14,245 research outputs found
Harnessing Openness to Improve Research, Teaching and Learning in Higher Education
Colleges and universities should embrace the concept of increased openness in the use and sharing of information to improve higher education. That is the core recommendation of this report. The report was produced by CED's Digital Connections Council (DCC), a group of information technology experts that advises CED's business leaders on cutting-edge technologies
Subject Specific Information Literacy Curriculum and Assessment
Academic libraries have been changing the traditional instructional framework of library instruction teaching modules to information literacy teaching modules. National standards for information literacy increased the possibility to unify such efforts throughout the country and clarify for librarians, administrators, and faculty the desired student learning outcomes. This paper presents findings of a quantitative research study developed to provide documentation for a regional accrediting body, college administration, and faculty on the efficacy of a subject specific information literacy curriculum and assessment instrument. The study took place within a seminary and began with an initial needs assessment. A previously developed instrument, B-TILED, which had been through a rigorous process of reliability and validity testing was applied to conduct the needs assessment. The findings of the needs assessment indicated a requirement for intervention which led to the development and implementation of a formal course of instruction in information literacy. The course was developed and taught by the researcher in the fall of 2010. All incoming 1st year students were required to take, complete, and pass a one-unit class in information literacy. In order to assess the effectiveness of the course, and to provide supportive documented data to the accrediting body, pretests and posttests were administered. The instrument used, B-TILED, was the same as that used in the needs assessment study
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Teaching and learning in information retrieval
A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences
Core Competencies for Undergraduate Community-Engaged Researchers
Undergraduate community-engaged research (UCEnR) is a growing trend which VCU has proactively pursued by providing grants for UCEnR projects and assimilating UCEnR into interdisciplinary curricula. However, a definitive sense of core competencies for undergraduate community-engaged researchers has not yet been established. To that end, this literature review answers the question, What skills should UCEnR students have
Hugh Baird College: report from the Inspectorate (FEFC inspection report; 109/95 and 39/99)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1998-99
Towards building a computer-aided accreditation system
Accreditation is a big subject. What is accreditation? Why should it matter to us? How many types of accreditation can an institution have? Is the government involved? What issues are present? How can we improve the accreditation process? All these questions will be covered in this paper. In addition, I will build towards a software that will apply the most important points in this paper, like applying the mission, objectives, and outcomes expected from the students in the form of a syllabus. This will help the faculty with the accreditation process and will help the students know what is expected from them since the first day of class. In addition, it will improve their performance
About Massachusetts Colleges Online June 2006 Sharing Best Practices Conference
This paper summarizes trends and issues in online learning in the United States of America as
reflected in the presentations of the Massachusetts Colleges Online “Sharing Best Practices in E-Learning”
Conference held on June 13-14, 2006
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