Note: I completed and posted my week four assignment and final project out of sequence. You will find the final project post below this one.
My final project is based on three class sessions embedded in the English Composition (ENG1100) class. I have been included in the teaching of Information Literacy (IL) skills in ENG1100 for a number of years and this instruction has grown and developed over those years. The biggest opportunity to develop this section of the class came recently when the university determined that an introduction to IL skills and concepts would be embedded into this class as part of curriculum development. IL skills and concepts is taught here within the context of the Research Process.
The use of educational technology is an important part of teaching IL skills and concepts in this class and its importance ranges anywhere from enhancing the instruction sessions (visual aids) to being highly integral to the learning of IL skills and concepts (hands-on practice).
What technologies might be most appropriate for your final project?
- Visual aids – Infographics (easel.ly) and Videos (YouTube)
- Self-testing and Feedback – Polling (Poll Everywhere) and Surveys (Drupal)
- Tutorials – Self paced online tutorials/guides (LibGuides)
Does your final project align with any of the trends represented in the Horizon Report you reviewed?
- Blended learning – My final project includes an online component to the face-to-face class using LibGuides to provide a tutorial with infographics, videos, and brief review quizzes. The guide is used for both self-directed learning, review, and to partially flip the classroom (I do not cover everything in class that appears on the formal quiz administered by the professor of record in ENG1100). This online guide can be accessed by students for review at any time since it is publicly available and not locked down within an online course system.
How does your choice of tech enhance or improve instruction or motivate learners?
- Student interest
Visuals seem to grab the attention of learners, so I’ve included infographics and short video clips during face-to-face sessions to hook them and keep their attention.
- Student involvement
Getting students involved in their own learning is highly desirable, so I plan on incorporating a few quick online polls (I’ve successfully used polleverywhere.com before) so students can anonymously self-test. Students want to use their cellphones so why not include these devices as part of the instruction? I already include a brief survey at the end of class for students to self-assess their learning and to provide instructional feedback.
- Student practice and authentic experience
Giving students the opportunity to immediately practice the skills and concepts has proven to markedly improve learning, so the hands-on aspect of class sessions is non-negotiable! Providing class time for students to work on their own research the week after the instruction sessions are completed has also resulted in better research and resultant papers. Students have appreciated the safety net of having both a librarian and their instructor available (as well as their peers) as they begin implementing the research process for their own projects.