scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109 ◽  
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

scholarly journals How to support mobility students to gain soft-competences: Knowledge, Skills and Attitudes

2020 ◽  
Author(s):  
Eva M. De la Torre ◽  
Fernando Casani ◽  
Adriana Pérez Encinas ◽  
Jesús Rodríguez Pomeda
Keyword(s):  
Learning Outcomes ◽  
Academic Staff ◽  
Relevant Information ◽  
Student Integration ◽  
City Culture ◽  
Training Activities ◽  
University City ◽  
The University ◽  
Incoming Students

Students participating in mobility experiences have a great learning opportunity, but in many cases they hardly realise about the soft-competences they developed during mobility. In this context, the supporting role of universities is key for students to make the most of their mobility and be able to communicate their learning outcomes. This study analyses the support services that students receive for the development and acknolwledgement of mobility soft comptencies (related with the three dimensiones: knowledge, skills and attitudes or KSAs) in order to define the university strategy in this field. Results show two types of support for outgoing and incoming students: (i) passive initiatives based on delivering relevant information for the mobility period to students; and (ii) active initiatives based on training activities and activities for student integration in the host university/city/culture. No support initiatives on mobility related KSAs for returned students or academic staff have been identified.

Teamwork Development across the Curriculum for Information Technology Students at Liepāja University: Processes, Outcomes and Lessons Learned

2015 ◽  
Vol 4 ◽  
pp. 509
Author(s):  
Dzintars Tomsons ◽  
Anita Jansone
Keyword(s):  
Information Technology ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Lessons Learned ◽  
Learning Goals ◽  
Learning Organisation ◽  
Technology Students ◽  
Information Technology Students ◽  
The University

<p><em>Teamwork skills are key feature for Information Technology (IT) specialists. The university IT curriculum contains both IT specific courses, and comprehensive courses. Due to limited amount of the learning courses and efficient achievement of learning goals, it is necessary to look for opportunities to integrate activities developing social and communication skills courses into IT specific courses. Managing the teamwork that is close to practice, it is necessary to solve the problems of teaching and learning organisation, and assessment of individual learning outcomes and competences. In Liepāja University, the student teamwork has been managed for several years as integral part of Software Engineering courses and study projects. The course management system Moodle has been used in learning process providing possibilities to evaluate both assignments submitted by students and their learning behaviour.  The current paper describes and analyses the experience of academic staff of Liepāja University.</em></p>

Networking for Innovation in South Wales

1999 ◽  
Vol 13 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Haydn Jones ◽  
Sarah Jenkins
Keyword(s):  
Technology Transfer ◽  
Academic Staff ◽  
Collaborative Work ◽  
Its Region ◽  
Innovation Network ◽  
South Wales ◽  
The University

This paper explores the role of networking between individuals and groups in improving innovation and encouraging the development of productive links between industry and the academic staff of a university. The style and ethos of a network are found to be crucial to its success in developing a culture of innovation and in developing and maintaining the interest of participants. The rationale for the establishment of the Cardiff University Innovation Network is described and its achievements are enumerated. The Innovation Network has stimulated collaborative work and technology transfer and thus has established for itself a continuing role in the life of the University and its region. Its success is founded upon providing events of immediate interest to industry and upon guiding industry to solutions to its problems.

scholarly journals Developing library e-learning courses - how to make a fruitful collaboration?

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Anne Beth Våga ◽  
Mona Henriksen ◽  
Inger Gåsemyr
Keyword(s):  
Information Literacy ◽  
Foreign Students ◽  
Engineering Students ◽  
Close Contact ◽  
Academic Staff ◽  
Academic Culture ◽  
Student Groups ◽  
Subject Specific ◽  
E Learning ◽  
The University

The University Library of Stavanger has made three interactive library courses. Two of the courses are in Norwegian, Vitenskapelige artikler i sykepleiefaget (Scientific articles in nursing), and Kildebruk og litteratursøk (Information literacy: How to search and cite) and one in English, Writing thesis, using sources. The purpose has been to help students developing skills in information literacy, to fulfill the demands required by the Norwegian ministry of education and research. The courses are available at the library's webpage. Their purpose is to be a supplement to ordinary library courses. The courses consist of text, films, interactive tasks and voiceover. We have made subject-specific courses, which cover different faculties at the University. We believe that the students at a university seek to identify themselves with the profession they aim to become a part of through their studies, and hopefully they develop an attachment to the library.   The course Writing thesis, using sources is primarily aiming towards engineering students, but it will also be useful for other student groups. The university has many foreign students in different engineering disciplines and levels. They sometimes have a bachelor's degree from a country with an academic culture that is different from ours. The course is written in a clear and concise language. The students can listen to the text, or read it. The cooperation between the library and the academic staff has varied during the development of the courses. We had close contact with two members of the Department of Health Studies during the whole process of the first course, Vitenskapelige artikler i sykepleiefaget (Scientific articles in nursing).They gave us advice about content and definitions. There has been less cooperation with academic staff during the two other courses. Cooperation with NettOp (The University's department for web-based education) has been outstanding. NettOp has guided us on subjects like software, layout, technical support, interactive objects and pedagogical advice, like how to write for students. We also invited students to give feedback on the courses. The process has been informative, and we have developed new skills. At the same time there have been challenges, such as software issues and lack of collaboration with academic staff. Maintaining the courses is very time consuming. We would like to meet other colleagues in higher education interested in e-learning courses and exchange experiences. Discussions may be about matters such as: Do we really need interactive courses? Should the courses be subject-specific or general in content? How can we include academic staff in a better way? Could students do the job? Could several universities cooperate to make interactive courses? Could we borrow content from each other? How do we know whether the courses are used or not? What about the learning process and outcome for the students? How do we best promote the courses? Experiences with different software and use of devices. Discussions should be conducted in groups consisting of max 8 participants. The results from the discussions could for example be published on UBIS' blog.  

scholarly journals Filter Bank Multicarrier Modulation: A Waveform Candidate for 5G and Beyond

2014 ◽  
Vol 2014 ◽  
pp. 1-25 ◽  
Author(s):  
Behrouz Farhang-Boroujeny
Keyword(s):  
Orthogonal Frequency Division Multiplexing ◽  
Filter Bank ◽  
Research Work ◽  
Computationally Efficient ◽  
University Of Utah ◽  
Mimo Networks ◽  
Filter Bank Multicarrier ◽  
Research Problems ◽  
The University ◽  
Work Done

Recent discussions on viable technologies for 5G emphasize on the need for waveforms with better spectral containment per subcarrier than the celebrated orthogonal frequency division multiplexing (OFDM). Filter bank multicarrier (FBMC) is an alternative technology that can serve this need. Subcarrier waveforms are built based on a prototype filter that is designed with this emphasis in mind. This paper presents a broad review of the research work done in the wireless laboratory of the University of Utah in the past 15 years. It also relates this research to the works done by other researchers. The theoretical basis based on which FBMC waveforms are constructed is discussed. Also, various methods of designing effective prototype filters are presented. For completeness, polyphase structures that are used for computationally efficient implementation of FBMC systems are introduced and their complexity is contrasted with that of OFDM. The problems of channel equalization as well as synchronization and tracking methods in FBMC systems are given a special consideration and a few outstanding research problems are identified. Moreover, this paper brings up a number of appealing features of FBMC waveforms that make them an ideal choice in the emerging areas of multiuser and massive MIMO networks.

scholarly journals Information Literacy and Instruction: Scaling Instruction to Needs: Updating an Online Information Literacy Course

2016 ◽  
Vol 56 (1) ◽  
pp. 17 ◽  
Author(s):  
Sarah LeMire
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Online Information ◽  
University Of Utah ◽  
Literacy Course ◽  
The University

Scalability is a buzzword in both libraries and higher education these days. As library budgets continue to tighten and technology continues to advance, libraries are flipping classrooms and deploying technology in order to better scale our instructional efforts. The University of Utah is no different. Several years ago, the library moved away from the standard one-shot workshops offered to the University’s undergraduate writing requirement course, Writing 2010, and replaced it with an online information literacy course. The transition has largely been successful, both at reducing the number of low-impact one-shot workshops our librarians teach, and also at involving instructors in information literacy. However, changes in personnel, technology, and curriculum prompted a recent revision and updating of the library’s information literacy course.

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

2019 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara-Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Learning Objectives ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

scholarly journals Promoting undergraduate student engagement through self-generated exam activity

2018 ◽  
Vol 46 (3) ◽  
pp. 252-273 ◽  
Author(s):  
Patricia Muñoz-Escalona ◽  
Kathleen Savage ◽  
Fiona Conway ◽  
Andrew McLaren
Keyword(s):  
Deep Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Academic Staff ◽  
Collaborative Work ◽  
Aerospace Engineering ◽  
The Self ◽  
Engineering Degree ◽  
Second Year

Self-generated exam activity was implemented in second year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning and partnership through cooperative and collaborative work. Results indicated that ∼80% of the students engaged with the activity and were satisfied with the learning outcomes. In general, students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process.

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