Hybrid Learning Wilu 2010
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Transcript of Hybrid Learning Wilu 2010
Concordia University pilots a credit information literacy course
WILU 2010, May 12Presented by
Andrea Cameron & Jennifer Cyr
SEL197A2009/2010 Concordia libraries provides
credit course to 800 “at-risk” studentsFall term: 500 students, 12 instructors, 8
weeksWinter term: 200 students, 8 instructors, 8
weeksMoodle used to create “hybrid” learning
experience and manage project
OutlineWhat we didHow it wentWhere we’d like to go
Hybrid Learning
Benefits of CMSPractical
InexpensiveEasy to useTime saving
PedagogicalAddresses multiple learning stylesHelps to create a learning community
Course Structure
Introducing MoodleHomepage
Introducing MoodleHomepage
Communication toolsContact page
Communication toolsNews forum
Administrative toolsGrade book
Administrative toolsStudent grades
ActivitiesWorksheets
ActivitiesGroup activities
ActivitiesDiscussion forums
ActivitiesQuizzes
What the literature saysWhat the students sayWhat the teachers say
What the literature saysCreate a community of learningEncourage constructive learningEngage a range of learning styles
Aural, visual, kinestheticGlobal, sequentialActivist, reflector, theorist, pragmatist…
Encourage deep thinking (synthesis)
What the students say“This is a great course that I believe
every student should take when starting undergraduate studies”
“It’s been a great experience”
“I’m glad that I have taken this course. I learned a lot that I
think will help me tremendously”
Most important thing I learned from this course….
Most popular responses…Change structure of course
Shorten course Lengthen course
Increase depth of courseMore discipline specific
More activity basedMore hands on
Suggestions to improve this course…
“I guess we could spend less time focusing on how to cite properly, and more time learning how to
actually find the sources which are relevant”
Suggestions to improve this course…
“The course focused too much time on basic searches and not enough time on databases”
“More activities – perhaps more in-lab assignments”
“More discipline specific assignments”
Test Scores
Skill Area Percentage Improvement
Developing Topics 20.10%
Finding & Using Books and Articles
34.90%
Evaluating Research Sources 20.87%
Citing Research Sources 100%
Awareness & Avoidance of Plagiarism
32.41%
Research Cycle & Information Formats
32.30%
Overall improvement 33.08%
Pre-test and post-test results (20 questions)
Test design and analysis by Nadine Anderson
What the teachers sayA lot of work!At-risk students have unique needsStudents have discipline-specific needsGrades matterRedevelopment and more redevelopment
ChallengesTime management
Balancing library prioritiesAdministrative supportHiring TAsEfficiency vs. creativity
Facilities managementStudent management
Choosing a pilot groupStudent needs
Next stepsIncreased activity-based learningIncreased student-to-student communicationIncreased asynchronous, e-learning
ReferencesAllan, B. (2007). Blended learning: Tools for teaching and training. London: Facet
Publishing.Bowles-Terry, M., Davis, E. & Holliday, W. (2010). “Writing information literacy” revisited:
Application of theory to practice in the classroom. Reference & User Services Quarterly. 49(3).
Daugherty, A & Russo, M. (2007). Information Literacy Programs in the Digital Age: Educating college and university students online. Chicago: Association of College and Research Libraries
Henrich, A. & Sieber, S. (2009). Blended learning and pure e-learning concepts for information retrieval: Experiences and future directions. Information Retrieval. 12. 117-147.
MacDonald, J. (2008) Blended learning and online tutoring: Planning learner support and activity design. Burlington, VT: Gower.
Olapiriyakul, K. & Scher, J.M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education. 9, 287-301.
Vaughan, N. (2010) A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education. 13, 60-65.
Weetman-DaCosta, J & Jones, B. (2007). Developing Students’ Information and Research Skills via Blackboard. Communications in Information Literacy. 1(1), 16-25.
Questions?