Tag Archives: resources

222 – Engaging students with a resource list: an exploration of student perceptions, expectations and use of reading lists – Alison Lahlafi, Peter Gledhill

Strand: Supporting students; The technology enhanced course

Anticipated outcomes: Participants will be better informed about student perceptions, expectations and approach to using reading lists. They will be aware of best practice approaches and use of technology to help develop reading lists into dynamic resource lists.

Session outline (or abstract): max 300 words

Reading lists are an integral part of most course modules, described as being “at the heart of the academic experience,” (Swain, 2006, p18) and “one of the most important resources for any course of study in UK HE”, (Secker, 2005, p41).This session explores student perceptions and expectations around reading lists, presenting findings from SHU student focus groups on reading lists, and a literature review on student engagement with reading lists.

Elements considered:

  • whether student reading list usage is “means-end instrumentalism” focussing on a “minimalist approach to use of a limited number of sources”, (Stokes & Martin, 2008, p 124)
  • “futility of multiple copy provision” (Chelin, 2005 p 49) set against “UK students’ reluctance to buy books” (Swain, 2006, p19)
  • how reading lists can “spoon-feed” or encourage information skills/student autonomy (Stokes and Martin, 2008)
  • the need for “decoding” of reading lists to provide better signposting to students, (Carroll, 2002)

The session also explores the potential impact of Resource Lists Online (RLO), including an enhancement of the student experience of reading lists and how RLO encourages the use of a mixture of resources to develop a reading list into a resource list. Best practice recommendations for resource lists at SHU are outlined.

Session activity: “The good, the bad and the ugly”. Short five minute activity asking participants to consider two different resource lists from a student’s perspective, identifying elements which can help engage students with their reading.

References:

CARROLL, J. (2002) Suggestions for teaching international students more effectively. [online] Last accessed 1st March 2013 at: http://145.33.5.5/NR/rdonlyres/8168C349-8698-4844-8BEB-4B59EAA4C0E9/0/JCarroll2002guidelinesforteachinginternational_students.pdf

CHELIN, J. (2005) Five hundred into 4 won’t go: how to solve the problem of reading list expectations. SCONUL Focus, 36, 49-51.

SECKER, J. (2005) DELIVERing library resources to the virtual learning environment. Program electronic library and information systems, 39(1), 39-49.

STOKES, P. and MARTIN, M. (2008) Reading lists: a study of tutor and student perceptions, expectations and realities. Studies in Higher Education, 33(2), 113-125.

SWAIN, H. (2006) Makeovers for the guides to essential reading. [online] Times Higher Education, 26 January. Last accessed 1st March 2013 at: http://www.timeshighereducation.co.uk/

Click to view presentation:  222 lta conference 2013 Gledhill and Lahlafi

302 – Ownership of learning: students as producers of digital learning resources – Geir Petter Laingen

The paper presents preliminary results of the author’s PhD research into a specific innovative practice within the Dept of Media Arts at SHU, where students create digital learning resources in order to demonstrate the learning outcomes traditionally assessed by essay.  The produced resources are multimodal in nature, combining screen-capture, animation, text and audio in a single screencast that can be distributed online and potentially used by other learners.  The research draws on learning theories by Dewey (2011) and Mezirow (1991), conceptualising learning as a social communicative process, where information is not merely transmitted and absorbed, but must be appropriated and transformed by the learner.    The proliferation of digital media and technology in all areas of life has blurred the lines between producers and consumers, resulting in a more participatory culture with   low entry barriers, and strong sharing and support tendencies (Jenkins 2006, Kress 2010).  At the same time, it  led to increased debates  about the status of an ‘expert’ and  the ownership of learning, where the learners are taking care of their own needs and interests, and becoming “autonomous learners”  responsible for  “creating their own learning context and content”  (Haythornthwaite 2008, p 598).    In-depth interviews with the students provide their perspective on their involvement in the process, its benefits, challenges and the perceived impact on learning.   The paper will be accompanied by screening and discussion of several examples of student work.   Session activities for engagement:  The participants will be invited to view selected audiovisual examples and comment on their form, content, meaning, legitimacy and potential to be used as open educational resources.

Click on link to view presentation:  302 GP LTA 2013

Presentations, papers and other resources

If you are looking for resources that were shared at the various sessions during the Learning and Teaching Conference, then you can search this site either using the surname of the presenter, a key word from the title of the session or even the session code. You can also look to the right-hand side of the site for the ‘tag cloud’ which has themed the sessions for you as well and you can search that way too. Most presenters have shared their presentations and papers now, otherwise get in touch with Adele Evans at a.evans@shu.ac.uk and we’ll chase colleagues up. So lots of options and no excuses not to look!

2012 Getting the most out of library resources: what are your student expectations and how we can work with you to meet them

Claire Abson and Linda Purdy

The co-lab will consider students’ expectations of library resources, drawing on evidence from surveys, focus groups and feedback from staff student meetings. Evidence suggests students expect lecturers to recommend resources and for those resources to be available via the library. 

The co-lab  will then go on to explore the potential benefits of a resource lists and consider best practice to ensure students gain maximum benefits. We will work with attendees to consider the structure and organisation of the list, the terminology used to categorise materials, and the range of resources which could be included. 

The co-lab will draw on examples of good and poor practice and the output from discussions will feed in to development work in LIS, who are currently engaged with procuring and implementing new reading list management software.

Powerpoint presentation: Getting the most out of your library

(A1 – EX21) 11.00

2012 Open Educational Resources (OER) in the context of teacher and education training

 Anna Gruszczynska, Richard Pountney and Nicky Watts

This presentation will draw on early findings of a project “Digital Futures in Teacher Education” currently being undertaken in the Faculty of Development and Society as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources (OER) programme, where OERs are teaching resources freely available online to learners for re-use/repurposing. The presentation will discuss some issues that are emerging as we attempt to embed OER practice within the context of digital literacy in teacher training and programmes such as PGCE and PGCertHE.

The project considers digital literacy to be a blend of ICT, media and information skills and knowledge situated within academic practice contexts while influenced by a wide range of techno-social practices involving communication, collaboration and participation in networks. Overall, the authors of the paper align themselves closely with frameworks which  move from the singular ‘literacy’ to the plural ‘literacies’ which emphasise the sheer diversity of existing accounts of digital literacy (Lankshear and Knobel, 2010). In that context, our engagement with the narratives which have arisen in the context of the project focuses on “the constantly changing practices through which people make traceable meanings using digital technologies” (Gillen and Barton, 2011). 

There is a pressing need for educators to engage with digital literacy issues. Increasingly, the skills and experience that learners (and their teachers) have or need is changing and the baseline is being raised. At the same time, professional development in new pedagogies facilitated by digital technology is still patchy and, in terms of the potential of new social media for learning, relatively unaddressed. Therefore, the presentation will focus on the ways in which OERs can address the opportunities and challenges of creative uses of digital literacy in the context of teacher education training .

The presentation will outline key issues which emerged in the context of our work with PGCE students at participating universities (SHU and University of Sheffield), who shared their understandings of digital literacy through participation in focus groups. The presentation will also discuss our collaboration with the “Digital Literacy and Creativity” project (currently undertaken at University of Bedfordshire) whose aim is to produce an online module ‘Digital Literacy and Creativity’ for accredited PGCertHe programmes, which focuses on the ways digital literacy can be deployed creatively to support teaching, learning and administration.

Importantly, these questions are being addressed through a reflexive approach towards project methodology whose guiding principle is that through reflection, teaching practice can be critically reviewed and better understood in order to articulate a framework for digital literacies which best maps onto the experiences of project participants. Overall, the emphasis on reflexive tasks builds on the body of research which posits teacher inquiry as integral to teacher knowledge about teaching (Cochran-Smith and Lytle 1993). 

Cochran-Smith, M. and Lytle, S. (1993) Inside/outside: Teachers, research, and knowledge. New York: Teachers College Press.

Gillen, J. & Barton, D. (2010). Digital literacies.  A research briefing by the technology enhanced learning phase of the teaching and learning research programme. London: London Knowledge Lab, Institute of Education, University of London.

Lankshear, C. & Knobel, M. (2010) New Literacies: Everyday Practices and Social Learning (3rd Edition). Maidenhead: Open University Press.

Click to presentation:  Open Educational Resources (OER) in the context of teacher and education training

D7 – (EN11, EN22, EN28, EN56) 15.30