Research in the 2.0 Classroom

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Research in the 2.0 Classroom

• 2008 MCLI Teaching and Learning with Technology
  Conference
• May 13, 2008
• Handouts _at_ http//tinyurl.com/5tyyme

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Contact us with questions!

• itour - Jenny Vargas, SCC, jenny.vargas_at_sccmail.m
  aricopa.edu / 480-423-6654iLab - Cinthya
  Ippoliti, PVCCcinthya.ippoliti_at_pvmail.maricopa.ed
  u / 602-787-7209
• Clickers - Tara Carlisle, SCC,
  tara.carlisle_at_sccmail.maricopa.edu / 480-425-6765
  Ask a Librarian - Karen Docherty,
  RSC/District-widekaren.docherty_at_riosalado.edu /
  480-517-8432

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iTour Using technology to reduce cognitive load
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Problem 1 Heavy Cognitive Load Inefficient
Learning

• High intrinsic (complexity of content), germane
  (relevant to the outcomes), and extraneous
  (irrelevant to the outcomes) loads equals less
  and poor quality learning
• Students are overwhelmed and not engaged
• Instructors feel frustrated that they are not
  reaching students
• Assessments show that the instruction is not
  achieving the stated learning outcomes

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Solution Reduce cognitive load

• Maximize limited working memory resources
• Support novices to substitute for their lack of
  schemas
• Focus attention on important elements and avoid
  split attention
• Use dual modalities - auditory and visual
• Reduce intrinsic load by segmenting and
  sequencing content
• Reduce germane load by providing more practice
  and feedback opportunities
• Reduce extraneous load by eliminating material
  that is not directly relevant to the outcomes
  even if it is interesting or you are dying to
  share it with students

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Problem 2 You want to reduce cognitive load,
but have limited class time

• Students arrive with a wide range of prior
  knowledge
• Subject faculty typically cant devote more than
  one session to the library so the session is
  jam-packed with information!
• Practice and feedback time is very limited /
  segmenting and sequencing is not possible
• Due to time constraints, students are passive
  participants except for short hands-on portions
  of session.

Case Study
Library faculty typically get 50-75 minute
session to teach students how to do high quality
research
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Solution Use technology to create additional
time

• The iTour is an instructional program pre-loaded
  on iPod shuffles
• The delivery format allows students to determine
  the pace of instruction and repeat sections as
  needed.
• The delivery format also allows students to
  complete the iTour on their time frame, as it is
  available anytime the library is open and can be
  completed in as many visits as they would like.
• The iTour makes two sessions possible without
  taking up an extra class period from the class
  the students are enrolled in.

Case Study
Students complete the iTour prior to arriving for
the instruction session.
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iTour takes on cognitive load
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iTour takes on cognitive load
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iTour takes on cognitive load
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Evaluation of iTour
Three levels of formative evaluation were
conducted in Fall 2007. The first was a
one-to-one tryout with three students. The
second was a small group tryout with and ENG 107
class of 12 students. The third was a full-scale
field tryout with three classes of ENG102 with a
total of 38 students.
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Results - Student Achievement
The actual and percentage mean scores of students
on the pretests and posttest for each objective
showed gains for each objective.
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Results - Student Attitudes

• Results from the student survey show that over
  80 of the students strongly agreed or agreed
  with the following statements
• As a result of having completed the iTour
  program
• I feel better able to identify the correct
  keywords to use in the library catalog and
  databases.
• I feel better able to distinguish between
  scholarly and popular articles.
• I feel better able to decide if a topic is at the
  right level for research (broad, narrow,
  appropriate).
• I feel better able to evaluate web resources
• Students also expressed a preference for the
  ability to work independently and at your own
  pace during the iTour (87 of respondents) over
  would you prefer learning in a structured
  classroom setting (3 of respondents).

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Results - Student Attitudes
Comments made on course reflections, weeks after
the instructional program, show positive feedback
regarding the iTour including the following
statement made by one of the students This
semester I was able to develop my research skills
to a higher academic level. The iTour I took in
the library and the in class tutorials that were
presented by the school librarians were crucial
in developing these skills. The iTour walked me
through the library showing me that there are a
number of different ways to obtain research. The
tour also clarified what types of sources were
appropriate for academic research. Before I took
this class, I was aware that the school had
online research databases. However, I wasn't
aware of how many they actually had available. I
was able to find a number of very well developed
scholarly sources for my writings this semester.
One of the most important research skills that I
gained this semester is that sometimes it is
important to find one source at a time. When I
start researching a topic, I obviously don't know
that much about it and am trying to learn more.
So, I found that if I am able to find a credible
source that helps me understand the topic more
thoroughly, it was beneficial for me to read that
source and thoroughly digest the information
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Results - Teacher Attitudes

• The subject area instructor strongly agreed with
  the following statements
• As a result of my students having completed the
  iTour program
• I feel that students are better able to identify
  the correct keywords to use in the library
  catalog and databases.
• I feel that I feel that students are better able
  to distinguish between scholarly and popular
  articles.
• I feel that students are better able to decide if
  a topic is at the right level for research
  (broad, narrow, appropriate).
• I feel that students are better able to evaluate
  web resources.

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Results - Teacher Attitudes
When asked what could be improved the instructor
stated, This question is tough student
response to the iTour is overwhelmingly positive,
and they are more effective researchers. It
seems like its done its job. In addition the
instructor later sent an email after having
looked at the student reflections at the end of
the semester and stated the following As my
students reflected on their progress over the
past semester, the iTour and library sessions
with you came up over and over. If you had any
doubts as to the success of the project, the
positive feedback I received is proof positive
that it makes a wonderful difference in students'
abilities.
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Revisions
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Future of iTour

• Additional tryouts with other disciplines will be
  conducted.
• As per the instructional design process based on
  assessments and user feedback, the program will
  continue to be revised and improved.
• Given the positive response this program has
  received from students and faculty thus far, it
  will become part of the regular instructional
  offerings at the library in the upcoming
  semesters.

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ILab _at_ PVCC

• Cinthya Ippoliti

May 13, 2008
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ILab at PVCC

• What is ILab?
• How is it used?
• Future updates

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What is ILab?

• New way of embedding Information Literacy into
  any curriculum which utilizes BlackBoard to
  assess and track student progress
• Students enroll in the ILab course and
  complete a variety of exercises and activities
  which complement face to face instruction
• A hybrid library instruction experience that
  lasts beyond the classroom

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ILab Menus
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ILab Pre-test
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ILab activities/resources
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ILab in the Classroom

• Students take Pre-Test
• Library faculty come in 3-5 times over the course
  of the semester
• Each face to face session is designed to address
  the results of the pre-test
• Students complete the matching activities in the
  Virtual Workbook as homework
• At the end of the semester, students take the
  Post-test and a survey

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ILab Updates
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Student Responses/Results

• "I honestly didn't know much about research so I
  learned about pretty much everything.
• "It helped with what we were working on in class
  and made the assignment easier and faster.
• "It helped me find the right ways to search my
  topics so I could retrieve the best results.
• Theres so much I can do with Bb now.
• Bb served as a great learning aid.

• 46 increase in scores across 6 classes
• 60 thought librarian was the best aspect
• 75 thought Bb added to their experience

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Questions?

• cinthya.ippoliti_at_pvmail.maricopa.edu
• 602-787-7209

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Student Response TechnologyUsing Clickers to
improve student learning

• Tara Carlisle, M.A., M.S.
• Scottsdale Community College Library
• May 13, 2008

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Paradigm Shift

• Increasingly, instructors are discovering that
  the Sage on the Stage model is not as
  effective as it used to be. Net Gen students
  respond well in a class settingthat encourages
  active learning and participation
• Teaching tools like the student response system
  (clickers) enable instructors to create such an
  environment.

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What are clickers?

• Instructors capture responses from
  studentsinstantaneously via a hand held device.
  The responses are transmitted either through
  radio frequency or infra-red.
• Most products require a proprietary software
  download and are compatible with presentation
  software, such as MS PowerPoint.

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Student Response Technology

• Vendors
• Turning Technologies, I-Clicker, e-Instruction,
  SMARTs Senteo, iRespond, Quizdom
• Other names audience response systems, student
  response systems (SRS), interactive response
  systems and clickers

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Benefits for faculty

• Student response technology enables instructors
  to
• evaluate the collective understanding of the
  entire class
• adjust the lesson based on responses
• track individual student learning at the point
  of instruction
• create assessment reports from the results

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How do students respond to clickers?

• They like the opportunity to make their opinion
  count
• They prefer instant feedback
• They are curious to know what others think and
  know
• They love the interaction!

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References

• Kvavik, Robert. Convenience, Communications, and
  Control How Students Use Technology. Educating
  the Net Generation. Washington, DC EDUCAUSE,
  2005. http//www.educause.edu/ConvenienceCommuni
  cationsandControl3AHowStudentsUseTechnology/6070
  2004 study of over 4,000 students that surveys
  their experiences with information technology.
  Kvavik asserts that while the technology
  integration has progressively enhanced the
  educational experience, it has not yet improved
  literacy levels or learning styles.
• Oblinger, Diana and James Oblinger.eds. Educating
  the Net Generation. Washington, DC EDUCAUSE,
  2005. 18 Jan. 2007. http//www.educause.edu/books/
  educatingthenetgen/5989
• This collection of essays explores the Net Gen
  and the implications for institutions in areas
  such as teaching, service, learning, faculty
  development and curriculum.
• Gibson, Craig, ed. Student Engagement and
  Information Literacy. Chicago Association of
  College and Research Libraries, American Library
  Association,. 2006. A collection of essays that
  address the philosophical and pedagogical issues
  of information literacy and student engagement
  for the future.

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Ask a LibrarianA service of the Maricopa
Community College Libraries

• Karen Docherty,
• Ask a Librarian Coordinator

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What is Ask a Librarian?

• 24 / 7 / 365 online, chat service
• Collaboratively staffed by MCCCD librarians and
  other librarians from around the country
• Designed to conveniently assist students
  faculty at their point of need

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• 64 of Ask a Librarian survey respondents said
  they prefer to ask questions online using email
  or chat. Photo credit The Eggplant., Feb 13,
  2004. 60/

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Librarians help with

• Selecting databases
• Suggesting search strategies
• Finding scholarly articles
• Locating books and multimedia
• Citing sources
• And more

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Select a college
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Enter basic info name, email address
(optional), MCCCD status, and a question
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Librarian joins session with student
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Librarian pushes pages to student and suggests
search strategies
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Librarian assists in refining searches
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A transcript with hyperlinks back to sources is
emailed to student (if student provided an email
address)
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Tell your Students about Ask a Librarian!

• Link to Ask from your syllabus or course web
  site.
• Use the link www.maricopa.edu/lts/ask
• And/or the Ask icon

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Questions?

• Karen Docherty, Ask a Librarian Coordinator
• 480-517-8432
• karen.docherty_at_riosalado.edu

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• Questions?
• Thank you!