Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

Information Literacy Instruction in an English Capstone Course: A Study of Student Confidence, Perception, and Practice

An English professor and an instruction librarian at the University of New Hampshire at Manchester felt that the college\u27s new English Capstone course for majors provided a unique opportunity to assess the information literacy skill levels of graduating English majors. They therefore engaged in a three-year study to evaluate the IL competency of these students, to gauge their perceptions of library instruction provided during the Capstone course and throughout their academic careers, and to determine students\u27 confidence and self-efficacy with respect to these skills. The researchers sought to determine the ways in which the IL program for English majors effectively met established IL goals and to identify areas for improvement

Learning For Life: The Opportunity For Technology To Transform Adult Education - Part II: The Supplier Ecosystem

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation

Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education

Adoption of augmented reality technology by university students

In recent times, Augmented Reality has gained more relevance in the field of education. This relevance has been enhanced due to its ease of use, as well as the availability of the technical devices for the students. The present study was conducted with students enrolled in the Pedagogy Degree in the Faculty of Education at the University of Seville. The objective was to understand the degree of technological acceptance of students during their interaction with the AR objects produced, the performance achieved by the students, and if their gender affected their acquisition of knowledge. For this, three data collection instruments were utilized: a multiple choice test for the analysis of the student's performance after the interaction, the Technology Acceptance Model (TAM) diagnostic instrument, created by Davis (1989), and an “ad hoc” instrument created so that the students could evaluate the class notes enriched with the AR objects created. The study has allowed us to broaden the scientific knowledge of the TAM by Davis, to understand that AR objects can be utilized in university teaching, and to know that the student's gender does not influence learning.Ministry of Economy and Competitiveness of Spain EDU-5746-

Western Oregon University 2019-2020 Course Catalog

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2023-2024 Course Catalog

2023-2024 Course Catalo

The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities

There is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student\u27s ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode

The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities

There is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student\u27s ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode