Loughborough University Library: Open Journals
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A review of information literacy programmes in higher education
Full text linkThis review will aim to establish if there is strong evidence to suggest a student preference for delivery format within information literacy teaching. This research supports and builds on research previously undertaken by Cardiff University (Weightman et al., 2017). Weightman et al (2017) addressed the effect of face-to-face or online learning specifically on learning outcomes. This review specifically focuses on the effects of these methods, and blended formats, on student preference. This research informs teaching practice specifically within Cardiff University’s library service but also teaching practice generally. A comprehensive systematic literature search was undertaken in four databases: Library, Information Science and Technology Abstracts (LISTA), British Education Index, ERIC and Scopus. Seven new papers were identified to update the previous discussions on student preference of information literacy teaching format (Weightman et al., 2017). Critical appraisal was undertaken of these newly identified papers. Weightman et al.’s (2017) systematic review suggested that there was no student preference in relation to delivery format. Of the seven new papers identified in this review, two (DaCosta, 2007; Gorman & Staley, 2018) show a slight preference for format; one for online and one for face-to-face although there are limitations to the studies. Of the five remaining studies (Craig & Friehs, 2013; Kelly, 2017; Lag, 2016; Lapidus et al., 2012; Matlin & Lantzy, 2017) all showed a comparable experience between formats, although limitations of these studies are also acknowledged. The update search and appraisal of the literature concurs with previous conclusions (Weightman et al., 2017) that experiences are comparable and student preference is generally neutral in relation to delivery format. Student learning outcomes and student preference are comparable regardless of format (Weightman et al., 2017)
Book Review of Schaub, G. and McClure, H. (eds) 2020. Engaging students through campus libraries: High-impact learning models
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A Toolkit for Practice-Based Learning of Mechanisms in Industrial Design Education: An Application of a Method Combining Deductive and Inductive Learning
Full text linkIndustrial design education is focused on teaching a combination of various interdisciplinary competencies. One of these projected learning outcomes is to be able to design mechanisms in order to fulfil certain mechanical constraints in products. Studies show that theoretical knowledge supported by practice helps to teach industrial design students the mechanisms. In the current situation in Turkey, practice-based courses are designed in a similar purpose. However, graduates severely lack mechanical design skills. In this study, a two-staged toolkit of a holistic flow is introduced to prevent the deficiency mentioned above. In the toolkit, mechanisms are taught by combining deductive and inductive approaches, instead of a directly inductive conventional approach. The toolkit is applied to 36 sophomore year students. Assessments of the students and their self-evaluations are collected and analysed. Findings show that the toolkit can be beneficial for teaching of mechanisms to ID students through some revisions
The Necessity of using Problem Based Learning (PBL) and Structural Physical Models on an Educating Structural Course: Case Study of a Structural Systems Course, Master Degree Architecture Students
No full textTeaching structure to architecture students is an important part of the architecture curriculum in faculties. Weak points of architecture students in using their knowledge and data in real environments has caused many problems in professional activities or withheld their essential skills. In this situation they cannot use their abilities and success in their job positions. In this study, we aimed to promote learning structural behavior in a structural systems course, by using a method that is a blend of a Problem Based Learning (PBL) model and a physical model. This was undertaken in structural studies for master degree students in the University of Tehran. In the recent experiment, the theoretical class changed to a workshop and practical class and they learned and studied by working in a group and through hands-on activities to increase their skills and demonstrate abilities, so they are prepared for parallel situations in future. The research method which has been used in this paper is based on the description of the subject feature. According to the research, a PBL model and Structural Physical Model are appropriate ways of understanding the structural behavior without using complicated mathematical formulas. It also provides the best technique for students’ preparation and learning
Development of formative assessment tool for a primary, technology classroom
Full text linkTeachers and students’ interactions in the classroom include a large number of questions, some of which are a key part of formative assessment. While educators and researchers believe that all kinds of questions have a place in the classroom, multiple studies indicate that higher-order questions that prompt analysing, synthesising or evaluating lead to better student learning outcomes. Higher-order questions can lead to extended dialogue between the teacher and the student and could potentially facilitate a better understanding of the students’ conceptions and alternative conceptions. Technology Observation and Conversation Framework (TOCF) was identified as a framework of higher-order questions specially designed for a technology classroom. In this qualitative, design-based research, the TOCF was modified for alignment with the New Zealand curriculum and provided to two primary teachers teaching ages 9-10. The aim of this iterative process was to develop an understanding of how teachers used this formative assessment tool in the classroom in an authentic environment. The teachers were interviewed periodically, and modifications were made to the format of the framework. The findings suggest that teachers mainly found TOCF useful when they used it. They found that it provided an avenue to deepen student thinking around technology and also aided in expanding teacher’s understanding of technology. They, however, faced some constraints in implementing the required changes. The findings suggest that the modified TOCF can be a useful resource for a primary, technology teacher but any introduction of a new resource needs to be implemented slowly in the classroom
Technical or not? Investigating the self-image of girls aged 9 to 12 when participating in primary technology education
Full text linkVariance in interest and engagement by gender is a complex and long-standing research agenda in the field of technology education. Studies report that girls are more reluctant to participate in technology education, less interested in the subject and more negative towards technology than boys. It is argued that specific attitudes and roles hinder girls from engaging in technology education because technology is presented as a predominantly male domain, which fuels ideas about what technological agency is as well as whose interest in technology and what kind of technology are regarded as legitimate. There is, however, the potential to improve female engagement if we can gain knowledge about what girls do during lessons and how they think about themselves when learning technology. Therefore, the aim of this study is to examine the self-image of girls aged 9 to 12 when participating in primary technology education, by using Harding’s (1986) three gender levels: the symbolic, the structural and the individual. The methods used for this study were participant observations during technology classes followed by a focus group interview. From the perspective of Harding’s three levels of gender, the analysis of the observations and the focus group interview reveals that girls confirm the prevailing male norms and conceptions that are linked to what technology is and what it means “to be technical”, despite the fact that the teacher introduces gender-neutral activities. However, there is an ambiguity in our findings because the girls also resist the self-image of not being technical, especially when they work together and have ownership of their work with and learning about technology
Making the design process in design education explicit: two exploratory case studies
Full text linkThe aim of design education is that students learn to think and act like designers. However,the focus in the design studio is mainly on the design product, whereas the ‘why and how’ ofthe design process are barely addressed. A risk of learning by performing real-life taskswithout addressing the skills involved, that is, without receiving appropriate support andguidance, is that learners are overwhelmed by the complexity of the tasks.To make the design process explicit, a conceptual framework is developed in earlier research.This paper reports a first evaluation how articulation of basic designerly1 skills with the helpof a conceptual tool is perceived by students and teachers and whether it changes students’conceptions of the design process and their self-efficacy. In two exploratory case studies,questionnaires give insight. The first is a short intervention in which student’s perception ismeasured. In the second case study the design process was addressed in the design studio. Itmeasured changes in student’s conceptions and self-efficacy. Also, insight is provided inteacher’s perception of working with the framework.The results of these exploratory studies indicate a positive effect. The teachers involvedperceived the framework as a structuring factor during the tutoring sessions, for both teacherand students. Students did perceive explanation of the design process as being helpful. Achange in students’ design conceptions and an increase in self-efficacy is seen
Library SkillUP
Full text linkThis project report describes the workflow model used at the University of Hertfordshire to develop and test a suite of new digital information skills materials for students. The approach taken was informed by findings from the Jisc Student Digital Experience Tracker and good practice from Jisc’s NUS Benchmarking tool. Content was mapped against the digital information literacy segment of Jisc’s Digital Capabilities framework and CILIP’s information literacy definition. The project set out to reuse, refresh and repurpose existing online resources and identify new content where necessary to provide a set of up to date learning objects, which academics could easily embed at point of need into their programmes of study, according to the university’s Guided Learner Journey principles. The project also sought to make an informed decision around which digital technology/platform to use for content creation. Due to the required functionality, Instructure’s Canvas, which is already used by the university for all its courses, was chosen as a platform for the materials. The team used University College London’s ABC Learning Design methodology to design the curriculum and writing teams followed a pedagogical approach to create content and interactive learning elements for the Canvas Library SkillUP module. Students were consulted and provided feedback at all stages of the project
Students’ approaches when researching complex geographical conflicts using the internet
Full text linkMany teachers hesitate to integrate internet research into their lessons as they face major uncertainties concerning their students’ competencies in retrieving, evaluating and processing digital information. Understanding complex geographical conflicts using the internet poses special challenges to students, as they need to obtain multi-dimensional, spatial and temporally relevant information to grasp the conflict in its entirety. In order to obtain insights into students’ digital researching strategies, a study was conducted in 2018 with 20 German secondary school students, who were asked to form their own opinion on a complex geographical conflict by searching the internet for useful information. The students were instructed to share their thoughts and actions aloud while undertaking the research. All digital activities and accompanying speech were recorded with screen and audio capture technology. The analysis of the transcripts consisted of a combination of qualitative and basic quantitative analysis, which led to the conclusion that students have very different abilities in identifying multi-dimensional information on complex geographical conflicts. The majority of the students neither used maps nor paid attention to publication dates of websites or information. Furthermore, none of the participants questioned the credibility of their retrieved digital information