E-Learning-Inclusivo (Mashup)

Abtract from the talk:  "Sheila Webber will start by briefly outlining some general characteristics of MOOCs and her own experience with them. She will go on to identify types of MOOC and the implications for MOOC pedagogy. As part of this discussion she will note some findings from an investigation into the value of learning analytics for MOOC educators (undertaken by Naomi Colhoun at Sheffield University in summer 2014). In the final part of her presentation she will reflect on the various roles that have been, or could be, adopted by librarians."

Via Karen Miller, Vladimir Kukharenko

The beginning of the new school year is a great time to introduce students to new web search strategies or review the ones they already know. The folks at Canva put together a nice infographic abou...

Via Elizabeth E Charles

Digital literacy in simple words is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.

 

Digital literacy is the ability to interpret and design nuanced  communication across fluid digital forms.”

Via Elizabeth E Charles, Lynnette Van Dyke

This paper reports on university students' experiences of learning information literacy. Phenomenography was selected as the research approach it describes experience from perspective study participants, which in case is a mixture undergraduate and postgraduate studying education at an Australian university. Semi-structured one-on-one interviews were conducted with fifteen students. interview transcripts iteratively reviewed for similarities differences Categories constructed analysis distinct features that reported. grouped into hierarchical structure represents' increasingly sophisticated reveals literacy six ways: to find information; process use create product; build personal knowledge base; advance disciplinary knowledge; grow person contribute others.

Understanding complexity concept literacy, collective diverse range ways enables academics librarians draw reported by design academic curricula targets more powerful information.

Via Elizabeth E Charles, Dean Mantz

As the density of visual information increases, consider introducing your students to infographics as a means of more thoughtfully engaging with and creating written content.

Via Elizabeth E Charles, Les Howard, Lynnette Van Dyke

The University of Manchester Library have launched an innovative suite of interactive e-learning resources covering a variety of information literacy and academic skills topics, which are freely available for use under a Creative Commons licence.

 

These online resources are highly interactive, using diverse and practical learning activities throughout each resource to provide frequent opportunities for users to practise relevant skills and techniques.

The suite includes:

Original thinking allowed: avoiding plagiarismGet a grip: understanding your taskShopping for information: introducing subject databasesPlanning ahead: making your search workFinding the good stuff: evaluating your sources

They seek to provide a fresh perspective on information literacy topics, using scenarios, student stories and analogies to make the content relevant to users, and highlight the transferable nature of information literacy and academic skills.

The resources are a part of the University of Manchester Library’s new My Learning Essentials skills programme, designed to help students to develop their academic skills and employability.

Visit the My Learning Essentials webpages to find out more, and to see the full list of resources available. The resources are all available for download via Jorum under a CC-BY-NC licence; just search “My Learning Essentials” on Jorum.

Via Elizabeth E Charles, Lynnette Van Dyke

Project based learning and problem based learning are two didactic approaches to learning that are often used interchangeably to refer to the same thing: engaging students in authentic learning activities. This truism does not always hold true. In a learning task that is problem based, the focus is on finding solutions to the  problem posed  through applying learned strategies and in so doing the process of arriving at the solution is, in and of itself, an integral part of the overall learning taking place . Whether a learning activity is authentic or not does not really matter from a problem based learning perspective because often times 'fictitious scenarios' are purposefully designed to provide learners with a contrived environment to work on their ill-structured problems.

Via Elizabeth E Charles