So the 2 #uhmlg16 days in Glasgow gave so much pause for thought….
— Katrina Hall (@trinahall101) June 23, 2016
We heard from Iain Baird about the value of the qualification which allowed him to become a “teacher librarian”, though he still professes he’s a librarian who teaches. A key part of the process was that he questioned what he did in the classroom on a more formal/consistent basis. He also started to use the language of a teacher – constructive alignment became part and parcel of his interactions with tutors and course organisers – to ensure that the end goal for the student is achieved. This has resulted in him going into a class not thinking “what do I want to teach“, but rather “what do I want students to learn and what do students want to learn“.
Iain also reminded us of the difference between surface and deep learning – “how is not enough, students need to understand why“ and then they’ll change behaviour.
We had a great demonstration of research in practice from Delyth Morris, telling us about her systematic review of IL programmes for taught students in higher education (soon to be published). It was reviewing the literature on student perceptions of online versus face-2-face information literacy skills sessions. Two previous SRs has been done but they were 10 years old, so high time to consider the newer literature. Delyth highlighted a checklist for critical appraisal of articles on educational interventions that she used in her appraisal of the literature, which was a new one for me.
What became apparent was that there was a gap in the search around blended learning and also flipped classroom. She also considered that there was a future role for mapping how students find the information by themselves, and then to ask them what would have been a useful intervention from librarians (this sounds all a bit #UXlibs to me).
Her work also involved doing an RCT with the Cardiff students testing an online library induction vs a face-2-face one. Great stuff!
The final contribution from fellow #uhmlg-ers was from Angela Young of UCL, with a very modern (for us!) contribution with a video of her flipped classrooms.
“The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.” educause.edu
The great thing was that the technology allowed the pre-class online learning allowed for students to test themselves, and if they get the question/task right they continue onto the next stage of the module, but if they get it wrong there’s some additional slides to support and correct the learning.
Angela’s face-2-face sessions were highly interactive, using polleverywhere to ensure that there was as much engagement as possible, and the session went at the correct pace because learning was tested at every stage.
I’m going to try to find a link to her film – it was great.