IDE1 Final Project: Academic Assignment-Driven One-Shot

This post is the culmination of the ideas and concepts we have been learning in this course. My previous posts have explored these in greater detail, but this post is meant to be a refined bigger picture of how I want to conduct future assignment-driven one-shots. Since each course assignment students are working on will be different, this represents the overarching library literacy concepts and some ideas for ways to enable students to learn them.

Environment

        The one-shot library instruction classes I teach are assignment-driven and tend to be for freshmen groups. Occasionally there will be a sophomore or junior, but the students usually have no experience doing in-depth research. I teach these classes face-to-face in a classroom equipped with computer workstations for every student and a podium computer attached to a projector with screen. Classes run about 50-60 minutes. My end goal from the learning session is that students understand research is a trial and error process and takes time and creativity, and I'd like them to understand the application of research to life decisions (buying a house & car, health decisions, etc).

Learning Outcomes

         In order to reach the goals I have for students, there are a few outcomes I'm looking for in my one-shot session. I'd like students to be able to apply critical-thinking skills to perform searches and modify them by trying different keywords and applying Boolean and limiters. I'd like students to be able to evaluate resources for their credibility, and in history one-shots, know how to differentiate a primary resource from a secondary resource. I'd also like students to understand the value in what they're learning and how all of these skills have application outside of the single assignment they're working on for the class they're currently taking. I'd like them to see the bigger picture, as I mentioned in my goals above.

Assessing the Learners

          All of my assessments will be formative, and prominently in the format of discussions with immediate feedback. I have mentioned some other assessments in previous posts and I will likely try those out in the future, but for now I know that transitioning from my "talk at you" format to interactive discussions is a major step in the right direction. Each concept will be an interactive discussion. While demonstrating database searches, my students should be following along on their own computers. As I talk about Boolean and limiters, they must use their critical-thinking skills when I ask questions like "What do you think will happen to the results when I use the word "or"?" and "Can anyone explain what happened to my results when I added quotations around this book title?" Discussion will also be used to cover primary vs secondary sources, why databases are better than Google for research, and what a peer reviewed article is. I will be able to immediately praise students for correct answers, and ask for additional thought for wrong answers. The discussion format for these one-shots align with the outcomes I listed above.

Learning theories & instructional approaches

          I can use all three learning theories in my class: behaviorism, cognitivism, and constructivism. The discussions about databases vs Google and evaluating resources will stem from a video they will watch from Yavapai College. The discussion about primary vs secondary resources will stem from working through a couple questions as a class from this Ithaca College quiz. Positive feedback alone is a method of behaviorism, but in particularly large classes I will use free swag such as pencils, pens, notepads, and more as rewards for correct answers and discussion participation. The theory of Cognitivism can be applied by the use of drawing venn diagrams to explain AND/OR/NOT of Boolean (using paint program on the PC, or pulling in one of our mobile whiteboards). Constructivism is apparent with an end-of-class assessment of a couple short questions asking students to evaluate their learning experience. I'd also like to ask them to think of the ways they can apply what they've learned post-graduation.

Tools of delivery

            There will be a few tools I will use to deliver the content. The Yavapai video will be useful in getting the students to start thinking about other resources other than Google & Wikipedia, and where to locate credible content. The Ithaca College quiz is perfect for giving examples of primary and secondary sources. Students can follow along on their own computers to answer the question and see if they're correct before we go over it as a group. If they have selected an incorrect answer they know they need to pay closer attention to the discussion to understand why. Using a whiteboard to draw venn diagrams about Boolean logic will be especially useful for visual learners. Students will be able to see the logic to understand why results increase when using "or." The self-assessment will be delivered through google forms, and students will be able to write a couple short sentences about what they've learned. This will get them thinking about how they can apply what they've learned in the future while also fulfilling my goals for the course. This will also help me to tweak my class to be more effective when I go over them at a later date.

What I've learned

             This is my first time ever taking any type of educational course. I knew that education specialists have been studying how people learn for centuries (or longer?) so I'm not surprised how in-depth every concept and idea is. I think I was more surprised by how many things an instructor must think about while designing a course. I've noticed that I frequently have to go back and look at the readings while crafting blog posts to make sure I'm understanding things correctly. I think the biggest thing that has been most useful for me is considering ways to move away from the "talk at you" format I have been using before. I taught a class of 90 IB students on Thursday and utilized the discussion methods I listed above to deliver content. I also distributed free swag for correct answers and discussion participation. Their answers showed me that they were indeed learning the content as I had hoped. Continuing from here I know that I will make sure every activity I do will relate to my outcomes and goals so that the course can be integrated. I can see how it would be easy to try new technologies and accidentally fall away from how that technology reinforces the content you're trying to teach. I know I will make sure everything is interlinked properly!

Coursemates' Blogs

             There is not any one particular blog that has been particularly useful, but I have generally been reading all of the ones related to one-shot classes. Tess had a great post where she mentioned self-assessment tests. I loved that idea! I want to use it, and I did incorporate it above. I did get some ideas from reading the other one-shot blogs that maybe I'll experiment with in the future. I think the biggest thing I was looking for in other blogs was ideas for activities, and I'm happy to say I'm coming away with a few! Hooray!