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Help students evaluate their own learning ~ Using constructive feedback in library instruction Jill...
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Help students evaluate their own learning ~ Using constructive feedback in library instruction Jill Nathanson ([email protected]) Mei Ling Lo ([email protected])
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Flipping the Classroom Initial library learning outside of the library classroom One library guide, organized by steps in the research process Videos and reinforcing activities Students should have some library background prior to library session Library session focused on hands on searching Note: Flipped classroom learning could occur in writing classroom with professor or on students’ own time.
Transcript of Help students evaluate their own learning ~ Using constructive feedback in library instruction Jill...
Help students evaluate their own learning ~
Using constructive feedback in library instruction
Jill Nathanson ([email protected])
Mei Ling Lo ([email protected])
Background Writing program: English 201: Research in the Disciplines
Over 100 sections per year; over 1000 students each semester (both in-person and hybrid)
Libraries previously tailored guides to each discipline/topic and provided multiple sessions
Duplication of effort in libraries and no standard instruction for students
Flipping the Classroom Initial library learning outside of the library classroom One library guide, organized by steps in the research process Videos and reinforcing activities Students should have some library background prior to library
session Library session focused on hands on searching
Note: Flipped classroom learning could occur in writing classroom with professor or on students’ own time.
Demo
Reinforcing Activities Designed to reinforce concepts in videos and on each page of the
library guide Separate Word documents that need to be opened and followed
BUT
Initial feedback showed that the word documents were considered mundane and boring. They weren’t used in class or assigned
The instructors and the students did not understand why the answers they had picked were not the best answers
Time for a Change Reinforcing activities need to be:
Interactive Enjoyable Educational
Designed to provide immediate feedback to students Not meant for assessment
feedback that is useful, positive, encouraging and easy to understand
Constructive feedback
We avoid using the words such as
“assignment”, “quiz” or “assessment”.
Initial Activities – Fall 2014
demo
Goal:To provide real-time constructive feedback upon selecting an answerThe questions are scenario based. They are based on our interactions with the students.
Is it scholarly? Let’s find out…
To Assess or Not to Assess Didn’t want students to think they were being graded Wanted to encourage students to select answers even if they thought
they might be wrong The activities could have been done in a group setting Wasn’t sure how to manage data from multiple sections and possibly
from students outside of these classes
HOWEVER…
Benefits
Assessment data would have shown us areas where students were struggling
Data by section could help adjust what was taught in that particular section
Overall data could lead to changes in videos and the library guide
Changes for the future Gather usage information Collect overall results Consider having students submit section numbers Use the videos and the quizzes for student workers in
the libraries
What software did we use to create the quizzes?
Adobe Captivate claims that it supports HTML 5 in addition to Flash
format. HTML 5: Are we there yet?
Over the past 3-4 years, browsers have adopted HTML5 features at
different speeds
Are there other options?
Allow results to be submitted using SCORM standard,
It does not allow lengthy feedback, other than
“correct”, “incorrect” etc.
Allows multiple choice, fill in the blank, short answers, true/false questions
No drag and drop, hotspot questions
https://community.articulate.com/articles/improve-your-quizzes-with-immediate-feedback
