More than just a repository: Delivering context-rich and value-added information literacy instruction - PowerPoint PPT Presentation

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More than just a repository: Delivering context-rich and value-added information literacy instruction

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More than just a repository: Delivering context-rich and value-added information literacy instruction Mark Meng Loretto Memorial Library St. John s University – PowerPoint PPT presentation

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Title: More than just a repository: Delivering context-rich and value-added information literacy instruction


1
More than just a repository Delivering
context-rich and value-added information literacy
instruction
  • Mark Meng
  • Loretto Memorial Library
  • St. Johns University

2
Typical Online Tutorial
3
Features of Conventional Online Instructional
Materials
  • For a particular course or program (often locally
    defined)
  • Content is categorized (Table of content,
    generalized categories and sections)
  • Each lesson is a complete structure (Everything
    the designer expect students to learn, )
  • Lesson is sequentially ordered (has beginning and
    end)
  • Lesson components are integrated and presented
    as a whole (Based upon the teacher/designers
    preference)
  • http//libraries.stjohns.edu/ilt/ilt_home.html

4
Disadvantages
  • Fixed lessons with limited content coverage
    (structural design required selection and
    omission of materials)
  • Designed only for a particular student group
    (demographic, social, cultural)
  • Target students average learning ability (at
    expense of lower and higher ends students)
  • Students follow a tightly structured presentation
    sequence (components and sequence are set)
  • Lessons cannot be reused in a different context
    without redesigning (for the above items 1-3)
  • Not flexible for upgrading and revision (since
    its a completed structure)

5
Sample LO Repository
6
Attributes of Learning Objects
  • Free-standing and modular
  • Devoted to only one single learning objective
    (unlike lessons)
  • Not sequentially arranged or put together in a
    fixed order in an object base
  • Can be assembled to form variety of lessons
  • Can be repurposed without losing its meaning,
    data, images, or text.
  • Has a clear metadata schema for easy searching
    and identification

7
Major Benefits
  • Open-ended and on-going development
  • Easy to updates and manage
  • Adaptable for reusing or sharing Objects could
    be assembled or reassembled to form variety of
    lessons depending on contexts
  • Allow personalization of learning and provide
    just-in-time, just-enough, and just-for-me
    customization
  • Facilitate competency-based learning
  • Increase the value of content
  • Promote dynamic learning community

8
Limitation of Learning Objects
  • Objects are Isolated from each other
  • Overwhelming in numbers
  • Having no sequential organizations/connections
  • Depending on users ability to search and choose
  • May vary significantly in size and format
  • Having insufficient content description
  • Lacking context of usage
  • Having limited usage when standing alone

9
The primary function of a Repository
  • Storage Facility ?
  • (categorized aggregates of unrelated objects)
  • Educational instrument?
  • (Instructional and Learning units)
  • While a LOR can efficiently provide flexibility
    for accumulating and delivering content, it
    cannot effectively control learning outcome.

10
Combination of the Two Approaches
  • Fixed lessons with limited content coverage
  • Designed only for a particular student group
  • Target students average learning ability
  • Students follow a structured presentation
    sequence
  • lessons cannot be reused for a different context
    without redesigning
  • Not flexible for upgrading and revision
  • On-going and unlimited content coverage
  • Designed for all students
  • Designed around subject content
  • Allow students to select materials to fit their
    needs
  • lessons can be readily assembled for reuse
  • Objects can be upgraded or revised individually

11
Context defined
  • The learners relationship to the materials in
    terms of
  • Level
  • Format
  • Abilities
  • Prior knowledge
  • Discipline/subject
  • Activities
  • Objectives
  • Outcomes

12
Value-added defined
  • Those pedagogical preferences, strategies,
    approaches, methodologies that are
  • Efficient
  • Effective
  • Time-tested
  • Peer Evaluated
  • Field-tested
  • Expert-designed

13
  • Link to the LOR

14
Information Literacy Content vs. Competency
  • Is there a coherent content in IL?
  • Content knowledge based
  • Competency performance orientated

15
Nature of Competency Training
  • Performance as a combination of skills, attitude
    and knowledge
  • Diversity of competency levels
  • Address learning gaps
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