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Philip Russell Deputy Librarian, ITT Dublin CoPILOT, Glasgow, February 12 th 2014 Creating and Sharing Information Literacy OERs

information literacy open educational resources. author: philip russell

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Page 1: information literacy open educational resources. author: philip russell

Philip Russell

Deputy Librarian, ITT Dublin

CoPILOT, Glasgow, February 12th 2014

Creating and Sharing Information Literacy OERs

Page 2: information literacy open educational resources. author: philip russell

Overview

Background / Context

OER Development

Sharing OERS

Future Directions

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Institutional context

•Institute of Technology Tallaght (ITT Dublin), South Dublin, founded 1992

•Range of courses - higher certificate to doctorate level

•Research & innovation focus

•Approx. 4500 FTEs

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•ITT Dublin 3 level IL framework

•Student centered model

•IL development - ongoing strategic focus:

- ITT Strategic Plan (2009-2014)- ITT Teaching & Learning Plan (2010)

Information literacy context

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•Rationale

- Address student IL deficiencies- Enhance face to face approach- Embed IL into academic modules

•Secured HE funding

•Project plan - work commenced May 2010

•OERs needed to be created from scratch

Planning for OERs

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How To tutorials:

•Interactive online learning tutorials

• Self-directed learning / 24x7

•Research, referencing plagiarism, academic skills

•Audience / intended use

•Reusable under Creative Commons

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•OERs created with Articulate Studio 9

- Generates engaging content / quizzes- Non technical / easy to use functionality- Publishes files to flash format- SCORM compliant

•Leeds University tutorials

•Input from learning technologists

Development tools

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•Pedagogical training

- learning styles / methodologies / assessment- online instructional design

•ICT training

- eLearning software- Image editing – Photoshop- Web editing – HTML,Dreamweaver, CSS

Training

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•Generic learning outcomes

•Constructivist approach

-higher order cognitive skills-active learning-interactive activities / quizzes

•Assessment tasks – summative / formative

Instructional design

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•Detailed storyboarding

•Sequenced learning structure / self-paced

•Use of visuals / logo

•Language / consistent font / bullet points

•Accessible

Content design

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•First batch of tutorials live in September 2010

•Extensive usability testing / feedback / piloting

•SCORM (sharable content object reference model) 1.2 compliant

•W3C AAA (Web Content Accessibility) Guidelines 1.0

•Available via multiple delivery platforms

OERs live

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•Tutorials integrated into Institute VLE

•Quizzes facilitate grading / assessment

•Reusability of tutorials facilitate collaborative course development

VLE - Moodle

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•OERs - integrate IL into academic courses

•Blended approach – face to face and online

•Learning to Learn module

•December 2013 – OERs embedded into over 42 modules

Implementation

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IL for year 1 marketing

ContextIL for first year marketing students

- delivered as part of a 5 credit module

‘Business Communications’.

Library contact hours: 2 (lecture/workshop).

Learning outcomesIdentify different sources of informationCreate an effective search strategy.Be aware of plagiarism and how to avoidKnow how to cite sources correctly

Learning activitiesLecture, in-class practical work, interactive

class discussion, group work, online library tutorials.

AssessmentQuizzes in online library tutorials via Moodle

worth 10% of total module mark.

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Moodle – grader reportMoodle – grader report

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•Range of evaluative techniques

Evaluation

SurveyGizmo

Google Analytics

Moodle

NDLR

Focus Groups

Informal Feedback

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OERs – usage statistics

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Student:

•Greater knowledge of information resources

•Independent learning

•Facilitates transition into third level education

Feedback

Staff:

•Value of OERs to academic modules on VLE

•Accessibility of resources

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•“Tutorial should be given to 1st years before a first assignment is given. I am a 3rd year and this is the first time I have undertaken this resource on plagiarism” 3rd yr business student

•“Tutorial was engaging - a great way to find out how to organize and apply the skills necessary to complete a literature review” 4th yr science student

•“Innovative resource, have added to my courses on Moodle & will mention to colleagues” humanities lecturer

Some comments

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•Staffing / time

•Limited training - pedagogy / instructional design

•Technical / functionality / accessibility issues

•Regular updating

•Diversity of student body

Challenges

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•Staff - training/workshops

•Library Committee / Academic Council

•Department meetings / programme boards

Internal promotion of OERs

•Student - induction / registration/ IL events

•Web – dedicated IL home page

•Social Media / Moodle

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External promotion of OERs

•Conferences, seminars, workshops, professional networks

•Online repositories – national / international

•Publications

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Sharing OERs

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•Enriched student learning experience

•More consistent approach to IL delivery

•Skills development / expertise / software provision

•Greater collaboration / community of practice

•Share best practice

Value of OERs

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•Apply for funding

•Design, evaluate, improve

•Promote, share, reuse

•Lead by example

- Build on existing librarian skills

- OER advocates

Lessons learned

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Develop

Audio / video

Translate

Mobile

Integrate

Share

Future Directions

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Check out the ITT Dublin library OERs at:

http://library.ittdublin.ie/screens/tut.html

[email protected]