Slides are from the CoPILOT in Scotland event, sponsored by the CILIP Information Literacy Group, held at GCU on 12th February 2014. Presentation highlights the design, development and evaluation of a suite of online learning tutorials at the Institute of Technology Tallaght (ITT Dublin). These open educational resources, covering research, referencing, plagiarism and core academic skills have been shared and adapted for reuse nationally and internationally.

1. Creating and Sharing Information
Literacy OERs
Philip Russell
Deputy Librarian, ITT Dublin
CoPILOT, Glasgow, February 12th 2014

2. Overview
Background / Context
OER Development
Sharing OERS
Future Directions

3. Institutional context
•Institute
of Technology
Tallaght (ITT Dublin), South
Dublin, founded 1992
•Range
of courses - higher
certificate to doctorate level
•Research
•Approx.
& innovation focus
4500 FTEs

4. Information literacy context
•ITT
Dublin 3 level IL framework
•Student
•IL
centered model
development - ongoing strategic focus:
- ITT Strategic Plan (2009-2014)
- ITT Teaching & Learning Plan (2010)

5. Planning for OERs
•Rationale
- Address student IL deficiencies
- Enhance face to face approach
- Embed IL into academic modules
•Secured
•Project
•OERs
HE funding
plan - work commenced May 2010
needed to be created from scratch

6. How To tutorials:
•Interactive online learning
tutorials
• Self-directed learning / 24x7
•Research, referencing
plagiarism, academic skills
•Audience / intended use
•Reusable under Creative
Commons

7. Development tools
•OERs
created with Articulate Studio 9
- Generates engaging content / quizzes
- Non technical / easy to use functionality
- Publishes files to flash format
- SCORM compliant
•Leeds
•Input
University tutorials
from learning technologists

8. Training
•Pedagogical
training
- learning styles / methodologies / assessment
- online instructional design
•ICT
training
- eLearning software
- Image editing – Photoshop
- Web editing – HTML,Dreamweaver, CSS

9. Instructional design
•Generic
learning outcomes
•Constructivist
approach
-higher order cognitive skills
-active learning
-interactive activities / quizzes
•Assessment
tasks – summative / formative

10. Content design
•Detailed
storyboarding
•Sequenced
•Use
learning structure / self-paced
of visuals / logo
•Language
/ consistent font / bullet points
•Accessible

11. OERs live
•First
batch of tutorials live in September 2010
•Extensive
usability testing / feedback / piloting
•SCORM
(sharable content object reference model) 1.2
compliant
•W3C
AAA (Web Content Accessibility) Guidelines 1.0
•Available
via multiple delivery platforms

12. VLE - Moodle
•Tutorials
•Quizzes
integrated into Institute VLE
facilitate grading / assessment
•Reusability
of tutorials facilitate collaborative course
development

13. Implementation
•OERs
- integrate IL into academic courses
•Blended
•Learning
approach – face to face and online
to Learn module
•December
2013 – OERs embedded into over 42 modules

14. IL for year 1 marketing
Context
IL for first year marketing students
- delivered as part of a 5 credit module
‘Business Communications’.
Library contact hours: 2 (lecture/workshop).
Learning activities
Lecture, in-class practical work, interactive
class discussion, group work, online library
tutorials.
Learning outcomes
Assessment
Identify
Quizzes in online library tutorials via Moodle
worth 10% of total module mark.
different sources of information
Create an effective search strategy.
Be aware of plagiarism and how to avoid
Know how to cite sources correctly

16. Moodle – grader report

17. Evaluation
•Range
of evaluative techniques
SurveyGizmo
Focus
Groups
Moodle
Google
Analytics
NDLR
Informal
Feedback

18. OERs – usage statistics

19. Feedback
Student:
Staff:
•Greater
knowledge of
information resources
•Value
•Independent
•Accessibility
•Facilitates
learning
transition into
third level education
of OERs to academic
modules on VLE
of resources

20. Some comments
•“Tutorial
should be given to 1st years before a first
assignment is given. I am a 3rd year and this is the first
time I have undertaken this resource on plagiarism” 3rd yr
business student
•“Tutorial
was engaging - a great way to find out how to
organize and apply the skills necessary to complete a
literature review” 4th yr science student
•“Innovative
resource, have added to my courses on
Moodle & will mention to colleagues” humanities lecturer

21. Challenges
•Staffing
/ time
•Limited
training - pedagogy / instructional design
•Technical
•Regular
/ functionality / accessibility issues
updating
•Diversity
of student body

22. Internal promotion of OERs
•Staff
- training/workshops
•Library
Committee /
Academic Council
•Department
meetings /
programme boards
•Student
- induction /
registration/ IL events
•Web
page
– dedicated IL home
•Social
Media / Moodle

23. External promotion of OERs
•Conferences,
seminars,
workshops, professional
networks
•Online
repositories – national /
international
•Publications

24. Sharing OERs

25. Value of OERs
•Enriched
student learning experience
•More
consistent approach to IL delivery
•Skills
development / expertise / software provision
•Greater
•Share
collaboration / community of practice
best practice

26. Lessons learned
•Apply
for funding
•Design,
evaluate, improve
•Promote,
•Lead
share, reuse
by example
- Build on existing librarian skills
- OER advocates

27. Share
Develop
Audio / video
Integrate
Translate
Mobile
Future Directions

28. Check out the ITT Dublin library OERs at:
http://library.ittdublin.ie/screens/tut.html
philip.russell@ittdublin.ie
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