652 research outputs found
Ethical Progress as ProblemâResolving *
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/94455/1/jopp400.pd
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The Case for Performance Support
The design of information literacy instruction and the building of it are two distinct skillsets and processes; yet all too often everything gets mashed together, creating needless confusion and stress. In this book Turnbow, an instructional designer, and Roth, an instructional technologist, suggest a better way to organize the work. They shed light on the people, processes, and resources required to create a sustainable portfolio of online instruction. Demystifying the instructional design and development process used to create online learning objects, this book will help you understand how instructional design principles and approaches can benefit your learners
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Evaluating One-shot Asynchronous, Online Primary Source Instruction: a Case Study Using Student Feedback
This poster explores how librarians can evaluate studentsâ perceptions of their ability to apply skills about how to evaluate and use primary sources taught via an online tutorial for a large-scale (250+ students each quarter) writing program course that does not provide access to student work products. We reviewed data from a writing program course taught in two quarters with a combined enrollment of 574 students. Students completed an online tutorial where they learned skills required to analyze primary sources and an evaluation to determine their perception of the effectiveness of the tutorial format to teach these skills. Our data show students preferred the online tutorial format and 75% feel very confident or confident about their ability to analyze a primary source after completing the tutorial. This is significant because only 50% were able to demonstrate their abilities in completing the tutorial activities. While we are pleased students have confidence to proceed with analyzing a primary source on their own, we donât want them to overestimate their abilities. The analysis of student responses to questions where they applied their learning revealed key areas in which we can focus on improving our instruction. We plan to work with faculty and our librarian colleagues to make revisions to the tutorial content to close this gap. This project revealed the value of having an evaluation of student perception of their ability to complete tasks in addition to an assessment of student work. It provides additional information to librarians about content areas where students are feeling more or less confident compared to their demonstrated abilities. 
Drab to Fab: Elevated Practices for Active Learning Online
This presentation will illustrate how two instructional design librarians tackled teaching the drab topic of plagiarism and elevated it to a fabulous online tutorial. Participants will gain insight into the techniques used to move online instruction from clicking an arrow to get to the next screen and multiple choices quizzes to an enhanced active learning experience that challenges pre-existing thought and builds knew knowledge and skills. Learn how instructional design practices, storyboards, proof of concepts, and technology combine to elevate the online learning experience by giving learners the opportunity to interact with tutorial content through the use of You Try activities that incorporate drag and drop exercises, animated video, sequencing activities and more. The presenters will also discuss how this online tutorial is being used to enhance course curriculum by integrating it into the platforms that faculty are using, from static web pages to course management systems
The Generative Power of Teamwork: Using Collaboration to Support GenAI Literacy
The potential impact of Generative Artificial Intelligence (GenAI) on the academic community raises numerous questions and answers, many of which have yet to be discovered. As a new and innovative technology, GenAI poses questions about functionality, training data integrity, ethics, intellectual property, and research functionality capabilities. With so many questions and little specific GenAI expertise, librarians at UC San Diego saw an opportunity to bring together experts in various disciplines to address the literacy needs of a campus community and fill the gaps where the campus had no official policy or guidance.
In this poster presentation, you will learn how librarians used teamwork and collaboration within and outside the library to create a centralized repository of GenAI information that has been viewed over 7,500 times since its creation in July 2023. The guide focuses on addressing the many questions the campus community has about GenAI in academic work. We will also share information on how to address academic integrity and support GenAI use without encouraging academic integrity violations. In addition, we also describe how a library-wide community of practice and communication channels aid collaboration and help unite our collective efforts to be a resource for the community. We will also discuss the challenges of keeping resources up to date in an involving information environment
Scalable and Sustainable: Building a Flexible Library Instruction Team to Handle Whatever the Future May Hold
While academic librarians constantly work to address the changing needs of higher education, SARS-CoV-2 illustrates how quickly priorities and needs may shift. During the 2020 spring term, the halting of in-person instruction meant many libraries had to use stop-gap measures to provide basic levels of instruction service. No one would claim that this was an ideal way to transition to online instruction, but it became necessary in these unprecedented times. A large number of webinars and online trainings were offered to help librarians make this transition, and many understandably emphasized a âgood enoughâ or âdo the best you canâ approach. Equally understandable were the questions that cropped up about the accessibility and quality of these stop-gap measures. Imagine, however, that there was no need to resort to stop-gap measures.
Imagine that your library had a team in place with years of experience offering sound, innovative instruction that could be delivered in any learning environment. While no one could have planned for a pandemicâor the subsequent mad dash into online instructionâthere are ways for a library to forecast educational trends and make sure they have librarians in place with the right preparation and skills to handle the unexpected and unprecedented. This begins by recognizing that the design of effective learning calls for varied skillsets, and that one librarian canât always âdo it allâ on their own. A team approach adds significant value to the instructional design process by allowing expertise to be utilized effectively, providing for flexible workload balance, and promoting creative solutions to evolving learning requirements.
In this presentation, participants will learn how a team of academic librarians combined their expertise and collaborated to easily transfer in-person instruction to remote learning within the short timeframe allowed before COVID-19 shutdowns occurred. This achievement was possible because of the thoughtful planning of team composition and a sustainable approach to developing information literacy instruction. Participants will engage in break-out group discussions and question-and-answer activities to explore ideas introduced in the presentation
Crafting Freshman Engagement: A Study of Library Orientations in the Fledgling First Year Experience Program at UC San Diego
This paper is a preprint
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