THE GUIDE ON THE SIDE: USING OPEN-SOURCE SOFTWARE TO CREATE AUTHENTIC INFORMATION LITERACY LEARNING EXPERIENCES FOR UNDERGRADUATE STUDENTS

2017 ◽  
Author(s):  
Yvonne Mery
Keyword(s):  
Open Source ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Open Source Software ◽  
Learning Experiences ◽  
Literacy Learning

Engaging the Students in Activity Based Learning for Future Employability

2011 ◽  
Vol 2 (4) ◽  
pp. 38-48 ◽  
Author(s):  
Margaret Ross ◽  
Geoff Staples ◽  
Mark Udall
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Open Source ◽  
Undergraduate Students ◽  
Open Source Software ◽  
Group Work ◽  
Learning Approach ◽  
Professional Issues ◽  
Direct Benefit

The paper discusses the introduction of Activity Based Learning for professional issues for undergraduate students in the School of Computing and Communications at Southampton Solent University. Its aim is to assist the students with their final year project and future employability. The use of the university’s learning environment, based on the Moodle open source software as a key component of the Activity Based Learning, the preparation by the students prior to the tutorials, and the group work within the tutorials are described. The views of the students on this approach are discussed. The paper describes how the students become more self reliant and self motivated in their learning approach. This will be of direct benefit to them in maintaining lifelong learning in their future profession.

Engaging the Students in Activity Based Learning for Future Employability

2012 ◽  
pp. 169-180
Author(s):  
Margaret Ross ◽  
Geoff Staples ◽  
Mark Udall
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Open Source ◽  
Undergraduate Students ◽  
Open Source Software ◽  
Group Work ◽  
Learning Approach ◽  
Professional Issues ◽  
Direct Benefit

The paper discusses the introduction of Activity Based Learning for professional issues for undergraduate students in the School of Computing and Communications at Southampton Solent University. Its aim is to assist the students with their final year project and future employability. The use of the university’s learning environment, based on the Moodle open source software as a key component of the Activity Based Learning, the preparation by the students prior to the tutorials, and the group work within the tutorials are described. The views of the students on this approach are discussed. The paper describes how the students become more self reliant and self motivated in their learning approach. This will be of direct benefit to them in maintaining lifelong learning in their future profession.

scholarly journals A Case Study: Crowd Sourced AI Programming [Research in Progress; Abstract]

10.28945/4516 ◽  
2020 ◽  
Author(s):  
Christine Bakke
Keyword(s):  
Artificial Intelligence ◽  
Experiential Learning ◽  
Software Development ◽  
Open Source ◽  
Undergraduate Students ◽  
Open Source Software ◽  
Real World ◽  
Instructional Materials ◽  
Future Research ◽  
Software Projects

Aim/Purpose: To examine crowd-sourced programming as an experiential learning, instructional medium. The goal is to provide real-time, real-world, artificial intelligence programming without textbook instructional materials. Background: Open source software has resulted in loosely knit communities of global software developers that work together on a software project. Taking open source software development to another level, current trends have expanded into crowd sourced development of Artificial Intelligence (AI). This project explored the use of Amazon Alexa’s tools and web resources to learn AI software development. Methodology: This project incorporated experiential and inquiry educational methods that combined direct experience with crowd-sourced programming while requiring students to take risks, solve problems, be creative, make mistakes and resolve them. The instructor facilitated the learning experience through weekly meetings and structured reports that focused on goal setting and analysis of problems. This project is part of ongoing research into small group creative works research that provides students with real-world coding experience. Contribution: Undergraduate students successfully programmed an introductory level social bot using experiential learning methods and a crowd-sourced programming project (Amazon Alexa social bot). Findings: A of the experience and findings will be included with final paper release summary Recommendations for Practitioners: Crowd sourced programming provides opportunities and can be harnessed for semester long coding projects to develop student programming skills through direct involvement in real open sourced projects. Recommendation for Researchers: There is a high rate of failure associated with software projects, yet pro-gramming courses continue to be taught as they have been for decades. More research needs to be done and instructional materials developed for the undergraduate level that use real programming projects. Can we improve the rate of success for software projects by requiring expe-riential education in our courses? Impact on Society: Crowd-sourced programming is an opportunity for students to learn to program and build their portfolio with real world experience. Students participating in crowd-sourced programming are involved in creative works research and gain experience developing real-world software. Future Research: Future research will explore experiential learning such as crowd-sourced and other open source programming opportunities for undergraduate students to participate in real software development.

Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting

2021 ◽  
pp. 026666692110182
Author(s):  
Heriyanto ◽  
Yanuar Yoga Prasetyawan ◽  
Ika Krismayani
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Literacy Learning ◽  
Structured Interview ◽  
Interview Technique ◽  
Learning Platform ◽  
Literacy Experience

This qualitative study provides an understanding about undergraduate students’ information literacy experience during their involvement with distance learning in an Indonesian university. Findings present evidence to inform the development of the distance learning process in Indonesia and informed learning responses that enhance the learning of undergraduate students. A total of 17 undergraduate students were interviewed using a semi-structured interview technique. The data collected were analyzed using thematic analysis, revealing four themes related to students’ information literacy experience during distance learning, namely, understanding distance learning, platform literacy, learning strategy, and learning resources. Findings can inform the development of informed learning responses to enhance the transition of undergraduate students into distance learning during a pandemic situation. These results may also be of benefit to teaching faculties for enhancing teaching and learning activities and to provide support for students.

Information literacy learning as epistemological process

2014 ◽  
Vol 42 (3) ◽  
pp. 403-413 ◽  
Author(s):  
Patrick K. Morgan
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Personal Experience ◽  
Literacy Learning ◽  
Open Approach ◽  
Short Term ◽  
Content Type ◽  
Information Interaction ◽  
Approach To Teaching ◽  
Library Skills

Purpose – The purpose of this article is to discuss the reasons for an approach to teaching information literacy (IL) as an epistemological process of discovery, in which emphasis is shifted away from short-term mastery of library skills and re-centered on higher-order intellectual concerns. Design/methodology/approach – The study is based on evaluation of personal experience, readings within and outside the field of teaching librarianship and research into the ways students interact with information. Findings – An open approach to working with undergraduate students offers a fruitful way forward for teaching librarians and IL learners, both of whom stand constantly on the edge of an unpredictable information universe. Originality/value – Learner-oriented approaches to teaching IL are quite common, but relatively few studies have considered, in any depth, the possibility for a truly open model for IL learning that approaches the world of information as unified but not monolithic. This study draws on a variety of perspectives from outside librarianship to present a different vision for the future of information interaction and its facilitation by teaching librarians.

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