In this session we were asked to do an activity called “post-box”. During this activity we were asked to think of various issues in the class and possible strategies to manage them. The rest of the class had thought of many issues and suggested a number of strategies to manage them. After the “post-box” activity we were asked to split into groups. In our group we have identified several issues that we encountered in the class, which includes the following:
• Students make too much noise: Students included students talking too much and asking too many unnecessary questions.
• Lack of attendance.
• During the library session, the computer which was used for demonstration and PowerPoint presentation suddenly not working.
• The PowerPoint that you need for teaching somehow is not opening from your hard drive.
From our group we have suggested the following strategies:
• Stopping teaching and looking at them.
• Asking them to share the matters that they are discussing with everyone within the class.
• Ask the students to leave the classroom if they are too noisy and/or bullying other students.
• About 30 minutes before the class, the teacher should check all the equipments within the classroom to ensure that they are all working properly.
• Always saved a back-up copy for your PowerPoint to your flash drive (or email the PowerPoint to yourself) if you are using PowerPoint for teaching (it will avoid the problem of unable to open your PowerPoint file from your hard drive).
The rest of the class had different issues and matters and they also had suitable strategies to manage the class. I believe this session was extremely useful for how to manage the class more effectively.
Friday, August 27, 2010
Monday, August 16, 2010
How does SOLO taxonomy applies to the library database session
Characteristics of Uni-structural questions: Focus on one issue in a complex.
Uni-structural Question: What is a library database?
Answer: Library database provide access to a large amount of information published in journals, newspapers, legal and other specialist collections. Many contain links to the full content, for example, full-text of articles, legal cases and citations, music and video files (University of Canterbury, n.d.).
Characteristics of Multi-structural questions: A number of connections may be made but meta-connections missed, as is significance for the whole.
Multi-structural Question: Why we are using the library databases instead of using Google or Google Scholar?
Answer:
• Time spent working through long lists of mostly irrelevant hits.
• Information provided from Google may be inaccurate or misleading - you will need to critically evaluate and justify all you find, even on reputable websites.
• Google Scholar may provide references to journals and articles in the databases – but it did not provide the full text article, for which you will need to access the library databases. (University of Auckland Library, 2009)
Characteristics of Relational Questions:
• Apply concepts to a familiar situation.
• Appreciate the significance of the parts in relation to the whole.
Relational Question: I've found one article from the EBSCOHost database which is very useful for my research, and I want to add the details of this article to Endnote library. Instead of manually enter the article details to the Endnote library, can I directly export the article details to Endnote library from the EBSCOHost database?
Answer:
1. Click Add to folder link to put the document in the Electronic folder
2. Click on the Electronic folder icon at the top of your results list. A list with all the citations and articles that you have selected will appear.
3. Click on the Export Icon. When the Export Manager screen opens, select Direct Export to EndNote, ProCite or Reference Manager, click on Save, then select the appropriate endnote library that you are wokring on.
Characteristics of Extended abstract questions: Make connections within and beyond a topic.
Extended abstract Question: Can we export the article citations directly from EBSCOHost database to Microsoft Word?
Answer:
It is not part of the existing information on the EBSCOHost database programme. However, once you have exported your citation from EBSCOHost database to Endnote Library you can copy your reference entry from Endnote Library to Microsoft Word by clicking the reference entry, right click on your mouse and select "Copy Formatted", then open Microsoft Word and right click on your mouse, select "Paste", your reference entry will be pasted to Word.
References:
University of Auckland Library (2009). Finding business resources and searching the databases. Retrieved from http://www.library.auckland.ac.nz/subjects/bus/docs/business_resourcesanddatabases_tutorial_09.pdf
University of Canterbury (n.d.). Databases. Retrieved August 17, 2010, from http://library.canterbury.ac.nz/databases/
Uni-structural Question: What is a library database?
Answer: Library database provide access to a large amount of information published in journals, newspapers, legal and other specialist collections. Many contain links to the full content, for example, full-text of articles, legal cases and citations, music and video files (University of Canterbury, n.d.).
Characteristics of Multi-structural questions: A number of connections may be made but meta-connections missed, as is significance for the whole.
Multi-structural Question: Why we are using the library databases instead of using Google or Google Scholar?
Answer:
• Time spent working through long lists of mostly irrelevant hits.
• Information provided from Google may be inaccurate or misleading - you will need to critically evaluate and justify all you find, even on reputable websites.
• Google Scholar may provide references to journals and articles in the databases – but it did not provide the full text article, for which you will need to access the library databases. (University of Auckland Library, 2009)
Characteristics of Relational Questions:
• Apply concepts to a familiar situation.
• Appreciate the significance of the parts in relation to the whole.
Relational Question: I've found one article from the EBSCOHost database which is very useful for my research, and I want to add the details of this article to Endnote library. Instead of manually enter the article details to the Endnote library, can I directly export the article details to Endnote library from the EBSCOHost database?
Answer:
1. Click Add to folder link to put the document in the Electronic folder
2. Click on the Electronic folder icon at the top of your results list. A list with all the citations and articles that you have selected will appear.
3. Click on the Export Icon. When the Export Manager screen opens, select Direct Export to EndNote, ProCite or Reference Manager, click on Save, then select the appropriate endnote library that you are wokring on.
Characteristics of Extended abstract questions: Make connections within and beyond a topic.
Extended abstract Question: Can we export the article citations directly from EBSCOHost database to Microsoft Word?
Answer:
It is not part of the existing information on the EBSCOHost database programme. However, once you have exported your citation from EBSCOHost database to Endnote Library you can copy your reference entry from Endnote Library to Microsoft Word by clicking the reference entry, right click on your mouse and select "Copy Formatted", then open Microsoft Word and right click on your mouse, select "Paste", your reference entry will be pasted to Word.
References:
University of Auckland Library (2009). Finding business resources and searching the databases. Retrieved from http://www.library.auckland.ac.nz/subjects/bus/docs/business_resourcesanddatabases_tutorial_09.pdf
University of Canterbury (n.d.). Databases. Retrieved August 17, 2010, from http://library.canterbury.ac.nz/databases/
Session 5: Lesson plan
At the beginning of the session, we were asked to discuss our chosen topic for 15 minutes, then we gather ideas and put it on the big sheet to be discussed in class.
Here is the lesson plan:
Class: EBSCOHost database practice session.
Students: 22
Lecturer: Samson Mudapalcati
Librarian: Fred Ling, Dennis Chan
Department: Mechanical Engineering
Assessment: Mechanical Engineering Project
Learning outcomes:
1. Students have knowledge on how to find electronic articles from library database for their final year project.
2. Once they finish classes. They have knowledge of why they use library database instead of Google.
3. The students can tell the other students to use more frequent use of library databases.
Time and activities planned for the session (80:20 principle apply).
5 minutes: Introduction (explaining what is library database, why we are using library database instead of Google).
20 minutes: Demonstration followed by practical activities on how to find articles from EBSCOHost database using the keyword search, how to email article to students’ email address, and how to export the article citation to Bibliographic database (for example, EndNote).
20 minutes: Ask students to carry out their own search.
10 minutes: Feedback à repetition; reviewing information.
5 minutes: Conclusion.
After our presentation, we have received the following feedbacks from the class in regards to our teaching plan:
1. Like the idea of comparing Google with academic databases.
2. The timing worked out for the session looks good.
3. The instructor have a sense of humour when teaching the course, which brings the session much more interesting.
4. Being able to use the computers.
5. The instructor demonstrate how use library database and Google to search information.
6. Allow students to carry out their own searches relevant to their course.
Here is the lesson plan:
Class: EBSCOHost database practice session.
Students: 22
Lecturer: Samson Mudapalcati
Librarian: Fred Ling, Dennis Chan
Department: Mechanical Engineering
Assessment: Mechanical Engineering Project
Learning outcomes:
1. Students have knowledge on how to find electronic articles from library database for their final year project.
2. Once they finish classes. They have knowledge of why they use library database instead of Google.
3. The students can tell the other students to use more frequent use of library databases.
Time and activities planned for the session (80:20 principle apply).
5 minutes: Introduction (explaining what is library database, why we are using library database instead of Google).
20 minutes: Demonstration followed by practical activities on how to find articles from EBSCOHost database using the keyword search, how to email article to students’ email address, and how to export the article citation to Bibliographic database (for example, EndNote).
20 minutes: Ask students to carry out their own search.
10 minutes: Feedback à repetition; reviewing information.
5 minutes: Conclusion.
After our presentation, we have received the following feedbacks from the class in regards to our teaching plan:
1. Like the idea of comparing Google with academic databases.
2. The timing worked out for the session looks good.
3. The instructor have a sense of humour when teaching the course, which brings the session much more interesting.
4. Being able to use the computers.
5. The instructor demonstrate how use library database and Google to search information.
6. Allow students to carry out their own searches relevant to their course.
Session 4
During the session we were divided into 5 groups, and each group need to organise the cards on a big piece of paper about why we do what we do as teachers: "Why we do it - the thinking behind the learning". The image above is a sample of what some lecturers created ordering the material.
At the end of this session Jane Terrell asked us to form into groups (and each group consists of 4-5 members), and she mentioned our task for the next session is to design a one hour learning session for a particular group of students. In our group we have to decide what our topic is, and who are our students, and each member need to prepare and bring ideas for the design of the learning to the next session.
I've joined with Dennis Chan from the Library, and Samson Mudapalcati from the Mechancial Engineering department. The topic was "Database session on Mechanical Engineering Project". From the group discussion we agreeed that one of us will need to write the plans for the lesson and forward it to us by email.
Saturday, August 14, 2010
Session 3: e-portfolio and 80/20 principle
Portfolio, in educational and personal perspective, are collections of documents and other objects that can be shown as evidence to support claims a person makes about what they know, what they have achieved, and what they can do (Stefani, Manson & Pegler; 2007). As for e-portfolios, they are simply electronic versions of physical portfolios that contain digital objects instead of physical objects.
E-portfolios can be created by a number of online tools and software, which includes the following:
1. Blogs.
2. Wikis.
3. Webliographies.
4. Podcasting (for example, mobile phones, mp3 players).
What online tool I have chosen for my e-portfolio:
I have choose blogs for my e-portfolio as it is free, very easy to use, and it is globally accessible.
80/20 principle was discovered by Italian economist Vilfredo Pareto in 1897. His discovery has called many names, including the Pareto Principle, the Pareto Law, the 80/20 rule, and the principle of Imbalance (Koch, 2007).
The 80/20 principle pointed out that there is an inbuilt imbalance between causes and results, effort and reward, and inputs and outputs. A typical pattern will show that 80 percent of consequences flow from 20 percent of causes, or that 80 percent of results come from 20 percent of efforts.
In the business perspective, 20 percent of products or customers usually accounts for 80 percent of organisation's profits. In a teaching/learning perspective, 20 percent of direct teaching accounts for 80 percent of interactive learning.
References:
Koch, R. (2007). The 80/20 principle : The secret of achieving more with less. London, England: Nicholas Brealey.
Stefani, L., Manson, R., & Pegler, C. (2007). The educational potential of e-portfolios : Supporting personal development and reflective learning. New York, NY: Routledge.
E-portfolios can be created by a number of online tools and software, which includes the following:
1. Blogs.
2. Wikis.
3. Webliographies.
4. Podcasting (for example, mobile phones, mp3 players).
What online tool I have chosen for my e-portfolio:
I have choose blogs for my e-portfolio as it is free, very easy to use, and it is globally accessible.
80/20 principle was discovered by Italian economist Vilfredo Pareto in 1897. His discovery has called many names, including the Pareto Principle, the Pareto Law, the 80/20 rule, and the principle of Imbalance (Koch, 2007).
The 80/20 principle pointed out that there is an inbuilt imbalance between causes and results, effort and reward, and inputs and outputs. A typical pattern will show that 80 percent of consequences flow from 20 percent of causes, or that 80 percent of results come from 20 percent of efforts.
In the business perspective, 20 percent of products or customers usually accounts for 80 percent of organisation's profits. In a teaching/learning perspective, 20 percent of direct teaching accounts for 80 percent of interactive learning.
References:
Koch, R. (2007). The 80/20 principle : The secret of achieving more with less. London, England: Nicholas Brealey.
Stefani, L., Manson, R., & Pegler, C. (2007). The educational potential of e-portfolios : Supporting personal development and reflective learning. New York, NY: Routledge.
Friday, July 30, 2010
Session 3: Features of the A302 learning space
Session 3 was held in A302. Here are the main features of the A302 learning spaces:
1. Availability of Flat LCD screens , TVs and data projectors.
2. Flexibility of the spaces as students can able to use more than a corner of the room.
3. This environment allows students to gather together and work, being able to talk to other students and learning more about problems.
4. Instead of just direct teaching, the lecturer can also provides support and assistance to students as well.
5. More than one topic can be discussed within this classroom.
6. Within this environment students can improve their information technology skills, team work skills, and research skills.
1. Availability of Flat LCD screens , TVs and data projectors.
2. Flexibility of the spaces as students can able to use more than a corner of the room.
3. This environment allows students to gather together and work, being able to talk to other students and learning more about problems.
4. Instead of just direct teaching, the lecturer can also provides support and assistance to students as well.
5. More than one topic can be discussed within this classroom.
6. Within this environment students can improve their information technology skills, team work skills, and research skills.
Session 2: Finding electronic books via library catalogue
This session covers 3 main areas: SOLO taxonomy, How to find electronic books, and EBSCOHost databases. I was responsible for showing the Design and Delivery class on how to access electronic books via library catalogue in this session.
Here is the exercise that I prepared for this session on how to find electronic books via MIT Library Catalogue:
1. Go to the library website: http://library.manukau.ac.nz
2. Click the Library Catalogue link.
3. In the search term box, enter the following: Teaching for Quality Learning at University, select Title (beginning with) from the drop-down Search by menu, and click on the Search button.
4. 3 results should appear. If the book is available in electronic format, an ebook link will be displayed instead of a Dewey number. Now click on the book title to see the link to the library database providing electronic access to it.
5. Click on the CLICK HERE to view this eBook link (you will be asked to enter your MIT internet username and password).
6. It will lead you to the details of the electronic book. Now click on the Read online button to view the electronic book online. If you want to copy/print a selection of a book you can click on the Copy/Print button. Once you havc clicked the Copy/Print button, it will ask you to create a loan before you can copy/print. You can either click Yes (create a loan), or you can click No (return to book).
7. On the top left corner, click on the This book link, it should direct you back to the record of the book.
8. You can click on the Download button if you want to borrow an ebook for offline reading (Adobe Digital Edition required).
9. You can email the ebook's full record to yourself or to your friend by clicking the Email Link... button.
10. Create a group by clicking on My Collections. You will be prompted to give the group name (for example, a topic you are interested in, or the name of an assignment). To add this eboook to a group, click on the Add to Collection... link. From the drop-down menu select the group that you want the book to added to, then click on Add to Collection button.
11. Click on the Bookshelf icon, and in the search box enter the keyword that is relevant to your subject (for example, construction).
For further instructions on how to access electronic books via the library catalogue please go to the following link: http://library.manukau.ac.nz/pdfs/ebl.pdf
At the end of the session Jane asked the class to share the electronic book that they have found from step 11 for the next session.
Here is the exercise that I prepared for this session on how to find electronic books via MIT Library Catalogue:
1. Go to the library website: http://library.manukau.ac.nz
2. Click the Library Catalogue link.
3. In the search term box, enter the following: Teaching for Quality Learning at University, select Title (beginning with) from the drop-down Search by menu, and click on the Search button.
4. 3 results should appear. If the book is available in electronic format, an ebook link will be displayed instead of a Dewey number. Now click on the book title to see the link to the library database providing electronic access to it.
5. Click on the CLICK HERE to view this eBook link (you will be asked to enter your MIT internet username and password).
6. It will lead you to the details of the electronic book. Now click on the Read online button to view the electronic book online. If you want to copy/print a selection of a book you can click on the Copy/Print button. Once you havc clicked the Copy/Print button, it will ask you to create a loan before you can copy/print. You can either click Yes (create a loan), or you can click No (return to book).
7. On the top left corner, click on the This book link, it should direct you back to the record of the book.
8. You can click on the Download button if you want to borrow an ebook for offline reading (Adobe Digital Edition required).
9. You can email the ebook's full record to yourself or to your friend by clicking the Email Link... button.
10. Create a group by clicking on My Collections. You will be prompted to give the group name (for example, a topic you are interested in, or the name of an assignment). To add this eboook to a group, click on the Add to Collection... link. From the drop-down menu select the group that you want the book to added to, then click on Add to Collection button.
11. Click on the Bookshelf icon, and in the search box enter the keyword that is relevant to your subject (for example, construction).
For further instructions on how to access electronic books via the library catalogue please go to the following link: http://library.manukau.ac.nz/pdfs/ebl.pdf
At the end of the session Jane asked the class to share the electronic book that they have found from step 11 for the next session.
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