Session 12

Today Nuddy showed us a 46 minutes video called Leading@Google: Ngahi Bidois. Ngah Bidois is an indigenous Native Maori from New Zealand. He is the author of the book "Ancient Wisdom Modern Solutions", his inspirational story of his quest to become a Modern Day Warrior. His book tells how a moment of insight reduced him to tears and set the one time corporate high flyer on the path to rediscovering who he really was.

After the video Nuddy asked us to discuss what we learnt from the video, and here are the findings from the video:

1. The true measure of leadership is influence.

2. As a leader/teacher, we need to be patient and have knowledge on how to fix the problem.

3. Ngahi mentioned that from some stages of his life he turned his back on his people. As a teacher we should treat everybody equal and we must not turn our back to someone.

4. Vaules - As a teacher we need to know who we are and what we are training some else for.

5. From the video Ngahihi mentioned the most important resource in many organisations are their people. If people feel valued and are appropriately developed their continued contribution is priceless.

6. Through proverbs and people to establish the purpose.

During the discussion Nuddy mentioned that everyone in the class has different ideas and opinions, and as a teacher we should respect their ideas.

After the dinner Nuddy using Skype to connect with Tony Richards from Curtin Unviersity at Australia, and we bring up the discussion on the use of technology in blended learning.

Here are the findings from the discussions:

1. With the use of online teaching (for example, Skype), it saves travelling cost for the student the come to the Universities/academic institutions to meet the lecturer.

2. Not always receive a good respond from the video conference. The teacher must have patient when using Skype and other softwares to carry out teaching, and the teacher need to have knowledge on how to fix the problem.

3. With the use of desktop video system teachers can record their sessions into videos, and teachers need to be aware the video compress software to compress the videos into CD-ROM for students who does not have internet access at home.

Evaluation of the sessions

What I like from the sessions:

1. Student-student interaction and teacher-student interaction rather than just directly explains the concepts to students/learners.

2. Able to learn new technologies (for example, wiki, blogs, and so on).

3. More understanding on the SOLO taxonomy and 80:20 principle.

4. Importance of obtaining feedback from the sessions that you taught therefore we will have more knowledge on how to plan the session more effectively.

5. Lecturers (Jane, Kate, Nuddy) explain the concepts very clear, and they gave us good guidance and advises on the assessment.

6. Food and drinks available for all of the sessions.

Suggestions from the session:

1. Probably best to explain further on how to create a blog/wiki in the earlier sessions as a lot of people in the class still have trouble of creating an e-portfolio for their assessment in session.

2. Due to the space limitation it is very difficult for the class to carry out group discussion in NQ106, and large number of students in the classroom which leads to higher level of distraction and noise. It is probably better if we have the session in a bigger classroom (for example, A302).

3. It is probably better to upload the session handouts/powerpoints to eMIT the day after the session therefore we will have more idea on how to prepare our e-portfolio based on the session handouts/powerpoints.

What would I use in my teaching:

1. Include some fun activites for my teaching sessions instead of direct explaniation.

2. Ask the student to leave if he/she is too noisy.

3. Have more confidence when I am teaching.

4. Ask the feedback from students at the end of each library session that I teach. Therefore I'll have more idea on how to plan and teach the sessions effectively.

5. Building relations with the learners by knowing their names (for example, ask them to have name tags in the class).

6. Ask the early finishers to help the late comers, and ask the young learners to work with the elderly learners (which the elderly learners can learn from the young learners).

Session 11

Before the session starts Nuddy asked us to form into 6 groups, and each group consists of 4-5 people. My group consists of Veraneeca and Dana from the Learning Support Centre, and Dennis from the Library.

At the beginning of the session we were given a piece of paper and Nuddy asked us to evaluate the wiki designed from the previous session in terms of strength, weaknesses and how well it was. Here are the ideas that we have discussed from our group in terms of the wiki:

1. Fun activiy.

2. Sharing of knowledge via the wiki.

3. Building interaction between the class.

4. Able to learn new technologies.

5. We are welcome to make any comments via the wiki.

6. As we received the email messages from the wiki therefore we have more understanding on other people ideas. However, we may not have time to read all the emails from the wiki.

Later Nuddy asked the class to discuss the following comment: "Easier to encounter new technologies as learner as encounter new technologies as teachers".

Earlene Wood from the Faculy of Business mentioned that as a teacher they got pressure of learning new technologies to teach students and answer their enquiries in regards to new technologies. Another lecturer agreed and pointed out that young people have more time to learn new things, whereas teachers have other commitments as well (for example, prepare notes for the session, setting up the exam questions).

After the discussion Nuddy asked us to carry out a role play activity, and our group need to demonstrate a scenario about a group of students who have just come out of a class and are enjoyed the way in which their teacher teaches them.

Our group decided on a topic and it was APA Referencing. The scenario was about Fred, the librarian who deliver the APA Referencing session. Veraneeca lead the role of the student who really like the librarian who held the session. Dana and Dennis was playing the role who still did not have any idea about APA and I played a role of explaining the idea of APA to Dana and Dennis. Nuddy has recorded the scene he sent us the video after the session.

After the role-play activity Nuddy asked us to comment on an article called "Giving control to students: But will they pick up the ball and run?"

Our group pointed out that 20% "Yes" and 80% "No".

Reasons for "Yes":

1. Young students will find it interesting.

2. Students want to pass particularly if it is a requirement.

3. Some students would like to follow up on the others.

Reasons for "No":

1. Students may not have access to internet.

2. Some students (especially the elderly students) may not find it interesting.

3. Lack of motivation.

4. Students may not have time to learn new technologies as they have other committments as well.

5. Laziness.

During the discussion Nuddy pointed out that we normally come across mature students who are having difficulity learning new technologies. One lecturer in the class mentioned that we should ask the mature students to join the younger students in the group exercises/activities so that the mature students can learn how to use new technologies from the younger students. I personally agree with this lecturer as I have worked with one mature student before on a Microsoft Access assignment, and she learnt very quickly how to use Microsoft Access from my guidance.

Later in the session Nuddy brought us to the NR109 Computer room again, and we were asked to identify two issues and reflect on our acting in terms of learning and teaching.

Our group has identified a number of findings from our acting. To see the video and the findings please visit the following link: http://session11video.blogspot.com/

In the computer room Nuddy also asked Dana and Samson from the Mechanical Engineering to show the class how to create a blog for this course. I've learnt how to create a blog when I studied my Master of Library and Information Studies degree from Victoria University of Wellington, therefore it is really easy for me to create a blog.

Session 10

This session was held by Nuddy Pillay, the Lecturer of School of Communication Studies. At the beginning of the session we were asked to split in 5 groups (and each group consists of five people). We were given tags to wear. The tags contained a number, a shape and a letter.

After we got our tags Nuddy gave us a piece of paper, and we were asked to write the best teaching or learning practice or experience we ever had and to explain why and how on a piece of paper.

My best teaching experience is that I can be able to teach the EBSCOHost database session to my students clearly within an hour. Here is my time schedule for my session:

1. 5 minutes - Introduction.

2. 15 minutes - Demonstration with explain on how to use database to carry out searching.

3. 20 minutes - Allow students to carry out their own search.

4. 10 minutes - Allow students to ask questions and obtain feedback from them.

5. 5 minutes - Conclusion.

From the time schedule that I've planned, I can effectively teach students how to use databases to carry out searching, allowing them to ask questions if they are having problems, and obtain feedback in regards on my session from them therefore I can plan my session more effectively.

After that we were asked to give the ideas that we wrote to someone else and take his/her one. I've given my one to Dana Karem, the learning advisor from the Learning Support Centre, and Dana has gave his ideas to me as well. Then we were asked to reveal what others have experienced.

Later Nuddy asked us our thoughts for this activity, and here are the feedbacks that we have given:

1. Sharing of experiences.

2. People can express their ideas on a piece of paper rather than raising their hands (which gives them more time to think clearly about their ideas).

3. Building confidence.

4. It is good that we include learing practice / experience in this activity (which we have more understanding on learners point of view when we are teaching students).

Later in the session we were grouped into four groups of four each. Then Nuddy asked us to discuss what is the progress of our blog. There were 4 members in our group (including myself), and here are our comments that we have made:

1. Writing the notes in Microsoft Word and haven't start the blog yet.

2. Do not know how to set up the blog.

3. Busy on teaching and do not have time to start the blog.

Later Nuddy mentioned that there are 4 main areas for the assessment, which includes the following:
1. Personal and professional reflection.
2. Critical Analysis.
3. Teaching practicum.
4. Professional learning conservation.

After the dinner, we were asked to group into groups according to the shape of our badge. Our group consists of 4 people (including myself and Veraneeca Taiepa from the Learning Support Centre), and we were asked to evaluate our current learning space design from our perspective and learners’ perspective.

From our discussion we identified several learning spaces, which includes the following:
1. NC 116 / NC 117.
2. Main Library (2 teaching areas - The big presentation room in L4, and the computer training room in L0).
3. Learning Support Centre (open space shared by 7 advisors & 1 classroom).
4. Carpentry in Clydemore.

Here are our main findings from our discussion:

1. Lack of space and unusual shapes of the room, which increases the difficulity of carry out group discussion within the classroom.
2. Large number of students in cramped teaching spaces which leads to higher level of distraction and noise.
3. No control over the environmental issues of the classrooms (for example, the library has no control over the air conditioner in the computer training room, students may feel cold during the session and may not pay attention on what we are teaching).

Later in the session we were asked to go to NR109 to use the computers and utilize online tools to initiate a group discussion about the previous question. Nuddy successfully created a wiki page from PbWorks.

This wiki page can be accessed at http://mitwikiners.pbworks.com/FrontPage?show_all_comments=1

Session 9: Classroom Management

In this session we were first asked to participate the “bus-stop” activity, Kate had considered four questions as regards to “Classroom Behaviour Management”. We answered the four questions, which include the following:

1. Can I develop strategies that will improve the learning behaviour of my classes?
2. What impact does the way I manage my class have on what the students learn?
3. What would happen if I ignored bad behaviours and focussed only on my teaching practice?
4. How effective are my current methods of managing my classes?

Later Kate has retrieved a powerpoint called “PMI” (plus, minus, and improvement).

Plus: What has done well that had a positive impact on the learning environment of my class?

Minus: Describe an incident that is difficult for you to manage the classroom behaviour?

Improvements: Set a target for yourself in terms of improving your response to poor classroom management.

Here are my PMI:
Plus:
• Instead of just directly explaining the library databases during the library session, I have separated the class into 5 groups, and I gave each group different exercises for them to do, and I’ve set a time limit (for example, 5 minutes) for them to carry out the exercises. After the time limit I asked each group to send a representative to show the class what are their exercises, and how they can find the solution by using the library databases. From those exercises students have more knowledge on how to use library databases to search the articles for their assignments.

Minus:
• Students make too much noise when I was talking.
• Students are not interested in the session.
• Late comers may not able to follow the session.

Improvements:
• Set up the reward system alongside with the exercise (for example, lollies) to make them more focus on the session.
• Ask the student to leave if he/she is too noisy.
• Ask the early finishers to help the late comers.

Catherine Dickey from the Education and Social Science later came to the class and suggested that an effective teacher should have the following features:
• Some experience.
• Good content background and begin to understand the learning process.
• Has a belief that all students can learn.
• Has a belief in their own ability.
• Ability to connect with students (know the names and interests of your student, having eye contact with the students, students need to know that you care about their learning).
• ‘Worldview’: Students sometimes may not able to learn via academic way, the teacher can encourage learning through game activities.

Later Kate also suggested several features on how to become an effective teacher, which includes the following:
• Sense of humour.
• Welcome latecomers, at the end of the class ask them why they are late.
• Offer a reward for those students who come to class on time.
• Do not answer students questions straight away, give students some time to think the answer.
• Be prepared for the classes that you are going to teach.
• Remain slient when students are making noise.
• The teacher should have expectation that they can learn from your classes.
• Work towards the problem (for example, walk towards to the student if he/she is too noisy).

Session 8

At the beginning of this session Kate asked the class to create a line. She asked us if we were positive about what we could remember of tasks and events from last session largely and confidently should stand at the beginning of the line (near the door), and those who did not remember what we were doing last time or did not attend the class should stay in the other end.

We all stood in one line, one end being occupied by the person/s who remembered most of what we did last time and the other end being occupied by those who did not attend the session. The middle of the line was occupied by students according their confidence and levels of what they could remember.

Then we paired up from both ends, who clearly remember what we did from last session with who did not attend the last session. We were asked to talk for one minute on what we remembered and then swap and the other person tells what they remembered and understood from the first one who talked for another minute. Then we joined with another two people and carry out the same activity.

From this activity we can share the knowledge of what we have learned from the previous session, and students can interact with each other from this activity.

Later Kate showed us a youtube video of Frank McCourt. From the video I obtained several ideas, which includes the following:
• Be honest.
• Drop the act.
• Confident when facing students.
• Teaching via telling stories.

Later we were asked to write down “on pieces of paper” the answers to the following:

• Who had an impact on your learning?

• What did they do that engaged you?

I believed my private accounting tutor had a big impact of learning. Instead of directly explaining. He always set up the exercises for me to do, and he always give me guidance on doing those exercises. From those exercises I have more knowledge on Accounting. He always rewarded me for positive achievements in accounting and other subjects as well by taking me to the public libraries.

After the afternoon tea Marg Maciver and John Hancox from Social Sciences came and explain the main features to become an effective teacher, which includes the following:
• Engaged with students.
• Be true to yourself.
• Students playing a role.
• Setting the scene >> getting people to interest in the class by setting up interesting and purposeful activities.
• Getting critical feedback from students.
• Focus on students (building relationship) >> Get students individual names.

Session 7

Today Kate Slattery gave us some paper sheet and asked us to describe and write down what we knew, what we wanted to know and what we learned in terms of reflective practice. A lecturer suggested that we should use learnt instead of learned.

From this course I found out the following:

1. Students actually learn by doing exercises.

2. Ask students to give feedback at the end of the course therefore the teacher/instructor will plan the sessions more effectively.

3. SOLO taxonomy and 80:20 principles.

Later Kate asked us to write down on the white board of what we had been doing in terms of teaching, learning and education. Here are the ideas that we have written:

Wikis and blogs, eMIT, SOLO, 80:20, e-portfolio, interactions and activities, active learning, rewards, building relationships with students, time management, food and drink, sense of humour, teacher power sharing, organization and time management, allow students to ask questions, trying new teaching techniques, and so on.

Later in the session Dean Nugent from Auckland University of Technolgy came and shared his experience on teaching. In his presentation he mentioned that knowledge is produced in response to questions. Once students learned how to ask relevant and substantial questions, they have learned how to learn and no one will keep them from whatever they need or want them to know.

After Dean's presentation Kate has shown us a video presentation about an individual named Matt who had travelled to 42 different countries performing a dance. The title of the video is called “Where the hell is Matt?”

Kate asked us to write down in what ways Matt’s achievement was like our development in designing lessons-or not? Here are my ideas that I learned from the video:

1. Confidence and competent on what we are teaching.

2. People will be bored if the teacher/instructor just talk and explains. Students like to learn from fun activities.

3. Responsive to all audiences.

4. Sense of humor.

Session 6

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.

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/

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.

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.

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.

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.

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.

Fred Ling's teaching blog and Session 1

Welcome to Fred Ling's teaching blog.

I am the Subject Librarian at the Manukau Institute of Technology (MIT) Library, and I am responsible for the following subjects:

1. Computing and Information Technology.

2. Electrical and Electronic Engineering.

3. English as a Second Language.

4. Maritime Studies.

I was born in Hong Kong and I moved to Auckland, New Zealand since I was 10 years old. I have been awarded the Bachelor of Commerce degree offered by University of Auckland, and the Master of Library and Information Studies degree offered by Victoria University of Wellington. I joined MIT Library at the end of 2008. I assist students and staff within MIT to find the information they require for their assignments and research. From this course I will have a better idea on how to plan my sessions effectively therefore students and staff members will have more knowledge on how to use library services (for example, library catalgue, databases) to find the information they require from my library sessions.

Session 1
During this session we have discussed how do people learn. We have come up with different ideas, which includes the following:

1. Group discussion and interaction (e.g. teacher-student interaction, student-student interaction).

2. Demonstration by the teacher/instructor.

3. Investigation and research.

4. Students/learners follow the instructions set up by the teacher/instructor, and willing to carry out more practice.

5. Encouragement.

6. Observation carried out by the students/learners.

In my teaching practice I always carry out the following:

1. Building relationships with the learners.

2. Demonstration on how to carry out searches from library catalogue and databases.

3. Set up practical activities for the learners therefore they have more idea on how to carry out searches from library catalogue and databases.

4. Ask the students to give feedback at the end of the session therefore I have better idea of how to plan and teach my session more effectively.

At the end of the session Jane Terrell asked me to arrange a 15 minutes session for how to use e-books for the next class.