‘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…

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…

#chartership – update

On Friday last, I had a very interesting conversation with a colleague who gave me some very good advice concerning my lack of skill in the reflective practice business of chartership. She’s recently become a Fellow and said that she found this a great aid to organising her thoughts and reflections. She told me (and it is common sense, really) to ask other colleagues, with whom I have worked on projects (including herself) about the impact my involvement has had. So, I’m thinking about the work I did for the consolidation and asking those colleagues whom it affected, and my work with e-journal purchases and investigation.

The more she spoke, the more I thought ‘hang on, this is probably what I would be telling someone if the roles were reversed’…and realised that the problem with my reflection is that I dont apply the techniques to myself…do as I say, not as I do, kind of thing. Probably comes from being a mother! I do know where my ‘do-er’ aptitude comes from: dancing. As a child I learned by doing the steps/poses, not by being told how to do them, this being a physical, rather than mental, exercise. Ergo, kinesthetic, pragmatic learner…

So what? I ask myself, in the true style of reflection…in future (as with this post!), I will endeavour to coach myself, as I have learned to coach others, and apply a little thought rather than jumping in with both feet, before I pursue any activity. For me, this will be breaking the habit of a lifetime, but, hey-ho, let’s try! It’ll be interesting to find out what I learn about myself along the way. 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…

(What) to blog, or not to blog, that is the question…

I don’t think I’ve mentioned this before, but I am currently working towards Chartering and a part of the portfolio is a reflection of where you are at the beginning of the process and where you are at the end…now, I found out I’m not very good at this type of study while I was doing my teaching portfolio. I can write descriptively, but not particularly analytically. Part of the reason for this blog is to set down my thoughts on issues that affect/stimulate/annoy me, and to reflect on them – as I used to in my diary as a younger person (but without the wistful sentiments about a certain rock god, music and boys in general! )

So to help me with this, I’ve decided to start a reflective journal, as well as this blog. However, I immediately hit a stumbling block: what to transfer to my blog? If the idea is to be able to organise my thoughts for my blog, and to use that as a tool for reflection, what should I blog and what should I avoid?

The impetus for this musing was one of the issues I tackled in my reflective journal last week: a sensitive issue regarding a member of staff who I manage…so, having made the decision to stay away from such sensitive material, is this defeating the idea of my blog? Given that my posts go straight to my twitter and FB feeds, I think I must be very careful of what I transfer to my blog.

…and, as usual, this has sent me off on the tangent of how we teach information literacy to our students! We teach them how to construct effective search strategies, but it has only become apparent recently (after some high-profile cases in the media) that we need also to teach them how to use social media responsibly.

…and, also as usual, this task has fallen on the library profession (because we are innately responsible or because we are at the cutting edge in technology terms?). As mentioned before, we have problems getting our students engaged in social media for study, but we can turn it on its head and show them how to behave sensibly online. Recent research suggests that potential employers now look at our online presence before they even meet us and so giving a good impression very important.

BUT…this then leads to debate about freedom of speech, prejudice, etc. Should we really be so wary of stating our beliefs for fear of such reprisals? My initial answer is no, but I believe we can be honest about our values without compromising our online presence…something that’s just a bit alien to me is tact (on occasion!) but I know I can be true to myself and my values and opinions in a way that isn’t offensive and wont compromise my future career! Watch this space…

Pick your own: Literature reviewing tools – www.InfoToday.eu

Pick your own: Literature reviewing tools – www.InfoToday.eu.

Just got this through on an email and was very interested in this article, particularly as I haven’t had the opportunity to do much research recently.

I was interested in it because we have a particular driver at the minute in how we can better support our researchers (not previously having been a research-intensive Uni). However, for REF 2020 we have a priority to be a top 50 Research Uni and to do this we have a Uni-wide strategy to strengthen our support and interaction with research.

Now, I am quite organised but while doing my MA project I found that all the organisational skills in the world won’t help you if you don’t have some sort of management tool, and at the time the only one open to me was Endnote. Not to dismiss it’s usefulness but I personally didn’t find it particularly intuitive (which is a shame as it’s the one we use here!). So I was interested in this article as it covers some other tools that might be more to my liking and also that I could possibly be promoting to our researchers.

Anyway, I will be sure to be trying some out in the future, so please, watch this space…