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EIS School seminar May2012
- 1. “Superhighways into the Curriculum and Employability: A Three-Way Collaboration” Serengul Smith Vanessa Hill • Learning and Teaching Strategy – Liaison Librarian Leader – Learning Resources Paula C. Bernaschina Adam Edwards • Academic Writing and Language – Learning Resources • Learner Development Unit – Liaison Manager
- 2. The Beginning – A need for academic and professional development amongst our students – Many students more interested in what will happen after university (jobs) than what is happening at university (academic work)
- 3. Anecdotal evidence – Weak consultation and collaboration between academics, the Learner Development Unit (LDU) and the Library Resources (LR) – LDU and LR academic and professional development activities are carried out during the first six weeks of the term • not enough continuity – Some of these activities overlapped or repeated or were missed within a programme – Some students saw no clear link to a module’s assessed work
- 4. Coming together – Through discussions it became clear embedding employability was an effective way to engage students – CBI* employability guidelines were mapped onto LDU and LR academic and professional development activities – Many of the skills were already being developed in an academic context * Confederation of British Industry
- 5. Click to edit Master title style CBI* employability guidelines Mapping carried out by LR Mapping carried out by LDU “Embedding Employability Attributes into the 1st year Curriculum” * Confederation of British Industry Slide 5 19 March 2013
- 6. Embedding skills – The integration has been carried out at a programme level – to avoid any overlap between modules of a programme – to ensure all students receive consistent standards of academic and professional development
- 7. Steps of Employability Integration Process Split into Modules clusters selected EIS 7 Programme Clusters 8 Modules Programmes BIS1200 formed selected Slide 7 19 March 2013
- 8. Clustered Programmes and Modules Cluster 1 Cluster 2 Cluster 3 Sharing the same 1st year Modules Sharing the same 1st year Modules Sharing the same 1st year Modules Not Not Not BIS1200 BIS1211 CMT1300 Included BIS1200 BIS1211 HRM1110 Included BIS1200 CCM1418 CMT1314 Included CMT1312 MKT1112 LAW1999 1. Business Information Systems 1. Business Information Systems 1. Forensic Computing 2. Business Information Technology & Management 3. Information Technology & Business Information Systems Slide 8 19 March 2013
- 9. Clustered Programmes and Modules Cluster 4 Cluster 5 Cluster 6 Sharing the same 1st year Modules Sharing the same 1st year Modules Sharing the same 1st year Modules Not Not Not BIS1200 CCM1418 CMT1300 Included BIS1200 CCM1418 CMT1300 Included CCM1416 CCM1418 CMT1300 Included CMT1312 CMT1314 CMT1314 1. Interactive Systems Design 1. Computing Graphics and Games 1. Information Technology and 2. Information Technology 2. Internet Application Development Networking 3. Multimedia Computing 3. Computer Science Slide 9 19 March 2013
- 10. Clustered Programmes and Modules Cluster 7 Sharing the same 1st year Modules Not CCM1412 CCM1416 CCM1418 Included CMT1314 1. Computer Communications and Networks 2. Network Management & Security 3. Computer Networks Slide 19 March 2013
- 11. Collaboration between LR and EIS Module leaders identified relevant and appropriate – Lab and seminar activities – Assessed work This was done to carry out seamless integration
- 12. Collaboration between Module leaders and LDU/LR Professionals Slide 12 19 March 2013
- 13. Collaboration between Module leaders and LDU/LR Professionals Bigger Picture Slide 13 19 March 2013
- 14. Modules Hours CCM1418 28 HRM1110 3 CMT1300 12 LR PDE1300 4 TOTAL HOURS CMT0010 13 CCM2426 22 122.5 PDE2251 3 BIS3322 2 BIS3328 12 CMT3320 2 CMT3342 4 PDE3253 1 BIS4430 2 CCM4901 10 NCPM@TP 1 PDE4230 1.5 Slide 14 19 March 2013
- 15. LDU Modules Hours BIS1200 30 TOTAL HOURS BIS1212 10 130 CCM1416 15 PDE1300 5 CMT2326 15 CMT0010 7 BIS3328 12 CMT3320 2 CMT3340 7 CMT3331 9 PDE3223 8 CCM4901 10 Slide 15 19 March 2013
- 16. Academic Writing and Language • Creating awareness amongst students of the link between their academic work and future professional work • 1st year students have two challenges – Becoming university students (academic literacies) – Thinking about preparing themselves for the future
- 17. 2011-2012 First year students Areas focused on so far: – Report writing – Teamwork – Reflective writing – Reading
- 18. Teamwork Seminars – Students took part in a team building exercise (Marshmallow challenge) Lecture – Tuckman's model of team development – Belbin's team role theory – Communication issues
- 19. Reflective writing Discussion – Reflection in our lives – How to reflect – Importance of reflection in computing field Writing – Students wrote a reflection on their role in the team building exercise
- 21. Issues • Inconsistent provision • Progressive programme • Bad timing • Lack of information skills • Teaching methods
- 22. Co-ordination • School plan • Structure • Menu
- 23. Methods • Presentation • Problem based • Interactive • Flexible • Appropriate
- 24. Teaching & learning: basic ideas • Less is more • Cloning • Discussion • Learning by doing • Learners, not the taught http://advedupsyfall09.wikispaces.com/Sara+Woodard
- 25. Interactive • Who we are and what we do • Thinking about resources • Keywords • Hands on try it out • Evaluation
- 27. PDE 1st years
- 28. Materials Room @ Hendon
- 29. Marks • Survey of CCM2426 students • 66 attendees, 22 non-attendees Marks Attendees Non-attendees Commonest mark 65% 50% Highest mark 90% 75% Lowest mark 40% 40% Bibliography 7/10 5/10 commonest mark
- 30. 30.00% Attendee 25.00% Non attendee % of students 20.00% 15.00% 10.00% 5.00% 0.00% 40 45 50 55 60 65 70 75 80 85 90 Mark %
- 31. What they used and why Search tools used Attendees Non-attendees Google 68% 63% Wikipedia 38% 27% Summon 68% 40% Library catalogue 30% 59% Evaluation criteria Attendees Non-attendees Current 89% 59% Relevant 76% 59% Academic authority 67% 41% Easy to read 24% 45%
- 32. Things to consider • Good students • This time next year • Impact • Non-attendance
- 33. Taking it forward • Roll-out framework • Develop activities • Eye to the future • Improve attendance
- 34. Conclusions • Successful framework • Changes have worked • Teaching is more fun • But we can now say... ...Library training gets you better marks!
- 35. Future Plans More fine grained approach to programme design and development – Integration at programme and module level – Spiral development of knowledge, skills and experience via LR/LDU academic and professional growth 08/05/12
Hinweis der Redaktion
- Serengul SmithLearning and Teaching Strategy LeaderPaula C. BernaschinaAcademic Writing and Language Learner Development UnitVanessa Hill Liaison Librarian Learning ResourcesAdam EdwardsLiaison Manager Learning Resources
- Coming togetherThrough discussions it became clear embedding employability was an effective way to engage studentsCBI* employability guidelines were mapped onto modules in the EIS programmesMany of the skills were already being developed in an academic context
- Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
- Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
- Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
- Embedding skillsThe integration has been carried out at a programme level to avoid any overlap between modules of a programmeto ensure all students receive consistent standards of academic and professional development
- Intros:Who I am and AEWhat I doProviding training/workshops for students big part of our remit
- AE and VH identified a number of issues regarding provision of user education:Inconsistent provision: workshopstraditionally provided at request of academic staff on ad hoc basisrarely see all first year students complex module structureNo central coordination of skills within the SchoolProgressive programme: Therefore impossible to develop progressive programme of information literacy trainingBad timing: Insufficient timeWrong time, so not relevant to studentsLack of information skills:Students know how to use technology, but lack ability to find, evaluate and use the information foundTeaching methods: tradition of monotonous demos and death by powerpointTherefore great opportunity for us to work with Paula and Serengul to integrate academic, professional and information skills into the employability skills framework devised by the School.
- School plan: easier to approach staff if our contribution is part a school planeasier to get appropriate time(We have integrated info lit training and academic writing and other skills in to the wider employability skills framework devised by EIS)Structure: avoid overlap and duplication by identifying specific programmes rather than modulesvery little overlap this yearAgreed menu of sessionsIdentified key learning elements for each level eg. search strategy, evaluating information, citation searchingMapped these against CBI employability skills framework eg. finding and evaluating information = problem solvingPlagiarism and search strategy = communications and literacyFinding info for projects = self-managementAnd created into bite sized chunks/modules which can be used to build workshopsAvoid duplication between Library & Learner Development
- Presentation: Concerned about way workshops traditionally presented….death by powerpoint…..teaching ideas….more next slideProblem based – related to current project (relevant and timely)Interactive: Learning through games and group work: Adam attended LILAC 2011 and very enthused by use of games in library workshops. Over Summer we developed a range of activities for each element. (More later)Flexible: Flexibility to plan workshops around specific needs, time restraints and student projectsBite-size chunks allow us to mix and match to form workshop eg. Cannot assume PG or direct entry 3rd year know basic skillsAppropriate to level of course eg,. Wouldn’t offer citation searching to 1st years
- VH had concerns about the way we present our sessions.Inspired by ‘Teaching information literacy in HE workshop’. Attended at CILIP.We teach 3-5 times too muchWhen planning sessions we need to consider what will make the biggest difference given time limitWe try to clone our expertiseWe can’t distil our own experience into a one hour session. We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethicallyDiscussion is powerful:Find out how the students already find info, what they already know, what they wantLearn/discover together: don’t plan searches/demos in advanceWe can learn a lot about student’s understanding from the questions they askLearning by doing is empowering:No demosEncourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etcUninvolved students are less likely to learnStudents should be learners, not the taught:Our role to support and facilitateDisciplinary context is a key influence on student learning ie. one method does not fit all….devised different sessions for PDE students (more later)
- Who we are and what we doThinking about resources gameKeywords: using image to get students thinking about keywords (specific, alternative, related) and then using real exampleThe real thing: relate learning to a projectHands on try it out (Different things for different years)1st years = Summon 3rd years = Summon plus other databasesPG = Summon, databases, plus citation searchingEvaluation using sample search results (website, newspaper article, trade journal, academic journal)PDE students: have taken interactivity much further eg. taking items from special collections into their studio (think about how they can use them), letting them discover art and design collections themselves at HE (mini project) etc.
- Briefly introduced PDE students to the range of resources available, then divided students into groups, each group given mini project:2d-3dOrigami in designUnusual and inspirational objectsInteresting use of sheet materialStudents then presented back to rest of group……discovered the library themselves and how they can use them. Very interactive and a lot of fun.For 1st years this also acted as a positive introduction to HE campus.
- In case not aware, many of these collections located in the Materials Room in The Sheppard Library
- Those who attended average 65%, rather than 50 % for non attendeesAttendees 7/10 for bibliography, rather than 5/10 ie. 20% difference
- Another way of looking at figure.
- Resources used shows better choice of resource by attendees….in the case of this project, very little current info, so Library catalogue not a good choiceEvaluation criteria shows better understanding by attendees ie. Academic authority and currency seen as impo rather than easy to read.
- Are they simply good students?Would do better anyway?What will they remember next year?We can see that workshops had an impact, but will it sustainImpactWill have an idea of impact when see current 1st years in 2nd year workshopsNeed more research into impactBut Huddersfield study shows a correlation between use of library resources and better gradesHow to reach the non-attenders?Third students did not attend CCM2426 workshops (also issues with CCM1418)Student comments show why we need our workshops to be embedded:Already had 4 sessions last year I already know how to use the library“I don’t think library training is relevant...expect to have a real lesson”Survey shows that library workshop did have an impact, but still there are 3rd year students who don’t know how to use the library catalogueBelow 90% attendance apparently has an impact on final degree grade
- Roll-out framework for 2nd and 3rd years and PGsDevelop activities so appropriate for level and not repetitiousEye to the future:Information to help students get jobs eg. finding company information in prep for job interviews using Keynote and BSCLife after Uni: students will not have access to many of our resources once left, so tell thewm about personal membership to BCS, ACM, IEEE etcImprove attendance: any ideasIEEE session 30th May 3pm G229
- Successful framework: virtue for us is that we can manage things betterChanges to methods have worked: survey shows that we have made an impact, plus many colleagues have used and adapted our workshops for their studentsTeaching is more fun for students and for usBut we can now say......Library training gets you better marks
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