Wednesday, September 1, 2010

OIL-Digital Information Literacy Another Project from Misha and Meena

Module Review: Digital Information Literacy

Misha and I got together and worked on Module 9.I got a nasty flu which didn’t go for around 2 weeks. That’s where and how the delay happened.Thanks for bearing with me Misha and being so patient and co-operative.

Here is what we came up with:-

How useful is the module for your work situation? Explain why it is or isn't, and how you would use it.

This module is built around the scenario of Tiff creating a project on Sustainability to assist the learners to understand and move through the learning objectives. Each one is linked to the relevant section.
Demonstrate and apply knowledge of a personal computer system
Demonstrate how to establish a connection to the Internet
Demonstrate navigation skills using a browser
Explain copyright of digital works
Use social bookmarking to store and retrieve information
Use RSS to store and retrieve information
Create and maintain a basic weblog
Work cooperatively using workgroup computer software
Introduction to creating digital audio, video and images

As you can see the skill ranges from the simple (understanding the basics of a personal computer) to complex (creating digital audio, video and images). This type of scaffolding of skills allows for the learner to gain confidence and the skills necessary to progress to the next level of difficulty.

Misha-Work context
This module could be used with L4 Certificate in Social Services Students during Orientation week as many of our mature students are unfamiliar with finding their way around the web and the different ways of finding, evaluating , saving, presenting and sharing information relevant to their study.
One of their assessments requires them to create an ePortfolio and eJournal which requires digital literacy skills that may be new to them.
This module can be presented and worked through in class and then the students can access it for review whenever they choose through Emit (MIT Blackboard)

Meena-Work context
This module could be incorporated in the National certificate in computing level 2 module for unit 5942- Exchange information with an online computer service. People credited with this unit standard are able to: describe the use of an online computer service; connect to an online computer service; exchange information with an online computer service; and estimate online computer service session costs.
The course content is all online in eMit and learners can do it self paced in blended delivery mode. Adding the following information could benefit our students:
Use social bookmarking to store and retrieve information
Use RSS to store and retrieve information
Create and maintain a basic weblog
Work cooperatively using workgroup computer software
Introduction to creating digital audio, video and images

Currently learners dont get taste of using variety of web tools, like RSS feeds, wikis, blogs and social bookmarking.

Comment on the look and feel of the module and how 'fit for purpose', or not it is.
Misha and Meena both have different views on the display and application side of the module.

Misha
The module flows systematically and is clear and easy to follow with the help of the graphics for Activities. The information is chunked for easy focus and the activities reinforce the material just presented. Even for raw newbie’s the material is easy to follow.
In the screen shot below you can see that there are clear instructions as to what to do and how to navigate and use the course tools and materials.
The Internet
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Before you go any further, you might like to watch this video called The Internet.
Try this excellent web-based tutorial about the Internet.
For some of us this information may seem too basic. However, we have a large number of Pasifika students doing the Certificate and going on to either a Diploma in Counselling or the Bachelor of Applied Social Work upon completion of the Certificate. At this point in time many of our mature Pasifika students do not have access to computers at home or haven’t seen the need to use one so they are at a huge disadvantage when faced with creating an ePortfolio and/or eJournal. Many of them do not know the basics of keyboarding let alone digital information literacy skills.
We do provide Computer Freeb courses for raw beginners but we need to create a way for these students and other mature students who lack confidence and a skills base to become confident and able in this area as quickly as possible so that they are not disadvantaged.
In this next section below we get to catch up again with Tiff who was introduced in an earlier section. She is looking for resources about social, economic and environmental sustainability. If Tiff can access the Internet, she has access to a very large range of information including books, animations and software, audio and video, and opportunities to meet and communicate with experts and other people working on sustainability.
Watch Tiff's initial search for information about sustainability. Note the large amount of bookmarks she is gathering in her web browser!
The use of video/You Tube here allows both the auditory and visual learners to relax into their comfort zone to take in information. By now the learner is familiar with Tiff and the development of her project- she adds a personal touch to the material being presented- another way of holding the learner’s interest and focus.
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These graphics are used consistently throughout the presentation so that the learners know immediately what is expected when they see the graphics.

Meena
For me a good design should be
· Purposeful
· Informational
· And must use a visual language, as the saying goes “ A picture is worth a thousand words”

Overall the module does serve its purpose and communicates concepts in an organised way.

The definitions were very clear and the material does provide a structure, but being a visual learner I found it to be too text based and feel more demos could be added on how to do a certain task.

As Misha mentions, there are clear instructions as to how to navigate around.

The activities and the case scenario serve as a good re-enforcement of what Tiff has learnt, good way of engaging the learners.

The chapters listed on the left, sort of coursemap [ROADMAP] are helpful particularly if Tiff wants to navigate to a different lesson in between or/and even the choice of navigating to the OIL modules in the top of page is easy and useful. Saves time figuring out how to navigate between lessons.

Having said this, the module needs Check on links for navigation.”

There are so many broken links in the beginning and it does leave you frustrated. Some learners who are new to web browsing might get a feeling, that it’s them who are not able to get through and might feel totally de motivated. Like for Instance right in the beginning when learner, in our scenario Tiff is clicking on the link Internet (which is supposed to show video on Internet) of web-based tutorial about the Internet.on Internet, it comes with error message. (not sure if its just my computer)

The externals links to YOUTUBE, do not open in another window, so if Tiff closes the YouTube window or any linked site, she is in for trouble as she will be closing the OIL window.

The chapters listed on the left, sort of coursemap are helpful particularly if Tiff wants to navigate to a different lesson in between or/and even the choice of navigating to the OIL modules in the top of page is easy and useful. Saves time figuring out how to navigate between lessons.

After the introduction, the information flows very well in a controlled pace. The youtube video links demonstrate lot of information including information on multimedia tools like picasa, movie maker etc.

It also encourages self reflection, with Tiff starting to collate information on del.icio.us and blogs.
I too agree with Misha about consistency in the following graphics
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What sort of changes would you make if customising the module?

Misha
The only change we would consider would be to present the module in two “bites”.
If students could focus on mastering these learning objectives first
Demonstrate and apply knowledge of a personal computer system
Demonstrate how to establish a connection to the Internet
Demonstrate navigation skills using a browser
Explain copyright of digital works
Then they could take the next “module” and focus on these skills which have direct relevance to their assessment requirements in the ePortfolio/journal
Use social bookmarking to store and retrieve information
Use RSS to store and retrieve information
Create and maintain a basic weblog
Work cooperatively using workgroup computer software
Introduction to creating digital audio, video and images

Meena
Although the whole module helped Tiff transfer and apply her learning, learners with different learning abilities may not be successful in gaining and using the online information.
It failed to grab and retain my interest, had I been a learner I would struggled to keep my interest on, although I did enjoy the reading after few clicks, not in the beginning though.
I felt, the interactivity between the learner and the online content was minimum except for few quizzes and the case scenario.
It could do benefit with more graphics, as good visuals motivate the learner and supplement the context. Could include more demos on how to do a task.
Could include a checklist at the end of the lessons for Tiff to reflect on her learning objectives as stated in the beginning.

Other comments.
Misha suggested that the learners are exposed to Module 6: Searching for information and Module 7: Evaluating Information sources concurrently.
Ideally the skills modules (6 and 7) from the OIL set would be covered in Foundation Studies along with the Freeb computing courses.

Please feel free to comment.
Misha and Meena

4 comments:

  1. Wow - you guys were very thorough! You both comment that the module could be used in your work context. How much do you think you would need to customise it to make it really valuable for your learners - or could you just drop it in as is?

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  2. Wow! Misha and Meena,

    You have been busy. I need to try and catch up. You are being quite thorough with your comments.

    I find the OIL project very easy to read and in terms of readability, does tick most boxes.
    A few of the links did not work for me. Is the link to the user review supposed to be live?

    Not creating external links in a new window is an issue that several staff have at my institution have when setting up Moodle courses for the first time. There is nothing more frustrating than being thrown off a paper because you have pressed the wrong button. All these little things do matter for learners.

    I love the common craft videos that are on Youtube. They do make good introductions to a topic that you intend expanding on.

    I agree with you Meena, the level of interactivity was minimum for the learner. This type of instructional design will not work for every type of learner and needs to be underpinned with some other activities. However, I still feel their are some great techniques employed in the OIL project. It does have a nice simple flow to it, which I am a fan of. We see far too many papers with too much happening on them and can really be a barrier for a lot of learners.

    Kind regards,

    Kevin
    :-)

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  3. Meena and Misha this is indeed a very thorough evaluation, and it is good to see your different perspectives coming through. You have made a very good point about the level of interactivity which is reiterated by Kevin. Alex has asked a very important question about how it could be used as is.

    The reader is given a good overview of the module with some very helpful ideas for improvement. A great evaluation of the resource.

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  4. @ Alex thanks so much.Right now in our national certificate level 2 course we have a unit standard based on INtertnet which is 70% theory,nil interactivity .i would recommend customising this module (not the whole module as is) by adding more interactivity and demos.External links to You tube links can also assist.
    We have another unit standard for paint programme in the same Certificate course,which has generate lots of interactivity with content in form of demos and screen shots (NO YOU TUBE LINKS),this has been working so well with our students retention rate.
    Besides,so far current classroom experience has been that videos,graphics,demos have been successful in engaging our students interest.
    @Kevin totally agree about the flow,as i too liked the way the sequence flows.& then again it depends on target audience,their comfortable learning style eh :-)
    @Bronwyn true,i guess our view points are also based on,how effective it could prove at our work sitation.
    THANKS for your feedback,still lots to think about.
    Regards
    Meena

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