Rethinking Assessment: Information Literacy Instruction and the ACRL Framework

Most information literacy instruction (ILI) done in academic libraries today is based on the ACRL’s Information Literacy Competency Standards for Higher Education, but with the replacement of these standards by the new Framework for Information Literacy for Higher Education, there is a need to re-evaluate current teaching strategies and instructional techniques so that they can better serve the Framework’s goals. This paper explores current trends in ILI instruction and in the area of assessment in particular, since ILI assessment provides an opportunity not only to evaluate teaching effectiveness but also to reinforce the learning goals of the new Framework itself. It proposes several ways that assessment strategies can be aligned with the goals of the Framework by using guided group discussion, online discussion platforms, and social media platforms, and proposes further avenues for research in the evaluation of such strategies

The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

A unique style of computer‐assisted assessment

This paper examines a project at the University of Wolverhampton that has been producing its own unique style of computerized test for several years. The tests are all designed to deliver a different set of questions each time they are run, a fact which enables many of them to double as learning resources. Most of the tests are used for both formative and summative assessments on Level 1 modules, in conjunction with more traditional assessment methods

Microcomputer Intelligence for Technical Training (MITT): The evolution of an intelligent tutoring system

Microcomputer Intelligence for Technical Training (MITT) uses Intelligent Tutoring System (OTS) technology to deliver diagnostic training in a variety of complex technical domains. Over the past six years, MITT technology has been used to develop training systems for nuclear power plant diesel generator diagnosis, Space Shuttle fuel cell diagnosis, and message processing diagnosis for the Minuteman missile. Presented here is an overview of the MITT system, describing the evolution of the MITT software and the benefits of using the MITT system

Test of a structural model to investigate the impact of instructor knowledge, attitudes, and contextual constraints on intent to use Web 2.0 in online courses

A growing number of demographically diverse, globally-conscious students demand instant access and flexibility when it comes to formal learning. Institutions of higher education are hard pressed to respond, and often cling to old delivery methods and pedagogy. Learner-directed use of Web2.0 applications to locate, organize, and evidence individualized learning could be the bridge between the need for institutional change and implementation of that change. The purpose of this study was to determine how instructor attitudes and traits regarding learner self-direction and theorized covariates affect the instructional interest in, intent to use, and ultimate use of Web2.0 applications in formal learning environments. A conceptual model of these relationships was developed based on existing theory and knowledge in the realms of self-directed adult learning, technology acceptance, and diffusion of innovation. Data were collected from 285 North Carolina community college online instructors to be analyzed as identifiers of the eight latent variables in the conceptual model. Specifically, the latent variables were instructional attitudes toward learner self-direction (SD), instructional technology acceptance (TA), instructor innovativeness (IA), knowledge of Web2.0 applications (KNOW), interest in Web2.0 applications (INT), intent to use Web2.0 applications in online classes (BI), contextual constraints (CC), and current use of Web2.0 applications in online classes (USE). Eight research hypotheses were generated. The conceptual model was tested by analyzing its fit to the data. This process was completed using the principles of structural equation modeling (SEM) which required confirmatory factor analysis on the measurement model and path analysis on the structural model. During this process it was determined there was not enough variability in the data nor was there a level of current use to reach a conclusion about the impact that intent to use Web 2.0 applications has on use of those technologies. As a result the USE variable was dropped from the final model as allowed by SEM path deletion procedures. Once a final model was determined, research hypotheses were retained or rejected based on evaluation against that model. Results included the determination that knowledge of Web2.0 applications can predict instructor interest in those applications and that the interest can predict instructor intent to use Web2.0 applications in online classes. Results also indicated some hypothesized relationships were not significant. Specifically, attitudes and traits related to learner self-direction, instructional technology acceptance, and innovativeness do not significantly predict interest in Web2.0 applications. Similarly, contextual social and facilitative constraints do not significantly predict instructor intent to use Web2.0 technologies. The implications of these findings, in addition to adding empirical evidence to the body of knowledge, highlight areas for professional development, instructional design changes, and institutional changes as well as possibilities for future research

MOBILE APPLICATION FOR ATTENDANCE SYSTEM COYOTE-ATTENDANCE

Mobile Attendance Application is a cross platform mobile application where students can mark attendance from their smartphones. This application takes multiple parameters into consideration to determine if the student is physically present in the class or not. i.e. the GPS location, Coyote login ID. This application also has the functionality to generate the attendance sheets in excel format to the instructor. The application is aimed to save class time at no extra cost of purchasing any special peripheral devices. User authentication is one of the important factors in this proposed system. Every student is authenticated based on his/her unique user identification number. If a student does not have access to a mobile device or if the device battery is dead, then he/she can indicate to the instructor who can mark the attendance in the instructor’s smartphone