop evaluation, to a specific question on their learning outcomes:

Level 4 responses to workshop – some examples

What is the most important thing you have learned today?

  • Useful information on how to refine searches effectively and efficiently. Also, clearer understanding as to how referencing should be practiced.
  • The important thing I have learnt has to be knowing where to find hidden articles and journals for my modules/course and also having knowledge to reference.
  • Being shown how to use ” and * in the search box to help find as many primary and secondary sources as possible to help with assignments.
  • How to search a database to find accurate resources
  • How to search through databases and find journals and books
  • how to find the resources for my course
  • How to search a database properly
  • How to refine searches and search for specific phrases and truncations.
  • How to find appropriate literature for my course.

 

These comments highlight how important it is for our students to have these skills. They will go out into practice and need to use these skills to make clinical decisions and find evidence-based practice to make these decisions with.

I found that providing them with introductory videos before the session worked really well – I had the academic tutor’s support and reinforcement that they adhere to the ‘flipped classroom’ approach, which helped. We could then focus on applying the knowledge they had gained from watching the videos to their assignment topics.

With the positive comments I received, I will definitely be using this approach this year with all of my first years. I plan to develop the videos a bit more (we use camtasia) to include our new look interface for Library Gateway, so that students are familiar with the functionality before they attend the workshops. Watch this space…

Reflections of a conference-goer!

So, recently I attended two conferences. The first, a teachmeet at Staffordshire University, on Accessibility in Libraries: http://libguides.staffs.ac.uk/teachmeets/dec2016 and the second, the Social Media in Higher Education conference held at SHU: https://blogs.shu.ac.uk/socmedhe/?doing_wp_cron=1482161724.6725330352783203125000

There’s even a twitter hashtag! (Of course! :)) #SocMedHE16

Both conferences were vibrant, exciting and full of good and useful ideas! I cant possibly cover all of the stuff that I experienced and contributed to so I will choose carefully and give the highlights from both, for me…not forgetting to talk about what I am going to do with my newfound knowledge and skills!

So, firstly we had a Key-NOT (not a Key Note) speech for the SocMed conference, which involved us having to work in teams to produce a bitesize online resource, addressing one of three principles:

  1. Learners are active producers AND consumers of knowledge
  2. Learners maximise on community and networks: personal/learning/professional
  3. learners take ownership and responsibility for aspects of their own learning

Our team (The Blue Fridays) decided on a padlet, which I created, that could be shared throughout the learning community, with the idea that people contribute good ideas/time-saving tips/online information and resources that support learning. Padlet here: https://padlet.com/k_dolman/8u9xm9jld8m1 None of my team had used padlet before, so I had to explain how to use it and the benefits of the collaborative nature of the application. We didn’t win, but it was a good idea and I will definitely use Padlet again for this type of thing – ideas sharing.

At the teachmeet, the thing that really jumped out at me was that I hadn’t really thought about accessibility in the HE setting. We have a Disabled Students support team and also a team that supports students coming from care and those with caring responsibilities, as well as those who experience hardship during their studies. These latter are supported by the wellbeing service. But it was such things as ebook accessibility that really got me. How had I never thought about the fact that some students would find ebooks challenging? Not only from the ‘I don’t like to read things on a screen’ viewpoint, but for the fact that not all platforms provide accessibility functions (such as ability to make text larger etc). I also encountered the phrase ‘print impaired’ which means not only people who are visually impaired but those who, for whatever reason, have little or no ability to process print in any format. Ergo, simply making the text larger isn’t helpful…

So what do we do? Well, there’s a project happening at the moment, that an ex-colleague of mine is involved in, called the Ebook Accessibility Audit I passed this information on to our Library Support Team (LST), who also deal with accessible formats. For me, I just need to be aware of it and, when I am told that a student requires accessible formats by the LST, ensure that we can support the student to the best of our ability, whatever they require. This includes me factoring in providing teaching materials in accessible format for that student, so keeping a record of the name and the course is definitely something I need to do.

The other biggie for me from the Teachmeet was the Universal Design for Learning, which really we began with our project to build up a series of core slides for teaching. The UDL takes it a bit further though, incorporating the need to address different learning styles and formats and different levels of ability. Techniques include scaffolding, familiar from my teacher training days and also developing and keeping engagement. This week I had two very long sessions with the Paramedic students – 3 hours each – and I decided to try something that I used to use with the FE kids: get them on their feet and moving about, during the session. So, in the break between the induction and the intro skills, I put up three pieces of paper on the subject of how confident they would feel at that point if they had to search for a piece of academic literature (this was before I had said anything about authoritative sources). They each had a post-it and had to put it onto one of the sheets. The three themes were ‘confident’, ‘ok-ish…’ and ‘not confident’. I mostly got the ‘ok-ish’…

The activity worked well and helped to raise the energy again of the session – after they had been seated for half an hour, getting up and moving enabled them to stretch their legs, get a bit of oxygen flowing again and wake them up! 🙂 This is a tried and tested teaching strategy and one I have used before. It worked well this time with the added bonus that it got them chatting about how they search – good for me because the first question in the next part of the session was about where they would go to find a resource they have been told by their tutor to read.

I was telling a colleague about this stratagem after the sessions and he has now asked me to guide him through it so he can use it with his first years. I reckon you could do it on Kahoot, but for my purposes it was about raising the energy in the session and waking my students up. I challenge anyone to sit through three hours on a PC without their attention wandering at some point! 🙂 Anyway, it’s something I will definitely use again and it also served to help me know what level to pitch the class at – if I’d had mostly ‘not confident’s I would’ve pitched it to the lower end and slowed down. As it was, I showed them some tools that we wouldn’t normally with first years but I felt that they would be able to cope. The feedback so far has been good, but…watch this space…

 

long time, no post…

Well, after putting this on hold for the past year, I’ve decided it’s finally time to take up the reins again and get back on the Chartership wagon. I had my first meeting with my new mentor last night and it was very positive. I’m happy to say that I now feel incredibly motivated and have tentatively suggested that in one year’s time I will be able to submit. Let’s see if I can do it third time around!

In terms of what I have been doing, though, I haven’t exactly been idle. We had a massive restructure at work, which saw me take ownership of all of our Allied Health courses, as well as retaining my responsibility for the post-grad Specialist Practice Nurses and some of our CPD courses. So I now have new areas to get to know (ODP, Para, OT and Physio) – liaising with the staff, committing to teaching, getting to know the different styles of studying…

It’s all very challenging and has sometimes pushed me way out of my comfort zone. I’ve learned not to automatically say yes to everything (which is my nature – I’m a librarian!), but to consider requests carefully and respond with the best possible solution for all. One example was very trying –  L6 lead wanted me to do four, two-hour sessions for the students, who had already had our L6 content at L5. Lead eventually acquiesced when I suggested that the students wouldn’t find a repeat useful and that I would provide a drop-in session for those who really needed help. I wasn’t saying no, I just didn’t think that this was a good use of mine and the students’ time.

On a professional note, the other reason this went on hold for some time is that I was encouraged to get my Fellowship of the HEA. I already do have a teaching qualification but it is for FE. SHU has a strategy that all staff involved in teaching should have a requisite qualification for HE teaching. Ergo, I had to do it. So, I did the Associate Fellowship route, as I don’t do any formative or summative assessments in my teaching. While I was going down this road though, I spoke to the lead for the Post-Grad Radiotherapy course, who said that she would be happy for me to be involved in the assessment side of her course. So now the dust has settled, I think that will be something I will pursue with her for next year…one of the elements I am looking at developing with this is my involvement in teaching. So, this is a good excuse!

I’ve also done a bit of cycling – did the Way of the Roses last summer over 4 days…181 miles up some very steep hills! I also fractured my shoulder 6 weeks before attempting this epic, after cycling into the back of my partner and not getting out of my clips quick enough to avoid hitting the deck at 20mph! Ouch. Learning point – got rid of clips. I’m obviously far too accident-prone and clumsy to cope! 🙂 Loads of cycling over this summer, including a few days in Lincoln, which we cycled to from home (and got lost!) and loads of tours of the Peak District!

So, what next? Watch this space…

Reflections on my job (part 1)

I was recently linked into a blog post on this site: https://23librariansengland.wordpress.com/2015/02/ through the Jisc email I subscribe to. The blogger, Virginia Power, was asking for volunteers to be featured on the site and, being a busy-body, I thought ‘why not’. (The other hook was that she mentioned the magic word ‘Chartership’!).

I had to submit a photo (yuk!), and answer a few questions, which gave me the opportunity to reflect on my career, choices, pathway and current position, which is really what I need. The structured approach to the questions allowed me to focus, where I usually find this difficult in the extreme!

So, here’re my answers. I’ll be linking to the blog post when Victoria does it, but wanted to also have a post here:
How did you first get into the information and library profession?
I began working in Libraries as a part-time Library Assistant with Wolverhampton MBC (as it was). I had been training in Accountancy and Finance with WMBC but fell pregnant I couldn’t go part-time in this job so I got a part-time job in the library service.(Can you imagine not being allowed to go part-time for childcare reasons now?!). It was going to be temporary until my son started full time school. That was 24 years ago!

After a few years I moved to Walsall MBC to take up the same post but on a higher scale. I stayed there for 13 years, moving around different areas of the library service, including Acquisitions, before I decided I really wanted to become a qualified librarian. This was quite ironic as I had told my manager in 1997, when he offered me the opportunity to do the BA day-release at Birmingham, that I didn’t want to be a librarian! Since then my career has been varied; working Local Studies and Heritage library roles, college and schools roles and finally moving into academic librarianship.

What qualifications did you take?
I got my Masters in Librarianship from the University of Sheffield in 2007. I uprooted my Black Country family to the wilds of the Peak District to get my qualification! Prior to this I took a career break and did a PGCE to enhance my career prospects. Even back then I could see that teaching was becoming a big part of my job.

I am currently pursuing my Chartership, as well as an FHEA qualification. I don’t believe in letting the grass grow!

What is your current job title?
I’m an IA, Information Adviser (Subject Librarian!) for the Health and Wellbeing Faculty at Sheffield Hallam University. I am responsible for Radiotherapy and Oncology and also for our Nursing courses, which I share with two other colleagues as the cohort is huge! It’s my dream job and I still can’t quite believe I got it!

What does your job involve?
I work with students and staff in the University, teaching information literacy showing users how to get the best from searching databases/library catalogue/etc, and providing resources. I do a lot of promotion work, liaison and PR for the library service, to staff and students as they are often unaware of the value we add to their studies. I don’t work on the frontline any more, but I do see both staff and students for class and individual sessions to either build on teaching I’ve done on their course, or to support them using some of our resources, such as our reading list technology.

I manage the physical and online collection for my area, making sure we have all and enough of the necessary resources to support the courses we provide. I make sure we have enough copies of texts for the amount of students we have and, where possible, I buy e-books, as we have a lot of distance and at-distance learners. So I do some acquisition work in buying in resources for the subject areas I cover (books and journal subs). I also support staff by advising when new resources and new copies of resources become available.

While we don’t work on frontline any more, we still have to provide back-up support for the helpdesk staff. This role is called ‘Duty Adviser’ and is basically ‘Ask A Librarian’! Any helpdesk enquiries that the helpdesk staff feel they should pass on will come to me. I will either deal with them if I can, or I will pass the enquirer on to the relevant person; ie if it is a specific subject enquiry I will log the query and this will then go to the IA for that subject. I will also check to see if there are any enquiries for me, such as students in my subject area requiring subject support.

Can you describe a ‘typical’ day?
Ha! I don’t think there’s such a thing as a ‘typical’ day in library and information work, although mine tends to involve quite a bit of tea-drinking!

Due to the nature of HE our work tends to be cyclical. Some times of the year (September and March) we are much busier than usual, due to the amount of teaching we have to do. At this time of the year (February) we are concentrating on purchasing and spending our budgets to enhance our collections and gearing up for the Mad March Teaching Chaos.

Currently then, my day involves answering a lot of emails, generally first thing in the morning. Then I will drink some tea and get to grips with the day. Today I have a teaching planning session with a colleague with whom I team-teach. Then I have two sessions with academic staff; one to do some teaching planning for her MSc students, then to help another colleague to put together a list of resources for a module which will then go into our reading list management system (RLO). I will help her do this too.

After lunch I will return to emails, check there is nothing I need to follow up, and then I am Duty Adviser for the rest of the afternoon. So I go into the ‘dungeon’ and wait for contact from the outside world…during this time I will check the queries system and allocate any outstanding enquiries! I may have to stay to deal with enquiries, as you would on a helpdesk, but if there aren’t any I will have some more tea and go home…

What skills do you think are most important for today’s information and library professional?
You have to be flexible in this job. The nature of library work is such that it is always seen as a soft target whenever budgets get cut, and if you are flexible, you make yourself indispensable by being prepared to try anything.

A certain ‘gung-ho’ attitude is also invaluable, in all areas of library work. I thought when I moved into academic librarianship I wouldn’t be asked to be everything to everybody, as is the case in public libraries, but I soon found out I was being naïve! One evening shift included a student coming to the helpdesk with a tin can stuck on his finger. He asked me for some scissors to cut it off, but I got security to come and sort him out, after which I commented to him that my five year old son had once done the same…so, be prepared to deal with anything and everything. It’s not just about books!

What advice would you give to anyone considering a career in Information Management?
For new professionals I would say be prepared to do jobs you might not have envisioned doing when you decided to qualify. I had a really limited CV when I went to do my qualification so I decided to take on roles that were outside my experience and comfort zone. Working in the school and college library was certainly character-building! I took on short term roles as well, a strategy I know a number of friends have also adopted post-qualification. It worked for me, but you have to be prepared to have a certain amount of uncertainty, and gumption, to make it work.

Network! Get to know your colleagues and also other people working in libraries in your area. A good way of doing this is joining CILIP as you can participate in your local group. Also, get to as many training courses as you can; this is good for your CPD as well as networking opportunities. I wouldn’t have the job I now have if I hadn’t followed this advice!

Also, be prepared to be exhausted and frustrated some of the time, as you will sometimes find yourself in situations that you may find challenging!

BUT…it’s rewarding and gratifying work and I would never in a million years consider going back into Accountancy, even though it pays much better! I wouldn’t change my career decision for all the tea in China (or all the wine in Chile!)…

So, as I am constantly asked what I actually ‘do’, when I meet new people, here’s the answers! We’re going through a restructure soon, too, so my job will doubtless change again…watch this space.

New Job

This is a really quick post (where’ve we heard that one before?!) to share an update. I’ve started my new job and it’s really enjoyable. Still a little uncertain about some things but my manager and I had a review of the first two weeks on Friday and she is happy about how I have done so far. It’s a very different environment and the way the library interacts with the faculty is different too. But I’ve been assured that this institution is unique in this respect and not to try and benchmark it against what I have experienced before.

 

Learning activities this week include: introducing myself to my new faculties, getting to grips with my programmes and a different way of teaching, learning how to use sharepoint (not something I’ve ever come across before but similar to googledrive), remembering people’s names!

 

I’ve a fair way to go yet, but am looking forward to the challenge. Need to get going on the chartership again but, having lost three weeks of my life to the TdF, it’s hard to get going again! Watch this space…

Reflection on ‘Collaborative Approaches to IL’

I recently attended a conference entitled ‘Collaborative Approaches to Information Literacy’ hosted at MMU by the CILIP Information Literacy Group. The day comprised five presentations/workshops from librarians and practitioners working in IL. Below are some musings on some of the issues that I found particularly interesting/stimulating/worth pilfering.

What happens when your degree doesn’t make you fit for the workplace? An interesting story was told regarding an English Graduate who was going for media jobs. Are we teaching students to get a job or expand their knowledge? For me, we should be doing both, really and this is where IL comes into its own as it is a transferable skill that feeds into the workplace.

UoM talked about ‘clarity’; making students aware of what we already do, what their skills are and how they can transfer these into their wider life. Their ethos is to facilitate students into being what employers want, rather than just telling them what employers expect. They realised students waited until crisis point before asking for help and so their strategy is based around developing student skills to help them support themselves: essentially being independent learners.

They talked about the value to the session is in using prior knowledge (what do they already know) and exploring what happens after (where do they go with it?). Their focus is on positives: not about where the gaps in student skills are are but about positive improvement; no levelling – they wanted to open out to learning that might happen, rather than pedagogical learning. Also considered in the strategy is to promote the positives of referencing – it’s badged as joining a tradition hundreds of years old; the correspondence of the learned population was merely them holding up their research in the light of other’s findings. Essentially a form of gossip as it showed whom they had been ‘talking to’! Ergo, non-negative badging…

After the degree? We teach IL using Uni resources, but what happens when students go into the workplace and don’t have access to subscribed resources? ‘Outduction’ at UoD (Buxton) are sessions on how to use the knowledge and skills they have developed in three years at Uni, turning them into real world skills. Edge Hill’s ‘Steps to Success’ programme includes session on how to find information in the workplace, covering things such as how to adapt to the information environment in the workplace, finding and recognising credible information and accessing resources as an EHU alumni. The programme also includes sessions on how to promote yourself online and report and presentation writing skills.

So, there’s some very innovative work in IL out there. I like the idea of an ‘exit session’ like the outducting of UoD. I’d be interested in taking something like that on, to build on my experience of teaching on the basic skills sessions in my PGCE, as they are very similar in application. I’m resolved to looking into this in more detail, possibly contacting the folk at UoD to ask some more questions and then mention it at my next review to see if it would be feasible to pursue. Watch this space…

MOOC(ing) Around Again!

#ocTEL
I’m doing a MOOC again, this time about Technology Enhanced Learning. I have to admit, we don’t do a lot of this at my institution; the focus is still on face-to-face or traditional lab learning. However, some colleagues have made inroads into webinar teaching, with varying results.
My impression of TEL is that it is very subjective to the area of study. For example, our A&D students (unless they are doing GD or some such course) probably won’t be using much in the way of technology as most of their stuff is still in printed form (I know this because, as manager of the serials collection they cause me some considerable headaches!). Whereas our tech students in Computing or Science, say, do engage more with the use of technology for learning.
So saying, I’m part of the Social Media Team and we are very aware that our students don’t use these platforms for studying. They will tweet if it’s too noisy in a study area, but generally if they have an information query they will come to the helpdesk to speak to someone. I’ve encountered very few information enquiries via twitter or FB, and these tend to be from overseas or distance students who are using these communication channels generally to be pointed in the direction of the relevant subject librarian.
One of the reflective questions this week is ‘[Am I] leaning towards one approach in particular on ocTEL, and if so why might that be? Perhaps you are employing strategies from more than one approach?’. The approaches to learning under discussion are ‘deep’, ‘strategic’ and ‘surface’.
I’ve always been a strategic learner: maximum gain for minimum effort. So, I use knowledge already acquired and assimilate this into a strategy for expanding on this learning without too much effort! Ergo, this blog post! I know quite a bit about social media and learning and so I am reflecting on this bit of TEL; the use of social media as a learning tool (discussed a bit further down in the post The Joy of Facebook).
For the purposes of this MOOC, my approach is mostly strategic, with a bit of surface thrown in, as I havent got too much time to devote to it. Plus, I wont be graded on it, so I am not too worried about being top of the class, as that isn’t the point.
As to social media being a valid learning tool…well, again, I suppose this is completely subjective and moves into the area we will be exploring in more depth next week. Watch this space…