Browsing by Author "Feng, Patrick"

Now showing 1 - 6 of 6
  • No Thumbnail Available
    ItemOpen Access
    Blended learning, blended instruction: a case study in course re-design
    (2015-06) Beatty, Susan; Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; McDermott, Brenda
    Using a course redesign initiative as an opportunity for research, an instructor, three librarians, and a writing specialist collaborated to investigate students' responses to a partially flipped, blended approach to learning in an interdisciplinary first- year science and technology course. The instructor invited librarians and a writing specialist to collaborate with him to develop course content which focused on improving the students' research and writing skills in an inquiry based, learner centric course. The redesign included partially flipped instruction on research skills, writing and citation in advance of classroom instruction. This was an instructional shift for the teachers and students. Students were asked to take more responsibility for their learning outside of the classroom and in advance of instruction, while we teachers took on the responsibility to create a learning experience whereby students could learn and apply new skills during class. It was a challenge to enter into this contract and to negotiate our way through a course redesign that has more than its fair share of new (to us) elements: online delivery, informative short, instructional videos, pre tests, post-tests, new content, and practical learning activities aligning with the content and the learning outcome timetable. As the course ended, students were surveyed on their understanding of their learning experience. The results tell us there is more work to be done in course development and student engagement with learning. Students did not necessarily understand the purpose and benefit of pre- class assignments, nor did they all participate. This presentation is a summary of the steps taken in course redesign and review the results of the student survey relating to the instructional elements.
  • Thumbnail Image
    ItemOpen Access
    Collaborating to Incorporate Library and Writing Skills in an Interdisciplinary Course: A Case Study
    (2015-11-13) Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; Beatty, Susan; McDermott, Brenda
    Librarians and writing centre staff were invited by the instructor of a first-year interdisciplinary course to collaborate with him on a course redesign emphasizing skill development in research and writing. Ferer (2012) highlights how library and writing support connections help students cross institutional boundaries. This case study is an example of using these connections to benefit students in a course. The team re-designed the library and writing portions of a first-year inquiry based learning course to incorporate many flipped classroom initiatives (Mangan, 2013) including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Hands-on exercises were used to help engage students and promote skill development and critical thinking throughout the research and writing sessions. The instructor showed the importance of research and writing skills by dedicating lectures and assigning 25% of the course grade to pre-tests and a summative assessment. All techniques and assignments focussed on building resources to further the students’ final research project in the course. The instructor embedded the team at every possible step to achieve the course learning goals. Librarians and writing support staff were involved in developing the syllabus and lectures, creating and grading assessment pieces, and assisting student research and writing processes throughout the course. Ethics approval was acquired to conduct a research survey designed to understand student learning experiences. This session will provide an overview of the course with examples of how the instructor embedded librarians and writing centre staff throughout the course through collaboration. We will detail the flipped classroom techniques we incorporated, discuss survey results, and provide personal reflections on the process for student learning objectives as well as our own professional development for incorporating these flipped classroom techniques in future teaching opportunities.
  • Thumbnail Image
    ItemOpen Access
    Embedding Research and Writing Instruction into Inquiry-Based Learning: A Case Study
    (2015-05-13) Hoffman, Nadine; Feng, Patrick; McDermott, Brenda
    While instructors value the outcomes of research processes, the instruction of these skills is often left on the periphery. When librarians and writing centre staff are able to meaningfully collaborate in course design, the boundaries between assignment, assessment, research, and writing are reduced to create a more accurate model of the iterative process of scholarship. As Ferer (2012) highlights, connecting library and writing support merges divisions created by institutional boundaries. This presentation highlights the potential for creating a cohesive university experience for first-year students, by describing the outcomes of a partially flipped approach to research and writing instruction embedded into an inquiry-based learning course. This collaborative re-design process incorporated many flipped classroom initiatives (Mangan, 2013), including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Research and writing skills were weighted 25% of the course grade with librarians and writing centre staff integrally involved with the assessment process. The purpose of this session is to introduce instructors to the benefits of using a partially flipped approach to research and writing skills instruction by highlighting the value of integrating librarians and writing support staff into course design. Participants will experience an interactive exercise modeling the student experience to foster a deeper understanding of research and writing skills, and through this gain an appreciation for how an embedded model can work in the classroom.
  • Thumbnail Image
    ItemOpen Access
    Teaching research skills through embedded librarianship
    (Emerald, 2017) Hoffman, Nadine; Beatty, Susan; Feng, Patrick; Lee, Jennifer
    Purpose: This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom. Design/methodology/approach: An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions. Findings: The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught. Originality/value: Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.
  • Thumbnail Image
    ItemOpen Access
    Traditional instruction reformed with flipped classroom techniques
    (2015-06) Lee, Jennifer; Beatty, Susan; Feng, Patrick; Hoffman, Nadine; McDermott, Brenda
    A flipped classroom moves away from a lecture-then-homework model by assigning “content” before the class, and then engaging students with the content or concepts during the class. This poster describes the redesign of a series of information literacy sessions in a first-year inquiry-based learning class, by employing flipped classroom techniques. It also reflects on the collaborative process of session redesign and lessons learned about executing a flipped classroom. The redesign came about as a result of the course instructor providing librarians with additional time, and an assessment component. The instructor, librarians, and a writing support coordinator worked together to revamp what was originally traditional lecture-style sessions. The pre-assigned content also included short quizzes administered through a course management system to ensure students understood content before class. Facilitated classroom activities allowed students to practice concepts with feedback. A final assessment component was also administered through the course management system and will be compared to quiz marks.
  • Thumbnail Image
    ItemOpen Access
    ‘You’re Doing It Wrong’: How Paratexts, Online Communities, and User Innovation Shape Development and Culture in World of Warcraft
    (2013-01-25) Crosby, Brendan; Feng, Patrick
    Massively Multiplayer Role Playing Games (MMOs) occupy a curious position at the crossroads of culture and technology. While users are free to immerse themselves in virtual worlds, they remain largely removed from the formal systems of administration and development governing these realms. Yet, despite their lack of direct influence, users have managed to influence MMO games in profound ways. This is particularly true of the popular game World of Warcraft (WoW), which serves as the focus of this study. Based on evidence gathered from interviews with average WoW users and the theories of Rene Glas and Eric von Hippel on stakeholder theory and user-driven innovation respectively, I argue that users have enhanced their own agency and precipitated the introduction of novel gameplay elements and innovative techniques through the utilization of user-created resources called paratexts and the formation of unique online communities.