instructional design for the active: employing interactive technologies and active learning...
DESCRIPTION
Librarians’ Information Literacy Annual Conference (LILAC). Limerick, Ireland, March 30, 2010.TRANSCRIPT
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?