INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY

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INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY . Dr. Monika Krakowska ( PhD ) Institute of Information and Library Science Jagiellonian University. Presentation content. - PowerPoint PPT Presentation

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IDENTIFYING GROUP-BASED INFORMATION BEHAVIOUR IN MULTICULTURAL VIRTUAL MOBILITY EDUCATION.

Dr. Monika Krakowska (PhD)Institute of Information and Library ScienceJagiellonian University

INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY

EMPATIC project s workshop 8th June 2011 Krakow, Poland

1Virtual mobility concept and challenges for scholar sector teachers and lifelong learning perspectiveInformation literacy in Virtual mobilityCase studyIdentification of information skills within multicultural, international group

Presentation content2multitasking is important reality is not real virtual reality is a stimulus doing is more important that knowingtrial-and-error experimentationzero tolerance for delays communication and connection is essential (always and anywhere, staying connected) As our students enter the workforce,the ability to deal with complexand often ambiguous informationwill be more important than simplyknowing a lot of facts or having anaccumulation of knowledge.Jason L. Frandhttp://net.educause.edu/ir/library/pdf/ERM0051.pdf

Lifelong Learning and new learners3

4Improve the set of individual choices and offers in the context of cultural, societal, personal, environmental mattersImprove the quality and utility of education and training in formal, non-formal and informal sectorRaising awareness of ICT, provoke reflection, critical thinkingRaise awareness for continuing development and continuing professional training

Information literacy and lifelong learning5The phenomenon related to the Bologna Process and the Erasmus program, as well as closely associated with the process of lifelong learning Could be implemented in all school sectorstype of academic pilgrimage, is a common, interactive communication between stakeholders through the computer and new communications technologies, without barriers of time (Sylvia van de Bunt-Kokhuis, 1996)e-learning, computer assisted learning, technology enhanced learning, distance learning, flexible learning

Virtual mobility6flexible learning approach to identify, understand and accept the needs of particular scholars (rather than the institution providing training along with staff) and the adaptation of cognitive and socio-cultural factors in the learning process cultural, social, economic aspectThe use of information and communication technology (ICT) in order to obtain the same benefits obtained due to physical mobility, without having to travel (elearnigeuropa.info)

Virtual mobility7New types of students and changing students expectations are driving the integration of core campus functions and deployment of students services and learning on the WebLifelong Learning concept Learners attitudes IL, a repertoire of learning skills, interpersonal skills, group membership Cross-boarder collaboration from different culture backgrounds, community building, European citizenship, knowledge exchange models raising awareness of tools, resources, culture models, social impact, enrichment of learning activities, acquisition of ICT skills, flexibility holistic view of ILCollaboration within curricula creation with clear concept of IL

Information literacy in virtual mobility8Virtual Learning in Higher Education course within TeaCamp (Teachers virtual campus: research, practice, apply) projectInternational and multicultural, academic environment (HE institutions from Jyvaskyla University, Finland, Vytautas Magnus University; Baltic Education Technology Institute, Lithuania, Jagiellonian University, Poland, University of Aveiro, Portugal and University of Oviedo, Spain)14 teachers, 29 bachelor, master and doctoral students = only 13 successively finished the virtual mobility course education and LIS studentscourse lasted 12 weeks from 24 September 2010 to 10 December 2010Research backgroundTeaCamp project contributed to the needs to increase virtual mobility among academic staff and also within students by facilitating the institutions from higher education area to realize necessary steps to be undertaken to ensure full academic virtual exchange and recognition of academic virtual processes, academic staff to prepare, develop and implement virtual mobility, despite their economic, social and other restraints, to implement transnational research, and also institutions and students to benefit from updated and qualitative curriculum, to ensure availability and accessibility of qualitative curriculum for various LLL target groups. 9Methodology = qualitative and quantitative research (observation, surveys, narrative interviews, lecture, diary, sub-task evaluation)The analysis has been enriched by the personal involvement - was carried out sub moduleImpact on future teachers, educators IL awareness

Virtual Learning in Higher Education10Cultural ModelsCollaborative Online LearningTraining StrategiesInformation LiteracyLearning TechnologyLearning StrategiesE-assesment StrategiesCulture models summary, results of analysis, diaries

VLHE sub-modules 11

12Data analysisSource of dataDataVirtual mobility platform: portfolio, diaryReflections on content, context, relationship, course realisation, challenges, information process (searching, organisation, sharing in VM environment);Stated motivations for participationVirtual mobility platform: forums, asignments, Videoconferencing, information grounds and small worlds indicators improvement (non-formal virtual ambience)interaction (reciprocation, individual information behaviour)Students: survey (start-end)Student declarations of affective factors (motivation, personal moods and emotions) concerning VM participation and information behaviour, relationships with others in the VLHE module: friend, acquaintance, barriers and problems within collaborative behaviourParticipating observation, interviews (mid-point)tutorial group for the module, team membership, collaborative work for sub-module Information literacy for group course work for the module13The desire to create a special bond based on the abandoned stereotypes - the implication of conversation and correcting mental models of reality for the national team; Have little knowledge on Information literacy Little awareness on national level (no policy, no courses, connected with library sector then only basic skills development or only information (presentations, lecutres without practice)Have some problems with IL skillsUse of information have used only those they knew, associate past experience, resisted the implementation of tasks - there affective associations

Conclusions (1)14Need for new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens on each level of education, in every type

Conclusions (2)Finding information about my country interests or awareness in Information literacy I found that in my country information amount about Information literacy is very small. I think thatLearning to learn is at the core of information literacyI did not realised that the situation could be so different in other countries. We are used to IL, but there is no so typical issue for others EU 15The problem is communication - linguistic, technical, timeusers often they avoid obstacles, or commence individual actions aimed at increasing the activity of self or others, to encourage information processes expectations were high!Find IL skills and tasks difficultVLHE module has developed different IL skills (media, digital, library literacy, culture awareness, etc.) that was important for raising IL awareness of teachers, scholars, pedagogy students and LIS students IL modules should be implemented within VM syllabuses, courses, programmes

Conclusions (3)16Impact on the teacher The role of the teacher challenges and changes: - from a source of knowledge, to a manager and facilitator of learning ; - from passing on knowledge to students, to creating a learning environment that is linked to real life situation - from face-to-face based teaching to advanced pedagogical concepts in VMIt should be not one-time activityConclusions (cont)17

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