The Referencing session was also a challenge to develop and make interesting! The lesson was developed by a colleague, but I looked at how we might utilise the functionality of our newly acquired SMARTboards...
With a little experimentation slides were developed where the basic elements of a reference (author, title, date, edition, place, publisher etc.) were typed in separately. It is then possible for each element to be moved around the screen with a finger - thus a full bibiliographic reference can be scrambled up and then moved into the correct order by individuals
Again, the advantages of this approach were to get students up and out of their seats, to the front and actively participating, it appeals to a range of learning styles (visual, kinaesthetic) and is fun.
Saturday 10 December 2011
Debut using SMARTboards 1
This term has seen the development of a set of Library Skills Training sessions including plagiarism and referencing. As our new build includes 6 new PC rooms complete with SMARTboards, the challenge was to incorporate the functionality of SMARTboards into our teaching...
Part of the Plagiarism session was used under creative commons license via JORUM and originated at Leeds University. It included a set of case studies for students to analyse in groups. As the tutor responsible for putting together this session, I developed the idea of using the 'vortex' function on the SMARTboard software. The ten case studies were either 'plagiarism' or 'not plagiarism' Two vortexes were labelled as such on the board and learners were invited to come to the front and drag 'Case study 1' etc into the relevant vortex.
This had several advantages; It involved the learners in actively particpating in the session, moving from their seats to the board; It appeals to different learning styles (kinaesthetic and visual); and it is fun!
Part of the Plagiarism session was used under creative commons license via JORUM and originated at Leeds University. It included a set of case studies for students to analyse in groups. As the tutor responsible for putting together this session, I developed the idea of using the 'vortex' function on the SMARTboard software. The ten case studies were either 'plagiarism' or 'not plagiarism' Two vortexes were labelled as such on the board and learners were invited to come to the front and drag 'Case study 1' etc into the relevant vortex.
This had several advantages; It involved the learners in actively particpating in the session, moving from their seats to the board; It appeals to different learning styles (kinaesthetic and visual); and it is fun!
Sunday 4 December 2011
Support for visually impaired students
The needs of two visually impaired students have come to light this term. The first student said nothing until the end of the session when he informed a colleague that he found the white mouse marker difficult to follow on the SMARTboard. Consequently, we have all changed the accessibility settings on our log ins and a much larger black arrow is used.
The next student came with a classroom supporter and so was identifiable from the start. Single slide PPT handouts were prepared and feedback form, and other print resources hastily printed out in 20 point type size! As a series of sessions had been booked with this learner's class, it was possible to have subsequent resources all ready to hand to her at the beginning of a session.
On reflection, we have reminded those booking library skills sessions to specifically ask tutors to let us know of special needs.
A separate 1:1 (an eConsultation) session was arranged with the second student to look at the accessibility features of eBooks - an hour was given (double the usual time) in view of her difficulties. IT skills were also challenging for this student so time was taken to 'bookmark' the library catalogue, moodle and Athens log in page on her laptop.
A second session with this student resulted in a quick tour of the library and identifying books which she subsequently borrowed - here more difficulties were encountered as the self-issue scout machines are positioned where they get maximum glare from sunlight and the type face used is very small! Fortunately, a member of staff is usually around to help out.
On reflection, I contacted one of the LDD support staff who explained the software they use to translate teaching resources into speech. A visit to this department for a demonstration and explanation of other aspects of their work is booked for the middle of December.
All in all, a useful term from the point of view of empathising with LDD students and finding out how the College supports teaching and learning in this context
The next student came with a classroom supporter and so was identifiable from the start. Single slide PPT handouts were prepared and feedback form, and other print resources hastily printed out in 20 point type size! As a series of sessions had been booked with this learner's class, it was possible to have subsequent resources all ready to hand to her at the beginning of a session.
On reflection, we have reminded those booking library skills sessions to specifically ask tutors to let us know of special needs.
A separate 1:1 (an eConsultation) session was arranged with the second student to look at the accessibility features of eBooks - an hour was given (double the usual time) in view of her difficulties. IT skills were also challenging for this student so time was taken to 'bookmark' the library catalogue, moodle and Athens log in page on her laptop.
A second session with this student resulted in a quick tour of the library and identifying books which she subsequently borrowed - here more difficulties were encountered as the self-issue scout machines are positioned where they get maximum glare from sunlight and the type face used is very small! Fortunately, a member of staff is usually around to help out.
On reflection, I contacted one of the LDD support staff who explained the software they use to translate teaching resources into speech. A visit to this department for a demonstration and explanation of other aspects of their work is booked for the middle of December.
All in all, a useful term from the point of view of empathising with LDD students and finding out how the College supports teaching and learning in this context
Thursday 1 December 2011
Good feedback!
Well - nearly a whole term of teaching information literacy to HE students in a mixed economy FE/HE college! A team of 3 subject librarians have undertaken this task (2 full time equivalents)
We carefully saved and collated all feedback forms from the learners; these were graded responses to a maximum of 4 questions relating to the learning outcomes. The grades were 1-2-3-4-5 set out with sad and smiley faces at appropriate ends! Each form also had space for additional written comments.
As well as being personally encouraging for individuals and allowing reflection as a team, the forms have been analysed and turned by our Library Manager into bar charts, pie charts...you name it...! The upshot is that over 80% of learners were grading the sessions at 4 or 5 - a fantastic result! The written comments were also very encouraging and used to advertise the sessions on the staff intranet.
Further feedback has come from members of staff by email and also via a Board of Study where an official commendation was made; followed by a commendation being sent to the College Board.
We are, however, reluctant to rest on our laurels! We know only too well some of the problems with our sessions and the need to sort these out before autumn 2012.
We carefully saved and collated all feedback forms from the learners; these were graded responses to a maximum of 4 questions relating to the learning outcomes. The grades were 1-2-3-4-5 set out with sad and smiley faces at appropriate ends! Each form also had space for additional written comments.
As well as being personally encouraging for individuals and allowing reflection as a team, the forms have been analysed and turned by our Library Manager into bar charts, pie charts...you name it...! The upshot is that over 80% of learners were grading the sessions at 4 or 5 - a fantastic result! The written comments were also very encouraging and used to advertise the sessions on the staff intranet.
Further feedback has come from members of staff by email and also via a Board of Study where an official commendation was made; followed by a commendation being sent to the College Board.
We are, however, reluctant to rest on our laurels! We know only too well some of the problems with our sessions and the need to sort these out before autumn 2012.
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