Using Podcasts for Learning Assessment

1. Using Podcasts for Learning Assessment Brian Lym, Asst. Professor/Reference Librarian Tech Thurs. presentation 3/25/10

2. Understand the universe of information including the context of information production and the use of academic libraries for research. • Know how to identify, scope, and define a research topic appropriate for your need. • Effectively construct, implement, and revise search strategies • Identify the value and differences of potential resources in a variety of formats--such as academic journals, magazines, newspapers, websites--prior to accessing any specific item. • Effectively and efficiently find relevant print and electronic sources on your topic. • Use classification schemes to locate information resources within a physical library. • Examine and compare information from various sources, both print and electronic in order to evaluate authority, reliability, currency, bias, and validity. • Differentiate between types of sources cited and be able to properly cite a wide range of resources, • Know what constitutes plagiarism. Context: Learning objectives/outcomes

3. Challenge of assessing learning outcomes beyond fixed-choice tests Esther Grassian and Joan Kaplowitz state that such tests are “less valid for testing higher-level cognitive skills such as analysis, synthesis, and [End Page 237] evaluation, or to determine process learning and the acquisition of concepts. As such, they may not be appropriate for many of [librarians’] needs.”30 From Oakleaf, M. (2008)see full reference in works cited Assessment challenge

4. Solution? Student-generated podcasts Podcasts have performative character, a proxy for peformance-based assessment “Performative” assessment

5. Dual assessments: Podcast plus “Survey” (pretests, posttests)

6. Wimba Podcaster

7. Mapping Learning outcomes to ACRL Info. Lit. standard outcomes

8. Reflecting on learning: comparing podcasts • Listening to others podcasts • “Metacognitive” knowledge Lessons learned

9. forthcoming article about study

10. References for further research ACRL Information literacy competency standards for higher education (2000). Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/informationlitera cycompetency.cfm Lee, M. J. W., McLoughlin, C., & Chan, A. (2008). Talk the talk: Learner- generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology, 39(3), 501-521. Lonn, S., & Teasley, S. D. (2009). Podcasting in higher education: What are the implications for teaching and learning? The Internet and Higher Education, 12(2), 88-92. McLoughlin, C., Lee, M., & Chan, A. (2006). Using student generated podcasts to foster reflection and metacognition. Australian Educational Computing, 21(2), 34-40. Yannotta, L, Lym, B., & Kung, S. (2010). Using podcasts for assessing information research. Academic Exchange Quarterly, 14(1). Oakleaf, M. (2008). Dangers and opportunities: A conceptual map of Information literacy assessment approaches. Portal: Libraries and the Academy, 8(3), 233-253.