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IDEALA Final Project

Instruction:

A one-shot, face-to-face, in-library, 2 hour “brief” for five-twenty upper level/graduate students, covering Library and research tools and sites, specifically for their in-class brief and future research. These military members have either completed or are about to start, their masters coursework at a military university.  The brief will be conducted in a small computer lab, with computers for each student and the instructor’s computer projected onto a smart board.  Students will utilize their computers, pen, and paper, while the instructor briefs using PowerPoint slides and modeling computer searches through the smart board projection.

Learning Outcomes:

Students will be able to:

  • Identify potential sources for information and productivity
  • Assess quality and relevance of search results and information
  • Understand copyright, documentation styles, and source citing

Assessment:

At the beginning of the brief, have students write a one minute paper on 3 sources of information they think they will use for their brief.  After presenting sources, have them re-write their one minute paper to reflect what they have learned.

Ongoing “Fidelity” feedback throughout brief.

  • Frequent- direct interaction with students in the classroom after each section
  • Immediate- direct discussion of students’ questions/conclusions in the classroom.
  • Discriminating- focusing on how the information will be useful in their class NOW and future jobs
  • Lovingly delivered- Much less strict/rigid than most military interactions

After presenting the Source Evaluation Rubric, assign a site to each student, and have them assess it using the rubric.  Then, have them discuss the sites as a group and rank them from 1-5 in order of appropriateness for the topic.

After presenting helpful sources for copyright & citations, have students use one of the citation sources to create a citation for their Source Evaluation site. Discuss.

Instruction Evaluation: Have students complete a paper survey on the effectiveness of the brief.

Learning Theory:

Constructivism: A philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is the process of adjusting our mental models to accommodate new experience. Learners construct their own meaning. Students do not process or transfer what they receive passively. Provide tasks that allow them to reflect/analyze on information. e.g. Search this index on X and list techniques that improve your search. New learning builds on prior knowledge. Students must compare and contrast old and new information to build new connections. Learning is enhanced by social interaction. Students learn best in social settings where they can debate conflicting ideas and exchange perspectives. e.g. Use small groups and class discussion to explore and articulate search processes and methods. When students work together on projects or problems under the guidance of the instructor, a higher level of learning is achieved due to the scaffolding effect of peers and teacher than could be accomplished independently. This is also known as Vygotsky’s “zone of proximal development”. Meaningful learning develops through “authentic” tasks. Choose examples and activities from the real world that are worthy of investigation. Consider current news topics or themes of interest to specific age groups.Draw on communication between participants through bulletin boards, chat, listservs, to share understanding from different points of view.

Reflection:

The most useful part was a format to follow when designing instruction.  Its nice to have an order to think about things, which helps make sure you don’t leave an important aspect out.  Overall, it was a nice refresher for me for learning theories and instructional techniques, and to think on how to teach adult learners.  It has made me miss teaching!  In the future I will be looking for more opportunities to present library instruction.

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Week 3 Post 2

Motivation

Write a brief post addressing how you are going to motivate your learners/students, and align your response with the information drawn from Small’s article on motivation.
Motivation
Beginning:
  1. Share your objectives of the instruction (Relevance: goal orientation)
  2. Start with a search scenario most students are familiar with (how to find a book in the library (Relevance: familiarity)
  3. Assure students that they don’t have to memorize everything in the brief- just ask for my help and I’ll work with you one-on-one anytime. (Confidence: learning requirements)
During:
  1. After demonstrating on the smart board, have students pause and write, discuss as a group, and share ideas. (Attention: variability)
  2. Provide opportunities for students to practice with the demonstrated sites (Confidence: success opportunities)


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Week 3 Post 1

In your blog, discuss which theory/ies might be most applicable to your instruction and outline a specific activity/assignment/exercise that would facilitate learning according to that theory. Outline, design, or wireframe that activity in a way that  makes sense to you so you will be able to design it more in depth when you have time.
Theory:
Constructivism: A philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is the process of adjusting our mental models to accommodate new experience.
Learners construct their own meaning. Students do not process or transfer what they receive passively. Provide tasks that allow them to reflect/analyze on information. e.g. Search this index on X and list techniques that improve your search.

New learning builds on prior knowledge. Students must compare and contrast old and new information to build new connections.

Learning is enhanced by social interaction. Students learn best in social settings where they can debate conflicting ideas and exchange perspectives. e.g. Use small groups and class discussion to explore and articulate search processes and methods. When students work together on projects or problems under the guidance of the instructor, a higher level of learning is achieved due to the scaffolding effect of peers and teacher than could be accomplished independently. This is also known as Vygotsky’s “zone of proximal development”.

Meaningful learning develops through “authentic” tasks. Choose examples and activities from the real world that are worthy of investigation. Consider current news topics or themes of interest to specific age groups.Draw on communication between participants through bulletin boards, chat, listservs, to share understanding from different points of view.

ACTIVITY:
1) Draw on what students already know- ask them what 3 sites they are planning to use for research.
2) Share sites with group/class.  Discuss any known pros and cons as a group.
3) Have instructor share vetted sites as an expert. Use sites and search terms directly from students/course topics.
4) Discuss questions, pros and cons, etc as a group.
5) Have students re-list three sites that they can use for research.  Give them time to explore these sites in class and to discuss findings with instructor and other students.


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#IDEALA Week 2 Post 2

Second post: What kinds of teaching methods and content could best help your learners get to the goals and outcomes you set out to achieve? Continue reading Fink, pages 16-25. Start brainstorming how you could link activities and resources to your goals and assessments by answering the questions on pages 21-22, as well as using the worksheet on page 23. You don’t have to have all the answers, this is just to get you started on thinking about the next phase in the design process. The Carnegie Melon reading should also be helpful in your brainstorming.
1. Situational Factors
Assuming you have done a careful, thorough job of reviewing the situational factors, how well are these factors reflected in the decisions you made about learning goals, feedback and assessment, learning activities? What potential conflicts can you identify that may cause problems? Are there any disconnects between your beliefs and values, the student characteristics, the specific or general context, or the nature of the subject in relation to the way you propose to run the course?
The course relies heavily on technology.  If any of that goes down, or is unavailable to the students, my instruction will not go well.  I am also concerned about how military officers of this level will respond to being taught information resource evaluation.  They may have the attitude that they already know everything about the web, so why am I treating them like children?  I plan on NOT approaching it that way, but you never know how they will react.  They have completed a Master’s degree, but I have no idea what information literacy skills they acquired through that.
2. Learning Goals and Feedback & Assessment
How well do your assessment procedures address the full range of learning goals? Is the feedback giving students information about all the learning goals? Do the learning goals include helping the students learn how to assess their own performance?

I think my goals and assessment line up well.
3. Learning Goals and Teaching/Learning Activities
Do the learning activities effectively support all your learning goals? Are there extraneous activities that do not serve any major learning goal?
 
I don’t think there are any extraneous activities.
Worksheet
 
Learning Goal: 
Identifying potential sources for information and productivity
 
Ways of Assessing this kind of Learning

From http://www.cmu.edu/teaching/assessment/basics/alignment.html

1)Objective test items such as fill-in-the-blank, matching, labeling, or multiple-choice questions that require students to recall or recognize terms, facts, and concepts.

2)Activities such as papers, exams, problem sets, class discussions, or concept maps that require students to:

  • summarize readings, films, or speeches
  • compare and contrast two or more theories, events, or processes
  • classify or categorize cases, elements, or events using established criteria
  • paraphrase documents or speeches
  • find or identify examples or illustrations of a concept or principle
Actual Teaching-Learning Activities
1) Give students 1 minute to brainstorm at least 3 opensource intelligence resources they could use to research their brief.
2) Have students think-pair-share their answers, or discuss as a class (depends on size)
3) Discuss the TYPES of resources they thought of.
4) Present three types of resources they should consider.  (Scholarly, Military/Government, News) and example sites.
5) Give students 1 minute to re-do their list, incorporating what they learned into their resources.
 
Helpful Resources
Opensource.gov> Janes > EBSCO > Newspapers Direct
AKO> Gale
See Articles and Papers resource guide
Learning Goal: 
Assessing quantity, quality and relevance of search results and information
 
Ways of Assessing this kind of Learning
 

1)Activities such as journals, diaries, critiques, problem sets, product reviews, or studies that require students to:

  • test, monitor, judge, or critique readings, performances, or products against established criteria or standards
 
Actual Teaching-Learning Activities
1) Present the CRAAP model for evaluating web sites, modeling using one of the previously presented websites
2) Assign students (or groups) one website to evaluate using the CRAAP rubric.
3) Let students discuss how they would rank the websites (1-5).
 
 
Helpful Resources
 
Example sites:
Learning Goal: 
Apply understanding copyright, documentation styles, and source citing
Ways of Assessing this kind of Learning
 

Activities such as problem sets, performances, labs, prototyping, or simulations that require students to:

  • Use procedures to solve or complete familiar or unfamiliar tasks
  • determine which procedure(s) are most appropriate for a given task
Actual Teaching-Learning Activities
1) Present information on citing sources and following copyright
2) Present helpful sources for copyright & citations, modeling using one of the previously presented websites
3) Have students use one of the citation sources to create a citation for their JFK site
 
Helpful Resources


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#IDEALA Week 2 Post 1

Here you will begin to think about assessment and tying it into your learning outcomes. You have already thought about and written what your goals and outcomes may be, as well as considered a needs assessment for your learners.
Forward Looking Assessment

1. You are on the joint operations staff of a Federal Agency.  You must prepare a briefing for your team on the mission, organization and current threat picture concerning a strategic area in the Pacific. What reliable open source intelligence resources can you utilize to research the area?

2. You are on an inter-agency crisis team.  You must brief senior staff on future threat trends in the Middle East.  What strategy will you use to evaluate open source information resources on the area in order to provide your predictions?
Criteria and Standards
Learning Goal:
Students will be able to identify potential sources for information and productivity.
Criteria:
Students identified at least 3 potential starting points of open source intelligence sources from a variety of sources.
 
Standards:
Excellent: Students identified at least one scholarly source, one current events/news source, and one government/military source of information.
Average: Students identified only two scholarly, current events/news,  OR government/military sources of information.
Below Average: Students identified sources that were neither a scholarly, news, or government/military source of information.
 

Learning Goal:

Students will be able to assess the quality and relevance of web search results and information.
 
Criteria:
Using the CRAAP (Currency, Relevane, Authority, Accuracy, Purpose) model, students assessed at least 5 appropriate open source intelligence resources for their brief.
 
Standards:
Excellent:  All 5 resources rate high on the CRAAP rubric.
Average: 3-4  resources rate  high on the CRAAP rubric, with 1-2 rating medium or low.
Below Average: 1-2 resources rate medium on the CRAAP rubric, with 3-4 rating low.
 
 
Self assessment:
At the beginning of the class, have students write a one minute paper on 3 sources of information they think they will use for their brief.  After presenting sources, have them re-write their one minute paper to reflect what they have learned.
 
 Assign a site to each student, and have them assess it using the CRAAP rubric.  Then, have them discuss the sites as a group and rank them from 1-5 in order of appropriateness for the topic.
 
 
FIDeLity Feedback
Frequent- direct interaction with students in the classroom after each section
Immediate- direct discussion of students’ questions/conclusions in the classroom. 
Discriminating- focusing on how the information will be useful in their class NOW and future jobs
Lovingly delivered- Much less strict/rigid than most military interactions
 
 


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Some random reflections

So, this week I started a course through ALA.  Its about instructional design, so I don’t expect everyone to be rushing to read my posts, but it did make me think a bit about some random things.

I miss teaching.  Real teaching where I am with students for more than 15-30 minutes, and am just rattling off where to find the library’s website.  I think this course will help me articulate to my director, and others, why instructional information literacy lessons should be integrated into all classes.

I am not the best student- especially when trying to motivate myself.  I get distracted and put things off too easily.

Some things that have been distracting me:

Reading:  I started the Kate Daniels series by the author team Ilona Andrews- it was a Vaginal Fantasy (bookclub on GOodreads) pick this month.  Its an urban fantasy where in the future the world swings between tech and magic dominating.  Its full of witty heroines, who kick much ass, vampires, witches, werewolves (and lions, hyenas, bears, rats and more) .  The first book is Magic Bites- the cover may throw you off, and the first book is actually the weakest in the series (I’m about to start book 6), but it is worth it.  I fell hard for this world and its characters.

https://www.goodreads.com/book/show/38619.Magic_Bites 

38619

Playing Skyrim.  I know I know, everyone else has probably finished this game, but I haven’t yet!  In order to get through it, I ignored a lot of side quests and focused on finding words of power, killing dragons for their souls, and now I am farther into the main storyline than I’ve been before.  I’m playing it so much I’m dreaming about it.  I’m not very subtle, basically I run around and kill things with my two ebony axes.

Watching (and reading) Outlander.  The Outlander series by Diana Gabaldon is one of my all-time favorites.  Ron Moore (who did Battlestar Galactica) is producing the TV series on Starz.  Its excellent.  Even the “new” stuff that they added in that is not in the books, keeps the feel of the books (and illustrates things, like how the English viewed the Scots as barbarians).  As I watch each episode, I’m reading along in the book.  AND they’ve been greenlit for a second series, based on Dragonfly in Amber- yay!

Fantasy Football.  Despite a really good draft, I’m still getting my butt kicked in this league so far.  Hopefully I can pull out a W this week.


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#IDEALA Week 1 Part 2 Questions for Formulating Significant Learning Goals

Step 2. Worksheet

Questions for Formulating Significant Learning Goals

From A Self-Directed Guide to Designing Courses for Significant Learning (L. Dee Fink) http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

“A year (or more) after this course is over, I want and hope that students will remember that libraries are more than dusty books on shelves, and that internet searching is more than Google.”

Even though I give very specific tips and strategies, and very specific sites I know will help the student in this course, I don’t expect them to remember everything I say.  What I would like them to remember is that the Library can provide help to them, and a little thought before & during a search can go a long way.