1,721,023 research outputs found
Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes
No full textThis research aimed to inform the design of effective information literacy lessons in higher education. Phenomenography, a research approach designed to study human experience, was used to explore the experiences of a teacher and undergraduate students using information to learn about language and gender issues. The findings show that the way learners use information influences content-focused learning outcomes, and reveal an instructional pattern for enabling students to use information while becoming aware of the topic they are investigating. Based on the findings, a design model is offered in which learning outcomes are realized through targeted information literacy activities
Experiences of Informed Learning in the Undergraduate Classroom
Full text linkThe same thing can be experienced in a variety of ways. For example, think of a time that you and a friend read the same book, but each got something quite different out of it. Essentially you experienced different aspects of the book. Applying this to higher education, we cannot assume that all students are experiencing their coursework in the same way. In fact, a number of studies reveal that this is not the case. Learning occurs when students begin to experience the thing being learned about in a new way. Learning designs that teach undergraduates to use information require knowing how students and teachers experience using information in the learning process. That is to say that it requires knowing the information experiences of students and teachers. While information behavior is associated with a cognitive viewpoint wherein handing information is typically triggered by needs and motives, information experience is a more inclusive concept that encompasses the variety of different ways that people engage with and use information. Research exploring information experience over the past two decades has resulted in the development of informed learning, a pedagogy emphasizing the role that information plays in learning. Building on prior research, this chapter describes a current study that explores different experiences of informed learning lessons taking place in an undergraduate writing course at a small university in the United States. The preliminary findings from the study will be used to explain how a teacher’s understandings of information experiences can inform the development of an effective learning design
Forward to IMPACT learning: librarians at the forefront of change in higher education
No full text[Extract] It is with the greatest pleasure that I pen this introduction to IMPACT Learning: Librarians at the Forefront of Change in Higher Education. Learning lies at the heart of personal development, change, progress, innovation, creativity, and growth. At all times people are using information to learn, and here learning means changing, modifying, and adjusting some way in which we experience the world, an interpretation of learning arising from extensive educational research into the experience of learning (Marton, 2014; Marton & Booth, 1997). Of course, people do not just use information to learn, they always use information to learn something. This is a cornerstone of informed learning (Bruce, 2008), also derived from the same strand of educational research
Methodological developments in phenomenography : investing using information to learn in the discipline classroom
No full textThis paper discusses methodological developments in phenomenography that make it apropos for the study of teaching and learning to use information in educational environments. Phenomenography is typically used to analyze interview data to determine different ways of experiencing a phenomenon. There is an established tradition of phenomenographic research in the study of information literacy (ex: Bruce, 1997; 2008; Lupton, 2008; Webber, Boon, & Johnston, 2005). Drawing from the large body of evidence complied in two decades of research, phenomenographers developed variation theory, which explains what a learner can feasibly learn from a classroom lesson based on how the phenomenon being studied is presented (Marton, Runesson, & Tsui, 2004). Variation theory’s ability to establish the critical conditions necessary for learning to occur has resulted in the use of phenomenographic methods to study classroom interactions by collecting and analyzing naturalistic data through observation, as well as interviews concerning teachers’ intentions and students’ different experiences of classroom lessons. Describing the methodological developments of phenomenography in relation to understanding the classroom experience, this paper discusses the potential benefits and challenges of utilizing such methods to research the experiences of teaching and learning to use information in discipline-focused classrooms. The application of phenomenographic methodology for this purpose is exemplified with an ongoing study that explores how students learned to use information in an undergraduate language and gender course (Maybee, Bruce, Lupton, & Rebmann, in press). This paper suggests that by providing a nuanced understanding of what is intended for students to learn about using information, and relating that to what transpires in the classroom and how students experience these lessons, phenomenography and variation theory offer a viable framework for further understanding and improving how students are taught, and learn to use information
Out of the Box: Exploring Purdue Through Undergraduate Institutional Research
Full text linkThe snapshots in this section describe research projects that explore the university’s institutional data to investigate some aspect of Purdue. In different ways, each of the projects described below aims to better understand and improve Purdue’s ability to educate students, discover knowledge, or foster engagement promoting the common good. These projects were all part of the Undergraduate Institutional Research Fellow Program offered by the Honors College and the Office for Institutional Research, Assessment and Effectiveness (OIRAE)
Statistical Literacy Social Media Project for the Masses
Full text linkThis article examines a social media assignment used to teach and practice statistical literacy with over 400 students each semester in large-lecture traditional, fully online, and flipped sections of an introductory-level statistics course. Following the social media assignment, students completed a survey on how they approached the assignment. Drawing from the authors’ experiences with the project and the survey results, this article offers recommendations for developing social media assignments in large courses that focus on the interplay between the social media tool and the implications of assignment prompts
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Preparing Today’s Learners: The Role of Information Literacy in the Adoption of Innovative Pedagogies
Full text linkThis presentation was given at the University of Southern Queensland in Toowoomba, Australia on April 20, 2015 as part of the Salon Series.
The presentation described how Purdue University supports teachers developing new classroom experiences through an educational initiative called Instruction Matters: Purdue Academic Course Transformation (IMPACT), which draws together expertise from areas of specialization throughout the campus to support course transformation. Drawing from four years of IMPACT programming and related research, two beneficial aspects of Purdue’s approach to this work were discussed in the presentation: The creation of productive partnerships between teachers, instructional designers, instructional technologists and librarians, whose separate skill sets combine to make a stronger course. The practice of leveraging information literacy as a support for innovative pedagogic approaches.
Since founded in 2011, a hundred and thirty-nine courses have been re-designed through the IMPACT program, whose goal is to develop student-centered learning through research-based educational practices. IMPACT is a collaborative partnership of several units at Purdue that provide educational support, including the Center for Instructional Excellence, IT and the Libraries. Working with teachers to bring active-learning strategies into large foundational courses, the IMPACT teams are comprised of an instructional designer, an instructional technologist and a librarian. Teams meet throughout a semester to discuss goals for learning and how these goals may be addressed through assignments and in-class activities. While typically the instructional designers suggest pedagogies, technologists recommend learning technologies, and librarians focus on critical thinking and information literacy, the group has recognized that these elements are interrelated. For example, information literacy may be perceived by many as an add-on to existing course curricula, however, examples of courses developed through the IMPACT program, some of which have developed into classroom research projects, will be used to show how active learning pedagogies are supported by information literacy
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