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Stitching it together:
Embedding information,
digital, and academic skills in
online (and at scale)
courses
Stephanie (Cha...
• Curriculum mapping & collaboration
• Flexibility / Choose your own adventure
• Re-usable OER learning objects
• Accessib...
Curriculum Mapping & Collaboration
Paper Vintage Maps, Pixabay, CC0
• Provide a framework for identifying where there’s a need
for information literacy / academic /digital instruction
• By i...
Flexible – Choose your own adventure
Treasure Map, Pixabay, CC0
• Learning objects and instructional tools should be
student-centered so that students are both engaged and
active with th...
• Prepare materials to be
accessible to people with
disabilities
• Consider the possible technology
restrictions or limita...
Re-usable OER learning objects
Open.Ed http://www.open.ed.ac.uk
Open Educational Resources (OER) are regarded as part of
the University’s Mission Statement.
• Asset registers, libraries,...
Peer Assessment
Cat animals play, Pixabay, Pixabay Licence
Recommendations include:
• Simple and easy to understand for students
• Efficient in execution without occupying much time...
Playful Engagement
• 23 Things
• Citation Hunt
• Zombie Apocalypse Resource
List (How to access Library
services off-campu...
Thank you!
Stephanie (Charlie) Farley
stephanie.farley@ed.ac.uk
@SFarley_Charlie
"Playful Engagement illustrations”, Annie...
Allen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist App...
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Stitching it together - Embedding information, digital, and academic skills online at scale

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A consideration of how to approach embedding information literacy, digital and academic skills in online and distance courses, while considering scaleability.

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Stitching it together - Embedding information, digital, and academic skills online at scale

  1. 1. Stitching it together: Embedding information, digital, and academic skills in online (and at scale) courses Stephanie (Charlie) Farley Educational Design & Engagement University of Edinburgh CC BY-NC-SA 2.0, Centre for Research Collections, https://flic.kr/p/ob6imX
  2. 2. • Curriculum mapping & collaboration • Flexibility / Choose your own adventure • Re-usable OER learning objects • Accessibility • Peer assessment • Playful Engagement Overview
  3. 3. Curriculum Mapping & Collaboration Paper Vintage Maps, Pixabay, CC0
  4. 4. • Provide a framework for identifying where there’s a need for information literacy / academic /digital instruction • By isolating particular program objectives for focus, it allows collaboration to build both instruction and assessment tailored to that particular outcome. Curriculum Mapping & Collaboration Ziegler, A. (2018). “I Wanna Be in the Room Where It Happens”…: Using Curriculum Mapping to Support the Information Literacy Goals of Online Programs. Journal of Library & Information Services in Distance Learning, 1-9.
  5. 5. Flexible – Choose your own adventure Treasure Map, Pixabay, CC0
  6. 6. • Learning objects and instructional tools should be student-centered so that students are both engaged and active with the materials. • Provide various formats of learning objects (such as videos, guides, and activities) to accommodate different student abilities and learning styles. Flexible – Choose your own adventure Courtney, M. & Wilhoite-Mathews, S., (2015) From Distance Education to Online Learning: Practical Approaches to Information Literacy Instruction and Collaborative Learning in Online Environments, Journal of Library Administration, 55:4, 261-277.
  7. 7. • Prepare materials to be accessible to people with disabilities • Consider the possible technology restrictions or limitations of students Accessibility Communication Icons, Pixabay, CC0
  8. 8. Re-usable OER learning objects Open.Ed http://www.open.ed.ac.uk
  9. 9. Open Educational Resources (OER) are regarded as part of the University’s Mission Statement. • Asset registers, libraries, and resource banks—keep a record of the learning objects and other online tools • Reduce copyright debt • Assists scalability • Prepares for change Re-usable OER learning objects
  10. 10. Peer Assessment Cat animals play, Pixabay, Pixabay Licence
  11. 11. Recommendations include: • Simple and easy to understand for students • Efficient in execution without occupying much time • Limited to Hurdle tasks (required – but not credit bearing) • Peer identifiable Peer Assessment
  12. 12. Playful Engagement • 23 Things • Citation Hunt • Zombie Apocalypse Resource List (How to access Library services off-campus) "Playful Engagement illustrations”, Annie Adam and Stewart Cromar, The University of Edinburgh 2018, CC BY.
  13. 13. Thank you! Stephanie (Charlie) Farley stephanie.farley@ed.ac.uk @SFarley_Charlie "Playful Engagement illustrations”, Annie Adam and Stewart Cromar, The University of Edinburgh 2018, CC BY.
  14. 14. Allen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach. College & Undergraduate Libraries, 15(1-2), 21-38. Courtney, M.m & Wilhoite-Mathews, S., (2015) From Distance Education to Online Learning: Practical Approaches to Information Literacy Instruction and Collaborative Learning in Online Environments, Journal of Library Administration, 55:4, 261-277. Gamage, D., Whiting, M., Rajapakshe, T., Thilakarathne, H., Perera, I., & Fernando, S. (2017). Improving Assessment on MOOCs Through Peer Identification and Aligned Incentives. 315-318. Kritskaya. (n.d.). Best practices for creating an online tutorial: A literature review. Journal of Web Librarianship., 3(3), 199. Suen, H. (2014). Peer assessment for massive open online courses (MOOCs). The International Review Of Research In Open And Distributed Learning, 15(3). Ziegler, A. (2018). “I Wanna Be in the Room Where It Happens”…: Using Curriculum Mapping to Support the Information Literacy Goals of Online Programs. Journal of Library & Information Services in Distance Learning, 1-9. References

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