The last post - no, not the muscial tune!

Famous Brisbane ghost photo - When I started "Nexus", I didn't think there was a ghost of a chance I'd get this far without a mental breakdown.

It is with mixed feelings that this BLOG comes to an end. I've had a lot of fun going back to fix and improve the blog over the last week, but it has meant a week of late nights (usually to about midnight). So, I'm glad that this is over (I certainly won't miss the dark circles that have taken up residency under my eyes), though strangely I've grown attached to it. On the initial creation, I saw it as a bit of a chore - just some assignment that needed doing. It's only when I came back, that I really enjoyed "doing it", and realised its value as a tool for being creative while at the same time reinforcing learning.

I hope you've enjoyed reading the blog, and have an insight into my journey into the realm of Guided Inquiry. I'm leaving you with the final survey as part of the SLIM process.

    SURVEY 3      

1. Take some time to think about your topic. Now write down what you know about it.

    

Well, I know a lot more than at the start. Guided Inquiry learning, is part of a constructivist process of learning where the teacher/lecturer guides the learner in a unit of inquiry towards obtaining an outcome (the word "answer" is the wrong term here, as there may not be an answer or one correct "answer" as such). There is a social aspect to the learning, and learning is generally student-directed - though the teacher provides interventions of both the scheduled and non-scheduled varieties. Guided Inquiry process is tied to the Information Search Process, questioning, and a variety of models that explain the guided inquiry process. The SLIM process is one method that can be applied to show learning. The process of guided inquiry is able to be applied throughout the education sector, and although it is out of the comfort zone for many educators, it can be very rewarding.
 

2. How interested are you in this topic?  Circle the answer that best matches your interest.  

    
Not at all      not much     quite a bit   a great deal    
I have to say, that compared to the start I'm really interested now...

 

3. How much do you know about this topic?   Circle the answer that best matches how much you know.

Nothing      not much     quite a bit   a great deal     
I would love to write "a great deal", but the more I learn, the more I realise that there is more to know.

4.  Thinking back on your project, what did you find find easy to do? Please list as many things as you like.

Well, it's a little hard to comment on the project as it is still ongoing. So far, I haven't found any of it easy to do. I guess it's because I'm still inexperienced in Inquiry Learning, but experience comes with time. I guess, when I finally got on the correct track for the literature review, I found it quite easy to do once I saw the example of "Bernie's" assignment and thought "Wow, so that's the sort of thing Mandy has in mind...". As somebody who is very visual, once I have a model in hand, then I instantly know what to do....

5.   Thinking back on your project, what did you find most difficult to do? Please list as many things as you like.

I've found everything to do with the project difficult. When it comes down to it, the literature review was a major struggle to begin with, as it's a style of academic writing I've not encountered before. Also, working for modeled assignments that don't fit my context, it's hard trying to figure what's expected in a non-teaching context when the models are all teaching context. Trying to pull apart these assignments and then trying to translate the parts to my context has been a real struggle. 

 

6. What did you learn in doing this research project? Please list as many things as you like.

I've learnt so much. I've learnt how Guided Inquiry works, how to apply it, the models invovled, how it ties into the Information Search Process and questioning, I've learnt about constructivism, I've learnt how to put a proper blog together, I've learnt about how to do a literature review, I've learnt how to actually do a research project... I've learnt so many things that have been useful, and I'm looking to putting them to use in the real world.

---------------------

And so it comes to an end...I'm leaving you with this cool little face (below). It shows you how I felt when I started "Nexus", move your mouse over it to see how I feel now.




Cheers,
Stef

PS - If the ghost picture piques your interest in all things supernatural, please press here to link to Brisbane Ghost Tours - http://www.ghost-tours.com.au

The end is nigh...

Are you thinking what I'm thinking B2?

 

 

 

It's almost time to submit the BLOG, so I think it's time to reflect on what I've learnt.

I guess, I should rewind to the very beginning "Once upon a time there was this man who went to uni to study..." That's probably not the best place to start... Going back to 2008, I did enrol to study "Nexus" in my first year of the course, but due to the fact that my wife and I were having a baby it was too much to do two subjects (at that particular time), so I dropped "Nexus". I guess, this experience left me fearful of "Nexus", and I put it off as long as I could, making me think it was some scary thing - which it hasn't turned out to be!!! (Mandy, I'm sure you're glad to hear this)

Now that I'm 8 Week, I feel that my mind set has completely changed. I came in thinking "this is totally not relevant to me", and now find myself thinking "man, this stuff is really useful..." As somebody who is transitioning out of Education, I can see how the content we are learning is relevant to a variety of contexts, and I can see how we've actually been part of a Guided Learning experience through doing the "Nexus" course.

I've learnt a lot of stuff along the way, I've used "Wonder Wheel", I've had a go at Binary searches, I've learnt about the Internet Search Process, and about the importance of Interventions as part of the "Guided part" of the Guided-Inquiry process, and that's just the stuff I can think of now at 9:30pm at night with my wife looking over my shoulder waiting to get onto the computer to write an email. Oh, and I've learnt about the SLIM process, and put together my first proper BLOG! Yay!

Anyway, this may be my last entry.

Cheers
Stef

SLIM Pickings + Assignment # 3 - Revenge of the Bernie

Librarian's Tip #2: BOOKS DON"T BITE, but Librarians do!

No I haven't lost my mind, at least not yet (feeling a bit like the person in the picture!).

Have started coding using the SLIM, though I've jumped the gun and started doing it all by myself - just learnt that we'll be splitting up the task as a group, which is a relief as it's very tricky. I can see how the SLIM process would be extremely beneficial in regards to compiling useful data, it's a pity there isn't a more streamlined process (as in easier process!), though I guess if you did it a few times you'd get the knack and then it wouldn't be so hard.

READ ABOUT SLIM SCORING PROCESS HERE IN THIS SCROLL BOX!!!!!

The first stage of developing the findings is coding the student responses collected through the various instruments. The scoring sheets (appendixes B & C of SLIM Toolkit) should be used for the actual scoring and creating your tallies. The tallies will enable you to make some comparisons between the first, second and third writing sheets to show the changes in knowledge. 

 

The general coding process for each of the questions is:

1. Read through the student reply.

2. Code the student reply according to the coding instructions provided for each question separately in the SLIM handbook.

3. Fill out the scoring sheets provided for coding each individual question. The scoring sheets for all the questionnaires are found in appendix B and C. They may be copied or printed (available online at http://cissl.scils.rutgers.edu/imls/) for use in conjunction with each separate student questionnaire.

4. Read through the instructions for interpretation of the coding in the SLIM handbook and analyze the patterns emerging from the student reply accordingly.  

5. Write down a brief summary statement of the interpretation of each the student reply on the scoring sheet.

It's funny, by doing the assignment three times, I've actually learnt a whole lot of stuff. I guess, when you immerse yourself in something for long enough things are going to sink in.

That's it for now, it's almost 11pm and the dishes still need washing...wish me luck (for both the dishes and the assignment!)

Survey, hey, hey...

Surveys aren't very exciting, but at least this picture is...

Okay, here's my second survey (as part of the School Library Impact Measure) process for assessing learning). I hope this is the correct version of the survey, as I know we've been using parts of SLIM instead of the whole system as outlined in the Toolkit.

-- --- S U R V E Y   2 ------

1. Take some time to think about your topic. Now write down what you know about it.

After writing Assignment 1, I now know a lot more about Guided Inquiry Learning. I understand that Inquiry Learning came out of the work of the early constructivists, who believed that learning is constructive process that builds upon prior knowledges, learning, experiences, and schemas, and that there is a social aspect to learning.

I now understand about the student-centred approach of Guided Inquiry Learning, and how important the different types of interventions are to the whole “guided” part of the process.

Also, I’ve learnt about the importance of Information Literacy and the Information Search Process to the whole Guided Inquiry Learning teaching/learning method. Also, how important questioning skills are a technology, and who we have to question what we find on the Internet in regards to authenticity, who and why is authored, as well as looking for biases.

Through my assignment research, I‘ve learnt about the application of Guided Inquiry learning in a tertiary setting. This was particularly interesting, because NEXUS is designed as a Guided Inquiry subject, so as I’m learning about it I’m actually participating in Guided Inquiry. Has been very beneficial, as I’ve experienced all the steps of the Information Search Process in doing the assignment, and can relate to how it would apply in classroom setting.

2. How interested are you in this topic? Circle the answer that best matches your interest:

QUITE A BIT

3. How much do you know about this topic? Circle the answer that best matches how much you know:

QUITE A BIT

4. When you do research, what do you generally find easy to do? Please list as many things as you like.

I find finding relevant research materials fairly easy to do. I also find it easy to use a variety of search tools, like Google Scholar, Google books, Google, database searches, and library searches. I also find it easy to suss out material to find out whether it is legitimate, relevant, and/or biased, and use this information to consider what to use and what not to use.

5. When you do research, what do you generally find difficult to do? Please list as many things as you like.

I find that I usually run out of time when I research, so I would have to say that I find it hard to utilise my research time effectively at times. I usually spend too much time using basic tools like “Google” and find that I have little time left for use on more expert type search engines. I also find it difficult to whittle down material as I go, often downloading more “stuff” than I need, often because the material might be useful for something. More often then not, this material doesn’t get used, suggesting that this practice wastes too much time when I research.

Not relevant to anything, just a cool piccy of my wife (when she was preggas) and me....

Okay, I need to do one more survey to finalise the SLIM process. Look out for it in coming blog entries!

Brains, brains, got to have brains......urg urg urg

Once upon a time there were three zombies: a baby zombie, a mummy zombie, and a daddy zombie. While they were away in the woods looking for juicy brains, this awful girl called Goldy Locks came around and broke into their house. She ate their food, broke their furniture, and slept in their beds. When they got back, they found her asleep, so they set about eating her brains.....sorry, this is what happens when you spend late nights working on blogs!

I have survived the journey into the abyss - yes, I knocked out a new version of assignment 1 part A and I'm still (partly) sane. The further and further I go into the Nexus subject, the more and more I feel like my brain is going to explode...which is why I was thinking about zombies!

No, it's been a steep learning curve, lots to learn.  Things that have stood out so far, have been Limberg's three different approaches to learning: fact-finding, looking for right or wrong answers, and synthesising facts - which ties in very closely to SLIM and three different codes to show student learning. The importance of interventions - that they are an important part of the "guided" part of Guided Inquiry Learning. Also, the six important components to Guided Inquiry Learning according to Kuhltau. On top of that, there's also the important components of the Information Search Process and  Information Literacy, that are essential to equipping students with the skills they need to take part successfully in Guided-Inquiry learning when the tool of choice for research is the Internet.

While writing the new assignment, I used something I'd completely forgotten about - "Google Books". What a great search tool, as it's useful for searching for texts that you'd spend hours looking for in a library - and even then, there's no guarantee that the content would be what you're looking for. Sure, the books found in Google Books aren't complete, as they're just a preview (bits are deliberately left blank), but you do often get a large amount of the content. I used it to retrieve a book that one of the class readings came out of it, and had a look through the rest of the text for my assignment topic. Best application though, would be as a "try before you buy", or a "try before you borrow from the library" tool :)

If you want to check out Google books, find it at: http://books.google.com.au/

Here's a link to the book PREVIEW from Google Books of "Zombie Zen", I couldn't help continuing with the zombie theme: READ A PREVIEW OF ZOMBIE ZEN

Hey SLIM, this town isn't big enough for the both of us!

Don't know who this is? Shame on you, it's William Slim 13th Governor-General of Australia

 For other famous SLIMs, click here: Wikipedia "SLIM"

I sit here at the keyboard feeling somewhat depressed....I just discovered that I've done the wrong assignment. How you ask? Well, I wrote my assignment from the subject overview guide, which as my luck has it, was wrong... So that means, it's another week of late nights at the computer :(

On a much happier note, I've downloaded a copy of the SLIM Toolkit for the project.  SLIM stands for School Library Impact Measure, a fancy title for a program that " enables you to assess student learning through guided inquiry in the school library. It consists of four instruments that elicit students’ reflections on their learning at three points in their inquiry process. The toolkit will enable collaborating school librarian – teacher teams to chart changes in students’ knowledge and experiences throughout the process. " *

The SLIM program, is based around an Information Search model that has 7 stages: The Initiation, Selection, Exploration, Formulation, Collection, Presentation, and Assessment. It sounds really great, and would be fantastic in a school or TL setting.

Anyway, SLIM is designed for use in a school context with interventions designed to help students with their guided inquiry using the Information Search Process to answer their inquiry. To cut a long story short, I'll be using SLIM to look at a tertiary subject in regards to guided learning (and other aspects) for my NEXUS assignment, so it's going to be interesting how it works in this context. Apparently, Mandy is modifying the "instruments" for this altered purpose, so it should be interesting to see how this all works out.

I could write more, but it's late, and I need my beauty sleep because tomorrow night will be a late one! Got an assignment to write, hopefully, one that's right!

* To get your hands on the SLIM Toolkit, hit this link: SLIM LInk

To the library (database) Batman!

Librarian's Tip #1: DON'T PANIC

"Algorithms I trust. Boolean logic I trust. Beautiful women... they just mystify me."*
        - Zane Zaminski (Charlie Sheen), "The Arrival"

This entry, is about my first journey into the world of library databases to gather information for the assignment. I decided, that the first port of call would be the A+ database, as accessed through the QUT library portal (Press here to access QUT library via QUT portal. Databases are handy things, because they are usually organised by content: for example, a database on Psychology, Architecture, studies of the environment....this of course is handy, if you are looking for information related to a particular topic/area.

The reason for my selection of the A+ database, was that it covered the area of Education, included a "full text" option (so that further searches didn't need to be conducted working off of citations), and as well as covering Primary and High School it also covered Tertiary (which of course, is the area of my assignment!).

I found that the tool was very easy to understand and use straight away, on the right-hand side of the screen was an easy to understand and use search box.

My first search was the term "Guided Inquiry", just to see what came up. To ensure that the documents were recent, I limited the year search to 2000 through to 2010.

I also had a go at using the second search box, the "AND". Here, I typed in "university" - you can see from the "Recent Results" box at the bottom of the graphic, that there were 7 hits.

To "OR" on the side of caution

I had a play with the BOOLEAN operator "OR". For an "OR" search, I entered "inquiry learning" or "Kuhlthau" - the reason being, the database would pull up records that matched the general term "Guided inquiry", or made reference to the work of "Kuhthau" (Carol C. Kuhlthau, though the search would have pulled up anyone with the same surname - probably not a good search if the person was called "Smith" or "Jones"!!!). I know Kuhlthau has done lots of work in the Inquiry learning field, so there would be some overlap with the search term "inquiry learning", though the real strength of this is that it would pull up the work of Kuhlthau in areas other than the "inquiry learning" field - which may be of some use. Not a great application of the BOOLEAN operator, but I certainly get the gist of how this works. Have a look at my search below :)

Sorry, I forgot to mention that this search found 350 matching documents. This could be narrowed down by reducing the years to be searched.

To be or to "NOT" to be, that is the question...

Another useful BOOLEAN operator, I did a search on "inquiry learning" and NOT "primary school". This was to cull all the items that had a primary school focus or context (and there's a lot of them!), so that what was left over was more high school and tertiary in focus. Appeared to work a treat, though I ended up with a result of 222 items. Again, by changing the date range the number of items could be reduced.

The verdict

Overall, I found the A+ tool easy to use, and definately something useful that I'll use again. Found  a swag of good material for the assignment, which is definately a good thing! Got to love those BOOLEANS!

Stef

* From the website 'SciFi Quotes" - This is the bit you click to read the SCI-FI Quotes