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-- blog ux about events past talks publications training marketing workshops blog ux about events past talks publications training marketing workshops ideas about communication july 26, 2018 ethnography at york , how to , university of york library how do you truly embed ux at an institutional level? july 26, 2018 ethnography at york , how to , university of york library at the glorious uxlibs iv conference (more on which below), michelle blake and i presented on embedding ux at york. by this we mean, attempting to move the ethnography and design ideas / techniques / methods which sit under the user experience in libraries umbrella, from novel and niche to mainstream and, if you'll forgive the management-speak, business as usual. part of the culture. we're not all the way there yet and don't profess to have completely nailed it, but it is something we've consciously tried to achieve in the library and we're having come success with it. some of what we've done is outlined briefly in the presentation below, to which i've added an explanatory sentence to most slides so they make more sense without us talking over the top of it. embedding ethnography and ux at the university of york from i'd reccomend this post from shelley gullikson which nicely summarises several talks and sessions from uxlibs iv, and andy priestner's 50 photos post gives a nice flavour of the conference as a whole. tagged: uxlibs , embedding ethnography , design , user experience , york comment march 20, 2018 articles , how to , information literacy padlet and flipped learning in information skills training (by emma shaw) march 20, 2018 articles , how to , information literacy emma shaw is the library manager and liaison librarian (medicine) at imperial college london. i while ago i saw her tweeting about the use of padlet in her teaching sessions - students were using it in groups to come up with search strategies for healthcare-related databases. i like padlet anyway, but i loved this use of it - so immediately beneficial, practical, and indeed stealable! so i asked emma to write a guest post about the whole process, and she kindly agreed. here's an example of the use of padlet she examines below. i’m a liaison librarian at imperial college london supporting medicine, along with another 4 liaisons. amongst a heavy timetable of information skills training for undergraduates and postgraduates, we have for several years been running a couple of library skills workshops which are embedded in the mbbs medicine course timetable for the 1st year medical students. we were using the traditional presentation slides telling them about the library and how to access it, along with a hands on database searching component using the pubmed database. the database searching was taught in the form of a paper based tutorial handout. the students would sit in the computer lab and work through it for 20 minutes whilst also having the opportunity to ask questions. more recently i would go away and wonder whether they would really apply what we were teaching, in the format we were using. i asked myself if it was really meaningful for them, particularly as it was all new to them and we were teaching them how to look up research on a database, when they hadn’t even started using journal articles yet. the other reason it got me thinking was, information literacy is not an obvious skill that screams out ‘you need me in your life’ so you therefore need to convey it to the students in a way that makes them realise that they do. especially when they have other priorities and a timetable jam packed with medical training. i’ve learned and observed over the years of teaching information skills that, in order for them to understand its direct use, to see its value and engage, they need to see it in context. when i say in context, i mean actually directly relating what they are learning in front of them, to a specific area in their coursework or even clinical practice. rather than just telling them this is stuff they need to know now and in the future. this led me to question if, our presentation slides and paper tutorial were engaging and putting it in context enough. could there be a better way of delivering the content so they engage with us, and see its direct value? feedback from the students about how we could develop the session included comments like: “maybe have an example of an assignment similar to what we would have this year and show how we might use online resources for researching that assignment.” “interactively doing it together with the students instead of following instructions on a page.” this made it apparent that we were right to question this, and that it was a good time to reconsider the delivery of our training. we could see why powerpoint slides were just not cutting it anymore, they needed interaction and context to stay engaged. on top of this, in the mbbs medicine course, they were already being presented with e-learning modules, and using different teaching methods and technology. i could then see that very shortly our presentation slides and paper based database tutorial was not going to be enough anymore, and that our sessions were in danger of becoming irrelevant. we needed a fresh and new approach. i had various sources of inspiration for revamping the workshops. we just so happened to have a visit from caroline pang, director of the medical library at lee kong chian school of medicine, singapore. one of imperial college london’s partners. she demonstrated what library training they offered for medical students. this consisted of initial training on the library and database searching. they were then given a clinical question from the course tutors, and had to work together in groups to form the best search strategy to answer it. she had a whole day dedicated to this project as well as the presence of the tutors. this looked like a really good approach, not only was it more engaging by getting the students to actively search for a given question, but it was also relevant to the course content so they could directly see its value. if we wanted to do something similar however, the problem we faced was we only had 1.5 hours for each session! it was then one day at a meeting with tutors from the mbbs medicine course that, the idea of flipped learning was presented to me. i won’t go in to too much detail about it as you can find a very good definition here by professor dilip barad (ph.d.). it’s essentially where work is given to the students to be done before the session e.g. a video lecture, or tutorial to work through. the session is then dedicated to applying the knowledge they have learnt from the pre-sessional work, through activities and group work and allowing them to ask questions. in this way it becomes student centred learning as opposed to trainer centred. to be honest the flipped learning approach initially filled me with dread! there was the worry of giving them pre-sessional work to do with the risk of them not doing it. it also seemed like a lot of work and preparation, as well as the fear of having to get the students in to groups and managing them. also having many other duties aside from training, it’s very easy to just slip in to the habit of repeating the same old slides each year. it’s easy, it’s safe. however, if it would improve engagement it was worth a try, and i thought this would be an excellent model for our teaching. it would allow us to save some time in the session by getting the students to do the straight forward pubmed tutorial before the session. this would then allow us to try out the database searching exercise in groups, which we didn’t think we would have time for. we could dedicate time in the session to getting them to do real searches on pubmed, using related topics in up and coming assessments, with the trainers feeding back to the groups as they did the searches. this would allow for more engagement and they would directly see the use of searchi

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https://www.ned-potter.com/?tag=information+literacy
https://www.ned-potter.com/?tag=teaching
https://www.ned-potter.com/blog/the-key-to-good-library-marketing-is-campaigns
https://www.ned-potter.com/?tag=guest+posts
https://www.ned-potter.com/?author=53dba187e4b0d5d53610a061
https://www.ned-potter.com/?tag=campaign+marketing
https://www.ned-potter.com/blog/how-do-you-truly-embed-ux-at-an-institutional-level#comments-5b51b9fe88251bcb12af62d2
https://www.ned-potter.com/?tag=youtube
http://www.ned-potter.com/blog/image-sizing-cheat-sheet
https://www.ned-potter.com/?category=conferences+%26+events
https://www.ned-potter.com/?tag=padlet
https://www.ned-potter.com/blog/padlet-and-flipped-learning-in-information-skills-training-by-emma-shaw#comments-5aafa484758d463a22685b9e
https://www.ned-potter.com/?tag=design
http://www.ned-potter.com/blog/a-library-marketing-manifesto
https://www.ned-potter.com/upcoming-events/
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