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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo1 Best practice in information skills training – experiences of web-based courses at Åbo Akademi University Eva Costiander-Huldén, Librarian, ÅAU Library Tove Forslund, Head of ÅA Learning Centre Creating Knowledge V, 20-22.8.2008, Åbo, Finland
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo2 Åbo Akademi University, founded 1918 7 faculties, 8.000 students, 1.000 first-year- students ÅAU Library: >2,5 printed books, >2.000 journals, access to more than 20.000 e- journals and 50.000 e-books Accessible through the NELLI portal (MetaLib) http://www.nelliportaali.fi http://www.nelliportaali.fi
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo3 From lecture based to web based... Before 2007: only lecture-based information skills courses and database demonstrations + short quiz (2-6 hrs) No time for meaningful assignments or reflection Need for more feedback and better learning to develop the information literacy
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo4 Co-operation with the Learning Centre A web-based, interactive course put into a meaningful context Learning environment Moodle https://www.abo.fi/student/akadstudkurs https://www.abo.fi/student/akadstudkurs Information retrieval, 1 cp Runs parallel to ”traditional” (face-to-face) teaching 2007 24 students, 2008 42 students Academic Study Skills, 3 cp
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo5 ASF 3 Student’s work contribution 25 hrs during 3 weeks = 1 cp Distance students, adult students using home computers, access to licensed material through NELLI More demanding and time-consuming than lecture-based courses Based on written assignments, reflections and a quiz Individual and group feed-back
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo6 Course overview
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo7 Assignments ASF3, examples 1.Reflect on your own information seeking behaviour according to Jannica Heinströms article Fast, broad or deep (Informaatiotutkimus 22(2) – 2003): ”I find it quite easy to search in tha Alma database, but NELLI is complicated” ”I’m a typical fast surfer, I think I can find everything on Internet, the library sources are too complicated” ”I’m a mixture of deep diver and broad scanner, it depends on the subject”
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo8 2.To create a search argument, search in databases, evaluate the results and reflect on the results in the course forum ”I’m going to write about medieval art and I started with Alma...searched with middle ages AND art...54 hits, went on searching in Nationalencyklopedin... and in Grove Art I found in NELLI... I think my search arguments were to broad, 3.500 hits, I had to be more precise...there is so much information available... but if you know what you are looking for, you will find it, for sure...”
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo9 3. Quiz ”From broad to narrow search” - central concepts and different types of resources
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo10 Comparison of ”traditional” (face-to- face) & and web-based teaching and learning
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo11 (School grades 4-10, where 4 is failed and 10 the best.) Evaluation of the information retrieval module in four study orientation courses at Åbo Akademi. The module consisted of 2-4 h of lectures + a short quiz Face-to-face teaching
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo12 Web-based teaching: Academic Study Skills/Information Retrieval 1 cp 2007 – 1 out of 34 (3 %) would have preferred a lecture- based course; 6 (18 %) would have preferred web-based studies combined with face-to- face meetings, whereas 25 (74 %) thought a web- based course was the best way to carry out the course 2006 – No one would have preferred it to be a lecture-based course; 3/13 (23 %) would have preferred web-based studies combined with face-to-face meetings;10 (67 %) thought a web- based course was best
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo13 Added value of web-based teaching and learning In general: The courses are more accessible for students and teachers – Multi-campus university – Adult students, open university students, students doing e.g. field practice – Teachers from outside the university, teachers living outside the university city – Less overlapping of courses, when students from several faculties – Less problems with students not attending classes Academic Study Skills/Information Retrieval 1 cp: – Students from two campuses, Åbo and Vasa – Students from several faculties
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo14 Added value of web-based teaching and learning In general: Improved learning – Activating learning methods application of knowledge during the course new forms of examination, from final exams to continuous examination support reflection – Support different learning styles – More interactivity > more feedback and guidance students teachers students – Authentic and problem-based activities – Support collaboration – The students can easily take part of each others’ texts – Better structure of the learning process – No free-riders Academic Study Skills/Information Retrieval1cp: – Learning by doing – No final exam but continuous examination – Reflection of own learning and own information retrieval strategies – support different learning styles – Interactivity between teacher and student: feedback on all assignments – Interactivity with the material: Self- correcting quiz – Authentic and problem-based activities: information retrieval assignment for essay of individual choice – Clear structure of the learning process (thematic and chronological modules in moodle, calendar in moodle, study guide with course overview), from easier to more advanced – No free-riders (individual assignments, own choice of topics)
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo15 Added value of web-based teaching and learning In general: More effective course administration – Course material more transparent (for students, for all teachers on a course, for new teacher taking over a course) – Cheaper and quicker distribution of course material – Easier to update course material – Continuous grading during the course available for each individual student Academic Study Skills/Information Retrieval 1 cp: – All course material (incl. lecture) available on the web – Continuous grading – Course material transparent for all teachers on Acadmic Study Skills 3 cp
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo16 Course evaluation (Academic Study Skills 3 cp): Course participants’ expectations on web-based learning Flexibility in time and place! (work from home, didn’t collide with other courses or hobbies etc.) ”No specific expectations”: a lot of the students were used to web-based learning ”Motivation remained high because of the deadlines (although there weren’t any specific meeting times)” ”To test a new way of learning” ”A nice change from my ordinary studies” ”You have time to think” ”I thought it would be practical but boring, but it was not at all boring”
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27.6.2015Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo17 Thank you for your attention! For more information, please contact Eva Costiander-Huldén, ecostian@abo.fiecostian@abo.fi Tove Forslund, tforslun@abo.fi, www.abo.fi/lctforslun@abo.fiwww.abo.fi/lc
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