Task 2: Articulating good practice (no more than 2 hours) (badge activity)

 
 
Hazel
Re: Brief inventory of good practice - Hazel Rothera
by Hazel Rothera - Friday, 8 May 2015, 9:17 AM
 

I think my experience with designing RLOs and online activities so far has shown me that there's no such thing as too much planning - everything I have ever thought could go wrong usually has at some point plus quite a few things that hadn't occurred to me! So it looks quite time-intensive - but the things I haven't checked always take far longer to sort out once they go wrong. Eg if I assume the students will all be enrolled on the Moodle course by the time they need to do their induction, and so I don't also put the online induction materials on Google Docs, then they aren't and I have to scramble to fix that. If I don't email a really detailed set of instructions on exactly where in Moodle the materials are, I just end up responding to endless individual emails from students who can't find them... etc.

I think the opportunity to embed micro-teaching has really reinforced my perception that that is better practice than the traditional big Library one-shot (or at least, the one-shot needs that regular micro-reinforcement). It's also really helped me with constructive alignment, in that if I ask (or am asked) to do micro-drop-ins, I have to look closely at where the students are in the module, when they're getting briefed on the assignment, what the assignment brief is, etc.

Designing a complete module for something like information literacy is an interesting one, because it brings you to the question of whether info lit is a separate bolt-on "thing" for which you can create a generic module (which would have potential utility for lots of students, but runs the risk of not integrating with their academic practice) or whether you weave it in and out of a whole course - which is harder work because you need to re-do it for every course, but potentially a lot more constructively aligned. 

What I'd really like would be to be involved with (say) all the academic literacy modules in a course at the design stage, and thus shape the overall picture of how information and digital literacies are integral to that course and discipline, weaving them into the learning outcomes and assessments as well as the teaching and activities - so that by the end of three years students had developed not just academic literacy, but information literacy for life/professional futures. Maybe I'll get there eventually!