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LAMS, e-learning

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LAMS, e-learning & Information Literacy: possibilities & practicalities Margaret Wright, Macquarie University Heather Cooper, University of the Sunshine Coast – PowerPoint PPT presentation

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Title: LAMS, e-learning


1
LAMS, e-learning Information Literacy
possibilities practicalities
Margaret Wright, Macquarie University Heather
Cooper, University of the Sunshine Coast
2
What is LAMS?
  • LAMS is a new tool for designing, managing and
  • delivering online collaborative learning
    activities. It
  • provides teachers with a highly intuitive visual
    authoring
  • environment for creating sequences of learning
  • activities. These activities can include a range
    of
  • individual tasks, small group work and whole
    class
  • activities based on both content and
    collaboration.
  • Source http//lamsinternational.com/CD/

3
LAMS also
  • Purpose built for online teaching
  • Supports student-centered learning
  • Enables sustainability through sharing and reuse
    of sequences of learning activities
  • Provides strong support ongoing product
    development

4
Teaching Information Skills in EDUC261 Previous
practice and outcomes
  • Practice
  • Teacher-centered approach - focused on covering
    content practicing skills
  • Outcomes
  • Limited opportunity for student collaboration
  • Low levels of student contribution in class lt15
  • Limited student engagement in the learning process

5
Our objectives in using LAMS
  • Explore the potential of LAMS as a tool to teach
    information skills
  • Assess the implications for libraries and
    librarians in using LAMS

6
EDUC261 LAMS tutorial
  • Aim
  • That students build a collective knowledge and
    understanding of the planning phase of the
    research process

7
Designing the LAMS sequence
  • Objective
  • Develop a sequence that encouraged students to
    use higher order
  • learning processes and engage in deep learning
  • Supported by learning activities that
  • ensured active participation and student
    engagement
  • facilitated collaboration
  • developed critical analysis, critical thinking
    and reflection
  • Supported by assessment activities that
  • were relevant to the learning

8
LAMS sequence design author view
9
Monitoring student progress
10
Student evaluations
  • Collaborative activities
  • loved the forum activity where people gave
  • opinions and it gave me definite/crucial point of
  • view on how to do research
  • The most useful thing I guess was that this is a
  • good way to actually learn, you view info and are
  • able to discuss your view with others
  • I

11
Student evaluations
  • Instructions
  • For most students the instructions were clear and
    well structured
  • The instructions overall were clear and well
    structured. The
  • activities were good especially the outside
    sources such as the
  • encyclopedia
  • A few students indicated that they were a little
    bit lost at times
  • it took me (for) a while to understand (the)
    what the sequence is
  • all about.

12
Student evaluations
  • Timing and content
  • Many students commented that the content was just
    right
  • Overall it was a good, clear lesson, without any
    redundant or
  • irrelevant information given.
  • I appreciated the ability of the sequence to
    actually give you
  • appropriate skill without immersing you in nice
    to know
  • information it cuts to the chase.
  • A few disagreed
  • the amount of info to digest is too much in the
    space of 1 hour.

13
Student evaluations
  • Accessibility
  • A number of students commented on accessibility
  • Most meaningful thing I learned was the
    importance of
  • accessibility for all students ie the
    encyclopedia site
  • was frustrating and caused a block in the middle
    of the
  • learning/research process. Other things were
    forgotten
  • and the focus became jus(t) getting into the
    site.

14
Outcomes
  • Despite the fact that some students did not
  • have a good grasp of LAMS and were at different
    phases of their learning the sequence achieved
    the objective of engaging them in building a
    collective knowledge
  • What we were trying to achieve was difficult but
    was a success in that students were able to
    participate in each step of the sequence

15
Critical elements to success
  • Ability to navigate LAMS effectively
  • Aims objectives linked to curriculum outcomes
  • Clear explicit aims objectives
  • Clear explicit instructions
  • Descriptive sequence titles to enable navigation
  • Uninterrupted access to external resources
  • Appropriate use of colours and fonts
  • Appropriate match of tool activity
  • Effective sequencing of activities

16
Conclusions
  • LAMS design and flexibility
  • supports embedding Information Literacy into the
    context of the learning experience
  • facilitates student engagement
  • enables a sustainable IL solution

17
Implications for libraries and librarians
  • New skill sets for librarians
  • LAMS program
  • Learning design - principles and practice
  • New ways of working
  • Partnerships and collaboration
  • Resourcing
  • Training and development
  • Staffing
  • Library resources and LAMS
  • Adaptability and Compatibility

18
Final thoughts
  • Limited research has been undertaken by the
    library community into the use of LAMS to teach
    Information Skills
  • Further research and testing of LAMS is required
    to determine its full potential and application
    in teaching Information Skills
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