eLearning 101 – online course from Articulate

At the end of last year (Sept/ Oct 2017) I signed up for an online course delivered by Articulate – eLearning 101. This was a series of lessons delivered weekly. Although I didn’t quite manage to keep to the 10-week schedule I have finished it and so am somewhat belatedly writing up my reflections.

I have been using Articulate Storyline for a few years now to create our online tutorials. These are aimed at students and staff who use the Health Library I work in. They are intended to offer users an online learning experience to help them to find and use our resources as well as develop their information literacy skills.

I have used the Articulate forums extensively and really enjoy the learning opportunities available. They offer tutorials on how to use the product, whether via videos or simple step by step instructions. There is also a forum where you can post queries and they have a regular challenge where participants submit ideas to solve particular problems. It is a very welcoming environment and I have found it very useful in order to get ideas and solve problems.

I suppose given that Articulate are selling products to deliver online learning it is good to see that they can offer a good online learning environment.

The course consisted of a number of blog posts, with links to articles for further reading. It looked like a number of the articles were relatively old – a few years anyway – so you could say this is an example of pulling existing material together and re-purposing it for a new audience, (an idea to squirrel away).

I’ll try to complete a blog post for each weekly lesson. This is purely my reflection on what I picked up on from the lessons.

Health Libraries Group Conference 2018

The Health Libraries Group Conference was held 14^th and 15^th of June at Keele University. As it was in my backyard I applied to attend. This was the first library conference I attended, although not my first conference. I decided to make sure that as well as attending sessions I also built in some time to sit, think and reflect – I was worn out by the first conference I attended.

Here are my comments on the sessions I attended:

(presentations, where available, are online here)

Library Statistics – why you do that thing you do

This session was presented by the task and finish group looking at the collection of statistical data within libraries. They presented the work that they had completed so far and then asked the group for ideas about what should go into the toolkit they were developing.

Some ideas presented were: templates, be modular, dashboard, guidance on gathering qualitative data to “flesh out” what the statistics might mean, guidance on factors that might be impacting on statistics, ability to benchmark.

I think the abstract for this session possibly over-sold it a little as I was hoping (and I’m sure some others were too) to have some take-home points. It looks like we’ll have to wait a little longer for the toolkit.

Working Collaboratively with your Non-Library Colleagues

Mary Hill explained how her library service had worked with event organisers and clinical staff on 2 different projects to present information via a blog. She worked with her trust’s conference event staff to develop a “reading list” type information source relating to study days / conference events held within the trust. She also worked with clinical staff to produce a “Medical Oncology Update” blog based on the selection and appraisal of current research papers.

These projects have allowed the librarian team to work with different departments within the trust, where not only do the resources relate to the teams but the blog posts also help to promote the trust’s events.

This was a really interesting presentation, demonstrating the potential of the library service to enhance other trust activities.

The Multi-Disciplinary Clinical Innovations Database at RBHT

Samantha Unamboowe presented the development of an Innovations Database at her trust, on the trust intranet. This is intended to help staff learn about activities within the trust and to keep a record of what is happening, creating an “institutional memory”. Her idea was developed from an awareness of trust activities generated from the literature searches completed. The database is manged by library staff, although contributions come from many different staff. The content recorded includes: service improvement projects, quality improvement projects, research, conference presentations, educational lectures, posters.

Although Samantha was not able to provide any details of analytics or impact yet, this did look like an interesting project.

Service Oriented Libraries: changing the conversation by design

In this presentation Kate Kelly shared how the library service for the Royal College of Surgeons in Ireland (RCSI) was created in a new build. The building also included educational elements such as a lecture theatre and clinical skills rooms, as well as leisure facilities such as a gym.

This talk wasn’t quite what I expected, but was interesting none-the-less. Kate seemed to be trying to steer us into thinking about the library as a range of services, moving away from the physical space. So even the space is a service to allow users to “do something”, rather than a space the library occupies.

I think this is a helpful way to look at the library service, to try to move our marketing messages to be more about what the users can do here, rather than what we have here. So I am thinking of re-doing my “What’s at the Library…” information cards to be more “What can the library do for you?”

Social Media and Collaborative Tools Knowledge Café

This session was held as a discussion session. It seemed to be more concerned about the process of the session – a Knowledge Café – rather than the topic of social media.

So what is a knowledge café? There was a main question to discuss and there were several topics relating to the question. We were put into groups, each group was to discuss a topic – in this case a social media tool. The group was to write / express their thoughts on the question and the topic on a piece of paper. After 5-10 minutes of discussion the groups changed. One member of the group remained to be able to explain the content of the piece of paper but the other members all moved to a different topic. This occurs several times so that you get a chance to participate in a few of the topics.

I think the idea is that you learn from your peers rather than from a presenter. Of course this only works if the members of the group know something about the question / topics. There wasn’t any “show and tell” at the end so I missed a couple of topics and didn’t get to see what everyone had added to the papers.

In terms of what I can take away – use local #tags on twitter

Collecting Meaningful Feedback on Information Literacy Training: results of a project to evaluate feedback methods

This was another session where I was expecting more. Zoe Thomas presented the results of a project carried out by her predecessors which looked into gathering effective feedback from training sessions. However the results seemed to be only about the type of method most effective for gathering feedback, rather than about the quality of the actual feedback.

I think that we need to improve how and what we gather as feedback for our etutorials, but this didn’t really help me in this area.

Ready from Day One: developing evidence-based practitioners

This was probably my favourite session. Shirley Yarwood-Jackman described the information literacy sessions that she delivers to her group of clinical psychologists. Shirley described the current situation that I am sure many of us are familiar with – students / staff who don’t realise what they don’t know and over-estimate their literature searching skills.

The information literacy sessions are embedded in the curriculum and use reflection to allow students to explore their own searching abilities, both on their own and as a group. Shirley emphasised that the students are required (by their professional code) to become evidence-based practitioners. This was used with the students to demonstrate how important it is to develop the right skills to find the evidence easily.

The reflective approach was so successful that Shirley has also looked at how to use it in library inductions – start with a question, rather than give a presentation of everything at the library.

This is a problem that we deal with at the library with our students. They don’t appreciate how specialist their searching needs to be, and how their skills development or non-development will impact on their professional career going forward. We have tried to make some headway by developing our Check Your Skills etutorial, which allows students to think about their searching behaviour and provides suggested actions if there are gaps in their knowledge.

I like the idea of asking students / staff whether they want to be evidence-based practitioners and how they think that they are going to achieve this.

Expand Journal Access for Health Professionals with BrowZine

This presentation demonstrated some of the features of BrowZine and how it has been used at an example library – The Christie NHS Foundation Trust. BrowZine is available as an app and desktop system. It allows you to present your A-Z list of journals as an attractive visual interface. Users can also add journal titles to their own “shelf” and thence get updates when new issues of their selected titles are released.

This offers a way to present the journals A-Z list in a more visually appealing way and possibly allows users to set up their own personalised journal current awareness shelf.

It was reportedly relatively easy to set up. Users found that it was easier to find content and the library service that it was making their journal collection more visible.

Have to say that I really like the look of this and think that it might help to deliver a current awareness service.

Themes that I can carry forward

Emphasise that students / staff want to be evidence-based professionals – how can they achieve that?

Stop telling people what we do but show them how we can help.

Keele Digital Festival 2018

At the beginning of this June Keele University held a festival to allow staff to showcase and celebrate some of their work around the use of technology in teaching.

Here are some of my reflections on the sessions I attended:

Learning Environments

First I wanted to comment on a couple of the learning spaces where the sessions were held: the Digital Health Hub in the Pharmacy department and the Concept Learning Space in the Chancellors Building (both on Keele Campus). First of all you could smell the newness. At the digital hub there were about 60 workstations with either a PC or laptop, so the laptop could be removed to make more space. In groups of about 6 or 8 they were clustered around a large screen which either the tutor or a student could share material to. Here is a case study report from the suppliers.

In the Concept Learning Space there were 5 colour-coded desks, sitting about 7 students, each with a large PC screen, keyboard and mouse.

Both these environments provide pleasant collaborative working spaces.

It was interesting to see what other users had created as a learning space. It would be good to see if our IT rooms could be reconfigured to allow for collaborative work by students. Our training room is quite an old-fashioned layout with rows of PC workstations. Likewise the IT suite is similarly in rows. Students struggle to find any group work areas.

Augmented reality in Pharmacy

So, in the Digital Health Hub staff demonstrated a couple of the resources that they have developed.

• Pharma Keele Cards – an app that students can use with postcard size cards detailing drug molecular structures. You can scan the card with the app, then view a 3d image of the structure. Moving the card allows you to “move” the structure so that you can investigate it further. The app also includes details about the drug, such as dosage, side-effects etc. You can find the app on your play store, but you’ll need the cards to have a go.
• Virtual Patient – this resource allowed students to question and assess a virtual patient, request tests, analyse results, complete treatments, with the patient responding appropriately. It looked amazing and I’m sure that the students would really find it engaging.

Getting to know G-suite

This session allowed participants to collaborate on a document – how confusing it was. However the point was to demonstrate some of the features of the G-suite – the google education suite of apps – that allows people to work together and collaborate on content. There was also a demonstration of some of the new features in gmail and how to use appointment blocks in calendar.

I know that I don’t use google products as much as I could and ought to take the time to find out what will be useful in my day-to-day work.

Ask a student

There was a lunchtime session where we could post questions to a group of students and get their perspective. Unfortunately the questions that I entered were not chosen.

However their responses from the questions that were asked were quite revealing and a little scary. Here are a couple of things that I took away:

1. Being comfortable with some IT doesn’t mean that you know how to deal with the myriad of systems that you need to use within the HE / student environment
2. The KLE was difficult to use and it was hard to find things
3. They relied on their tutors to point out what extra reading / learning content to use; and tutors needed to indicate clearly how it related to assignments and exams.

This wasn’t really good news for our library services. We struggle to get some students to recognise their skills gap and attend library sessions. Although I am no longer worried about not being on the KLE as it doesn’t look like it would help much.

Online learning environments to support open academic skills workshops

Here a member of staff from Learning Support presented how she was using Google Classroom to extend involvement of students beyond the classroom and build a community. Learning Support are also not on the KLE so Google Classroom looks like an opportunity to continue independent learning beyond the training session, by offering extra resources and allowing students a space to continue the discussion.

I think it would be worth investigating more about what google classroom can help us to achieve.

Summary

Overall it was a pretty informative day; got to see some high-level teaching aids and some practical ideas about what to consider to improve my work and our interactions with students.

Social Media: can you tell it’s working yet?

NW ARLG event: 1^st July 2016, Manchester Central Library

This was a half-day event that I attended at the beginning of July.

The first part of event was presented by Sarah Mallen and Michelle Bond. They both described their own experiences using social media within their particular services (a careers service and a university library). Whilst interesting, they both focused on a narrow user group (seemingly 18-24 year old students) and tended to pose more questions than answers about whether anyone could tell if “it” was working yet.

The second part was presented by Tom Mason who was a social media coordinator, working in the Communications & Marketing department at the university of Manchester. And this was the “how to” part. Quite a mind-blowing presentation and since he wasn’t a librarian gave a different focus to the discussion. He suggested thinking about content in terms of planning campaigns to achieve an objective; and collect stats regularly so that they can be reviewed in the context of the content delivered; thus helping you to analyse what does work.

The final part of the day was group discussion. We were encouraged to think about what our library service social media framework would look like and share experiences of how we have used it and ideas for the future. Thanks to the librarians from the Race Relations Resource Centre at the Manchester Central Library who made the discussion so informative.

So, what next…

Social Media Framework

I’ve formalised my social media framework. It has highlighted a few discrepancies in the branding that needs to be addressed.

Screen-shot of social media framework

Social Media Monthly Calendar

I’ve started a calendar to record what “campaigns” can be planned.

The big events occurring this year will be the start of new NHS staff from August onwards and the start of new students from October onwards. So I’ve decided on three themes to cover August, September, October and November:

• What’s at the library? – what the library provides; anything from opening hours to relaxed study area to exam book collection. These messages are aimed at all users to help them to learn more about the Health Library and be encouraged to visit and join. They can be repeated regularly.
• Support for New NHS staff – how the library can help NHS staff and specialist resources to encourage NHS staff to join the library and use the resources provided.
• Support for New Students – promote university resources and training support to encourage students to use these resources.

Monthly Statistics & Analysis

I’ve decided to take Aug 1st as year zero to start collating statistics. At the moment I’ll collect what I can and then try to determine what will be the most useful. I’ll need to analyse this in relation to the subject content being used.

Screen-shot of initial stats to collect

It may be a bit difficult to complete the analysis on a monthly basis – maybe 3 monthly? I’ll just have to see how it goes.

So I may not know if it works but hopefully I’ve now got a bit of plan looking at how to find out.

Update 19/07/2016
You can now find the slides from the event online.

Future Learn Blended Learning Essentials – What to take away

Overall I enjoyed the course. Here are a few things that I think I can take away from it or can use in practice:

Completing the Course

So, this was the first time I have completed something described as a mooc. I have done some short Open University courses before so some elements of independent learning were not new to me. I did fall behind the course a bit but then that is the beauty of these courses – you can go at your own pace. This was largely due to work commitments. Originally I felt that I would be able to “find the time” but it seems that the quality of time available is just as important an aspect.

Being out of synch with everyone else did mean I missed out on some of the online Q&A sessions and the comments/chats had moved on by the time I got there.

Applying to Practice

At the library we see users rarely for training, usually just one-off courses so some of the elements discussed in the course would be difficult to apply here. In my role I mainly concentrate on providing online learning opportunities, so this involves developing online tutorials and providing guidance and support online.

However many of the principles around more independent learning are very relevant: providing flexibility, allowing self-pacing, encouraging active learning, using multi-media.

Pedagogy

Looking at the theories and teaching approaches that are applicable to blended learning was interesting; some of the elements that apply to our work include:

• Learning and developing through experience
• Using real-world experiences
• Learning and developing through social interaction and collaboration
• Problem-based learning, using real-world scenarios

Tools

There was a galaxy of tools mentioned either in the course or by course participants. I think some of the key elements to consider were:

• Use tools to enhance learning
• Teaching purpose is paramount
• The simple solution may be the best solution
• Anonymity of users – how much information do users have to provide to use the tools, what is it used for?
• Retaining evidence – can evidence be retained or exported to allow users to add to a portfolio and keep for evidence for qualifications?
• Robustness of tool – how long is the tool likely to be around for?

Active Learning

The key here for us is to try to avoid “read & click” learning. This has largely been how many of our etutorials have been constructed, with a small amount of quiz-type activities. We are currently updating our tutorials (using new software) and are trying to use more active learning that involves the learners carrying out activities as they go along. We are also providing learners with a reflection template document which they can complete at the end of each tutorial, save and add to their portfolio.

DADDIE model

This is a model to help the design process:

• Define
• Analysis
• Design
• Develop
• Implement
• Evaluate

Although I was not aware of this formal model it is satisfying to note that I am following a similar process – 13 years working in computing had some benefits then… do I mean transferable skills?

Demonstrable Learning

Learners need to be able to demonstrate that they have developed skills and knowledge. This is difficult for us as information and library skills are not formally assessed and so learners don’t feel the need to demonstrate formally that they have used these skills / knowledge. We have updated some of our etutorials so that learners can save or print outputs of some activities. We have also included a downloadable reflection document in our etutorials so that users can at least record their activities for their portfolios. Literature search plans, which learners can use to record their searches for assignments etc, are available on our website. We have at least provided opportunities to users, although it is up to them whether they take advantage of that.

Flipped Classroom

The flipped classroom, involves learners completing some activities prior to the class and/or after the class. This is something the trainers here at the library can use. Many of our etutorials complement the taught sessions delivered and can provide learners with a preparation activity or a review or summary activity.

Using activities outside the classroom can free time within the classroom to hold more interactive discussion-based training.

Digital Skills and Preparing Learners for Work

Digital skills (including information skills) are an important element of learners development, in preparation for work. Perhaps we could consider which of our activities match this agenda and signpost learners and subject staff to them.

CPD & Enhancing your own Skills

Developing blended / online learning can offer CPD activities for staff delivering learning activities. I have certainly found this to be an enriching opportunity, particularly where there is little scope for improving career prospects.

Future Learn Blended Learning Essentials – week 5 summary

Week 5 presented.

In week 5 we looked at: Teaching for your Learners Future

The final week of the course looked at preparing learners for work, in particular by considering digital skills that will be required in the workplace.

A range of different skills were considered:

• Using Digital Systems – such as search engines, email, calculation tools and presentation tools
• Finding Digital Information – finding, selecting and exchanging information
• Presenting Information – presentation of information in a variety of formats
• Communicating in the Digital Workplace – communicating online, using netiquette, online identity, keeping up-to-date, researching job opportunities, team work and collaboration online, sharing with respect to copyright, ownership and responsibilities

Learning opportunities based on these skills can be incorporated into teaching. There is obviously a lot of overlap with the information literacy skills that we concentrate on in library training.

Jisc provide some very good documents which discuss digital skills – see Developing Students’ Digital Literacy

Week 5 re-iterated some of the key elements that blended learning can support:

Flexible learning, flexible time and place, variable pace of learning, variety of learning modes, content focus, differentiation of learner needs, educator’s use of time

Looking forward suggested reading included a US report Technology Outlook Two-year Colleges 2013-2018. This presented some likely trends in the education sector.

Future Learn Blended Learning Essentials – week 4 summary

Week 4 presented.

In week 4 we looked at: Designing Blended Learning

 

DADDIE Model – framework for the design process

 

Define – what is the purpose, what are the outcomes?

Analysis – who is the recipient or learner, what are their needs?

Design – needs to be engaging, involve learner, flexible

Develop – create the materials and content

Implement – setting such as classroom or independent learning

Evaluate – measure success rate

A case study at Border College was presented: here they use moodle to provide a structure to build courses. The features of moodle allow the staff to develop multi-media and interactive components. They use Mahara as an eportfolio tool that allows students to upload their work.

One technique used is storytelling – the content is presented as a quest or adventure that the learner has to follow, working through the material presented.

Assessment

How can digital technology enhance the assessment process. This section looked at TurnItIn. This is used at my university, however it is not something the library is involved in.

The course looked at a range of tools and techniques that could be used to provide feedback to leaners. Consider techniques that:

• Help students to pay attention eg personalised audio or video feedback
• Reduces teachers workload
• Provides students with something of lasting value
• Provides students with alternative ways of showing what they have learnt
• Provides a personal way of giving feed-back on poor quality work

A Flipped Approach

This section of the week looked at a flipped approach to teaching, sometimes called flipped learning, flipped classroom or flipped approach.

In this situation part of the learning activities are completed outside the classroom by learners independently, in their own time, at their own pace. This can allow for more personal face-to-face activities or discussions within class.

Collaboration, Interaction and Shared Working

The course stresses the importance of learning as a social process, involving discussion with others to provide opportunities for checking and confirming what is being understood. It is suggested that digital tools can extend discussion beyond the classroom. For example the use of online forums allow learners time to think before adding their contribution.

A range of social media tools could also be used as platforms allowing learners to hold discussions and share ideas.

Consider:

It is important to consider how blended learning and the use of technology can help students to learn more effectively and in a demonstrable way.

The DADDIE model provides us with a framework to use when designing our etutorials – we already consider many of the steps in our script template. We need to think more creatively to promote active learning as opposed to passive learning.

Assessment is a difficult step for us as library skills are not assessed within the subject curriculum. However we need to think of ways of providing feedback to learners about their completion of our learning activities and allowing them to demonstrate these and include them in their portfolios.