Upload
davida
View
19
Download
0
Embed Size (px)
DESCRIPTION
Integrating digital literacy and feeding forward in a Psychology assignment. Mani Das Gupta Psychology, Sport and Exercise School of Health Sciences. Common Information Literacy Complaints. Why don’t they use textbooks and journals?. Another reference to Wikipedia!. - PowerPoint PPT Presentation
Citation preview
Integrating digital literacy and feeding forward in a Psychology assignment
Mani Das GuptaPsychology, Sport and Exercise
School of Health Sciences
Common Information Literacy Complaints
Another reference to Wikipedia!
They have used BLOGS
as references!
What is SO hard about academic
referencing?
B!!!! Internet! So much junk
and most of it is in this essay!
Why don’t they use
textbooks and journals?
What is SO hard about academic
referencing?
60/65 students on a Level 5 module knew they MUST reference properly but did not really understand WHY.Common responses:“Because that’s what you do for essays”
“It’s academic”
“Because they told us we had to use it for essays in first year”
PURPOSE of referencing often not explicitly explained to students
Why don’t students use
textbooks and journals?
Some explanations from students on my module
Often work at home at night, especially mature students OR at the last minute!
School does not prepare students in terms of using books as references
There may not be enough copies of some books in the library
Common sources used in Psychology essays:
psychology.about.com
www.psychologytoday.com/
www.simplypsychology.org
B!!!! Internet! So much junk
and most of it is in this essay!
PROBLEM:No questioning of sources of information OR Validity /Reliability of information
BAN IT? NOT an option todayThey will use it anyway!
Valuable resource
Informed usage is a LIFE-LONG learning skill
SCONUL: 7 pillars of Information Literacy
Embedded in assessment for L5 module:Children in Context
Article available on: www.sconul.ac.uk/sites/default/files/.../researchlens.pdf
Most Common assessment pattern
WEEK 1 WEEK 5/6
WEEK 12
Formative Task
SummativeTask
From JISC Design Studio (University of Hertfordshire Project:Effecting Sustainable Change in Assessment Practice and Experience (ESCAPE). Link: http://jiscdesignstudio.pbworks.com/w/page/30631817/ESCAPE%20-%20Assessment%20timelines
Assessment Information
Feed Forward Assessment (FFA) Method
IMPLEMENTATION of FFAWEEK 1: Assessment Information givenWorkbook – with 2 exercises – both require use of web-based resources
JANUARY Hand In: Summative Assessment
WEEK 4-6: Workshops and Independent work on Evaluating internet resources (including demo)
WEEK 7: Hand-In Formative Exercise 1
WEEK 9: Feedback on Formative Exercise 1 linking to Exercise 2
WEEK 9 & 11: Workshops on Exercise 2
The 2 Summative Exercises
EX1: Evaluation of websites relevant to module contente.g. parenting.com vs childrenandnature.org
EX2: Essays/presentation related to employability/real world issuese.g. • Putting in a tender for an intervention on
bullying• Explianing how skills acquired by doing a
Psychology degree will help with one of a selection of real job adverts etc.
Both require use and evaluation of web resources
Advantages• Students grasped web-evaluation and why it was essential much
better (ONLY 2 student complaints about doing it this year!)• Student engagement in assessment early on (not end-loaded)• Giving feedback BEFORE summative assessment enables
students to use feedback for the Summative assessment• By linking to employability in Exercise 2 – hopefully enables
students to see links between what they are studying and possible future employment
• Life-Long Learning: how to use internet resources effectively when they no longer have easy access to University journal, books and e-books
Other Useful Resources• JISC Design Studio http://jiscdesignstudio.pbworks.com
– – lots of material on assessment, feedback and how to integrate this into curriculum design etc. etc.
• The SCONUL Seven Pillars of Information Literacy Core Model for Higher Education
• http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf• Brown, S. (2007) Feedback and Feed Forward.
http://www.bioscience.heacademy.ac.uk/ftp/newsletters/bulletin22.pdf • Duncan, N., Prowse, s. Wakeman, C., Harrison, R. (2003/4) ‘Feed-Forward’:
Improving students use of tutor comments. Learning & Teaching Projects, University of Wolverhampton. http://wlv.openrepository.com/wlv/bitstream/2436/3778/1/Feed-forward%20pgs%20127-132.pdf
Positive ideas and innovations flow from an engagement with the scholarship of the subject, which often takes place in curriculum processes such as review and validation - if there is time and support for such conversations. Oxford Brookes and Leicester have pioneered the idea of course design intensives which explicitly ask curriculum teams to consider digital issues. The Viewpoints project has developed a curriculum design process that incorporates the seven pillars of information literacy. The involvement of specialist professionals in this process (e.g. library staff, TEL staff, academic advisors) allows new ideas to spread across subject boundaries. We have an emerging resource set 'Developing Digital Literacies in the Curriculum'