Stepping into the unknown - Smith & Archer
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Stepping into the unknown - Smith & Archer
- 1. LILAC Conference Friday 26th April, 2019 Lorna Smith and Anne Archer @nclroblib University Library Explore the possibilities
- 2. The Project
- 3. @nclroblib University Library Explore the possibilities HSS8002 project: The drivers • The HaSS Faculty Research Programme. • Stressed librarians!
- 4. @nclroblib University Library Explore the possibilities The plan Spent over a month planning. Design of module and content – how to transfer the face-to-face workshop content into a more meaningful, holistic online learning experience. Addressing issues from face-to-face workshop format and make it better!
- 5. Planning content by week
- 6. Planning and creating content • Used FutureLearn activity cards (variant of UCL’s ABC Learning design cards.)
- 7. @nclroblib University Library Explore the possibilities Planning each topic
- 8. Online materials used a range of media including written content, instructional videos, talking heads, audio clips, quizzes and interactive skills tools.
- 9. @nclroblib University Library Explore the possibilities Skills Checker https://bit.ly/2F5ULup
- 10. @nclroblib University Library Explore the possibilities Skills Checker results
- 12. @nclroblib University Library Explore the possibilities
- 13. @nclroblib University Library Explore the possibilities Impact • Assessment – visible improvement. • Module feedback – overall satisfaction jumped from 3.8 to 4.1. • Better student engagement. • 89.3% appreciated working at their own pace. • 64.3% appreciated the ability to revisit difficult concepts. • Happier Liaison Librarians! • Learnt a lot.
- 14. The future
- 15. Any questions?
- 16. Lorna Smith Liaison Librarian Newcastle University Email: lorna.smith@ncl.ac.uk Telephone: 0191 208 7640 Twitter: @lornasmith77 Anne Archer Assistant Librarian Newcastle University Email: anne.archer@ncl.ac.uk Telephone: 0191 208 5246
Notas do Editor
- Our very SUCCESSFUL five month project began in January 2018, with myself and a colleague from the University's Learning and Teaching Development Service as project managers. The project was for the Humanities and Social Sciences Library Liaison team to redesign a 10 credit Information Skills module for Post Graduate Researchers through a collaborative project with the Learning and Teaching Development Service, HaSS faculty PGR programme staff and other Library colleagues – to transform 52 hours of face-to-face content into blended delivery on our VLE (Blackboard).
- HaSS Faculty Research Programme: The HaSS faculty had started a project the year before turning key modules of their Postgraduate Research programme into blended, online modules to address the growing demand for PGR programmes to be delivered outside Newcastle - and had earmarked the Library Skills module as the second one to be done. Stressed librarians! The HaSS library Liaison team have been teaching this module for about 15 years and over the years this module has grown in numbers and in content, which has resulted in a huge amount of time and effort every year for the team, during the busiest teaching period of the year. There have been challenges for library staff to meet the needs of students with a diverse range of highly specialised research topics, together with an array of previous library and research experience; an issue that was frequently brought up in module feedback. So with the project, we spent time addressing the issues that we kept having when teaching the module as workshops, such as the students taking any workshop just to make up credits and because they fitted into their schedule e.g. taking Advanced EndNote, when they hadn’t taken the basics, taking the Systematic Review workshop when they weren’t even doing a SR!
- The HaSS liaison team all contributed to the design and creation of learning materials, drawing on areas of expertise and technical ability, to create a holistic, online learning environment for our PGR students. We didn’t make any drastic changes to the content – more about making the content flow and make more of a logical story. So we essentially threw the material up in the air! The content was mapped to SCONUL’s Seven Pillars to ensure all aspects of IL was covered. We looked at other IL models, but the Seven Pillars was the most appropriate match to the module outcomes – using the Seven Pillars really helped give the module structure.
- 5 weeks for the module. The blended aspect of the module was an hour introduction lecture at the start, a hour lecture at the end (sum-up and assessment) and an essential two hour workshop in week ¾ - repeated three times. Broke the online content into Core material, Specialist material and Managing Information (EndNote) - the idea being that students can pick and mix their learning – making it more meaningful and personalised. However, we strongly recommended that they ALL did was the Core topics in weeks 1-3 to prepare themselves for the workshop. In the early stages of the planning process I had a bit of a fight on my hands with the Liaison team who were eager to get started with creating content, but had to get them to trust the process and only think about the 'what' at this stage and not the 'how'!
- In the next stage we took each topic and working in pairs we started to plan the 'how'. – I was on each topic pairing to ensure continuity and oversight of the project as a whole. To help us to create the content we used Future Learn Activity Cards to ensure the content was varied and pedagogically sound – so not all text or all videos. We had multiple copies of the cards and were able to write on the back of them – learning outcomes and timings. The benefits of these cards were that they were like a lesson plan, but more flexible – can play with the order and move them about to make sure the learning made sense and had a story. Really quick process. My colleagues who had been teaching the module for years found the process refreshing – able to look at the content in a different way.
- From the Activity Cards – mapped out the content, timings, worked in pairs - transformed the writing on the activity cards to a Word doc – you can see the wording from the cards in block capitals. - we then shared out the work within our pairs – this document was really useful as it was clear that who had to do what, e.g. a 4 minute video.
- In conjunction with LTDS colleagues, we created a variety of online content, including text, video, audio, interactive tools, discussion forums and quizzes. - We learnt that screen shots were a problem for accessibility and that there is nothing wrong with a bit of text!
- As Lorna has already commented, we designed the module to allow students the freedom to create their own learning journey through the content. And a central part of this, was the skills checker which I created in conjunction with our fantastic learning technologist. In past years, we had used a paper copy of the Vitae Research Development Framework and asked students to use this to think through what IL skills they had and to consider what they needed to improve on. However to be honest, it had little impact on helping the students to deeply reflect. As a result, I adapted the questions from this framework and matched them against the SCONUL 7 pillars model to make an interactive widget which looks like this! Click on link: As you can see from the top there are 12 statements which students have to think about and then respond to by clicking on the button on the likert scale which most matches their confidence levels (the scale ranges from strongly agree to strongly disagree). Each statement has a qualifier underneath it so the student can understand what we were asking, as we were conscious of not throwing library and IL speak at them. This whole process takes about 10 minutes in total to complete and at the end they get a results screen which looks like this (go back to next slide)
- So as you can see the students get an overall score (which here is 53%) and their results are matched against the 7 pillars. If they want to find out more about how they scored in each of the pillars, they can click on the pillar they are interested in or alternatively they can click on print results button as well (see next slide)
- And the printed results look like this! So, whichever way the students investigate their scores (either through clicking on the pillars or by printing the results) they are given a percentage score for that section, but they are also, more importantly, directed to which sections of the module would be good for them to concentrate on, thus, once again encouraging that personalised learning journey that we wanted to foster. For this reason we encouraged the students to make use of this printed results screen which they could either save electronically or have a printed copy of. We asked the students to not only complete this widget at the start of the module, but also at the end, as we wanted to give them the opportunity to reflect on how far they had progressed and what skills they needed to continue to work on throughout their research.
- As a knock on effect of asking the students to complete the widget both at the start and end of the module, it also allowed us to measure impact. The widget is an anonymous, self-assesment tool so we don’t ask to see the students own personalised results. But we were able to pull off this data after the module to see how, as an overall cohort, their skills had progressed. And really encouragingly we could see that there had been definite increase in confidence from when they had first completed the skills checker to their second attempt at the end of the module. The dark blue’s indicate that before the module the students mostly disagreed that they had any of these core IL skills, but you can see by the end of the module the dark blues have moved over to the agree and strongly agree. Obviously this is subjective data, but it was heartening to see and was very much backed up with what we saw in their summative assessment as well.
- So apart from the skills checker and the improvements that the students identified themselves, what has been the impact of the module as a whole? As I have just alluded too, we also saw a visible improvement in the assessment. In previous years, students had really struggled in grasping how to evaluate and refine searches, but this year they really got this concept like never before. It was good to actually see the content of the module reflected in their assignments! The module feedback from the students themselves has also been really encouraging as we saw an overall satisfaction score jump from 3.8 to 4.1 on a 5 point scale. No other module in this PGR programme has achieved a score over 4 so we were really chuffed as a library team and the Faculty were also extremely pleased. Another up side is that the students were also more engaged. As you can see from the slide, they loved the fact they could work at their own pace and go back and revisit difficult concepts. We no longer had students accessing lectures / content that weren’t appropriate for them and the blended format suited the majority of students who were fitting study amongst other work and family life commitments. We have seen already that students are going back and accessing the material after the module has finished and fits what we all know….that students wnat help with IL skills at the point of searching or planning their research. They don’t want to just be told it once in a lecture at the start of their course, but they require materials that they can dip into in their own time and access at their own pace. And last but not least it’s had a big impact on us as Liaison Librarians! We are no longer rushing round as manically trying to deliver 52 hours of teaching in already the busiest time of the year and we have learnt so much. This ranges from how to plan and create accessible, interactive, online content and how to work more closely with colleagues in other services and roles.
- So where are we now and what does the future hold? Well the project has finished and a full run of the module has been completed. We are in the process of weighing up both the good and bad feedback and making changes for the next academic year. However, the changes that need to be made, are not major ones and mostly relate to us as staff being more visible to the students and also about needing more guidance at the start of the module about planning their route. We are therefore, tweaking our first lecture to ensure it’s more hands on and are going to be recording videos of the team where we not only introduce ourselves, but also give weekly, video updates, rather than simply relying on text based emails all the time. We have also started to repurpose the online material for general teaching, embedding resources into other Blackboard modules (including lots of dissertation modules), as well as repurposing the material for our Science, Agriculture and Engineering PGR programme. As a team we are using the Learning Activity cards in other teaching, alongside traditional lesson plans to ensure our delivery is varied and pedagogically sound. And further afield, the module is going fully online in 2019/2020 and we are adapting it for students in London, Brazil and Thailand. So we are truly going international, which we are excited about, if not a little daunted about too!
- By Barry Mangham [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], from Wikimedia Commons