Australia

The Role of the Librarian in Supporting Formal and Informal Learning at University

Associate Professor Rob Phillips

Educational Development Unit

Murdoch University

Put ideas forward

Be provocative

No one answer

1

My Background

1980s

Research scientist chemistry and computer science

1990s

Interactive multimedia designer and project manager

2000s

Educational designer helping academics to design better learning environments

2010s

Policy work new learning management system

Staff mentoring awards and grants

Book advert

Overview

Education for the 21st century

Delivering learning

Contemporary learning environments

The student view

Summary of issues

Education for the 21st Century

One of the basic requirements for education in the 21st century will be to prepare learners for participation in a networked, knowledge-based economy in which knowledge will be the most critical resource for social and economic development. Students will need new and different knowledge resources, skills, roles, and opportunities.

NetGen Student 1: Kate

Recently finished an online course with self-tests and an online exam

Has an iPod, mobile phone and laptop

Does more than 15 hours paid work a week

Has a blog, profile in Second Life and a MySpace page

Used MySpace to track down a musician she likes

Gets regular updates from iTunes

Met her partner on an internet dating site

Talks to her Mum on the phone while microwaving a meal, while the TV is on, while opening the snail mail

Multitasks during lectures, preparing other work on her laptop while taking in the subject of the lecture

Likes working in teams

Finds hands-on activities easier than abstract, theoretical learning

Strong visual learner

NetGen Student 2: Alan

Does an average of 15 hours of paid work per week

Is interested in new music and uses a computer for composition

Got together with a group of friends to pool knowledge for a test because he hadnt been to the lectures

Decided not to attend lectures in another subject because he believed he could learn all he needed from the materials provided

Has an iPod, mobile phone and laptop

Has a wide network of friends

Gets news from others who are travelling in India from their blog

Is a key member of a group blog

Rarely reads newspapers, but uses the internet instead

Engaging these Students

The past decade of research in networked learning has demonstrated important benefits

increased access

enhanced opportunities for active student participation in collaborative learning and knowledge building

Pedagogical Focus

However, the use of new technology does not by itself guarantee improved educational outcomes

There is a critical need for rethinking education, with especial focus on

the need for new designs for learning

new designs for the technological environments that can support enhanced cognitive as well as socio-affective activities

The Sting in the Tail

Our NetGen Students

Kate Lowe and

Alan Lamb

Age: 55 plus

With thanks to Kate Lowe

Discussion Point

What have we learnt in the last 15 years?

Focus on new tools without changing practice

Need to understand practice before we can change it

Educational technology is a tool

How can you use educational technology to support learning?

What is Learning?

Noun

knowledge obtained by study

the activity of obtaining knowledge

Adjective

Learning outcome or process

Learning can be:

Formal

Informal

Implicit

What do we know about Learning?

Learning is personal

Learning is social

Learning can be learnt

Learning can be facilitated

People learn through engaging with tasks

Can learning be delivered?

15

Overview

Education for the 21st century

Delivering learning

Contemporary learning environments

The student view

Summary of issues

Traditional Undergraduate Teaching Practice

Large lectures (100-1000 students)

Largely summative examinations

Tutorials, practicals and assessment are not so important at a policy level

17

Lectures are Useful

They are cost effective

They can engage and motivate students

They connect the lecturer and the student

18

Institutional Beliefs about Teaching at University

Lectures pervade the culture of universities

Units are defined by the number of lectures

Workload allocation is based on teaching hours

Academic titles

la lecture, die Vorlesung, der Hrsaal

19

Laurentius_de_Voltolina http://en.wikipedia.org/wiki/File:Laurentius_de_Voltolina_001.jpg

Critique of Lectures

Not much learning happens in lectures

The traditional lecture approach is legitimised only by 800 years of tradition Laurillard (2002: 93)

Lectures can be used to teach information, including the framework of a subject, but an expository approach is unsuitable to stimulate thought or change attitudes. Bligh (1972: 223)

21

What are the Alternatives?

Jones:

There are now multiple ways to provide information to students. Lectures should be used to motivate students.

22

The Discourse of Delivery

online delivery, flexible delivery, etc.

What is delivered?

We can deliver materials

We can possibly deliver education

We cant deliver learning!

Learning is not a Pizza!

Pizza & learning materials can be delivered

Learning cant

The value is not in the materials

The value is in:

the interaction with students and teachers

the assessment

http://tlt-swg.blogspot.com/2011/05/course-is-not-pizza.html

Summary

The traditional model of university teaching is inappropriate to meet the needs and pressures of the 21st century

It isnt scalable

It poorly adapts to increasing student diversity and need for flexibility

There are alternatives

We need to take a broader view

25

Overview

Education for the 21st century

Delivering learning

Contemporary learning environments

The student view

Summary of issues

Contemporary Learning Environments

A contemporary learning environment needs to

provide an equivalent learning experience for all students

across all campuses

on- or offshore

on- or off-campus

support an international perspective

facilitate work-integrated learning

facilitate development of graduate attributes

Contemporary Learning Environments

Need to support:

students from diverse academic, socio-economic, linguistic and cultural backgrounds

students

who have priorities other than study

who choose to study at different places and times

who choose to attend or not attend formal classes;

formal and informal learning

a sense of being part of a community

Principles of Learning

Generic Learning and Teaching Activities

Mapping Exercise

Overview

Education for the 21st century

Delivering learning

Contemporary learning environments

The student view

Summary of issues

WBLT project

http://www.cpd.mq.edu.au/teaching/wblt/overview.htm

Findings

Students like Lectopia

for convenience and flexibility - it fits with their busy lifestyle

Many students attend lectures and use Lectopia

Students like lectures

but dont need to attend!

Lectopia is used to engage in learning

e.g. Listen at night and make notes

34

Ways that Staff used Lectopia

68.3%

I could learn from Lectopia as well as I can from face-to-face delivery

Student views

35

Staff vs Student Views

Mismatch between staff and student perceptions of Lectopia

Students see a blurring between internal and external modes of study

Staff are concerned about falling attendance

Lack of engagement

Delay in listening to lecture recordings

Lecture Attendance is Dropping

Challenging to staff

Students seem to make informed decisions not to attend

Staff did not change unit activities

How to design an engaging and nurturing environment for students whether they attend classes or not?

37

2010 Research

Previous research not designed to explain student behaviours

Examine the unit design as a whole

not just a single technology

How do students study and learn in technology-enhanced tertiary learning environments?

Last point is relevant to libraries

38

Usage Log Analysis

Categorisation

Study Behaviour: Case A

Student A

Systematic

Attended Week 1 lecture but not after that

Listened regularly went through notes while listening

Studied at home, 9-1 on school days

Highly motivated with high level of commitment to learning

Mature age student

High distinction

Student B reviser, down loaded all lectures in week 17

High distinction

41

Study Behaviour: Case B

Crammer?

Listened to all lectures in study week with notes

Regional campus

Attended all lectures

Lecturer on Lectopia different

Distinction

Study Behaviour: Case E

Appeared to be disengaged with Lectopia

Went to most lectures, so did not access Lectopia

Unable to concentrate on Lectopia

Learn individually or with partner

High use of LMS, used discussion forums

Printed all material to read

Bare pass

Used both iLecture an dLMS

Admit: I dont have a life.

Danger of become lazy because of the iLecture

Pass (51)

43

Behaviour Summary

All 15 participants exhibited thoughtful study behaviour

They used Lectopia:

To catch up on missed lectures

To review and add to lecture notes

To prepare for assignments

To revise at end of semester

Beyond the unit of study

Overview

Education for the 21st century

Delivering learning

Contemporary learning environments

The student view

Summary of issues

Library Implications

Discussion

Library Implications

Avoid delivery

How to provide a nurturing environment for students who work remotely?

Provide informal learning spaces

Provide a sense of community

Pre-record information and screen-captured movies

Use web-conferencing

Laurentius_de_Voltolina http://en.wikipedia.org/wiki/File:Laurentius_de_Voltolina_001.jpg

Medieval Universities

The medieval university was hardly a paradise for its teachers, especially in Bologna, where the university was a guild of students that hired teachers.

The Universities of Europe in the Middle Ages, Rashdall (1895), cited in Shulman (1986)

49

Other quotes

A scholar was, indeed, obliged to attend lecture at least three times a week If he proposed to leave the town, he was required to deposit a sum of money by way of security for his return. By the City-regulations, moreover, for each day on which he failed to secure an audience of five for an ordinary lecture, or three for an extraordinary one, he was treated as absent and incurred the appointed fine accordingly.

In medieval as in modern times Lecturers had a tendency to spend a disproportionate time over the earlier portions of a book, and so leave none for the rest. An expedient was adopted at Bologna... The Law-texts were divided into portions known as puncta; and the Doctor was required to have reached each punctum by a specified date. At the beginning of the academic year he was bound to deposit the sum of 10 Bologna pounds For every day that the Doctor was behind time, a certain sum was deducted from his deposit.

References

Bligh, D. A. (1972). What's the Use of Lectures. Harmondsworth, UK: Penguin.

Gosper, M., Green, D., McNeill, M., Phillips, R. A., Preston, G., & Woo, K. (2008). Final Report: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching. Sydney: Australian Learning and Teaching Council. [Online] Available at http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_project_webbasedlecture_report_aug08.pdf.

Jones, S. E. (2007). Reflections on the lecture: outmoded medium or instrument of inspiration? Journal of Further and Higher Education, 31(4), 397 - 406.

Laurillard, D. M. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge.

Twigg, C. A. (2002). Improving Quality and Reducing Costs: Designs for Effective Learning Using Information Technology. The Observatory of Borderless Higher Education, (9), 1-21. [Online] Available at http://www.obhe.ac.uk/products/reports/pdf/September2002.pdf.

Shulman, L. S. (1986). Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.

US Generic Paperback Template 6 x 9 CMYK

evaluating

guiding research and practice

e-learning

connecting with e-learning seriese[

evaluating e-learning

An excellent, long overdue guide to creating the environment and conditions necessary for students to take a deep approach to learning using role-play simulations.Shirley Alexander, Professor and Deputy Vice-Chancellor (Teaching, Learning & Equity), University of Technology Sydney

Role-based e-Learning is an excellent term given by the authors to describe and define an emerging field in technology-supported education. It provides both a clear conceptual introduction and a comprehensive and accessible how-to guide for practitioners. A must-read for anyone interested in role-based learning.Professor Nancy Law, Professor and Director, Centre for Information Technology in Education, Faculty of Education, University of Hong Kong

Written for educators seeking to engage students in collaboration and communication about authentic scenarios, The power of role-based e-learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical, and comprehensive guide to the design, implementation, and evaluation of this exciting teaching approach.

Issues discussed include:

The power of role-based e-learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.

Professor Sandra Wills is Executive Director of Learning & Teaching at the University of Wollongong and founder of Project EnRoLE.

Dr. Elyssebeth Leigh is Director of FutureSearch, a learning games and simulations design business in Australia.

Albert Ip is Technical and Development Director of Fablusi P/L (Australia), a company specialising in online role play simulation platforms.

www.routledge.com

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Count

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to support students who can't come to class

127

91.4%

to provide another tool to help students learn

100

71.9%

to support known or unknown students with disabilities

76

54.7%

to support students from non-English speaking backgrounds (NESB)

73

52.5%

because my department required me to use it

27

19.4%

because my students pressured me to use it

18

12.9%

to help students cope with my delivery style or accent

15

10.8%

so I dont have to repeat lectures

13

9.4%

because students learn just as well using Lectopia compared to face-to-face lectures.

5

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