Browsing by Subject "Instruction"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
Item Evaluating Approaches to Faculty Development in the Use of Learning Technologies(2004) Chism, Nancy Van NoteAs campus developers attempt to engage faculty members in the use of learning technologies, they often use change strategies that rest on unexamined assumptions about their appropriateness. These different approaches can be successful under specific conditions and with specific faculty, yet in order to maximize the effectiveness of development work in the arena of instructional technology, developers will benefit from exploring how their approaches fit with what is known about faculty change in teaching.Item Finding your lane: experiences and beyond for adults learning to swim(Springer Nature, 2023) Wilson, Shawn; Miller, Alison Moira; Casson, Destiny; Ramos, William D.; Pediatrics, School of MedicineThe purpose of this study was to examine experiences and impacts from participating in an adult swim instruction program. We conducted 20 semi-structured interviews with adults aged 18 + who had participated in an adult learn to swim program. Participants were interviewed through a virtual platform using a semi-structured protocol. Data were coded individually by each member of the research team for emerging thematic outcomes with final consensus among all those involved in the analysis. Participants expressed adult learn to swim programs had an effect in three areas: (a) life affordance, (b) emotional affect, and (c) interpersonal relationships. Public health experts and aquatics leaders should consider targeting programs aimed at teaching adults to learn how to swim, especially to marginalized individuals and those who did not grow up in the United States. The authors highlight how these programs can create life affordances well beyond lap swimming and even water safety.Item It’s Not the Upside Down: Creating a Flipped Classroom Experience for Critical Appraisal(2019-10-06) Menard, Laura M.; Blevins, Amy E.OBJECTIVE: Critically appraising medical literature is a skill that every medical student needs, however, finding experienced instructors and time in the curriculum can be challenging – especially with multiple campuses. An assistant director worked with an associate director to design a flipped classroom model for teaching critical appraisal skills to medical students. In addition, the assistant director designed an in-house training program and facilitator guides to ensure that librarians had the skills to deliver the sessions to campuses around the state. METHODS: Using Kaltura, the assistant director designed and recorded short video tutorials with embedded formative assessments for prognosis, harm, and diagnosis. Librarians attended a “teach through” where they were introduced to the material. Students completed the video tutorials and a summative quiz within a course management system ahead of a facilitated small group session. The summative quiz included questions to assess satisfaction and comprehension. All librarians reviewed the summative quiz data to customize the sessions. RESULTS: Summative quiz feedback was positive. The data provided by the embedded formative assessments showed that students were able to answer questions based on the information provided in the tutorials. In addition, anecdotal evidence from the course director shows that students were satisfied with the new modality. Librarians used both the summative and formative quiz results to tailor the sessions to individual campus needs. This also allowed for scaffolding and reinforcement of instruction across the three sessions. CONCLUSIONS: The flipped classroom model allowed librarians to maximize critical appraisal instruction while minimizing face-to-face classroom time. In addition, librarians felt comfortable serving as facilitators rather than lecturers for material that librarians had not previously taught. We will continue to use this model since it provides the students with self-directed learning opportunities with minimal disruption to course and librarian schedules.Item Promoting sustainable research practices through effective data management curricula(2015-03-27) Coates, Heather L.; Muilenburg, Jenny; Whitmire, Amanda L.Managing research data effectively is critical to producing high quality datasets that support data preservation, sharing, reuse, and reproducible research. Academic librarians are increasingly playing a role in providing training and education in data management (DM) for faculty and students. While emerging data management curricula are converging on a common set of topics covered, expected learning outcomes, instructional materials, techniques and strategies still vary widely. This wide variability in DM instructional approaches largely reflects the similarly broad variety of audiences for the material, and the instructors offering it. The audience for DM instruction includes graduate students, faculty and research support staff from all disciplines, liaison librarians, data specialists and many others. Instructional methods range from online modules and coursework, workshops, and credit-bearing courses. There is no one-size-fits-all approach to teaching data management, so having a familiarity with the variety of teaching models and methods currently being used is very helpful in designing a teaching strategy that is targeted to your audience. Librarians from three public research universities will describe their developing DM teaching programs, including a credit-bearing graduate course, a workshop series for librarians, and a workshop series for graduate students, research support staff, and investigators. In support of establishing best practices for data management instruction, we will describe successes and challenges in delivery, retention, and customizing materials for particular audiences. We will also compare instructional design, activities, and assessment approaches to identify common, effective strategies across all three. We will invite the audience to guide the panel discussion through a series of group polls.Item The Role of Computer Mediation in the Instruction and Development of L2 Pragmatic Competence([BREAK]Copyright © 2008 Cambridge University Press [BREAK][LINK]http://proquest.umi.com/pqdweb?RQT=318&pmid=78998[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2007) Belz, Julie A. (Julie Anne)This article provides a selective review of the role of computer mediation in the instruction and development of second language (L2) or interlanguage pragmatic competence within foreign and second language education. Both researchers and practitioners have noted consistently that several aspects of the teaching and tutored learning of L2 pragmatics have been reported as problematic and/or underexplored in the published knowledge base to date, including the availability and authenticity of instructional materials, the provision of opportunities for the performance and practice of L2 pragmatic competence in meaningful interactions, the relative lack of developmental data documenting the precise (and varied) pathways of L2 pragmatic competence over time, and the efficacy of particular pedagogical interventions in classroom-based L2 pragmatics instruction. The role of computer mediation in each of these underexplored areas is examined with a special emphasis on the teaching and learning of L2 pragmatics in Internet-mediated partnerships and on the use of (learner) corpora in L2 pragmatics instruction and research.Item Surveying North American Academic Library Websites for Instructional Outreach and Delivery Reveals a Broad Range of Approaches Employed(http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/22986/17745, 2014-12) Coates, Heather L.