Loughborough University Library: Open Journals
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The development of pedagogical infrastructures in three cycles of maker-centered learning projects
Full text linkThe purpose of the present investigation was to analyze the pedagogical infrastructures in three cycles of seventh graders’ co-invention projects that involved using traditional and digital fabrication technologies for inventing and creating complex artefacts. The aim of the projects was to create high-end multi-material makerspaces by expanding Finnish craft classrooms with instruments of digital fabrication, such as micro-processors, wearable computing (e-textiles), and 3D design and making, for enabling creation of student-designed multi-faceted inventions. Through a qualitative meta-analysis of the three successive learning-by-making projects, we explored the kinds of pedagogical infrastructures required for fostering knowledge-creating practices of learning. Pedagogic infrastructures refer to the designed arrangements and underlying conditions of implementing an extensive study project in classroom practices needed for reaching the learning objectives. We analyzed the epistemological, scaffolding, social, and material-technological dimensions of the enacted pedagogic infrastructures. In accordance with design-based educational investigations, we collected a variety of data (classroom video recordings, teacher and tutor interviews, invention challenges, learning assignments, and working schedules) across three year-long developmental cycles. We discuss the limitations and opportunities of maker-centered learning settings as well as considerations for future development of makerspace as pedagogical innovations for integrating socio-digital and material-technical practices and spaces for learning
Information literacy instruction in public libraries
Full text linkExtending from existing research on how public libraries offer information literacy (IL) instruction through classes or programs, the purpose of this research was to explore how public librarians provide IL instruction through individual interactions with patrons. US public librarians recorded their impressions of instructional interactions over a five-day period using an online diary instrument. Key findings were that public librarians incorporate a range of IL concepts in their interactions with patrons, across a wide variety of expressed information needs, with most of the instruction directed toward helping patrons plan their information tasks, access information, and judge information. Secondary themes showed that although librarians believed strongly in the value and importance of providing instruction, individual and situational factors presented barriers to effective instruction. This research contributes to an understanding of how IL instruction in public library settings differs from school and academic library settings and raises some questions around the need for instructional resources focused more specifically around the needs of the public library to facilitate effective instruction
Multistable Technologies and Pedagogy for Resilience
Full text linkAccelerated technological innovation induces disruptions in society and education. It results in both threats to and opportunities for the way the society learns and works. This case study examined the phenomenon of learning in a disruptive environment. The chosen typical case of a disruptive learning environment was comprised of multistable technology and multiple cross-disciplinary, stakeholders. To reveal how inexpert stakeholders cope with technological barriers, the study examined design studio education as a research site. There, groups of design students used 3D printing to develop assistive technologies together with patients and therapists. The empirical data collected on site was analyzed through qualitative content analysis and postphenomenological concepts. The study showed how new multistable technologies impose relational, fluid models of learning on site by revealing mediations between technology and humans. This new perspective on learning in disruptive environments informs practical sustainable pedagogical practices and theoretical approach to learning for resilience by expending vocabulary concerning technological education. It also proposes altered priorities for formal education. Instead of solely focusing on the knowledge content or learners’ development, formal education should also take into account learners relations with their social and technological environment
Innovative digital tools in EBP and information literacy education for undergraduate nursing students
Full text linkBackground: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates.
Objectives: To develop an online module for nursing students to learn the information literacy skills they require to effectively implement EBP.
Project design: A self-paced, interactive online module was developed for final year pre-registration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students’ learning experience.
Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance.
Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP
Using a Hybrid Pedagogical Method in Undergraduate Interior Design Education
Full text linkA flipped-classroom pedagogical method has been adopted by some educators over several past decades both knowingly and unknowingly. In this pedagogical method, the traditional classroom lecture and homework settings are flipped. Students are required to watch short video lectures as homework while the regular class sessions are devoted to in class activities. Flipped-classroom methods have been used as a pedagogical approach in different classroom environments from k-12 to college or university level class settings. There are several evidences of this pedagogical approach being adopted in both social science and pure science class settings. In this study, the author discusses the effectiveness of a flipped classroom method as a successful pedagogical approach for interior design students in achieving educational objectives.
The author investigated a flipped classroom pedagogical method by adopting it in a sophomore level Interior Construction class. The choice to implement a flipped classroom method in this class was due to a rigid lecture and lab component which required the students to work on projects based on the lecture materials covered in the class. The course was taught by the same instructor covering similar content in three consecutive years; using a traditional pedagogical method, a flipped classroom pedagogical method and using a hybrid approach of traditional method and flipped classroom method. A one-way ANOVA results of the student test scores suggested a significant effect of the pedagogical method on student performances for the three classes. Results suggest a flipped classroom as an effective way forward when combined with traditional method as adopted under the hybrid approach
Book review of Mackey, T. P. and Jacobson, T. E. (eds.) 2019. Metaliterate Learning for the Post-Truth World.
Full text linkWhat academics really think about information literacy
Full text linkThis research project arose from a need to ensure librarians and academics work together to support student information literacy (IL) development, aligned to the Anglia Ruskin University learning and teaching strategy, and specifically to improve librarians’ understanding of how academic staff view IL and consider their perceptions and expectations within different disciplines.
A literature review found a limited number of studies which considered academics’ point of view and few were concerned with discipline (faculty) differences. We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics’ perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support
The Evaluation of the Relationship between the Use of Multi-Software and the Students’ Attitude towards Computers and Technology in Undergraduate Architectural Design Studio Education
Full text linkDifferent computer programs used in the architectural design process serve different purposes. However, the number of computer programs used is increasing at a rate that designers find it difficult to adapt to. Accordingly, the possibility arises to use more than one computer program during the architectural design process, and it is important to make the correct choice of which ones are most appropriate to use. This is also true for undergraduate students of architecture, and hence a pilot study was made, which focused on the use of multi-software within the scope of the architectural design studio. The relationship between the students' use of multi-software and their attitude toward computer and technology was evaluated statistically, by means of Pearson product moment correlations. The results showed that the attitude of the students toward computers and technology influences how they use multi-software
