Tech Play 4 Assignment: Information Literacy

For this Tech Play assignment, I have chosen to explore Information Literacy and resources to access and evaluate information.  According to the United States National Forum on Information Literacy, information literacy is "... the hyper ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand."  Information literacy should be a key focus of educational institutions at all levels. Educational instruction must increase a student's aptitude to connect to the power of information. The key to harnessing the power of information is the ability to evaluate information, to determine its relevance, validity and newness. The information assessment process is critical life skill and a foundation for lifelong-learning.

There are a variety of resources available online for educators to use to teach their students Information Literacy.  These are the four I have chosen to review

- Big 6 (http://big6.com/) 
- GLEAN http://glean.org/ 
- S.O.S. for Information Literacy (http://informationliteracy.org)\
- Tool for Real-time Assessment of Information Literacy Skills-TRAILS (http://www.trails-9.org)

The Big 6 format for incorporating curriculum requires students to identify areas of interest, learn information-seeking strategies, and develop skills in organizing and sharing information with others. The Big 6 is a six-stage information literacy model developed by Mike Eisenberg and Bob Berkowitz that can be used to help students solve problems or make decisions by using information.  Topics for investigation can be developed in any content area.

The Big 6 problem solving process is an organized approach for helping children problem solve and research information on subjects about which they would like to learn more. This process promotes high standards for projects and clear communication of ideas. Familiar strategies for student research, such as the Project Approach, can easily be adapted to this format.

NFIL infograph-	Research Skills/ Critical Literacy
Pros-	Easy to understand, Focuses on the process
Cons-	In the process of being updated

Glean Learning Tools is a free website produced by The Public Learning Media Laboratory to assist K-12 teachers teach digital literacy components within the context of core curriculum. Glean has a blog regarding teaching information literacy that allows for comments. Lessons for teaching information literacy through core content are available. There are also tools for students to use. Their website includes an interactive for order of operations (PEMDAS) which allows students to create their own problems to answer or answer pre-made problems. Glean has a search engine called Boolify. Users can look for exact words or word phrases and filter the results with words like “not” and “or.”  Boolify could  help students learn how to narrow a search for websites. The most interesting part of Glean is the comparison search. Users type in key words then pick a positive or negative comparison by clicking on certain words like advantages or healthy and disadvantages or detractors.

NFIL infograph	Media Literacy/ Research Skills
Pros	Search engine called Boolify, students can evaluate each website as well as take notes in the same browser.
Cons	Website is not maintained
Justification	Easily found on Google

The S.O.S. for Information Literacy includes web-based multimedia resources for teachers to use to teach information literacy skills to students in K-16.  The project started at the Center for Digital Literacy at Syracuse University and now receives major support from the Institute of Museum and Library services along with other project partner.  The S.O.S project is designed to provide tools for media specialists and teachers to use when developing and teaching information literacy lessons.  The site includes real-life demonstrations that exemplify specific techniques use by teachers creating and delivering motivation lessons.   

NFIL infograph	Media Literacy/ Research Skills
Pros	Includes peer reviewed lesson plans, digital resources, supports K-16
Cons	Currently in its final stage of development
Justification	A project of the Center for Digital Literacy at Syracuse University, with major support from the Institute of Museum and Library Services

The Tool for Real-time Assessment of Information Literacy Skills (TRAILS) is a knowledge assessment used to determine the information literacy skills of students based on 3rd, 6th, 9th and 12th grade standards. The assessment items are based on Ohio Academic Content Standards and the American Association of School Librarians' Information Power and Standards for the 21st-Century Learner. It is a web-based system was developed to provide an easily accessible and flexible tool for school librarians and teachers to identify strengths and weaknesses in the information-seeking skills of their students.

NFIL infograph	Research Skills/ Information Ethics
Pros	Provides assessment downloads and item bank
Cons	Measures only 3rd, 6th, 9th, and 12th grade standards
Justification	2004 through May 2019, 31,000 teacher/librarians administered TRAILS assessments to nearly 2.5 million students.

While these are only on a few tools available to support learning information literacy skills, each of the tools fit into the NFIL infographic. Many of these tools were expansive in nature because they contained numerous helpful resources aside from their designated purpose. When considering the areas of the infographic, I think one of the literacy skills is addressed witihn the critical areas of the graphic:  media literacy, research and library skill, critical literacy and information ethics. If any area is lacking I would suggest it might be an emphasis on information ethics but perhaps there are additional tools that could be used so that students could be educated in all areas of information literacy.

Tech Play Assignment 3: Creativity App Tools

I focused my exploration on presentation tools students could use in the classroom, or use within assignments in their LMS. The three creativity tool apps I explored included:

• Canva

• Visme

• Google Slides

Canva is a well-known cloud-based graphic design software, but it's not too popular for presentations. While it still has the “capabilities” for presentation design, its main focus is on social media graphics. What this means is that it offers a few visually appealing slide templates and you can create designs in the correct presentation dimensions. There are a few static chart options and Canva also has tons of graphic elements to choose from, such as photos, shapes and icons, so that you can still create static presentations in their software.

Pros

·       Premade presentation templates to choose from.

·       Graphics like photos, shapes and icons to spice up your design.

Cons

·       Not made for presentation design, so there are no animation or transition effects available.

·       No content blocks or slide library available to save larger pieces of content and reuse later.

Visme is a cloud-based graphic design software that allows designers and non-designers (like me!) to create beautiful and professional presentations, infographics, social media graphics and MORE.

But what sets Visme apart from other presentation apps and software is that it also comes with various interactivity options, like hyperlinked elements, video embed, audio upload and recording features.

Pros

·       A drag-and-drop editor and thousands of templates that allow users with any level of graphic design experience to create visually appealing presentations.

·       Built-in library of free icons, fonts, images, shapes and other graphic elements.

·       The ability to present your slideshow online, or download as PDF, HTML5 or PPTX so you can present it without an internet connection.

Cons

·       Due to the large amount of design elements and slide layouts involved, there was an initial learning curve when first using the software.

Everyone has heard of Google, right? So it’s no surprise that Google Slides is one of the more popular presentation apps and PowerPoint alternatives available. But popular does not always mean best. While the service is free to any Google account holder, its slide layouts are basic at best and its design capabilities are extremely limited. However, if you need a quick and to-the-point presentation, Google Slides can be a great option since it’s free and has next to no learning curve. If you’ve used PowerPoint, you know how to use Google Slides.

Pros

·       Free for anyone with a Google account.

·       Easy to use for creating a basic presentation.

·       Users can collaborate in real-time and make comments and edits throughout the slides.

Cons

·       Extremely limited design capabilities.

I chose to continue to explore Visme, as I was not initially familiar with it and this assignment gave me the chance to explore a new tool. Visme users can start from a preset of professional templates or start from a blank canvas and create their own content, fully personalized to their specific needs. Visme is free to all users; it takes just a few seconds to register and start creating your first project. Most features are free to all users and other features are available for an affordable fee of under $5/month. The ability to publish a project and access it in various forms also gives Visme an edge over other online tools. Users can easily publish and share their Visme online, embed it to a website or blog, and can even download it as an Image, PDF or as HTML which will preserve all interactivity and can be used offline.

As a community college administrator, I am not in the classroom, from an instructional viewpoint. I tried to think of ways my faculty could use Visme to enhance their classroom instruction.
The first example involves lessons within an EKG Technician training program.  Many students struggle with the initial concepts of interpreting EKGs.  Once the foundational content is explained and reviewed in class, students would be given an assignment to 1. Complete their own 12-lead EKG. 2. Interpret their own EKG 3. Create a Visme presentation with each step required to correctly interpret the EKG

Allowing a student to take their own EKG, as well as develop the step by step instructions required to read and interpret the EKG integrates the technological, pedagogical content knowledge (TPACK) together and enhances the activities of the original assignment, just teaching students how to read EKGs. Using Visme, it gives the students a chance to make a presentation more interesting and meaningful for them, as well as more engaged in their learning. My hope is they would also have fun trying out this new tool and doing something different than they had done in the past.

The second example includes student comprehension of basic electrical theory concepts, a course within an Industrial Maintenance Technician training program. Understanding basic electrical theory is the foundation of industrial mechanics, immediately after safety!  A typical, classroom instructional lecture could be enhanced through the student using Visme to apply the knowledge of series and parallel cicruits and Ohm’s Law.  With the interactivity allowances using Visme, students can create a presentation showing their knowledge comprehension and understanding of the basic electrical concepts.

Allowing students to use technology tools in and out of the classroom affords a sense of ownership and engagement to the students.  They are involved at a deeper level, seeking to expand their knowledge through additional research rather than just repeating what they wrote down in a lecture in the classroom.  While it is the educator’s job to provide information and direction to the student, they do not have to limit (within reason) the tools or applications the students uses to express the information they have learned.  Allowing the student to choose their creative outlet will permit imagination and connection to their work.

Tech Play Assignment 2: Eportfolio Tools

REFLECTION

What is an Eportfolio and how would one create one?

• Collect items potential for use in the Eportfolio,

•  Select the pieces to be used,

• Reflect on what the items represent and if they are the correct artifacts to present, and

• Connect the items and evaluate what they represent and the message they convey as a collective representation for the portfolio.

Creating an Eportfolio is growing in popularity and very much a sign of our times, integrating education and technology. Today’s professionals are critical thinkers who are open to collaboration and evaluation of a person and their “knowledge”. Companies today are looking for individuals who can bring creativity and knowledge to an organization and I believe a Eportfolio is the best way for someone to showcase their prior work and abilities.

TECHNOLOGY AFFORDANCES

As a graduate student pursuing a MS in Organization, Learning, and Technology I see great value in a portfolio. I chose this field of study to help develop a mindset that will allow me to keep up with the use of technology in the classroom. Eportfolios are on track to become the center of student assessment in our technologically centered world and learning how to use and integrate technologies such as an Eportfolio are crucial to prepare students for the workplace which is moving in the same direction. 

Eportfolios are a great tool for assessment verses a test or traditional type activity. Some students’ never fair well on an exam or standard assessment and a portfolio allows for other means of assessing the student and their abilities. Test, assessments and other forms of identifying a student's ability all have their place, but portfolios in my opinion, provide the most holistic assessment of one's abilities. 

Physical paper portfolios remain stagnant and are limited to the size of the paper.  While it provides future employers with a snapshot of experience, it limits the details one can provide to a future employer.

Google Sites is one of the most commonly known and recommended platforms for educators.  Students can use it to create and host their own digital portfolios. The site is simple and easy to use and they can set up their new website within minutes- for free, with a Google account. They can create as many pages as they want, then upload their content, and share with others. 

CONTEXT

If I were an instructor, I would introduce my students to as many technology resources as possible and allow them to decide what best suits their preferred method of content delivery (within reason). Ideally, I would select a few platforms to begin with, assign students to research a digital Eportfolio of their choosing and then collectively discuss the pros/cons, the affordances each allow and which are best suited for which specific situations. Lastly, they would design a final digital Eportfolio and outline why they selected that specific platform.

In other contexts, I think the affordances of print versus digital as well as platforms really depends on the individual and his or her requirements, or perceived requirements. After hours of researching various Eportfolios platforms, I realize that even my own requirements change depending on what information I think I want to add and I haven’t even begun to consider what I plan to do with it. For example, if someone wanted to include a document with an audio recording, unfortunately, the free version of Wix would not permit me to upload an audio file.

CREATE SOMETHING

While I am not instructional faculty, through this assignment, I have thought of several ways the faculty I oversee could use Eportfolios in the classroom to enhance the students learning, as well as showcase their knowledge for future employers.  I specifically saw great benefit for the entry-level workforce education training programs.  The use of an EPortfolio in the Patient Care Technician and Industrial Maintenance Technician training programs would give the students the opportunity to share the technical skills they have learned throughout the entirety of the program. 

For example, the Patient Care Technician (PCT) training program encompasses three components- EKG, Phlebotomy and Nurse Aide skills.  The Eportfolio creation could be given as an early assignment in the training program and students would have the ability to build upon it throughout the program- it would provide an overall Augmentation.  The PCT students could share the proficiency in blood draws through picture or video, share personal experiences of their clinicals and provide reflection about why they chose the healthcare field.  It would be an encompassing document the instructor could use as an end of course grade AND share with future employers.

The Industrial Maintenance Technician training program is heavily skill based. Students are guided through a six course series of classes, all building upon the other, with the last course focusing upon Workplace Skills and Employment.  While it would take an extended coordination of effort from instructors, beginning with the first course, while the assignment would technically be and assignment for the Workplace Skills and Employment course, the students could upload copies of their OSHA 10 certifications, share a video of a completed electrical circuit relay, and upload an example of a PLC program they wrote.  They each course they successfully complete, the student could showcase the highlights of the instructional material they mastered.  The development of the Eportfolio would essentially replace a traditional resume, previously created in the Workplace Skills and Employment course. This example would serve as a Modification in assignments in order to transform learning.

Tech Playtesting Assignment 1: Blogs

While exploring accessible blog platforms, there were an ENDLESS choice of options including Bluehost, Blogger, Hibu, Wix, Wordpress, and Squarespace to name only a few.  I played around with several options- Blogger, Wix and Wordpress- comparing the visual appeal, ease of use, cost, and various other things. I choose Blogger, which most users known as Blogspot, which is hosted by Google and accessed through the subdomain Blogspot.com.  My reasoning to choosing Blogspot was based on my personal preference, not because any of the others had downsides. I was most familiar with Blogspot, using it in a prior class and creating a blog when my first child was born. I liked that Blogspot is on a Google platform and I could easily access and create from my already existing Google email account. Through additional research, I found the definition of a blog to be more than I originally would have described.

Retrieved from https://firstsiteguide.com/, blogs are an online space for sharing information typically in a journal-entry style design. The information may be shared on a very specific topic or a broader category. Blog entries may include information presented in text form, but also may include video, comments, and links to external sources outside of the original post. Blogs archive post entries unlike websites and require frequent postings to encourage reader engagement. There are many types of blogs, but the most obvious categories noted while researching were personal, business, professional, and niche blogs.

Nevertheless, regardless of the changing categories I noticed the blog layouts characteristically are very similar across most blogging platforms, creating ease of navigator for the reader. Likewise, across the blog categories the general purpose was regularly to share information and to connect the reader with the information provided within the postings. The ability to personalize the blog with pictures, backgrounds, fonts, color schemes and some options for navigation. Blogs may be full view for public viewing or may be private for only those who have been individually and privately granted access.

The differences between blogging and other technologies falls mainly in that blogging is not dependent upon other students. Blogs allow the transfer of information in one direction. Discussion boards, for example rely heavily on contributions and engagement from other students. Discussion boards permit two way communication, which is fundamentally required in order to be successful. Blogging allows a student to express themselves and present information, without requiring another student to interact. The affordances of learning provided by blogging is students must gain knowledge through research about a specific subject or topic in order to be able to make a blog post. They are required to examine and reflect about how to present their information. This benefits with students truly understanding the information they are presenting in the blog. It also permits for students to go back and view what has been archived which allows students to return to their previous thoughts, and causes them to reflect. 

BLOGGING WITH THE TPACK MODEL

Content

As an educator who is not in a classroom on a daily basis, I can nevertheless see various uses with blogging for my specific role as a Director of Continuing Education. I believe this would be a great way for me to present a variety of topics, such as information about various programs within my department, to share tips navigating ‘college life,’ or best practices for job search and interviewing tips. This could be a great resource for me to share information. On the other side, the students could profit from creating blogs as well. I, sometimes, find myself in the classroom speaking with students about their choice in a pathway and encouraging their exploration of a career. As an alternative of a notebook portfolios as I have assigned to students in the past, this would be a great way for students to create an online collection of their chosen pathway- to include information they have researched, goals they have set, and things they have learned. They could share information after exploring their career of interest, or share after they have job shadowed someone in their field, etc. The possibilities are endless and through student sharing of their blog entries, other students can learn from them too.

Pedagogy

While not necessarily a specific pedagogy, constructivism is the learning theory I find most suitable in the use of blogs.  Made well-known by Jean Piaget, this theory is characteristically thought of as active learning or “learning by doing.” Constructivism is learning through linking prior knowledge with new information and I believe blogging serves as implementation for such active style learning. It lets students to seek out information, to do their own learning and expression, however still offers opportunities for their classmates to be involved through reading of the blog and commenting on the post.

Technology

Blogspot is my platform preference for creating and sharing information via blogging. I favor the design options and overall ease of use. For students, while researching various platforms, I would lean toward Edublog based on reviews and the large amount of input from other educators.  Edublog is specifically designed for use within the classroom.  It is established upon the WordPress platform. The setup of Edublog and how it allows students to create their own blog while being bound and associated with the class homepage is very appealing. This allows students the freedom to create, share and express themselves but allows the instructor to oversee and guide students in an appropriate manner. It also allows student work to not be publicly shared until the students and instructor feel the time is appropriate and the rights are released, or permission is given for the student blogsite to be released from the classroom group.

Overall, I feel that blogs are a great source for sharing and archiving information. There are many opportunities for the use of blogs within the education. The only obstacles I could see are if students do not have computers at home, or perhaps internet access to work on blog post assignments.  Also, as a mother to a child with severe dyslexia, I could see that my son would not be overly excited about assignments which required an extensive amount of writing, while he would be thankful for spellcheck! Largely, the use of blogs outweighs NOT using them to further educational learning.