Transcript MCQs for a Virtual Learning Environment

MCQs for a Virtual Learning
Environment
Karen M. Smith
University of York
[email protected]
Background
 Summer Term 2005, departments were
invited to make bids for learning innovation
using Blackboard Academic Suite
 This bid should support online or distance
learning
 Learning technologist – Richard Walker
appointed to give advice and guidance
Background ctd.
 Aims to be hosted within the VLE from January
2006. Health Sciences was successful.
Implementation will continue on a staged basis,
and full deployment is projected for October
2008
A budget has been established for the entire
deployment phase, and includes support for staff
training at all levels of experience.
University Policy
 VLE Project Implementation Group
(VPIG), led by Dr Richard Walker and
representing academic and
administrative staff, the Computing
Service and the Library, is responsible
for implementing and managing the
new system
 Using Blackboard Academic Suite
 Consultation with students with regard
to accessibility etc.
Policy ctd.
 "The University is keen to ensure that
this investment really has a positive
impact on the quality, range and
flexibility of teaching and learning
activities at York and supports both staff
and students"
Pro-Vice Chancellor Professor Trevor
Sheldon
The Health Sciences Pilot
 New undergrad. curriculum to be
designed
 BSc (Hons) in Evidence-Based Nursing
Practice
 Module – Accessing sources of
evidence for practice.
 This replaces the existing information
skills training at onset of course.
Session Plan for Accessing Sources of
Evidence for Practice
Session 2a – Week 19
Intro to Module –
 Session 2b – Week 19
Intro to Bb VLE
 Sessions 3a & 3b – Week 21
Using the Library – KS & JC
 Sessions 4a & 4b – Week 22
VLE communication skills (bulletin boards e-mail & Virtual lectures) – IJC
 Sessions 5a & 5b – Week 22/23
Introduction to Electronic Resources – KS & JC
 Sessions 6a & 6b – Week 23
How to search – KS & JC
 Sessions 7a & 7b – Week 23
Word processing – IJC
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Sessions 8a & 8b – Week 24
Introduction to Databases – KS & JC
 Sessions 9a & 9b – Week 24/25
Skills Revision (mock mcq quiz & database test) – IJC with KS,JC & TH
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Sessions 10 – Week 25
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Exam (mcq quiz & database test) – TH, IJC, KS & JC
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Why Use MCQ’s
 Setting aside pedagogical theory
 Feedback from students informed us that they
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could not see the relevance of the module
this early in the course
We needed a motivator to underpin the
learning objectives
Something non-threatening
A simple test of knowledge and skills
Easy to administer to 120 plus students
MCQ Design – How to Do it
 Requests over lis-nursing and lis-medical and
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Google retrieved very little.
Most were related to self diagnostic tests.
Discussion with staff at the University of
Wollongong, University of Leeds and York
We wanted the tried and tested motivator of
summative assessment.
Not much out there so we wrote our own:
MCQ Design ctd.
 1 hour exam based in IT classroom. 30
minutes of MCQ’s and a 30 minute
database search to answer a clinical
question.
 Format of the MCQ’s agreed with our IT
Lecturer. Total of 30 questions - 15
questions on IT Literacy and 15 on
Information Retrieval Skills.
MCQ Design ctd.
 Questions based on the module learning
objectives
 Short question and four alternative answers
 Both sets of MCQ’s peer reviewed by each
other and the Subject Librarian.
 A bank of questions has been created requested by the Health Sciences Exam
Board.
Learning Outcomes
Finding Books and Journals
 Find information about and have an overview
of library services.
 Have practical experience of the J.B. Morrell
Library resources.
 Have practical experience of the library
catalogue and know how to locate items
(including books and journals) on the shelves.
 Be able to use the library with confidence.
Learning Outcomes ctd.
Introduction to Electronic Resources
 Know how to access subject-related web
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based resources
Have an overview of information sources and
their applications.
Have practical experience of using relevant
sources such as National Electronic
Library for Health, Department of Health
website etc.
Know how to evaluate printed and electronic
information and identify quality resources.
Learning Outcomes ctd.
Have practical experience in using the main
health care databases.
 Have an overview of the range of databases
available and have the ability to select one
which is relevant to their needs.
 Have practical experience of using search
strategies and techniques.
 Know how to develop effective search terms
and strategies to search for information and
apply them to a research question.
 Know how to carry out effective searches.
Assessment Criteria
 30% for MCQ - 1 mark per question
 70% for database exam – split 45/25:
45% for the database search
25% for the word processing
Implementation
 Blackboard can be used to score the MCQ’s
 This should provide the students with instant
feedback
 Roll out – February, 2006. VLE access then
available.
 Monitored and evaluated by the course team
– me, IT Lecturer and Lecturer in EvidenceBased Practice.
Future Applications
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Intend to roll out into the second and third
year
 Feedback from students indicates that this
would be effective if used:
a) Regularly throughout the year
b) In conjunction with other modules to
increase relevance
 May eventually aid in reducing contact time
for basic skills teaching.
So it’s all at the experimental stage - if you
have queries or would like to share your
experiences please contact me because this
feels familiar:
“The early bird gets the
worm, but the second
mouse gets the
cheese.”
Jon Hammond
Contact
 Karen M. Smith
Information Specialist/Health Information and
Training Librarian
Department of Health Sciences,
Area 2, Seebohm Rowntree Building
The University of York
Heslington
York YO10 5DD
email: [email protected]
tel: 01904 321354 fax: 01904 321383 >