Instructional Design for the Active: Instructional Design for the Active: Employing interactive technologies Employing interactive technologies

and active learning exercises to and active learning exercises to enhance library instructionenhance library instruction

Anthony HolderiedInstructional Services Librarian

The University of North Carolina at Pembroke

Interactive TechnologiesInteractive Technologies

Student Response Systems (Clickers)Interactive Whiteboards (SMARTboard)Wireless Slates/Document Cameras

What is Active Learning?What is Active Learning?

Active Learning is a pedagogical approach derived from Constructivism

Can be referred to as problem-based learning, experiential learning, discovery learning, or cooperative learning

Emphasis on students’ involvement in their own learning process (learner centered)

Accommodates a variety of learning styles

Characteristics of Active LearningCharacteristics of Active Learning

Popularized by Bonwell and Eison (1991)

AL strategies share common characteristics:

1.Move beyond passive learning (multi-direction) 2.More emphasis placed on development of skill3.Higher order thinking – Analyzing, Synthesizing,

and Evaluation4.Students are involved in activities like reading,

discussion, writing, and hands-on5.Exploration of affective learning

What about clickers?What about clickers?

Also referred to as…

Student Response System

Audience Response System

Personal Response System

Active learning with clickersActive learning with clickers

3 Key Active Learning Characteristics

Actively engage students during the entire class period (anonymous participation)

Gauge level of understanding for the content being presented

Provide prompt feedback to student responses and questions

Clickers in our classroom…Clickers in our classroom…

ENG 1060 Research Experiment

Aimed to determine any increase in learning outcomes

Seven classes using clickers vs. eight classes using traditional teaching methods

Learning outcomes gauged by pre-test/post-test

Affective learning outcomes via open-ended/likert

Results showed differences in both cognitive and affective learning

Clickers in our classroom…Clickers in our classroom…

Learning Objectives

ACRL Information Literacy Standards:-1.2.b, 1.2.d-2.1.d, 2.2.b, 2.2.d, 2.4.c, 2.5-3.7, 3.7.a, 3.7.b, 3.7.c

Which essentially means…

Clickers in our classroom…Clickers in our classroom…

Learning Objectives (cont.)

We wanted our students to be able to:

Create effective search strategiesUse basic database functionsProperly identify citationsRevise searches (narrow,broaden)Manage extracted information

Clickers in our classroom…Clickers in our classroom…

Session Design Session Design

1. Paper-based pre-test2. Question relating to background/experience3. Keywords, Boolean Operators, Truncation4. Organization of academic information (choose databases)5. Question relating to item 3/discuss6. Database search demonstration (10 min.)7. Parts of a citation8. Question relating to item 6/discuss9. Managing citations10.Paper-based post-test

Results of Pre-test/Post-testResults of Pre-test/Post-test

Test Results Traditional (117) Clicker (117)

Pre-test Score 63.33 mean 67.26 mean

Post-test Score 77.94 mean 85.89 mean

Differential 14.61 mean 18.63 mean

Overall 4.02 mean

Affective Learning QuestionsAffective Learning Questions

Test Results Traditional (117) Clickers (117)How much did you enjoy today’s session?

3.62 mean 3.79 mean

How engaged did you feel during today’s session?

3.68 mean 3.82 mean

Did you prefer using clickers over traditional classroom lecture?

4.15 mean

Have you used clickers in class at UNCP before?

Yes = 37, No = 80

Not at all = 1 Very much so = 5

Best practices using clickersBest practices using clickers

Compilation from three separate sources:

1.Keep slides short for easier legibility2.Keep number of answer options to five3.Do not make questions overly complex4.Keep response options simple5.Allow sufficient time for answering6.Allow time for discussion between ?’s7.Encourage active discussion w/ students8.Save questions for key points9.Position questions through periodic intervals

Best practices (cont.)Best practices (cont.)

Compilation from three separate sources:

10.Include an ‘answer now’ prompt on slides11.Use a ‘correct answer’ indicator 12.Use a countdown timer13.Test the system in a proposed location14.Allow time to get set up15.Rehearse presentation to avoid snags16.Provide clear instructions to the audience17.Do not ‘overuse’ clicker system

Good clicker questionsGood clicker questions

Good clicker questions should:

Address a specific learning goal, skill, or reinforce a specific belief about learning

Assess students background, knowledge or beliefs

Make students aware of others’ viewsLocate misconceptions and confusionDistinguish between related ideasShow connections between ideasExplore or apply ideas in a new context

Final impression of clickersFinal impression of clickers

What works best:

Session design must be planned out thoroughlyTechnology issues WILL ARISE (just be prepared)Give brief instruction on use of clickersQuestions should address key concepts (boolean)

What are Interactive What are Interactive Whiteboards?Whiteboards?

“An interactive whiteboard is a touch-sensitive screen that works in conjunction with a computer and a projector. The first interactive whiteboard was manufactured by SMART Technologies Inc. in 1991. “

What the research saysWhat the research says

Observations:Observations:

Whiteboards appeal to both intrinsically and extrinsically motivated students

Many learning styles can be addressed (visual, kinesthetic, hearing-impaired, visually-impaired)

Increases retention – students are more focused on learning in the moment, and not note taking

Active Learning Activities Active Learning Activities with Whiteboards…with Whiteboards…

Manipulating text and imagesTaking notes in digital inkViewing websites as a classCreating digital lesson activitiesShowing and editing notes over videosUsing built-in presentation toolsShowcase student presentationArchive lessons with screen recordingStudent-led teaching

SMARTBoards in our SMARTBoards in our classroomclassroom

Primarily used with freshmen

Used to promote engagement and understanding of “The Five W’s”

WHO, WHAT, WHERE, WHEN, WHY

Who?http://web.mit.edu/humancostiraq/

What?

Where? http://www.martinlutherking.org/

Why?

Other uses…Other uses…Students brainstorm lists of keywords

Students demonstrate and annotate database searches

Students put citation parts in order

Record an instruction session on-screen for later viewing

General Findings…General Findings…

Raised overall enthusiasm for contentPromotes interaction and allows multi-

directional communicationAllows students to participate in peer

teachingCan accomodate multiple learning stylesThe existing research confirms whiteboards

are a good gauge of measuring affective learning, but little evidence to support cognitive learning

Finally…Finally…

Wireless Slates and Document CamerasWireless Slates and Document Cameras

Use in the classroomUse in the classroom

Management 3090 Management 3090

Familiarize students with differences between trade/scholarly

Promote in-class participationStimulate group interaction

Use in the classroomUse in the classroom

Session DesignSession Design

Lecture/discussion using doc cameraClass activity using wireless slatesDemonstration of business databasesIndividual hands-on searching

Use in the classroom (cont.)Use in the classroom (cont.)

AssessmentAssessment

Five question surveyCharacteristics (92%)Audience (67%)Citation information (50%)Appropriate database (83%)Confidence (All but one)

Thank you!Thank you!

Questions about…

Active learning?Technologies?