Subject Forum May 2012

Editor's Notes

• #3: 09:15-09:30 Welcome and coffee09:45-11:00 Have your say 5 x 15 min slots11:00-11:15 Break11:15-11:45 How to make a bad workshop (15 min negative brainstorm followed by 15 mins discussion/feedback) 11:45-12:30 Designing a good workshop (15 mins positive brainstorm followed by 30 min feedback/discussion)12:30-13:30 Lunch13:30-14:30 Using games: overview of development of workshops for EIS, use of games/activities etc.Try out the games: opportunity to try out the games that we have developed14:30-15:30 Create a game: In groups, create a game for 3rd year students15:30-16:30 Group presentations of new games16:30 Close
• #4: 09:45-10:00 HSSC10:00-10:15 A&E10:15-10:30 Kate Vasili10:30-10:45 MUBS10:45-11:00 Adam Edwards
• #5: 15 min break
• #6: SRDivide into 4 groups15 mins to brainstorm what makes a bad workshop15 min feedback and discussionNote feedback on flipchart…….will be useful reference for positive feedback
• #7: VH15 mins positive brainstorm to think about what makes a good workshopFollowed by 30 min feedback and discussionNote feedback on flipchartVH to then briefly discuss things learnt at ‘Teaching information literacy in HE’ workshop (Sharon Markless) attended Dec 2010 > See next slide
• #8: VH : Things learnt at CILIP workshop (brief overview c10 mins)We teach 3-5 times too muchWhen planning sessions we need to consider what will make the biggest difference given time limitWe try to clone our expertiseWe can’t distill our own experience into a one hour session. We don’t need to show students how to search databases, but we do need to show them how to appreciate the value of academic resources, search effectively, evaluate the information found and how to use it ethicallyAs librarians we can hinder learning by oversimplification of our expertise into a chainOur role should be one of support and facilitationDiscussion is powerful:Find out how the students already find info, what they already know, what they wantLearn/discover togetherUse open ended questions/problems rather than planning the answer/outcome in advanceWe can learn a lot about student’s understanding from the questions they askLearning by doing is empowering:Encourage active participation through a variety of activities eg. trying things out, getting feedback, solving problems, peer discussion, reflecting on mistakes etcMore effective to have a go than to watch a demo, they can develop own needs and questions about the resourcesHierarchical environment should give way to increased collaboration and interactionUninvolved students are less likely to learnStudents should be learners, not the taught:What they do during the session is more important than what we doOur role to support and facilitateDisciplinarycontext is a key influence on student learning ie. one method does not fit all….with PDE students used time to make them want to use the library, to realise what we have and how they could use it
• #9: Lunch 12.30-1.30 in library tearoomJuice and water available
• #10: AEInspiration from LILAC 2011Development of games with KH and VHGames rolled-outTaking it furtherFeedback
• #11: Inspiration from LILAC 2011Development of games with KH and VHGames rolled-outTaking it furtherGames should be:FunQuickSimpleEasy to grasp and playMeet a specific need or objective
• #12: Opportunity to try out the games that we have developed for EIS4 games, 10 mins each game:Who we are and what we do (SR)Thinking about resources (SJ)Keywords (VH)Evaluating information (AE)
• #13: 1 hour to design a games/activity for 3rd year students in your groupsChoose an activity from the list…..any disciplineComputer, pens, paper, flipcharts availableTake a break if you wantBack for 3.30pmFollowed by 4 x 15 min presentations
• #14: Reflect on our games that you have just playedBrainstorm ideas Complete form to cement your ideasPrepare feedbackElect someone to feedback