1 University students learning to exploit (and build) digital libraries Vrije Universiteit Brussel, and Universiteit Antwerpen, Belgium Contribution to the panel on “Digital Library Education and Training” at the ASIST 2004 Annual Meeting “Managing and Enhancing Information: Cultures and Conflicts” in Providence, Rhode Island, USA, November 13-18, 2004

2 Some methods are described that have been applied in teaching university students about exploiting (and even building) digital librariesSome methods are described that have been applied in teaching university students about exploiting (and even building) digital libraries This contribution can serveThis contribution can serve »as an introduction »as a basis for a discussion - contents - summary - structure - overview of this contribution

3 A few words about Belgium Belgium is a small country in Western Europe.Belgium is a small country in Western Europe.

4 The target audience: university students in Belgium Vrije Universiteit BrusselVrije Universiteit Brussel »Master Communication Science (in Dutch) »Master Literature Science (in Dutch) »Master Science … (in English) University of AntwerpUniversity of Antwerp »Master Library and Information Science (in Dutch) Occasionally in other organisations and projectsOccasionally in other organisations and projects

5 The contents of the courses Information literacy Creating a digital library Exploiting available digital libraries Other topic

6 The site on the WWW, that supports these courses This offers for each courseThis offers for each course »an outline of the contents and aims »a description of the evaluation procedure »a link to a student discussion group »slides used in classroom with explanations, exercises, references for further reading »a bibliography for each course chapter Open access, available for everyone through Internet.Open access, available for everyone through Internet.

7 Methods for teaching & assessment: introduction Besides the application of traditional, classical, proven methods and approaches, experiments are going on continuously and more experience is acquired with less traditional methods.

8 Methods for teaching & assessment: which illustrations? (1) Digital libraries are NOT the main point of interest for most students. Therefore, the illustrations/contents/subjects/examples used in teaching and for the assignments are chosen as close as possibleDigital libraries are NOT the main point of interest for most students. Therefore, the illustrations/contents/subjects/examples used in teaching and for the assignments are chosen as close as possible »to the main focus, the core of the curriculum, and »to the personal interests of the students

9 Methods for teaching & assessment: which illustrations? (2) Examples of choosing illustrations:Examples of choosing illustrations: »The subjects of assignments in information retrieval are chosen so that they are close to the core of the curriculum. »Students learn how to present information by presenting their own scientific research to the whole group of students. »Students are guided to create their personal site on the WWW and to explain their scientific interests there.

10 Methods for teaching & assessment: student portfolios (1) Besides a classical examination to assess the level of knowledge of each student, each student creates also a portfolio = a collection of reports concerning small assignments.Besides a classical examination to assess the level of knowledge of each student, each student creates also a portfolio = a collection of reports concerning small assignments. That portfolio is also used in the assessment.That portfolio is also used in the assessment.

11 Methods for teaching & assessment: student portfolios (2) Some advantages of the portfolios are the following:Some advantages of the portfolios are the following: »The portfolio is a direct, physical reflection of skills and knowledge, which is closer to reality and more satisfactory than a mark on an exam and that can also be shown to other interested persons. »The portfolio forces students to improve their presentation skills. »Creating the portfolio enforces active learning = learning by doing (“constructivist approach” in education).

12 Methods for teaching & assessment: co-operative learning (1) Each student works not only on small individual assignments, but contributes also to a bigger assignment that is carried out by a group of students.Each student works not only on small individual assignments, but contributes also to a bigger assignment that is carried out by a group of students.

13 Methods for teaching & assessment: co-operative learning (2) Some reasons why to organise group work are the following:Some reasons why to organise group work are the following: »It can enhance the group spirit of the class. »Students learn to cope with problems of working in group: co-ordination and management; heterogeneity in language, motivation, expertise, punctuality; leaders versus followers… »A larger work can be realised, which is more motivating, more realistic, more interesting…

14 Methods for teaching & assessment: co-operative learning (3) The groups are formed in such a way that they are not composed only of friends or of students from the same region or who speak the same language or who have the same level of expertise. Instead they are created on the basis of alphabetical order of the names of the students, because this guarantees heterogeneity in the group. Heterogeneity is desirable as it enhances the learning experience during the group work.The groups are formed in such a way that they are not composed only of friends or of students from the same region or who speak the same language or who have the same level of expertise. Instead they are created on the basis of alphabetical order of the names of the students, because this guarantees heterogeneity in the group. Heterogeneity is desirable as it enhances the learning experience during the group work.

15 Methods for teaching & assessment: co-operative learning (4) The co-ordination of the group work is left to the group members as an exercise in management.The co-ordination of the group work is left to the group members as an exercise in management. At least 2 groups compete to create the best report.At least 2 groups compete to create the best report. Each report includes of course the names of the contributing students, but also their portraits and an outline of who contributed what.Each report includes of course the names of the contributing students, but also their portraits and an outline of who contributed what.

16 Methods for teaching & assessment: co-operative learning (5) Example 1 of group work by students:Example 1 of group work by students: »Information retrieval = exploiting available digital libraries about a particular subject that is related to the main focus of the curriculum

17 Methods for teaching & assessment: co-operative learning (6) Example 2 of group work by students:Example 2 of group work by students: »Building a small web site = creating a digital library, starting from a classical, hard-copy, printed document that includes structure, at least 1 picture and at least one computer-screen shot. This confronts students with many aspects of digital libraries, such as dealing with —analog to digital conversion; OCR —pictures with various resolutions and file formats —structure and architecture of a web site —HTML versus PDF versus Word-XML

18 Methods for teaching & assessment: peer assessment (1) The report by each student is not only assessed / questioned by the responsible teacher / professor, but also by a peer student who is a member of a competing group.The report by each student is not only assessed / questioned by the responsible teacher / professor, but also by a peer student who is a member of a competing group.

19 Methods for teaching & assessment: peer assessment (2) Some advantages of peer assessment by students are the following:Some advantages of peer assessment by students are the following: »All students together can spend more time than the busy professor, to discover errors or weak points in the work of others and to suggest improvements. »The student who evaluates can learn from the different approach by another student to the same problem. »The students learn to have scientific and constructive discussions.

20 Methods for teaching & assessment: inviting feedback (1) Each student is formally invited to provide some critical but constructive feedback on any aspect of the course, such as:Each student is formally invited to provide some critical but constructive feedback on any aspect of the course, such as: »contents, coverage, illustrations, subjects »assignments, tasks, exercises »bibliography, recommended reading »the WWW site for the course »the educational methods applied »…

21 Methods for teaching & assessment: inviting feedback (2) Why inviting the students to provide feedback?Why inviting the students to provide feedback? »Constructive remarks can lead to improvements of the course in future years. »Stimulates critical thinking by the students. »Students learn that constructive criticism is more difficult but more rewarding than simple negative criticism.

22 Methods for teaching & assessment: conclusion: my recommendations Choose illustrations, examples, subjects of assignments that are close to the core interests of the students.Choose illustrations, examples, subjects of assignments that are close to the core interests of the students. Consider asking students to create a portfolio.Consider asking students to create a portfolio. Consider co-operative learning as a possible additional method.Consider co-operative learning as a possible additional method. Consider peer assessment as a possible additional method.Consider peer assessment as a possible additional method. Invite students to provide constructive, critical feedback.Invite students to provide constructive, critical feedback.