PLANNING & STANDARDS Inspiring Learning CYNLLUNIO A SAFONAU Coleg Llandrillo Cymru and Swansea College Inspiring Learning project: Using the MLA’s ILFA framework to evaluate learning outcomes from the use of FE learning resource services Dr Andrew Eynon, Coleg Llandrillo Cymru [email protected]
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PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
Coleg Llandrillo Cymru and Swansea College
Inspiring Learning project:
Using the MLA’s ILFA framework to evaluate learning outcomes from the use of FE learning resource services
•Research skills – research methodology, data analysis, questionnaire design
•Use of electronic resources – Athens, subject gateways, internet tutorials, online datasets
PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
E-Learning initiatives•Use of VLE, Intranet or Internet to deliver aforementioned reader development or information skills/literacy developments
•Use of e-learning to support distance learners
•Use of e-learning to support specific curriculum initiatives e.g. Welsh Bac
•Development of information skills course for Moodle
PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
Difficulties
•No existing FE research in this area
•Buy-in from teaching staff (this has been excellent at Llandrillo)
•Quantitative surveys are session specific
•Focus groups
•Open questions
•Applicable to all initiatives
•Must elicit responses which can be mapped to GLOs
•No model for level of achievement (SCONUL 7 pillars model too advanced)
•Difficult to measure distance travelled
PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
Outcomes
•Using the MLA GLOs has had a positive impact on raising the profile of the LRS by:
Establishing closer links with the curriculum By being seen as more responsive to the demands of the
curriculum and learners By providing advocacy tools By providing direct evidence from learners and tutors
•The initiatives engaged in have promoted the LRS and have had positive impacts:
Increased awareness of services and facilitiesIncreased usage
PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
Outcomes
•The LRS is no longer seen as confined to the LRC
•Emphasized role of LRS staff have in supporting learning and that the service is not merely one of resource providers
•Not yet taken advantage of funding changes
•The initiatives have been user focused
•Have targeted non-traditional users with great success
•Has demonstrated the ‘value added’ aspects of FE LRS provision
•Created new learning environments
PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
Outcomes
• The project has confirmed the hypothesis that the role of LRS staff is changing at all levels and that there is a need to acquire new skills
• Although there is an increased emphasis on ICT and electronic resources within college LRSs this can in fact complement traditional library activities rather than replace them
• The project has demonstrated that LRSs can and do engage with new and different types of learners
• The project has demonstrated the value of the methodology in terms of the additional feedback that it is possible to gather through focus groups
• Evaluating student perception is regarded as an acceptable form of measuring the impact of services on the key college PIs
PLANNING & STANDARDSPLANNING & STANDARDS
Inspiring LearningInspiring Learning
CYNLLUNIO A SAFONAUCYNLLUNIO A SAFONAU
What next?
New project examining Generic Social Outcomes in the FE context
Issues:•Identifying target groups•Redefining framework•Lack of detail compared to ILFA
Outcomes:•Mapped activities to the GSOs•Revised focus group questions•Engaging with learners•GSO Activities linked to national agendas
The future:•Look at the impact of Library 2.0/Web 2.0 initiatives on GLO/GSOs