Course Integrated Instruction : February 2012 Archives
Please join the Teaching and Learning Collaborative (formerly known as the Information Literacy Collaborative) to view this two-part webinar. As you probably know, we were part of two rounds of the Project Information Literacy research. Feel free to attend just one or both.
Please pass along this invitation to interested staff, instructors or faculty outside the Libraries as well.
It Takes Librarians and Faculty: Using Project Information Literacy to Improve Student Research Skills Webinar
Tuesday, March 13 1:00 - 2:30pm (1 hour webinar; 30 minute discussion) Add to calendar
Tuesday, March 20 1:00 - 2:30pm (1 hour webinar; 30 minute discussion) Add to calendar
Location: Wilson S30B
Webinar Leader: Steven Bell, Temple University
The better our understanding of the process students go through in conducting academic research and their behavior as researchers, the better job we can do in helping them to become better researchers, better writers and more critical in their approaches to evaluating and synthesizing information. Whether you call it information literacy or research skill building, helping undergraduates and graduate students to become effective researchers is an outcome shared by librarians and faculty. In this workshop, led by Steven Bell of Temple University, the findings of research studies produced by Project Information Literacy will be used as a framework to enhance our knowledge of student research behaviors and explore strategies for helping them to strengthen those skills. Guests will include Dr. Michael Eisenberg, co-founder of Project Information Literacy (on March 13) and librarians who are using the Project Information Literacy findings to reach out to faculty for collaboratively advancing campus information literacy initiatives.
Jennie B passed this on to A&H but I think it is interesting to all...
Harvard Conference Seeks to Jolt University Teaching
By Dan Berrett
"Students should be made to grapple with the material and receive authentic and explicit practice in thinking like an expert, Mr. Wieman said. Faculty would need to provide timely and specific feedback, and move beyond lectures in which students can sit passively receiving information."
"Lectures set up a dynamic in which students passively receive information that they quickly forget after the test. "They're not confronted with their misconceptions," Mr. Mazur said. "They walk out with a false sense of security." The traditional lecture also fails at other educational goals: prodding students to make meaning from what they learn, to ask questions, extract knowledge, and apply it in a new context."
Then the articles gives a couple of ideas what helps learning:
- low stakes quizzes
- writing--for example to explain on concept
- "Asking students to explain concepts or to teach one another the material they have just learned are also effective."