Posted by LibeRaCe on December 11, 2015
Where to start? Well, with a planning hat on. Key message is to use technology solution in the area that you want most improvement, not just shoe horn it in for the sake of it….
Curriculum planning, learner needs, teacher pedagogy (need to get myself one of those), assessment and feedback. What is the best fit and where will I use technology to its best advantage? Who are my learners and what are the learning outcomes I need/want them to achieve? These are questions I need to ask, even if I am just doing a parachute session for study skills! I had never heard of the ADDIE or DADDIE framework for creating courses and had been using OTARA without realising (as part of the scheme of learning we need to use to map our teaching sessions) In some ways I know more than I think and in other far less! Or maybe it’s just terminology? I did feel that I am putting a lot of the tips into action already with using Twitter, Linkedin and other platforms in my teaching sessions but I am sometimes unclear as to the how and why I do it – other than I know that it works 🙂
Week 5 – and the last
The main message that has stayed with me from this week has been enabling learners to have a “belief in their own capacity to achieve”. They should be at the heart of everything we do and that blended learning can give the flexibility to enable those most at risk of exclusion to participate. It takes a department-wide agreed change to embed a blended learning approach – but there are small steps you can take for your individual courses and to suit your learners. Managing your own time as a tutor is just as important and must be included in your planning – how and when do you expect to be contacted and by what time must you reply?
This course really helped to me to see that the steps we have taken here towards blended learning have definitely been in the right direction. The ideas and questions posted by participants have been very helpful in vocalising the issues we have had, as well as highlighting things we never considered. The sharing of teaching ideas and resources has been excellent and we have kept a list open on shared Google Doc for staff here all doing the course to share and amend.
Posted in Digital Literacy, library 2.0, Library Online, Online Learning, PGCE, Uncategorized | Tagged: Blended_Learning, coleg llandrillo, flipped classroom] | Leave a Comment »
Posted by LibeRaCe on October 23, 2012
This morning Ofcom released their latest report – Children and Adults Media use and attitudes report 2012.
Did you know that –
Over a third of 3-4 years olds are helped to go online using a desktop PC, laptop or netbook and 6% go online via a tablet computer!
Children who use the internet mostly alone comprise one in seven internet users aged 5-7 (14%), one in four aged 8-11 (24%) and over half of those aged 12-15 (55%)
While most children would tell someone if they encountered something inappropriate, a minority were unsure or would not tell anyone
Lack of confidence in using the internet is an issue for a number of parents, and the risks of grooming, cyber-bullying or access to inappropriate content are not always front-of-mind for many parents.
The ESafety pages on Moodle developed and curated by the Library and Learning Technology team, will help to support tutors and learners with :
– Esafety/Digital Footprint Class resources (videos, discussion points, quizzes, handouts and crib sheets)
– Esafety handouts with top tips
– Sources to find support
– Information for parents
– Esafety resources created by learners with disabilities and learning difficulties
– Esafety resources created by referred/excluded learners
– Safer online shopping information
– Spotting fakes and fraud online
– Basic media literacy awareness
We also add content regularly to our favourite E-Safety webpages list – http://delicious.com/llandrillo_library/esafety .
To arrange departmental staff development training on delivering Esafety, Digital Footprint or Social Media sessions, please contact the LLTS team directly.
Posted in Citizenship, ESafety, FE Students, Health & Safety, PGCE | Tagged: digital footprint, digital literacy, esafety, information literacy, media literacy, ofcom | Leave a Comment »
Posted by LibeRaCe on May 23, 2012
At the RSC North West ‘Want your learners to be more independent?’ event I felt I had my eyes well and truly opened to the benefits of, and dare I say it, the necessity of embedding information literacy skills into learning provision – whatever form that provision that may take.
Anthony Beal and Hilary Thomas (RSC) asked us to start thinking about what our definition of ‘Critical Thinking’ and ‘Independent Learner’ might actually be. Cue much head scratching and pen waving, but ultimately many similar ideas from a mixed group of tutors/librarians/learning support officers. Critical thinking suggestions included the ability to analyse, compare, contrast and assess information in a more in-depth way. An independent learner has a myriad of traits – motivated, self directed, responsible, reflective, engaged and (crucially) intrinsically motivated by making progress.
The term Information Literacy itself was queried – are teachers/tutors familiar with this term too – does it have meaning outside of the research or information professional’s toolkit? If you walked into a classroom and asked “hands up anyone who’s information literate”, would you be met with blank stares? And not only because you’re a raving stranger that’s just walked into their classroom……..
Deborah Millar and Joanna Neil from Blackburn College gave great insight into the uses and benefits of social media tools including Pintrest, Tumblr and Scoopit and how these sites help to support their learners to study, expore, research and reflect on the regular feedback they can offer as tutors. But their talk also gave us more to think about regarding the role of a tutor/teacher as ‘expert’ and the understanding of true collaboration within a students learning journey. It set us on the path to question our role titles and how that might affect provision (division of support) and also who ‘owns’ knowledge or information within an institution.
This insight paved the way for a talk by Jane Secker and Emma Coonan, which was a quickfire but insightful overview of ‘A New Curriculum for Information Literacy ‘ (ANCIL) project, which they had both developed during their secondment to the Arcadia Project -exploring the role of academic libraries in a digital age. While the main focus of the project was Higher Education, there were significant, transferable conclusions and new ways of thinking about Information Literacy that relate to the Public Library and Schools stream of the Welsh Information Literacy project. The Institution Audit Worksheet especially enabled the group to start discussing and investiagting who currently has responsibility for supporting students develop their IL skills in our organisations, broken down by strands including becoming an independent learner or resource discovery. When you really look at learner support provision in this way, it becomes clear quickly that in many cases several departments/staff groups are involved and not everyone collaborates to make it a seamless experience for learners.
I think this training day was the first opportunity I’ve had to really THINK about Information Literacy and make meaningful connections to help categorise or attempt to lasso all the different approaches in order to spread the word and support our advocacy activities. I feel it’s important to re-visit this question with a new WILP project team and also as we are approaching lots of new stakeholders who are encountering this for the first time.
Is it a concept, an ethos, a skillset, a scheme of learning, a framework? Well, yes to all – but also a pathway, a continuum, a cyclical process of learning, exploring and reflecting to enable people to cope with the demands of whatever information context they find themselves in. Before we get too metaphysical here, I think the point I’m trying to make is that the question should really be “Am I information literate right now?” – do I have the information skills necessary to help me to be insightful and successful for my challenges today? And to make sure we ask ourselves and ask this question of our learners regularly. There are a set of identifiable skills, yes but potentially infinite levels of skill development – there is no ‘end point’.
We need to move away from thinking about Information Literacy as a set of finite, tick box competancies – definable, yes, measurable, yes but continually evolving. However, when we start talking about accreditation, impact and measurement there is a danger of falling into the trap of “right, you’ve done the test. You’re information literate now, put that in your PDP and off you go”. Embedding information literacy into our services and user/learner support should be about enabling a generation of life long learners – is that happening in your organisation?
You can contact the Welsh Information Literacy Project Team at firstname.lastname@example.org or on Twitter @welsh_info_lit
Posted in A Levels, GCSE, HE Students, Libraries, PGCE, Welsh Info Lit Project | Tagged: information literacy, welsh information literacy project | 2 Comments »
Posted by LibeRaCe on January 25, 2011
Jenna Jefferson a BTEC Science student has received a merit award for her effective use of the Autology online resource, for the month of November 2010.
She has made excellent use of the over £3000 worth of resources that are available to each student who has access to Autology.
Jenna said ‘She has found the Autology resource very useful for her course work”. Jenna is pictured below receiving her certificate and prize from Library Manager Dr Andrew Eynon.
Autology is the world’s first ‘Sat Nav for Study, created for students aged 11-18. It is used by students in College and at home, at their own pace, to improve their results – helping with coursework and revision.
Autology combines a unique Online Library, filled with thousands of high-quality resources for students with intelligent, pro-active Research Assistant Tools that help students instantly access all the relevant information they need
Posted in A Levels, FE Students, GCSE, General Library Info, HE Students, PGCE | Tagged: "E-Learning" "E-Resources" " Internet Trianing", autology, coleg llandrillo, e-learning, library, student prize | Leave a Comment »