Building in Learner Autonomy & Immersion

LIS 665 Teaching Information Technology Literacy

Spring 2013

Dr. Diane Nahl

University of Hawaii, Library & Information Science Program

Building-in Learner AutonomyLearner choices enhance motivation

Creating a hierarchy of important activities, prioritizing the workLearners organize their projects independentlyInstructors provide frequent input and feedbackLearners decide how to proceed to the goal

Enjoying the freedom to chooseLearners make decisions within frameworks of optionsLearners determine their own options

Social networking in team projectsSelf-determination builds confidence

Independence and collaboration interact as in the workplace

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Building-in Learner Autonomy

Learner choices increase anxiety in someGreater confidence vs. greater uncertainty

Too many choices can be overwhelmingChoice builds confidence

Create support for decision makingProvide scaffolding to support learners in taking controlDesign small steps in taking control that lead to

autonomyGreater satisfaction with instruction

Learners become confident in stagesWith input from instructors learners gain confidenceLearners experience empowerment through instruction

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Building-in Learner AutonomyTypes of autonomy

Choice of topicChoice of whether to change a Facebook setting or

to use Google ScholarChoice of search strategyChoice of items from a search deemed relevant

according to established criteriaChoice in the order or organization of information,

activity, or contentChoice of presentation formatsChoice of team leader and team roles and

responsibilitiesEtc.

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Immersive LearningLearners actively experiencing a real life

social contextCreating something others will actually useAcquiring attitudes, knowledge, and skills that can be

readily applied in life, at work, in school and in professional settings

Working within immersive settings with real participants

Participating in actual and live social settings (online, virtual world, and/or physical)

Immersive Formats in Education Internships, Field Work, Service Learning, Student

Teaching, Shadowing a Professional, etc.Nahl 2013LIS 665 Teaching Information Technology Literacy 5

Exercise: Building-in Learner Autonomy

Consider these questions:

1. In what ways is autonomy built into LIS 665? How has autonomy affected your learning?

2. In what ways is immersive learning built into LIS 665? How has immersion affected your learning?

Discuss with your seat neighbor then write your thoughts in the 665 Google Group.

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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.

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Exercise: Usability Testing of Active Learning Exercises

Usability testing cross-team match-ups (Share documents & materials now)

Identity Team 1 (Driving) Sharrese with Google Team 4 (Driving) DeHanza & Arianna

Identity Team 1 (Driving) online Liz & Jerome withGoogle Team 4 (Driving) Susan

Identity Team 2 (Marriage) Kapena & Rachel with Google Team 5 (Cyber Psychology) Rita & Lee

Identity Team 3 (Cyber Psychology) Roberta, Zoia & Adam with Google Team 5 (Cyber Psychology) Alex

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Exercise: Usability Testing of Active 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.

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Next Week

Emmons et al.; Mackey et al.

Final Drafts of Unit Instructional Sequence, Active Learning Exercises, Test and Evaluation Items for all Teams

Make sure you have Answer Keys identifying correct, best or ideal responses for all activity tasks.

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