665 session8-pbl&info fluency-s13

Achieving Information Fluency Via Inquiry-

Based LearningTo Increase Engagement in

Building Affective and Cognitive Information Skills

LIS 665 Teaching Information Technology LiteracySpring 2013

University of Hawaii

Nahl 2013LIS 665 Teaching Information Technology Literacy

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Framework for 21st Century Learning http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=11

Information FluencyInformation Fluency

Information Fluency is the optimal outcome when critical thinking skills are combined with information literacy and ICT skills.

Digital Information Literacy is defined as the skillful use of information within digital environments.


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The Significance of The Significance of Context and Context and

ImmersionImmersion Acquiring knowledge in the context in which it

will be used facilitates recall and application of skills and concepts learned. (Gijselaers, 1996)

Objective: Engage students in solving real-world problems in order to develop critical thinking and problem-solving skills.


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http://www.colleges.org/techcenter/if/if_definition.html


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21st Century Information Fluency http://21cif.com/rkit/newRkit/gettingstarted.htmlDigital Information Fluency http://21cif.com/rkit/core_competencies.htmlTurning Questions Into Queries http://21cif.com/resources/features/leadarticle_v1_n0.html


7The Search Process http://21cif.com/tutorials/micro/mm/searchprocess/index.htm

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Theoretical BasisTheoretical Basis Constructivist learning models

Active learning models

Discovery learning models

Collaborative learning models

Hypothesis testing models

Reflection learning models


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Active Learning Active Learning ModelsModels

Relation between inquiry-based learning (IBL), problem-based learning (PBL) and case-based learning (CBL)

(adapted from Spronken-Smith, R. A., Jennings, J., Robertson, J., Mein Smith, P. Vincent, G., Wake, G. (2000). The Research-Teaching Link at Canterbury., 2008)


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IBL BasicsIBL Basics


10 Model of the inquiry process (Justice et al., 2002:19)

Instructor RolesInstructor Roles Curriculum designer Tutor-Facilitator Resource Evaluator

Objective: Involve instructors in multiple roles as scaffolding to student learning.


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Effective IBL Effective IBL InstructionInstruction

An engaging social issue: Reflection for, in, on action Research Discussion Interpretation, Meaning,

Significance Analysis of relationships Explanation, justification of

results, give evidence


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Effective PBL Effective PBL InstructionInstruction

Real-life scenario designed to: Challenge participants Promote knowledge acquisition Develop effective problem-solving skills Develop critical thinking skills


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Effective PBL ProblemsEffective PBL Problems

Require collaboration with peers

Relevant to students

Complex and open-ended

Require researching information

No one solution or path to solution


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PBL PrinciplesPBL Principles1. Learning is student-centered

2. Learning occurs in collaborative environments

3. Instructors act as facilitators called tutors

4. Problems are a stimulus for learning

Objectives: Put students in the position of creating solutions to real-word problems in order to teach them how to create knowledge, depend on each other for input, and develop critical thinking skills.


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PBL Process: PBL Process: Self-Directed LearningSelf-Directed Learning

1. Present the problem first and only

2. Students work together to analyze the problem

3. Students brainstorm ideas

4. Students list facts from prior knowledge

5. Students generate questions they need to answer

6. Each student selects one question to research

7. Each student develops a plan of action


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Self-Directed LearningSelf-Directed Learning8. Tutors assist at every step

9. Action Plans => library & Web research plans

10. Use a variety of source formats

11. Students report new information to group

12. Students review progress

13. Revise hypotheses (questions)

14. Research any new questions


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Evaluation ProcessEvaluation Process Students achieve final solution Students do peer assessment Students do self-assessment Tutor does student assessment Objective: Involve all participants in

assessment to reinforce a sense of accountability for learning and for helping others to learn, as evidenced by the quality of the problem solving process and its products.


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PBL & IBL ResourcesPBL & IBL Resources PBL Clearing House: a searchable database of

problems tried by others http://www.udel.edu/pbl/

Background and sample PBL and IBL Problems http://www.udel.edu/pbl/problems/ http://www.fhs.mcmaster.ca/pbls/writing/contents.htm http://cte.umdnj.edu/active_learning/active_pbl.cfm http://iub.edu/~pbltec/wordpressj/jacobs-educator-progra

m/inquiry-based-learning/


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Exercise: Map Activities Exercise: Map Activities

to ACS Outcomesto ACS Outcomes Select one active learning exercise and map it onto

your ACS Outcomes to show how it demonstrates students have learned from your lesson.

Map a draft Active Learning Exercise to your PIs and ACS Outcomes.

Make sure it incorporates Active Learning Principles (pp. 18-19)

Identify the evidence it will produce to demonstrate students have learned new knowledge and skills, attitude change, or completed an assignment.

SAOAC includes criteria, outcome/evidence measures (pp. 9 & 12)

Audit all exercises to ensure they map to all of your ACS Outcomes.

20LIS 665 Teaching Information Technology Literacy

20Nahl 2013

Exercise: Usability Testing of Exercise: Usability Testing of

Active Learning ExercisesActive Learning Exercises Usability testing cross-team match-ups (Share

documents & materials now)

Identity Team 1 (Driving) Sharrese with Google Team 4 (Driving) Susan & Arianna

Identity Team 1 (Driving) online Liz & Jerome withGoogle Team 4 (Driving) DeHanza

Identity Team 2 (Marriage) Kapena & Rachel with Google Team 5 (Cyber Psychology) Lee & Alex

Identity Team 3 (Cyber Psychology) Roberta, Zoia & Adam with Google Team 5 (Cyber Psychology) Rita


21Nahl 2013

Exercise: Usability Testing of Exercise: Usability Testing of

Active Learning ExercisesActive Learning Exercises Teams test your actual activities with

members from another Team.1. Select one exercise to test. 2. Introduce it as you would online to the psychology class.3. Avoid chat during the test, really act as if these are your

students and test it for real, stay in character.4. Run through the procedures you planned.5. Team members observe the usability test.6. Provide feedback for revising the activity.7. Repeat with another activity until all are tested.

Revise the exercises based on reviews and discussion.


22Nahl 2013

Next WeekNext Week Ch 7 Authentic Assessment

Radcliff et al. Ch 11 Performance Assessments

Rosen

Hillyer et al.

Identity Teams final materials, evaluation instruments, and working links

Google Teams final drafts of materials and links


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665 session8-pbl&info fluency-s13

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