hybrid learning wilu 2010

Concordia University pilots a credit information literacy course

WILU 2010, May 12Presented by

Andrea Cameron & Jennifer Cyr

SEL197A2009/2010 Concordia libraries provides

credit course to 800 “at-risk” studentsFall term: 500 students, 12 instructors, 8

weeksWinter term: 200 students, 8 instructors, 8

weeksMoodle used to create “hybrid” learning

experience and manage project

OutlineWhat we didHow it wentWhere we’d like to go

Hybrid Learning

Benefits of CMSPractical

InexpensiveEasy to useTime saving

PedagogicalAddresses multiple learning stylesHelps to create a learning community

Course Structure

Introducing MoodleHomepage

Introducing MoodleHomepage

Communication toolsContact page

Communication toolsNews forum

Administrative toolsGrade book

Administrative toolsStudent grades

ActivitiesWorksheets

ActivitiesGroup activities

ActivitiesDiscussion forums

ActivitiesQuizzes

What the literature saysWhat the students sayWhat the teachers say

What the literature saysCreate a community of learningEncourage constructive learningEngage a range of learning styles

Aural, visual, kinestheticGlobal, sequentialActivist, reflector, theorist, pragmatist…

Encourage deep thinking (synthesis)

What the students say“This is a great course that I believe

every student should take when starting undergraduate studies”

“It’s been a great experience”

“I’m glad that I have taken this course. I learned a lot that I

think will help me tremendously”

Most important thing I learned from this course….

Most popular responses…Change structure of course

Shorten course Lengthen course

Increase depth of courseMore discipline specific

More activity basedMore hands on

Suggestions to improve this course…

“I guess we could spend less time focusing on how to cite properly, and more time learning how to

actually find the sources which are relevant”

Suggestions to improve this course…

“The course focused too much time on basic searches and not enough time on databases”

“More activities – perhaps more in-lab assignments”

“More discipline specific assignments”

Test Scores

Skill Area Percentage Improvement

Developing Topics 20.10%

Finding & Using Books and Articles

34.90%

Evaluating Research Sources 20.87%

Citing Research Sources 100%

Awareness & Avoidance of Plagiarism

32.41%

Research Cycle & Information Formats

32.30%

Overall improvement 33.08%

Pre-test and post-test results (20 questions)

Test design and analysis by Nadine Anderson

What the teachers sayA lot of work!At-risk students have unique needsStudents have discipline-specific needsGrades matterRedevelopment and more redevelopment

ChallengesTime management

Balancing library prioritiesAdministrative supportHiring TAsEfficiency vs. creativity

Facilities managementStudent management

Choosing a pilot groupStudent needs

Next stepsIncreased activity-based learningIncreased student-to-student communicationIncreased asynchronous, e-learning

ReferencesAllan, B. (2007). Blended learning: Tools for teaching and training. London: Facet

Publishing.Bowles-Terry, M., Davis, E. & Holliday, W. (2010). “Writing information literacy” revisited:

Application of theory to practice in the classroom. Reference & User Services Quarterly. 49(3).

Daugherty, A & Russo, M. (2007). Information Literacy Programs in the Digital Age: Educating college and university students online. Chicago: Association of College and Research Libraries

Henrich, A. & Sieber, S. (2009). Blended learning and pure e-learning concepts for information retrieval: Experiences and future directions. Information Retrieval. 12. 117-147.

MacDonald, J. (2008) Blended learning and online tutoring: Planning learner support and activity design. Burlington, VT: Gower.

Olapiriyakul, K. & Scher, J.M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education. 9, 287-301.

Vaughan, N. (2010) A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education. 13, 60-65.

Weetman-DaCosta, J & Jones, B. (2007). Developing Students’ Information and Research Skills via Blackboard. Communications in Information Literacy. 1(1), 16-25.

Questions?