665 Session8-pbl&info fluency-s13

Achieving Information Fluency
Via Inquiry-Based Learning
To Increase Engagement in
Building Affective and Cognitive Information Skills

LIS 665 Teaching Information Technology Literacy
Spring 2013
University of Hawaii

Framework for 21st Century Learning
http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=11
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LIS 665 Teaching Information Technology Literacy Nahl 2013

Information Fluency
Information Fluency is the optimal
outcome when critical thinking skills are
combined with information literacy and ICT
skills.

Digital Information Literacy is defined as
the skillful use of information within digital
environments.

3

The Significance of
Context and Immersion
 Acquiring knowledge in the context in which it
will be used facilitates recall and application
of skills and concepts learned.
(Gijselaers, 1996)

 Objective: Engage students in solving real-
world problems in order to develop critical
thinking and problem-solving skills.
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http://www.colleges.org/techcenter/if/if_definition.html

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21st Century Information Fluency http://21cif.com/rkit/newRkit/gettingstarted.html
Digital Information Fluency http://21cif.com/rkit/core_competencies.html
Turning Questions Into Queries
http://21cif.com/resources/features/leadarticle_v1_n0.html
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The Search Process http://21cif.com/tutorials/micro/mm/searchprocess/index.htm
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Theoretical Basis
 Constructivist learning models
 Active learning models
 Discovery learning models
 Collaborative learning models
 Hypothesis testing models
 Reflection learning models

8

Active Learning Models
 Relation between
inquiry-based
learning (IBL),
problem-based
learning (PBL) and
case-based learning
(CBL)

(adapted from Spronken-Smith, R. A., Jennings, J.,
Robertson, J., Mein Smith, P. Vincent, G., Wake, G.
(2000). The Research-Teaching Link at Canterbury.,
2008)
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IBL Basics

10 Model of the inquiry process (Justice et al., 2002:19)

Instructor Roles
 Curriculum designer
 Tutor-Facilitator

 Resource

 Evaluator

 Objective: Involve instructors in multiple roles
as scaffolding to student learning.
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Effective IBL Instruction
 Anengaging social
issue:
 Reflection for, in, on action
 Research
 Discussion
 Interpretation, Meaning,
Significance
 Analysis of relationships
 Explanation, justification of
results, give evidence
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Effective PBL Instruction
 Real-life scenario designed to:
 Challenge participants
 Promote knowledge acquisition
 Develop effective problem-solving skills
 Develop critical thinking skills

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Effective PBL Problems
 Require collaboration with peers
 Relevant to students
 Complex and open-ended
 Require researching information
 No one solution or path to solution

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PBL Principles
1. Learning is student-centered
2. Learning occurs in collaborative environments
3. Instructors act as facilitators called tutors
4. Problems are a stimulus for learning
 Objectives: Put students in the position of
creating solutions to real-word problems in
order to teach them how to create knowledge,
depend on each other for input, and develop
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critical thinking skills.

PBL Process:
Self-Directed Learning
1. Present the problem first and only
2. Students work together to analyze the problem
3. Students brainstorm ideas
4. Students list facts from prior knowledge
5. Students generate questions they need to
answer
6. Each student selects one question to research
7. Each student develops a plan of action
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Self-Directed Learning
8. Tutors assist at every step
9. Action Plans => library & Web research plans
10. Use a variety of source formats
11. Students report new information to group
12. Students review progress
13. Revise hypotheses (questions)
14. Research any new questions
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Evaluation Process
 Students achieve final solution
 Students do peer assessment
 Students do self-assessment
 Tutor does student assessment
 Objective: Involve all participants in
assessment to reinforce a sense of
accountability for learning and for helping
others to learn, as evidenced by the quality
of the problem solving process and its
products.
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PBL & IBL Resources
 PBL Clearing House: a searchable database of
problems tried by others
 http://www.udel.edu/pbl/
 Background and sample PBL and IBL Problems
 http://www.udel.edu/pbl/problems/
 http://www.fhs.mcmaster.ca/pbls/writing/contents.htm
 http://cte.umdnj.edu/active_learning/active_pbl.cfm
 http://iub.edu/~pbltec/wordpressj/jacobs-educator-program/inqui

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Exercise: Map Activities
to ACS Outcomes
 Select one active learning exercise and map it onto your ACS
Outcomes to show how it demonstrates students have
learned from your lesson.
 Map a draft Active Learning Exercise to your PIs and ACS Outcomes.
 Make sure it incorporates Active Learning Principles
(pp. 18-19)
 Identify the evidence it will produce to demonstrate students have
learned new knowledge and skills, attitude change, or completed an
assignment.
 SAOAC includes criteria, outcome/evidence measures
(pp. 9 & 12)
 Audit all exercises to ensure they map to all of your ACS Outcomes.

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Exercise: Usability Testing of
Active Learning Exercises
 Usability testing cross-team match-ups (Share documents
& materials now)
 Identity Team 1 (Driving) Sharrese with
Google Team 4 (Driving) Susan & Arianna

 Identity Team 1 (Driving) online Liz & Jerome with
Google Team 4 (Driving) DeHanza

 Identity Team 2 (Marriage) Kapena & Rachel with
Google Team 5 (Cyber Psychology) Lee & Alex

 Identity Team 3 (Cyber Psychology) Roberta, Zoia & Adam with
Google Team 5 (Cyber Psychology) Rita

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Nahl 2013

Exercise: Usability Testing of
Active Learning Exercises
 Teams test your actual activities with
members from another Team.
1. Select one exercise to test.
2. Introduce it as you would online to the psychology class.
3. Avoid chat during the test, really act as if these are your students
and test it for real, stay in character.
4. Run through the procedures you planned.
5. Team members observe the usability test.
6. Provide feedback for revising the activity.
7. Repeat with another activity until all are tested.

 Revise the exercises based on reviews and
discussion.
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Nahl 2013

Next Week
 Ch 7 Authentic Assessment
 Radcliff et al. Ch 11 Performance Assessments
 Rosen

 Hillyer et al.
 Identity Teams final materials, evaluation
instruments, and working links
 Google Teams final drafts of materials and links
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665 Session8-pbl&info fluency-s13

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