Storyboard for module on: Accessing Information Effectively and Efficiently

Storyboard for module on:

Accessing Information Effectively and Efficiently

Albert Tablante MLS

SUNY Empire College

Prof. Alain

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I.                   Introduction to Accessing Information

·         Searching for information using databases is an essential skill for 21st century college students. 

·         Not all information is made available through free search engines such as Google. 

·         Some information, including some periodicals, academic articles, e-Books, scientific data and company information can only be accessed through subscription databases.

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II.                What are the learning Objectives? 

1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

2. The information literate student constructs and implements effectively-designed search strategies.

a. Develops a research plan appropriate to the investigative method

b. Identifies keywords, synonyms and related terms for the information needed

c. Selects controlled vocabulary specific to the discipline or information retrieval source

3. The information literate student retrieves information online or in person using a variety of methods.

4. The information literate student refines the search strategy if necessary.   ______________________________________________________________________________

III.             What to expect in this Module

·         In this module, the students will learn about the different databases available.

·         They will experience the different database companies that have customized interfaces. 

·         They will also learn the specialties of different databases. The students will also learn methods of accessing the information that they need. 

·         They will learn advanced search features such as: author, title of article, date, name of publisher, name of periodical, and subject terms.

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IV.             Video #1: Using Google and Using Databases.  Accessing Databases.

·         All the videos will be multi modal.  There will be closed captioned options for disabled learners.

·         This video will serve as an introduction to accessing databases and using databases.

·         The video will also talk about advance searching options on EBSCO database products.

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V.                1^st Assignment Submission

·         The students will be asked to search for 3 sources Submit assignment on your own research in another course.  This will serve as support for real research assignments.

·         The students will write the name of the article, name of the authors, journal title and database used.  (Citations will be learned in another module.)

·         This will be submitted with in the module.

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VI.             Video #3: Instructions to completing the online scavenger hunt.

·         This video will be multi modal and include closed captions as well. 

·         There will also be print content documenting the instructions.

·         The assessment will be 5 questions.

·         Each question will have directions that point to a particular resource.  The student will have to answer a question about the resource.

·         Click on the online Scavenger hunt.  Click submit.

 

References

Association of College and Research Libraries. (2016). Information Literacy Competency Standards for Higher Education. Retrieved from American Library Association: http://www.ala.org/acrl/standards/informationliteracycompetency

 

Sharing my Learning Environment

     The environment that I have selected is a Learning Management System (LMS).  The LMS that I have chosen is course sites.  Course sites is Blackboard’s free LMS.  I have experience using a Moodle platform when I worked at an educational institution, but last semester I wanted to try something different and opted to use course sites by Blackboard.  In order to keep the MALET work consistent, I am again choosing course sites to develop this project.  To access this site I would need the participants' email address' so an access code can be emailed to you.  The email will give you the directions to access the course.  The general link to Blackboard course sites is: https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/index.html

Below is a screenshot of my information literacy page on Blackboard course sites:

      The Moodle platform was much easier for me to design than the Blackboard.  There are many reasons for this.  The school that I was working with had a contract with Moodle.  There was a person employed by the institution whose sole job was to help facilitate the use of Moodle.  If I had a question or problem, there was instant support.  The institution also provided 1 shot courses on facilitating Moodle.  I am on my own with Blackboard course sites.  I called the course sites help line once.  My question was answered, but it took almost an hour to resolve.

     The course sites LMS does have the qualities I need to design a learning module.  You can develop course content in print.  You can link to outside websites, documents and videos.  You can upload your own videos.  There are various types of assessments that can be custom designed.  They can be multiple choice, True and False, short answer or essay.  They can be automatically graded or  the instructor can grade them individually.  There will be automated information on time and dates of submitted work.  There will be forums and discussion boards for questions and support for socio-constructive learning.  I am learning more as I go - similar to situated learning theory.

 

Abstract for Learning Module: Accessing the needed information effectively and efficiently

      This learning module is a segment of a course on the 5 Standards of Information Literacy as proposed by the Association of College and Research Libraries. (ACRL)  The learning module will concentrate on the 2^nd Standard of Information Literacy: Accessing the needed information effectively and efficiently.  The main learning goal of this learning module will be to understand and perform college level research at a deeper level. This will include learning about database searching. This will also include understanding keywords, authors and other advanced searching queries.  There will be formative and summative assessments to motivate and measure the progress of the students.  2 learning videos are included to clarify the learning and to promote multi-modal learning.  There are opportunities for engagement between the instructor and students, and the students and their peers.  There will also be a wrap up student reflection after the summative assessment to evaluate the experience and quality of instruction.

W5 Project Proposal

The proposed project will be a learning module on the 2^nd Information Literacy Standard set by the Association of College and Research Libraries.  The 2^nd Standard is “Access the needed information effectively and efficiently.  Searching for information using databases is an essential skill for 21^st century college students.  Not all information is made available through free search engines such as Google.  Some information, including some periodicals, academic articles, e-Books, scientific data and company information can only be accessed through subscription databases.  Therefore, the content in this module will concern a deeper and engaged learning of database searching.

There will be formative and summative assessments to measure the progress of the students.  This module will take place over the course of a week.  The students will be expected to check in at least 3 times during the week.  I propose to make 2 videos.  After the 1^st two lessons there will be formative assessments.  After the 3^rd lesson, which will be mostly a review, there will be a summative assessment for the module of the week.  There will also be a wrap up student reflection after the summative assessment to evaluate the experience and quality of instruction.

The main feedback from the submission of my concept proposal included stating the learning platform and caution concerning the production of learning videos.  I plan on using Coursesites from Blackboard as my learning platform.  In my previous position, the educational institution preferred Moodle as a learning platform.  Last semester I decided to try something different and developed a course module on the 3^rd information literacy standard on Course Sites.  It was a challenge to design a course module in a different learning environment.  My proposition beyond this course is to consolidate all of these learning modules into 1 course containing all 5 Information Literacy Standards.  Therefore, I chose to remain using the Coursesites on Blackboard.  As provided in the timeline, I propose to give myself time to produce 2 videos.  I have the experience of producing videos from previous MALET courses.  I did the research and my experience has concurred with this ratio: 1 hour of video production for every actual minute of the video.  I plan on making 7 minute videos.  I would add a couple of hours for preparing the script and story board.  I would also add an hour to upload and format the video.  This would make each video about 10 hours to create.  I can hopefully complete the videos according to the timelines below: 1 video per weeks 7 and 8.

Below is a project cycle image of the project proposal:

The timeline has, by this time, begun with the initial assessment and planning stages already underway.  Below is a rough budget of time.  The timeline is broken down into the 15 week segments of this semester:

Initial assessment:  Weeks 1-4

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Planning: Weeks 5-10

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Implementation: Weeks 11-13

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Monitoring: Weeks 12-13

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Evaluation: Weeks 13-14

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Adaptation: Week 15

 The initial assessment was done Weeks 1-3. This initial assessment is similar to Standard 1 of Information literacy: Determine the needed information.  This included finding the topic and deciding which emerging technology tools will be needed.  This step includes brainstorming the scope and possible content of the topic.  The next steps in initial assessment would be writing both the Subject Concept Proposal and the Literature Review, which was completed by week 4.  I propose to use Coursesites by Blackboard, which I used in preparing a previous module for the MALET Program.

Planning will take the longest, Weeks 5 through 10.  This will include incorporating the feedback from instructor and colleagues submitted in the Subject Concept Proposal.  In this stage, the content will be explored and developed.  I plan on making 2 videos, 5-7 minutes in length.  I plan on preparing for the content of these videos Week 6.  I plan on spending Weeks 7 and 8 producing these videos.  I propose to complete both videos by Week 8.  The videos and content should be uploaded by week 9.  I should be self-assessing the module Week 10.

Implementation is when the course module goes live.  I plan on submitting my Coursesites learning module by Week 11.  At that point the instructor and colleagues will be entering the learning module and experiencing the multi-modal learning content.  Implementation and Monitoring are happening concurrently, which will be explained.

Monitoring will be my responsibility as the interactive course designer.  I will be engaging with the learners.  This includes answering questions concerning content and comments concerning content delivery.  This will include grading the assessments and actively monitoring the progress of the participants in the learning module.  This would include monitoring the submitted discussions, assessments and comments at least twice daily during this period, Weeks 12-13.

Evaluation will be occurring concurrently with the participants’ completion of the learning module.  This will be built into the course, thus running at the same time as implementation and monitoring.  This is when I receive feedback concerning the learners’ experience of the actualized learning module.

Adaptation is the stage when I will use the feedback of the participants of the learning module and my own observations during the monitoring stage to improve the course for the future.  I plan on revising the course Week 15, after full completion of the course.  As the original project cycle image displays, this loops around to begin in the planning stage for the next implementation.  Therefore, the course is flexible and improving.