Date post: | 13-Jan-2015 |
Category: |
Education |
Upload: | diane-nahl |
View: | 458 times |
Download: | 4 times |
Achieving Information Fluency Via Inquiry-
Based LearningTo Increase Engagement in
Building Affective and Cognitive Information Skills
LIS 665 Teaching Information Technology LiteracySpring 2013
University of Hawaii
Nahl 2013LIS 665 Teaching Information Technology Literacy
2
Framework for 21st Century Learning http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=11
Information FluencyInformation 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.
Nahl 2013LIS 665 Teaching Information Technology Literacy
3
The Significance of The Significance of Context and Context and
ImmersionImmersion 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.
Nahl 2013LIS 665 Teaching Information Technology Literacy
4
Nahl 2013LIS 665 Teaching Information Technology Literacy
5
http://www.colleges.org/techcenter/if/if_definition.html
Nahl 2013LIS 665 Teaching Information Technology Literacy
6
21st Century Information Fluency http://21cif.com/rkit/newRkit/gettingstarted.htmlDigital Information Fluency http://21cif.com/rkit/core_competencies.htmlTurning Questions Into Queries http://21cif.com/resources/features/leadarticle_v1_n0.html
Nahl 2013LIS 665 Teaching Information Technology Literacy
7The Search Process http://21cif.com/tutorials/micro/mm/searchprocess/index.htm
l
Theoretical BasisTheoretical Basis Constructivist learning models
Active learning models
Discovery learning models
Collaborative learning models
Hypothesis testing models
Reflection learning models
Nahl 2013LIS 665 Teaching Information Technology Literacy
8
Active Learning Active Learning ModelsModels
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)
Nahl 2013LIS 665 Teaching Information Technology Literacy
9
IBL BasicsIBL Basics
Nahl 2013LIS 665 Teaching Information Technology Literacy
10 Model of the inquiry process (Justice et al., 2002:19)
Instructor RolesInstructor Roles Curriculum designer Tutor-Facilitator Resource Evaluator
Objective: Involve instructors in multiple roles as scaffolding to student learning.
Nahl 2013LIS 665 Teaching Information Technology Literacy
11
Effective IBL Effective IBL InstructionInstruction
An engaging social issue: Reflection for, in, on action Research Discussion Interpretation, Meaning,
Significance Analysis of relationships Explanation, justification of
results, give evidence
Nahl 2013LIS 665 Teaching Information Technology Literacy
12
Effective PBL Effective PBL InstructionInstruction
Real-life scenario designed to: Challenge participants Promote knowledge acquisition Develop effective problem-solving skills Develop critical thinking skills
Nahl 2013LIS 665 Teaching Information Technology Literacy
13
Effective PBL ProblemsEffective PBL Problems
Require collaboration with peers
Relevant to students
Complex and open-ended
Require researching information
No one solution or path to solution
Nahl 2013LIS 665 Teaching Information Technology Literacy
14
PBL PrinciplesPBL Principles1. 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 critical thinking skills.
Nahl 2013LIS 665 Teaching Information Technology Literacy
15
PBL Process: PBL Process: Self-Directed LearningSelf-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
Nahl 2013LIS 665 Teaching Information Technology Literacy
16
Self-Directed LearningSelf-Directed Learning8. 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
Nahl 2013LIS 665 Teaching Information Technology Literacy
17
Evaluation ProcessEvaluation 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.
Nahl 2013LIS 665 Teaching Information Technology Literacy
18
PBL & IBL ResourcesPBL & 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-progra
m/inquiry-based-learning/
Nahl 2013LIS 665 Teaching Information Technology Literacy
19
Exercise: Map Activities Exercise: Map Activities
to ACS Outcomesto 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.
20LIS 665 Teaching Information Technology Literacy
20Nahl 2013
Exercise: Usability Testing of Exercise: Usability Testing of
Active Learning ExercisesActive 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 withGoogle 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
Nahl 2013LIS 665 Teaching Information Technology Literacy
21Nahl 2013
Exercise: Usability Testing of Exercise: Usability Testing of
Active Learning ExercisesActive 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.
Nahl 2013LIS 665 Teaching Information Technology Literacy
22Nahl 2013
Next WeekNext 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
Nahl 2013LIS 665 Teaching Information Technology Literacy
23