Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Mobile Technology in Information Literacy Skills Training to Enhance Students’ Learning Experience
1. Using MobileTechnologyUsing MobileTechnology
in Information Literacy SkillsTrainingin Information Literacy SkillsTraining
to Enhance Students’ Learning Experienceto Enhance Students’ Learning Experience
Mr.Tony Tin
Dr.Alice Schmidt Hanbidge
Dr. Nicole Sanderson
Ms. Nicole Lee
The Asian Conference on Technology in the
Classroom
The Asian Conference on Language Learning
Kobe, Japan
May 1, 2015
2. Public Research University
Located in Waterloo, Ontario, Canada (Home of BlackBerry, Open
Text, and D2L)
Over 36,000 students in undergraduate and graduate programs with
2,000 faculty
Canada’s most innovative university for 23 years; operating the
world's largest cooperative education program with19,000 co-op
students
Special 2 plus 2 program for international students
Renison is a federated college within University ofWaterloo,
specializing in ELI,Applied Language Studies, Social Development
Studies, Social Work, EAS, Studies in Islam and Religious Studies
University ofUniversity of
WaterlooWaterloo
http://www.uwaterloo.cahttp://www.uwaterloo.ca
..
3.
4.
5. From Mobile ESL to MILFrom Mobile ESL to MIL
M-library: CLA Library Research and
Development Award 2007
Mobile ESL training: CNIE Excellence &
Innovation in Use of Learning Technology
Award 2008
http://eslau.ca
CBC Coverage
6. Mobile ICTESL 2011Mobile ICTESL 2011
• Contains grammar, vocabulary and
readings to assist computer
industry worker with learning ESL
in an Information and
Communications Technology
environment
• Funded and supported by
UNESCO
• Special features:
• Drag and Drop for instant
response
• Html 5, 3D object rotation
https://ictesl.athabascau.ca/
The International E-learning
Association Awards in
Mobile Learning 2011
7. Mobile Information Literacy Project 2015Mobile Information Literacy Project 2015
• Improve student’s
information literacy
skills
• Use mobile devices to
deliver info literacy
training
• Allow practice with
feedback using a variety
of testing methods
http://beam.to/renmil
8. • Information Literacy: recognize
when information is needed and have
the ability to locate, evaluate, and
effectively use the needed information
• Mobile Information Literacy:
incorporates technology into the
learning process
American Library Association. Presidential
Committee on Information Literacy. Final Report.
(Chicago: American Library Association, 1989.)
Mobile Information Literacy (MIL)Mobile Information Literacy (MIL)
9. Learners:
◦ already have mobile devices
◦ access lessons and exercises from remote
locations, anywhere & practice anytime
◦ make use of the multimedia & interactive
features
◦ Is learner-centered and requires no teacher
presence
Faculty & Librarians:
◦ reach more students
◦ free up time to teach more complex topics
Why use aWhy use a mobile device to
facilitate MIL training
10. • 13 Lessons focusing on
how to locate, evaluate
and use information
• Content specific to use of
UW library resources
• Over 12 videos currently
• Expand beyond video with
activities
MIL ContentsMIL Contents
17. Pilot ProjectPilot Project
Student participants from 5 Social Development
Studies and Social Work classes (n=110)
Most were female (90.7%), between the age of
18 and 25 years old
86.9% did not attend any type of literacy skills
training
98% have smartphones with 58% using Apple
iPhone or other mobile devices on a daily basis
Only 28% used a mobile device to search for
information despite daily usage.
Texting (85%) is their main use of mobile
devices
18. Mixed method (quantitative
and qualitative)
One group pretest/post-test
design
Online Survey (Survey
Monkey)
Student questionnaires
Research ProjectResearch Project
22. Literacy lessons students find mostLiteracy lessons students find most
helpfulhelpful
Lessons Response Percent
Locate: Lesson 1: An Introduction to Primo Central 29.9%
Locate:Lesson 2: The Basics: How to Search 34.3% (5)
Locate:Lesson 3: Finding Articles 35.8% (4)
Locate:Lesson 4: Finding Peer Reviewed Journals 44.8% (2)
Evaluate: Lesson 5: Evaluating Information Sources 23.9%
Evaluate: Lesson 6: Peer Review Process 14.9%
Evaluate: Lesson 7: Popular Vs. Scholarly Resources 17.9%
Use: Lesson 8: Using the Web for Resources 20.9%
Use: Lesson 9: RefWorks 52.2% (1)
Use: Lesson 10: When to Cite Your Articles 17.9%
Use: Lesson 11: Types of Written Articles 14.9%
Use: Lesson 12: How to Approach Assignments 40.3% (3)
Use: Lesson 13: What is a Paragraph? 4.5%
ALL OF THE ABOVE 9.0%
23. Recommend other students to learnRecommend other students to learn
information literacy skills using mobileinformation literacy skills using mobile
technologytechnology
24. Flexibility to Learn Anywhere and AnytimeFlexibility to Learn Anywhere and Anytime
26. Information literacy skills enhanced asInformation literacy skills enhanced as
a result of completing these exercisesa result of completing these exercises
27. Student Feedback on MIL TrainingStudent Feedback on MIL Training
• Students reported positive experience with the
info literacy lessons and the use of mobile
technology:
“short lessons but to the point;” “easy to use”;
“creative – different test/quiz styles”
• Students liked the flexibility/ availability of any
time learning:
“very convenient”; “learn on my own time, anywhere”;
“able to review from time to time”
28. Student Feedback on the MIL TrainingStudent Feedback on the MIL Training
• Use of mobile technology would
be good supplementary medium
of learning:
“I can access and learn on Wi-Fi
on campus and on bus.”
• Greatest concern was cost of
Internet access.
“don’t have data so cannot
always get internet.”
29. Defining content
◦ define the amount & type of information
Design of the format
◦ normal website vs. mobile version
◦ text, images, graphics, tables, location
◦ different file types (pdf, mov)
Display models
◦ different display model & stylesheet
Different standards, data networks, & operating systems
Bandwidth
Lesson Learned from the PilotLesson Learned from the Pilot
30. Suggestions for Future DeliverySuggestions for Future Delivery
• Embedded MIL in the curriculum
• Moving from MIL to mobile academic fluency
• Use of learning analytic – evidence based learning
• Free internet, mobile info literacy training in remote area
• Screen size redesign for ease of reading
• Delivery of MIL in different languages (e.g. Japanese, Arabic
Chinese)
• Use multimedia and games to improve the learning
experience
• Use mobile device to interact with teachers and trainer
(e.g. Ask a mobile librarian)
32. ReferencesReferences
Ally, M. (2005). “Multimedia information design for
mobile devices”. In, M. Pagani (Ed.). Encyclopedia of
Multimedia Technology and Networking. Idea Group Inc.
Hershey, PA.
Kim, B. (2013). The Library Mobile Experience: Practices
and User Expectations (Vol. 49, No. 6). American
Library Association.
Yarmey, K. (2011). Student information literacy in the
mobile environment. Educause Quarterly, 34(1), n1.
stephen hawking, famous physicist Professor (The Theory of Everything)
Bill Gate, founder of Microsoft
David Johnson, governor general of canada
RIM founder Mike Laza/ridis celebrates his Waterloo engineering roots at a 50th anniversary celebration on campus
My projects and passion for mobile learing
What is it? Information literacy is the concept of recognizing when information is needed to support or inform an idea, as well as the ability to locate this information and use it effectively. For our students, this often times means using research databases to find articles, reports, conference proceedings, etc. to support their ideas being presented in a paper. This is often a huge challenge for students because research databases require different search tactics than Google. As librarians, we spend a great deal of instructing students on database search tactics in classroom settings.
Mobile information literacy can refer to a number of different ideas, for example: teaching users how to evaluate mobile content such as apps. For our purposes, mobile information literacy refers to the integrations of technology into the information literacy learning process.
We currently have over 20 videos that teach about topics such as Boolean Operators, database functions, writing search strategies in keywords, etc. However, the literature shows that interactivity and assessment help to reinforce concepts learned, so our project would focus on creating activities to complement the videos. These activities would be made accessible on a mobile-friendly website. The goal is to make the activities entertaining enough for students to engage with the content while they’re waiting in line, sitting on the bus, before classes, etc. We want to make a true point-of-need library service that benefits students and makes their library experience fun!
Tony approached me in the fall 2013 semester to see if I would act as an information literacy consultant on this project based on my experience teaching LINC sessions (he previously attended a BSBM session I instructed). My task has been to brainstorm topics that should be addressed, create activities, and co-ordinate the activities based on our current videos. Tony is working with a former colleague at Athabasca University to create the first draft of this project, but there is a lot to improve upon this first draft! Tony is now working with some colleagues at Renison to apply for grant funding to propel this project forward more quickly.
http://tttest.org/wp-admin/ (admin view)
Google analytics to analyszie their use https://www.google.com/analytics/web/?hl=en#report/visitors-overview/a55317950w88548049p91984249/%3Foverview-dimensionSummary.selectedGroup%3Dmobile%26overview-dimensionSummary.selectedDimension%3Danalytics.screenResolution/
We currently have over 20 videos that teach about topics such as Boolean Operators, database functions, writing search strategies in keywords, etc. However, the literature shows that interactivity and assessment help to reinforce concepts learned, so our project would focus on creating activities to complement the videos. These activities would be made accessible on a mobile-friendly website. The goal is to make the activities entertaining enough for students to engage with the content while they’re waiting in line, sitting on the bus, before classes, etc. We want to make a true point-of-need library service that benefits students and makes their library experience fun!
analyze user traffic and paint a complete picture of your audience and their needs
e a visual assessment of how visitors interact with your pages. Learn what they're looking for and what they like, then tailor all your marketing activities — from your site to your apps to your ad campaigns — for maximum impact
Multipel choice
True/false
Three slides – separate them into three different slides
This video will have to be narrated by the presenter. The CPA example is clicked twice on purpose so that viewers will be able to see the animation the second time (since it goes by so quickly)
Subjects Involved in Study
Social Work and Social Developmental Studies student participants volunteer to test the MIL Tool.
23 students, age, type of phone Total #??
Mobile deive= tablet or laptop
Visual with pictures.
58% of students were able to maintain or increase their scores from beginning to end of semester. 42% of students scores decreased their scores
Reasons: incomplete lessons, limited internet access, poor screen visibility, poor sound quality. What we learn – we are finding info – explorary study – this is not an outcome study (pilot –trial and error).
Why? Help better design
Focus on something pratical and relevant to academic, not something general (write a paper) not orange
2nd 3rd pass 1 year. They don’t need basic info.
QualiRY AND PLAN – LEARING ON THE GO IS IT SERIOUS .
10% don’t like mobile technology – destop and
37% need extra support – not know the tech but – 50% is keen on using.
Not only to use but aso advocate m-learn. To other studetnts. – high %
Like the flexitibity. May not be for learning
Like, however challeges
Like it and find out –their experience – Learning slide – how to do better – why- you tell us ..
Why quality of living? Small screen – time. – not as convincing as it is
Many tech challenge – improve our tools such as screen size, resolution, wifi access, data
POSTIVE – DESPITE THE SCORE – early stage of developemtn – I am on the right track with mobile learnig – fine tune our tool
TWO –
SCREEN
waiting for the bus or being on the bus or whenever there is some spare time
1. How best we can design the content (e.g. how short is each lesson, what type of video lesson or text info and exercises do student want
2. What format to use. Our site is mobile friendly, work with desktop and mobile.
3. Different display model. It works with IOS but has issue with Android regarding display. Html5 make it responsive and fluid. Cannot resize, text size to small to view
4. Different standard, especially OS (work with IOS and not android). Drag and drop only works with touch screen phone.
5. Not all smartphone would accept Unicode if we want to deliver lessons in different language
6. Slow internet connectivity could impact access to video in the lessons.
4.
Google leanring analytics
http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/
Student like the ideas of mobile learning, the tech can be used to engage learner to learn info literacy skills anytime, anywhere.