Curiouser and curiouser: How curriculum change can inspire a creative approach to information skills development
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Angela Davies & Deb Taylor
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Curiouser and curiouser: How curriculum change can inspire a creative approach to information skills development
- 1. What do you call these? 1 http://www.freeimageslive.co.uk/free_stock_image/bread-rolls-jpg
- 2. Curiouser and curiouser: How curriculum change can inspire a creative approach to information skills development. Angela Davies Deborah Taylor
- 3. • changes to modules eliminated the majority of our teaching • SHU focus on enhancing teaching practices • discussions about the future of IL provision within our department Critical review - LIS practices and sector Drivers for Change Extensive communication, created an "offer" that could be marketed Developed an Information Skills competency framework Created new set of materials and teaching approaches
- 5. Self- directed learning (self discovery) Problem based learning Practical work/Micro Research Flipped Classroom Resource centred/ facilitated discussion Teacher directed learning Critiquing Bread Rolls Books v articles Library Search discovery Limits Game Pre- session work Searching for dissertation topics Post-class work Activities that contain group work
- 6. Self- directed learning (self discovery) Problem based learning Practical work/Micro Research Flipped Classroom Resource centred/ facilitated discussion Teacher directed learning Critiquing Bread Rolls Books v articles Library Search discovery Limits Game Pre- session work Searching for dissertation topics Post-class work Activities that contain group work
- 8. What next? • opportunities presented by restructure (Library and Student Support Services, LSSS) • consolidating academic skills support (writing, critical appraisal, literature searching, researching, information management etc.) • strengthening support for specialist learning and teaching needs • development of online materials and remote support services • peer review and enhancement activities 8
Hinweis der Redaktion
- Get the audience to shout out what they would 'call these' Lets apply this idea into an assignment "The assignment we are working on today is based on the topic of 'why young girls tend not to play sport after they are 14'?" "The population of the topic we are looking at refers to young girls, how else might someone describe this population, just because a word immediately occurs to you or it is in the assignment it doesn't meant that that word will be the one used by all researches what alternatives so with have with this example".
- Jo "Welcome, I am Jo Dobson information adviser for sport and this is my colleague Deb Taylor a health information adviser. During the session we are going to give you an insight into our teaching experiences over the last academic year, following on both from some curriculum changes and new university initiatives." Deb - Sheffield Hallam University is a large, modern university. We are part of a team of 4.6 FTE advisers, who along with Angela, support 8,500 students in the Faculty of Health and Wellbeing. In the last academic year our team taught for over 600 hours, which we think is a lot, though health courses generally have a greater requirement for IL teaching because of the need for students to become Evidence Based Practitioners.
- There were three main drivers for our changes to our IL teaching changes to modules The University decided to remove all L4 10 credit modules, including the modules in which our health teaching was embedded, which potentially eliminated a large chunk of our teaching in one fell swoop. We needed to make sure that our IL teaching remained embedded in our subject areas. Another driver was Sheffield Hallam's focus on enhancing teaching practices and student-led activities, and we wanted our teaching to fit with the university's T&L vision. The final push came from discussions within Library and Information Services about the future of our IL provision, and the impact any changes might have on the team. When we started this project we knew a restructure was on the cards but we didn't know what the new department will look like in September 15. We needed to ensure our plans anticipated likely departmental changes. As a result we did several things: We critically reviewed our existing teaching approaches and materials (more details coming up) and we explored practice within the sector (both the approaches to teaching and materials). We reviewed current literature. Key things we learned were that there was a big shift to online delivery and use of the flipped classroom approach. Developed a framework of IL skills competencies that we would meet from levels 4-7 for health, social care and sport courses. The framework was built on developing lifelong skills and inspiring curiosity to learn more, and the focus was very much on skills not tools. Created a teaching "offer" that we could sell to academic staff, which specified number of teaching hours per level and the mode of delivery. Communicated extensively with academics and the course timetablers. Academic staff agreed to our framework and found a new place for our teaching within their subject areas. Created new teaching materials (and we'll expand on this in a sec.). We adapted some materials from other institutions, wrote lesson plans, and got our team of advisers on board, as the new provision was a major change for those of us who weren't involved in the writing process. Angela, Jo and I ran sessions to update the team on our progress, and we all participated in events such as theatre speaking skills, engaging large audiences, and teach meets.
- I’m going to go back to the second driver for change, which was SHU’s focus on enhancing teaching practices, to look at our Teaching audit and our development of new teaching approaches. The Changing the Learning Landscape initiative, created by JISC and others, discussed how to increase the use of technology in teaching. *) Sheffield Hallam contributed to this initiative by creating a Menu of teaching and learning approaches. Teaching staff could gain ideas of new T&L methods and the technologies that could support different activities. Our main aim was to deliver more engaging teaching and learning but our increased use of technology happened naturally as we achieved this. *) Attached to the Menu was this reflective document which we used to audit our current teaching, and I'll show a larger version on the next slide. I, personally, was shocked at the results of our L6 workshops as it became clear that we only incorporated two teaching and learning methods. These were Teacher-directed learning, in which the adviser stood at the front of the class and demonstrated more advanced aspects of a nursing or medical database, during which students often complained that "they'd done databases" at L5, and this database demonstration was followed by Student-directed learning, in which students sat alone at their PC and searched for their dissertation topic. One contributing reason for the flatness of the session was that our workshops were timetabled too early in the year for students to have thought of their own topic and as a result they spent the majority of the workshop wondering what topic to choose. When the students left the class the advisers felt that students had not engaged and had not gained or applied new IL skills during their 90 min or 2 hour workshop. Before we designed our new materials we decided that we'd preserve our face to face teaching, but that online materials, a flipped classroom approach and student led activities would be important elements. A flipped classroom is where the students do their learning before they come to the workshop, and we wanted to exploit the value of having an expert librarian in the room with students, so that instead of just having Knowledge of library resources, we could help the students reach higher levels of learning, such as Applying what they'd learned and Evaluating it. *) Jo will talk about some of the learning activities we created and I'm going to focus on our new L6 activity. Here are some of the engaged, smiling, learning radiography students in their workshop in March.
- *) I'll just describe this table which I've adapted from the reflective document on the previous slide. On the left are some of our new activities and at the top are the learning methods that the activities incorporate. Most of the activities contained group work, apart from the pre and post sessional activities. None of the activities had Teacher-directed learning as a focus, though in between the activities we didn't rule out talking to the students. Jo will expand on some of the other activities.
- *) The L6 activity actually began before the session as we used the flipped classroom approach and, via a message on the VLE, we asked students to watch two four-minute screen casts of generic search tips. Sticking to our "skills not tools" mantra the videos focussed on transferable search skills rather on the specific database. Happily nearly all the students watched the videos and at the beginning of the workshop they were able to engage in a Facilitated discussion (or a brief chat) about the videos in which they highlighted the main points. Students then joined into groups of 3-4 and we gave then pre-prepared dissertation topics to search for and asked them to construct a comprehensive and systematic search strategy. This part of the activity incorporated Problem-based learning and Micro-research. *) We then asked groups to save their searches within the database and groups came to the front of the class where they logged into the lectern PC and explained their search strategies to the rest of the class who in turn gently critiqued their search and offered suggestions for improvement. Before we ran the L6 sessions this was this element that caused me the most anxiety as after the lack of engagement we’d experienced in previous L6 workshops I wasn’t sure the students would be open to this higher level evaluation, but with a bit of persuasion we generally had enough groups volunteer. Student feedback from the L6 sessions was very good. Students spent the class time applying the skills they had learned before the workshop, and building on their knowledge from previous years, and the adviser team felt strongly that the students were engaged with the learning process. The classes are more lively and students have the chance to apply new skills – and we managed to incorporate the ethos of self-discovery and skills not tools.
- • I would like to do now is take you through the sequence of technology based new teaching approaches we used with first year Health and wellbeing students. The focus here remains to be the student self-discover the resources, rather than be taught by demonstration and hand-outs. Keywords example " As we saw in the example before the session a simple set of keywords or key images slide gives the students the opportunity to reflect on a topic and consider what questions they might have. This approach has worked effectively with in induction sessions for sport students as it lets the students ask the questions they are really interested in rather than information we think they should know, often too much for the first week of university. The idea of using none academic terms helps the students with engaging with the exercise. Any gaps in knowledge can be made up by making the students aware of online help. This exercise can be carried out in a number of ways with students either shouting the question out or writing them down and handing them in. The offer of a reward or bribery also helps, but more of this later. Screencast "To engage the students before the workshops we used screencasts as a method of implementing the flip classroom approach. The example here is demonstrating how to use a database but a whole range have been produced in-house using Captivate. Screencasts are an effective tool used across the section and by using them prior to the workshop we are able to get the student familiar with the systems freeing up time in the face to face sessions to make the content more subject specific . However the success of a screencast is often linked to the academic also encouraging the students to engage with it. Library gateway Now we are in the classroom, previously in workshop sessions we have demonstrated how the Library Gateway works and then got the students to complete a worksheet. This year we have given the students the title of a book or journal article listed on their reading lists and let them discover the availability details themselves. You can then move on to keyword searching, for example get a student to find a journal article related to the Olympic legacy, published after 2000. This makes the students explore the refining options too. By getting the students to work by themselves you gain time back so that more content can be covered and at the same time you get the opportunity of giving the students more 1 -2 - 1 attention as you go round the room. Ted-Ed example "Post sessional work is again in an electronic format and allows enthusiastic students to take their skills further. TED-ed is a tool I am looking at using more and found it a very enjoyable experience as it allowed my to be creative within a simple template structure. This lesson can be simply altered by using different open access journals for the example. In this example the students initially watch a video on the subject, then in the Think option they are given a series of multi-choice questions to answer. The Dig Deeper section is questions related to this specific article." "These last examples we have demonstrated are self directed learning and flip classroom. A little earlier I mentioned our approach to books and journals. In theory it is easy to demonstrate the difference between a book and a journal on a slide, but are we giving a student a visual understanding of those important differences. Students come in from a range of higher education options many not of used a journal article before as the health degrees are usually require evidences based content they are essential. On a practical level it is simpler to explain the parts of a journal article and unpick the volume issue classification if there are a bunch of journals on the table " It gives you the opportunity to step away from the PC. Summary The examples Deb and I have shared with you today cover just a range of approaches we have taken. Sport went through a similar curriculum change about 3 years ago so my engagement has been largely through changing my teaching style, stepping back from talk and PC, to over to you! The timing has been particular relevant as the student numbers increased dramatically for me this year and ultimately I found this approach both less stressful and less tiring. But what lessons have we learnt from this?