Power up! Using Digital Gaming Techniques to Enhance Library Instruction

ABSTRACT

Incorporating digital gaming into education is an increasingly popular topic in academia. Educators’ views of digital gaming (e.g., computer, video, and online games) have shifted from categorizing these games as an entertaining, yet pedagogically void activity to a promising medium that engages students in the learning process. With over 70% of college students enthusiastically playing digital games, educators are tapping into digital gaming as an effective means to teach millennials problem solving and communication skills. This article investigates gamer characteristics, motivational and engaging aspects of digital games, and the parallels between gaming and the information retrieval process. The authors build on this information to present approaches to incorporate digital gaming techniques into the library classroom since it is not feasible for all libraries to create instructional digital games.     

“I'm a Visual Learner so I like this”: Investigating Student and Faculty Tutorial Preferences

Online tutorials are useful for reinforcing information literacy concepts addressed in library instruction. A wide range of tutorial types cater to different learning styles and feature varying levels of interactivity. In this study, students and faculty reported experiences using two types of tutorials teaching basic search strategies—an interactive tutorial, and a video tutorial. Although both groups favored the video, faculty were split about which tutorial they would rather assign, a discrepancy suggesting questions about how tutorial developers should balance user preferences with learning needs. These findings provide valuable insights for librarians and instructional designers considering creating information literacy tutorials.     

Using an Interactive Online Tutorial to Expand Library Instruction

This article presents the design and assessment of an online, interactive, information literacy tutorial for first-year composition students at a community college. The objective of the tutorial was to use technology to teach basic research skills effectively, thereby extending the staff-limited reach of in-person information literacy programs. The tutorial used different types of interactivity to promote student learning in an online environment. Interface design and e-learning best practices enhanced the user experience and usability of the tutorial. Through sound pedagogical and design principles, students exhibited learning in all areas.     

Initiating the Learning Process

ABSTRACT

Access to federated search tools is increasing and many academic libraries are now looking beyond implementation, and are considering the broader implications of federated searching such as its impact on information literacy programs. Although this emerging technology is still experiencing acknowledged growing pains, its potential for transforming the way students conduct research is promising. Reviewing information seeking behavior research and analyzing how federated searching fits within the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education (2000) enables academic librarians to consider an integrative instructional model that utilizes federated searching as a way of initiating the learning process. doi:10.1300/J136v12n03_01     

Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist Internet-based learning environments among higher-aged adults

This article examines several research questions to establish a theory model for explaining factors that influence adult learners' preferences for constructivist Internet-based learning environments (CILE). Data were gathered from 541 individual participants enrolled in adult education institutes in Taiwan for structural equation modelling (SEM) analyses. The research results established a 10-scale instrument for assessing adult learners' preferences for CILE. Among the scales of CILE, adult students placed the highest value on relevance to life and reflective thinking, and scored the lowest for critical judgement, ease of use and student negotiation. The SEM analyses revealed that compared to Internet self-efficacy (ISE), self-directed learning readiness plays a major role in predicting adults' preferences for their learning environment, especially for the higher level of intellectual challenge. ISE plays a mediating role in the relationships between Internet usage and the participants' preferences. This result suggests that more time spent on Internet practice may increase adult learners' ISE, which may strengthen their preferences for Internet-based learning environments.     

Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction

Using the model for learning and teaching activities (MOLTA), a new technology enhanced hybrid instruction was designed, developed and implemented. The effectiveness of the hybrid instruction in regard to students’ achievement, knowledge retention, attitudes towards the subject, and course satisfaction was evaluated in comparison to traditional classroom instruction. Experimental study with pre-test, post-test control group design was carried out. The sample of the study consisted of 50 university students enrolled in “Computer Networks and Communication” course. The control and experimental groups composed of 24 and 26 students respectively, and the experiment lasted 14 weeks. The findings of the study indicated no significant difference between the hybrid course and the traditional course in students’ achievement, knowledge retention, satisfaction, and attitude.     

基于UMU互动平台的反思性学习导学设计与实践

从探讨基于UMU互动平台对于学生反思性学习的导学内涵出发,设计了基于UMU互动平台的反思性学习课堂的具体导学环节,并据此导学环节进行了具体的反思性学习课堂导学教学实践,最终通过问卷调查访谈以及学生书写的反思日志验证实践效果。结果表明基于UMU互动平台的反思性学习导学的课堂教学效果良好,促进学生课堂反思的同时,也深得学生的认可。     

Moodle平台支撑下的网络课程构建研究

在提倡信息化教学及泛在学习背景之下,该研究对Moodle平台、网络课程建设的“核心要素”进行了优势点剖析。在两者特征分析基础上,找到两者的耦合点,试图以Moodle为网络课程建设平台载体,以“学习活动为中心”为理念,兼顾学习的效果及交互性现实体验,从而提出基于Moodle平台网络课程建设的设计方案,优化远程教学效果。     

基于宠物游戏的智能教学系统

通过利用游戏宠物扮演各种教育角色,扩展智能教学系统(intelligent tutoring system,ITS)中的学生模型,从而完成宠物游戏与ITS的有机结合.设计了一个基于宠物游戏的游戏化智能教学系统架构,架构中的宠物模块能记录学习者的学习活动、分析学习者的学习进程.基于该软件架构,实现了一款游戏化智能教学系统--宠物星际旅行,将宠物游戏的游戏化特性引入到了小学分数知识的学习过程中.测试结果表明,学生对该游戏越专注,就能越快地理解和运用所学知识.     

A Review of “College Libraries and Student Culture: What We Now Know”

This article discusses a student-guided Instagram program for first-year English composition classes at the University of Montevallo during Fall 2013. The activity engaged aspects of critical pedagogy by placing value on students’ prior experiences as creators and users of information and encouraging a classroom environment guided by student input. Since the program was meant for students in their first semester, it was also designed to be fun and social. The Instagram program helped students encounter the unfamiliar academic library environment through the familiar medium of social media, alleviating library anxiety as they produced online content representing their experience.     

Dubbo服务框架技术在学习系统开发中的应用与实践

随着软件技术和网络的飞速发展,互联网技术越来越多地被应用到了教育领域,互联网教育以其日益丰富的形式和内容被越来越多的人接受和采纳.在线学习已经成为一种新型而且有效的学习方式.在线学习以其独有的时空无关性、及时性、可重复性等特点,使得每一个互联网用户都可以进行在线学习.同时也对在线学习系统提出了一项挑战——如何使学习系统在高并发访问下稳定运行?本文主要介绍以Dubbo分布式架构为后台服务的学习系统的设计与实现.该系统通过教育游戏吸引儿童注意力,提高学习积极性,引导儿童通过网络进行有效的学习;通过Dubbo分布式集群架构,缓解高并发访问时服务器的压力.