Instructional design for the active: Employing interactive technologies and active learning exercises to enhance information literacy
Instructional design for the active: Employing interactive technologies and active learning exercises to enhance information literacy
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主动教学设计：采用互动技术和主动学习练习来提高信息素养
DOI：
10.1201/b19843-12
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Anthony C Holderied
中科院分区：
文献类型：
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作者：
Anthony C Holderied
针对各种教学场景，北卡罗来纳大学彭布罗克分校的图书馆员一直致力于让学生使用互动技术并结合主动学习策略，试图增强信息素养 (IL) 技能的学习。本文描述了这种方法的成功运用，不仅提高了学生的参与度，而且还提高了执行特定能力的学习成果，例如创建有效的搜索策略、评估信息源以及区分学术出版物和流行出版物。在为高年级和低年级班级提供 IL 的背景下，讨论了我们将课堂响应系统（答题器）、交互式白板、无线平板电脑和数码相机与主动学习环境结合使用的实际示例。使用答题器的实验揭示了该技术对学习成果和学生参与度的具体影响，而对其他技术使用的讨论则提供了实施的实际情况。我们的研究（n=234）重点关注为“答题器”组和对照组提供英语作文 II 课程的信息素养课程，结果显示，与使用讲座作为主要教学方法的课程相比，使用答题器和讨论的课程中学生的信息检索能力从前测到后测提高了 4 个百分点。这些经验的结果揭示了交互式技术的实施以及教学法向主动学习的转变，可以对学生的参与和信息素养概念的学习产生潜在影响。虽然使用这些技术可以明显提高学生的参与度，但需要对信息素养教学背景下主动学习的实施进行更多研究，以检验也可以成功实现学习成果的结论。
variety of instructional scenarios, librarians at The University of North Carolina at Pembroke have been working to engage students with the use of interactive technologies combined with active learning strategies in attempts to enhance learning of information literacy (IL) skills. This paper describes the successful use of this approach in not only increasing student engagement, but also learning outcomes for performing specific competencies such as creating effective search strategies, evaluating information sources, and making distinctions between scholarly and popular publications. Practical examples of our use of class response systems (clickers), interactive whiteboards, wireless slates, and digital cameras in conjunction with active learning environments are discussed in the context of IL provision for both upper- and lower-division classes. An experiment using clickers reveals the specific impact that this technology can have regarding learning outcomes and student engagement, while discussion of the use of other technologies provides a practical look at implementation. Our study (n=234), focusing on the provision of information literacy sessions for English Composition II classes to a 'clicker' group and a control group, revealed a four-point increase from the pre-test to the post-test in the development of information-seeking competencies for students in classes using clickers and discussion, compared to classes using the lecture as a primary method of instruction. The results of these experiences shed light on the potential impact that implementation of interactive technologies, with a shift in pedagogy toward active learning, can have on student engagement and learning of information literacy concepts. While increased student engagement is evident with the use of these technologies, more research on the implementation of active learning in the context of information literacy instruction is needed in order to test the conclusion that learning outcomes can be successfully achieved as well.
教学设计和技术的趋势和问题（第二版）。（第23章）
DOI：
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发表时间：
2007
期刊：
影响因子：
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作者：
Visser.J.;Suzuki。K.
通讯作者：
Suzuki。K.