Multi modal, technology enhanced support for distance learners - Richards

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IL Group (CILIP Information Literacy Group)

This document summarizes the experiences and challenges of providing distance learning support at De Montfort University. It discusses how the university uses multi-modal technologies and enhanced resources like online tutorials, video lectures, and curated reading lists to support remote students. However, distance learners face difficulties like lack of community, limited access to resources, and difficulty finding relevant information. Going forward, the university aims to improve pre-course materials, create more "point of need" digital content, enhance distance learning services, and offer webinar tutorials for remote students.

Multi-modal,
technology
enhanced
support for
distance
learners
the experience at De
Montfort University

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Quick questions

Context
PG Cert
PG Dip
MSc
CIH in charge of teaching,
assignments, setting learning
materials. DMU have
responsibility for content and
learning and personal tutoring
DMU run these courses
independently

Challenges
Generic DL considerations
• Part time, may be working
unsociable hours
• Lack of community/context
• Technology dependent
• Learning resources need to be DL
friendly
• Point of need support is particularly
important.
• DL students are strongly task-
oriented & prioritise ease of access
and ready availability (Tury,
Robinson and Bowden, 2015)
• They prefer practical learning that is
immediately relevant and that
provides concrete skills (Chen,
2014; Harkus, Rodriquez & Orlov,
2011)
DMU Housing specific challenges
• Reliant on DMU Resources
but distance is not our
default - e.g, postal loans
• Students feel
overwhelmed with
amount of reading
• Spending too much time
searching/finding reading
• Struggling with
appropriate reading
strategies
• Understanding the
different systems

Pre-course
support
Online PowerPoint and videoArticulate tutorials

In-course support
DMU Resource Lists
• DMU Resource Lists – to help
with issues related to planning
and finding course reading
• Item importance, structure of
the list
• Links to ebooks and library
services
• Improved communication with
students
• Intuitive system
• Dashboard providing feedback
on use
Teaching
• Session for dissertation (MSc)
students recorded on Panopto
and broadcast live as a webinar
• Aims to be interactive and
responding to student
questions/needs BUT
• Difficult running it remotely
and to in-person students
• Students prefer face-to-face
teaching but how to help with
point of need support?
(Shaffer, 2011)

Successes/opportunities
DMU
Resource Lists
UDL friendly
Tailored
support
• good engagement from Ros and
the students
• Wider discussions of learning
and teaching with Ros and CIH
• Directly addressing needs of
students as well as responding to
students
• Using a variety of formats to
address different student
preferences and learning styles
• Using new technology promoted
by the university
• Being proactive and working with
students to ensure that their
support needs are met

Going forward
Improve the pre-course material
Design ‘point of need’ e-material
Continue to engage staff and students with DMU
Resource Lists, including a survey of student opinion
Collaborate with tutor on in-person support
Improve general DL services
Develop webinar offering for 1:1 tutorials

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IL Group (CILIP Information Literacy Group)

This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.

Thriving Overseas: Finding the Niche as an Instruction Librarian in a Foreig...

IL Group (CILIP Information Literacy Group)

The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.

The opportunity of narrative inquiry for information literacy research_ Narra...

IL Group (CILIP Information Literacy Group)

This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.

Taking Stock: A Scan of AI Literacy Instruction in Academic Libraries.pdf - B...

IL Group (CILIP Information Literacy Group)

The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead

Reciprocity in Learning: Co-creation with undergraduate students- creating co...

IL Group (CILIP Information Literacy Group)

This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.

Plagiarism and AI tools: an example of linking information- and digital liter...

IL Group (CILIP Information Literacy Group)

The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.

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