Friday, May 28, 2004
ATHENS sorted for web version
Webpertease now needs ATHENS authentication if accessed from outside Edge Hill. Only works from http://www.edgehill.ac.uk/expertease/ . Can still be accessed from http://www.edgehill.ac.uk/ls/expertease/
Thursday, May 27, 2004
My first Wiki experience
I've had a go having read the guide and it seemed simple enough to me (so will be easy peasy for other people). You are so brill doing this!
Tuesday, May 25, 2004
CLTR conference poster presentation
Submitted a proposal for a poster presentation.
Basically (!) it was a bastardised version of Lindsey's New York E-Lit abstract.
Need to sort out publicity. Small fold-up handouts.
Also need to design poster - speak to JD about laminating and best way to do it
---------------------------------
Presenter
Mark Roche, Learning Technology Development Officer, Learning Services
Biography and interests
Mark helps staff develop courses in WebCT as well as using other technologies to open up the possibilities for staff to enhance their teaching.
Title of session
EXPERTease – a case study in developing an online resource
Type of session
Poster
Session outline
Collaboration between learning technologists and information specialists has resulted in an innovative and flexible approach to facilitating information literacy through use of WebCT and the application of the SCONUL ‘seven pillars’ model.
At Edge Hill, we have taken the decision to develop our own tutorial. This is after discussion and collaboration with colleagues across the institution who are themselves involved in improving students learning and who wish to see them engage with technology and electronic information sources.
Our tutorial, EXPERTease, is rapidly becoming a valuable contribution to the developing e-literacy of students and staff within the institution. We believe this is because it incorporates an understanding of the technological and pedagogical issues as well as the information literacy content.
Although the tutorial’s learning outcomes are concerned with information literacy, there have been unexpected outcomes that suggest that it develops e-literacy. Many users report that the tutorial has also increased their confidence in using technology, the communication tools within WebCT and applying the appropriate protocols necessary for communicating in a virtual learning environment.
The tutorial forms part of the Student Support strand of the COMET 2 project.
EXPERTease has recently been awarded second runner up in the Times Higher/ LTSN e-Tutor of the Year competition. Judging criteria evaluated innovative practice, sound pedagogic design and implementation and high levels of interactivity.
So far the tutorial has been customised to meet the particular needs of Health and Education students but it can be easily adapted to fit the needs of other subjects.
We now face the challenge of scaling up and succession planing to ensure the tutorial passes from small-scale project to embedded in our service delivery.
Participant’s benefits
They will develop skills, knowledge and see the ‘art of the possible’
Engaging participants
Through opportunities for discussion.
AV Requirements
None
Basically (!) it was a bastardised version of Lindsey's New York E-Lit abstract.
Need to sort out publicity. Small fold-up handouts.
Also need to design poster - speak to JD about laminating and best way to do it
---------------------------------
Presenter
Mark Roche, Learning Technology Development Officer, Learning Services
Biography and interests
Mark helps staff develop courses in WebCT as well as using other technologies to open up the possibilities for staff to enhance their teaching.
Title of session
EXPERTease – a case study in developing an online resource
Type of session
Poster
Session outline
Collaboration between learning technologists and information specialists has resulted in an innovative and flexible approach to facilitating information literacy through use of WebCT and the application of the SCONUL ‘seven pillars’ model.
At Edge Hill, we have taken the decision to develop our own tutorial. This is after discussion and collaboration with colleagues across the institution who are themselves involved in improving students learning and who wish to see them engage with technology and electronic information sources.
Our tutorial, EXPERTease, is rapidly becoming a valuable contribution to the developing e-literacy of students and staff within the institution. We believe this is because it incorporates an understanding of the technological and pedagogical issues as well as the information literacy content.
Although the tutorial’s learning outcomes are concerned with information literacy, there have been unexpected outcomes that suggest that it develops e-literacy. Many users report that the tutorial has also increased their confidence in using technology, the communication tools within WebCT and applying the appropriate protocols necessary for communicating in a virtual learning environment.
The tutorial forms part of the Student Support strand of the COMET 2 project.
EXPERTease has recently been awarded second runner up in the Times Higher/ LTSN e-Tutor of the Year competition. Judging criteria evaluated innovative practice, sound pedagogic design and implementation and high levels of interactivity.
So far the tutorial has been customised to meet the particular needs of Health and Education students but it can be easily adapted to fit the needs of other subjects.
We now face the challenge of scaling up and succession planing to ensure the tutorial passes from small-scale project to embedded in our service delivery.
Participant’s benefits
They will develop skills, knowledge and see the ‘art of the possible’
Engaging participants
Through opportunities for discussion.
AV Requirements
None
Friday, May 21, 2004
Thursday, May 20, 2004
Generalists IST updated
I have updated the Part-time Generalists to the latest version. It is a health version as the Education pages aren't done yet.
Update! Oops. This was apparently customised and now i have lost all the customisation. I will have to start to document the courses to stop this happening.
Update! Oops. This was apparently customised and now i have lost all the customisation. I will have to start to document the courses to stop this happening.
Tuesday, May 18, 2004
Rachel writes
"Hi
I was wondering if we could meet next week to look at Aintree adapting Expertease (Steve to do the work) and then what I do with it. I can bring you the abstract of what I have to do for the conference...Kindly written by Leo then of course he leaves and the paper gets accepted!!!
My simplistic plan is to adapt then pilot with two lots of NHS staff...Primary care staff based out in the community and then maybe some from Roz's groups who are doing leadership etc. I would have to be piloting in July up to early August as I am supposed to send the full presentation in 8th August..the conference isn't until 6th Sep..I wasn't going to write it until the night before."
This means nothing to me? What conference? What presentation? Any ideas?
Oh and Steve touching my Expertease! NO!!!!!!!!!!!!! It's mine. I realise that I have to let go eventually but it will be hard.
I was wondering if we could meet next week to look at Aintree adapting Expertease (Steve to do the work) and then what I do with it. I can bring you the abstract of what I have to do for the conference...Kindly written by Leo then of course he leaves and the paper gets accepted!!!
My simplistic plan is to adapt then pilot with two lots of NHS staff...Primary care staff based out in the community and then maybe some from Roz's groups who are doing leadership etc. I would have to be piloting in July up to early August as I am supposed to send the full presentation in 8th August..the conference isn't until 6th Sep..I wasn't going to write it until the night before."
This means nothing to me? What conference? What presentation? Any ideas?
Oh and Steve touching my Expertease! NO!!!!!!!!!!!!! It's mine. I realise that I have to let go eventually but it will be hard.
Sunday, May 16, 2004
AhA Moment!
Had an Aha! moment at the gym today. There was something that had been niggling at me and in fact, MArk Flinn had asked the question too. How does the tutorial manage to meet the needs of different levels and audiences? I was uneasy about this having been spending a lot of time reading about the information literacy competencies and the novice to expert continuum. Evidence is that it does work at different levels but I could not explain why and this is something we might be asked again in the future.
The tutorial works for people who are novices or experts at their subject and information literacy because: the content is a logical progression through the information literacy competencies.
Subject/Info lit novices are supported throughout the tutorial by the structure, content, context, guided searches, animations. Guided searches become more demanding and compelx as the tutorial progresses. The reflective activities are written to encourage users to relate their own (no-subject) experience to the activities.
Subject experts/info lit novices are supported in the same way, however, they are able to relate the material they are provided with to what they already know about the subject and the research process. I would envisage that these users would use the tutorial in a more tailored, focussed way that fills the gaps in their understanding. The reflective activities are crucial as a means of articulating the connections they were making.
The tutorial works for people who are novices or experts at their subject and information literacy because: the content is a logical progression through the information literacy competencies.
Subject/Info lit novices are supported throughout the tutorial by the structure, content, context, guided searches, animations. Guided searches become more demanding and compelx as the tutorial progresses. The reflective activities are written to encourage users to relate their own (no-subject) experience to the activities.
Subject experts/info lit novices are supported in the same way, however, they are able to relate the material they are provided with to what they already know about the subject and the research process. I would envisage that these users would use the tutorial in a more tailored, focussed way that fills the gaps in their understanding. The reflective activities are crucial as a means of articulating the connections they were making.
Saturday, May 15, 2004
Friday, May 14, 2004
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