 And we are recording now. So over to you Lisa. Great. Thanks very much Rob and thanks for the invitation to talk at today's webinar. Always happy to get out there and promote the work that we're doing in the library. So I'm going to be talking today about our Let's Online Information Literacy Tutorial and how we've increased engagement with Let's by really I suppose leveraging a couple of features within Moody, namely using the H5P software and also enabling the sub course feature and I'll get on to that kind of later on. So in terms of where it aligns to the European framework for digital competence, it's a couple of key areas that aligns to namely area three and area five and I've kind of highlighted those specific areas there as well so you could have a look at that. So I thought it'd be useful to give a bit of the context of why we developed an online information literacy tutorial before I go into some detail in kind of talking about the tutorial itself and how we've developed that. So firstly just to say that we've been active in that teaching and learning space for many, many years. In fact a team of librarians from DCU Library were the first recipients of the DCU President's Award for Teaching and Learning in the late 90s for their work on information literacy. The majority of work, the majority of information literacy delivery is curriculum based. So in other words we work really closely with our academic colleagues to identify where information literacy learning outcomes exist in their curriculum in their modules or programs and that's where our intervention is kind of at that level. So very early on we realized that that's kind of not sustainable on a large scale so we kind of really wanted to extend the reach of our information literacy program and to enable self-paced independent learning. So that's why we developed our online tutorial in the first place and now it's currently used to support our online and blended delivery. And just while I was kind of preparing this it kind of brought me back to when we first started preparing and planning for developing the tutorial and the library literature certainly at the time was kind of indicating that generic online information literacy tutorials weren't necessarily the most effective but because most of what we did was curriculum based already we thought we really needed something that kind of filled that gap and kind of students were falling through the gap and obviously we followed the kind of best pedagogical guidelines to develop it. So what actually is our Let's tutorial and our Library E tutorial for students? Well, it's a series of 10 short self-paced online tutorials with students in which students learn how to locate, evaluate, use information in an effective and ethical manner. We really aim it at that early level undergraduate but it can also be recommended as a skills refresher for like later years or kind of co-postgraduate students as well. So just to give you an idea of what's contained within the tutorials is that all of the content has been written by our team of subject librarians and it's kind of done very much in the DCU context. So what a DCU student kind of their landscape is in terms of information and engaging with information resources. So it's written by our own team of librarians. It has a number of kind of interactive elements to increase engagement and so the first one of these being our videos. So we've several videos. Some of them are interviews or kind of talking head videos that are with DCU lecturers and DCU staff and others are those that have been created by ourselves that address a specific learning need and probably our most popular one is our avoiding plagiarism with citing. We also use these videos in their own right as kind of reusable learning objects both within face-to-face in the classroom when we're meeting students and also to kind of push out content to students through various different means. We've also got a number of activities and again a different ways to engage the students along their kind of interaction with the tutorial. So these we've kind of created ourselves and others are built into the H5P tutorial software and I suppose the aim of these is to so that students can also test their learning along the way and these will be done in a more formative sense not in a summative sense. So we also have got our summative elements so for lecturers that wish to set this as an assessment piece so have students take the tutorials. We have an additional set of loop, moodle questions and quizzes that we set. You'll hear me saying loop and moodle throughout. I'm referring to DCU's iteration of moodle which we call loop. So lecturers can use these quizzes to basically set summative assessments for their students if they wish to as well. Students can come to let's in a variety of different ways. So obviously it's hosted on loop so they can access it in that way but we also have links on our library website so if you're looking to answer a specific question they might come to us through various different ways on our library website. Lecturers sometimes will recommend it so lecturers that know about it want to recommend it to their students and they'll come back to that kind of whole lecture kind of piece later on and also through recommendations from ourselves or the subject librarians when we meet with students in classes and it has allowed us to do kind of flipped classroom activities as well so we get the students to go off have a look at something on let's and come back and discuss it when we get to meet them face to face as well. And also it's used by our information services team so at the information desk or through interacting with students through email if they feel like let's would help support them in a particular task they can recommend let's to the students in that way so students can come to let's from a variety of different paths. I just thought it'd be useful to before I kind of explain a little bit about kind of H5P and how we've used that is just to tell a little bit about the story of let's and how it developed and how we come to choosing H5P as our platform which we currently use for our online tutorial. Let's was first developed in 2008 and it was actually through project funding I think we received even that could have even been a year or two earlier and so it was originally developed to be an OER and the first version of let's was actually a web based tool that existed of HTML and flash objects which we had developed by former students and media students in DCU the content as I mentioned before was written by our subject team and we also use the funding to develop a logo and branding to go along with it. So this was one of the good things about it was that it was easily updateable but that was more the HTML content rather than the flash objects at the time we didn't have that expertise that would allow us on the team itself to update those flash objects so they did become our date kind of you know as most fairly quickly and also we had limited analytics associated with it. So in 2013 we fully revised all the content and converted it to the articulate story line tutorial package I'm sure some of you have used that in the past as well we reduced it on another project and that's how we kind of came to know about it and it allowed us to really increase the amount of interactive elements that we had within loop within the tutorial itself sorry and it's when we first began hosting the tutorial on loop previous itself on the library website and this was the first one we began hosting on its own page so the let's page on loop and when we first developed those kind of loop quizzes to go along with it we had requests from several lectures for this to be embedded in their own module page and so how that basically worked was that the object itself was uploaded to the lecture page for them to include it as a SCORM package on their on their noodle page but this led to kind of issues around updating and version control because if we wanted to update something on the main tutorial it meant that we would have to update it where it existed everywhere on somebody else's page and that would lead to kind of issues around version control so in 2018 when Mark Linn from RTU came to show us H5P we were all over it from the beginning because it really looked like it was going to address some of the issues that we'd been having already it would have greater integration because it was created the objects were created and hosted within noodle and it would allow us to create more interactive and visual elements and also get those kind of enhanced analytics so be able to track things a little bit more and the biggest I think thing was that would give us the opportunity to have a single centralized version that was instantly updated whenever we wanted to make changes we also used it as an opportunity to make some other changes to the tutorial previously there there was three larger kind of objects learning objects so we decided to cut them into more bite sized chunks and that address was kind of the frequently asked questions that we were receiving from students so we used it to update our content to create new videos and add feedback so at this point in time when lecturers wanted to add it to their pages we were simply including it as a URL back to the main let's page on noodle but it proved to be really really popular so in 2020 so summer 2020 I approached Susanne in TEU who I worked really closely with on this with some other colleagues in the library and TEU as well to really kind of set out that criteria that we had for moving let's forward so essentially what we wanted to be able to do was to maintain that one centralized version of the tutorial on the main let's page on noodle what we wanted for lecturers to be able to embed it on their page because increasingly we were being asked if they could make it a compulsory element after a module so they wanted some way to be able to track their own students interaction with the tutorial as well but we wanted to still maintain that kind of oversight on all interaction with the tutorial whether it was through embedding on a specific page or coming to a via the library website or whatever it happens to be so after many conversations and emails and a lot of testing between ourselves and Susanne this is what we came up with which was to set course completion criteria and to enable the sub course setting so to set let's up as a sub course I'll go into that in a little bit more detail here so the first thing is the course completion criteria so for each of the 10 modules what we did was we had to individually go in and set course activity completion criteria in other words the students would have to view all of the content to view the content and to also take those formative questions and get at least 50% on those to be considered completed they can go and retake those questions as many times as they want until they get them right so really achieving that is actually it's not that difficult really and then we have our overall course completion so anybody that would complete all 10 of the modules would get a little tick at the end so they could see that the second thing is the sub course so once we got all that done the next thing was to look at setting up as a sub course so this was the recommendation from Susanne and we tested it we were really really pleased at how it worked so this would enable Electra to go to their module page and add an activity resource choose sub course and from that they would be able to select less so this would automatically register all their students on the course and to be allowed them to take all the modules and for Electra to be able to see if they had completed them at the end so that was a really key thing in kind of getting this part of it off the ground in terms of what a student will see they would see less on their own module page and they would see their progress on that particular course as well so this really I worked out really really well for us and particularly in the year that we're in now in terms of for online engagement and interaction so how it's worked out this year so far is that we have embedded it in about 18 modules across nearly all of our faculties so that means it was a compulsory element of those modules some of the lecturers chose to give marks for completing all of the courses whereas others it was just a requirement and they may be set an additional loop quiz alongside that so 1200 students over 1200 students completed all 10 of our tutorials so as I say we are very very pleased with that level of engagement we suspect that these 1200 students were probably those that had been embedded in their modules so it had been made a compulsory element to complete all 10 of them and of the 2300 plus students that accessed the course and completed at least one and in most cases it was more than one module we suspect that those were made up of students that came through access in the LRB website or through other paths to let's and some final observations we are very pleased with how successful this has been and how successful let's has been in general in delivering our information literacy programme and we really feel that that's been because we've continued to develop it over the years and following best pedagogical practices obviously so we've kept it relevant, we've kept it up to date we haven't just let it sit there in the corner we've really put the work into it and it's been reinvented as we went along also it's a real team effort in terms of the library team so as subject librarians we each have our own schools and faculties for which we liaise with and deliver our information literacy to so it's really important for something that supports all of our efforts that we all had some kind of ownership or involvement in it so we all contribute to the content and we all contribute to keeping it up to date in that way so really I think that's been the key factor in its success over the years and just kind of stepping back and looking at it when I was preparing this presentation I kind of realised how we kind of come full circle so we originally developed let's to reach those students which weren't getting those embedded classes and in fact now it's being used by academic staff to embed information literacy in their programmes and modules so it's kind of come very full circle in that regard and lastly just to say we do plan some future updates so we continually keep the content up to date which is really really important we also want to explore certificates so given a certificate of completion to anybody that has completed all 10 modules and just add more interactions and videos and you know continually keep those up to date and I'll just finish with a little bit of feedback from students so obviously you know we're happy with the numbers and the level of engagement and through our interactions with our academic staff but also really the student voice is what's really important so we're very heartened by the feedback that we received for less you know students finding it informative and interactive one student saying they defend or more confident and were able to successfully and a particular one that took me was a student that liked our father Ted example there as well so always good to get student feedback so that kind of brings me to the end of my presentation so back to you Rob now if you want. Recording so we're recording again now and it's over to you Kira. Good afternoon everyone can I just check can you hear me okay? Super. Thank you Rob and thank you everybody for joining us here today I've been delighted to be asked to attend and to speak to you today about how I've been using podcasts particularly over the last couple of months to account for alternative types of learning mainly asynchronous learning for our students in the Marino Institute of Education so to begin I suppose just to give you a little bit of flavor as to how I'm interested or why I'm interested in this area prior to taking up my current role in higher education I was a primary school teacher myself in a Desch Band 1 school in Bray in County Wicklow and when I was in the classroom I utilised podcasts in order to embed digital practice in my teaching and learning technique in the classroom and originally it was very much teacher led so I would have worked with the students to primarily I suppose improve their oral language approaches and technique vocabulary delivery all of that but then it very much became a part of the project that I took a backseat role and the students themselves started to record their own podcasts and we created our own podcast channel on SoundCloud and we would have recorded podcasts about school life we would have captured their learning doing reflective reading logs they would have done quizzes the student council and green schools started making little podcasts and recordings and then within the wider community hosting them on our blog so this is something that I've utilised for a long time and I found podcasts were really impactful there in that context because the students who maybe might have struggled to access the written word found that they found their own voice through podcasting and then also I suppose it was quite celebratory in tone and it allowed for us to capture the student voice and to share that with the school community so this is something that I've been interested in for a very long time so that leads us to where we are today and today's presentation where I hope I can kind of contextualise you know why we we went down the podcasting route in Marino podcasting in a time of Covid I really think it should be banned now blank in a time of Covid is the phrase we've heard far too frequently over the past couple of months it's almost as hateful as that pivot word which I've now banned there will be no more mention of pivot I'm very sorry I want to reflect also on how we did it what we learned from the process and reflect also on how it might work for you but also as you'll see from my presentation I was using a lot of external tools that I was then embedding on Moodle but I'm very interested to hear from other people who are using particular plugins perhaps to incorporate use of podcasting as well as individual recordings within their Moodle pages so I'd love to learn from you also so initially to begin with you know why podcasting and where does it fit into what we're trying to do so to give you a little bit of a background on myself I lecture across various education programmes in the Marino Institute of Education but this semester I actually am working across all of our teacher education programmes so I'm working with the second and third year Bachelor of Education students and also our PME students professional masters in education students so all of the students I'm working with will themselves go on and teach in the primary classroom so I always try to of course present anything that I'm doing with them as I am demonstrating the use of the tools for the purposes of supporting them in their learning but also in the hope that I am showcasing opportunities for them that they will then go out and try out these techniques themselves in the classroom so it is very much one foot in my own computer lab or in my virtual zoom classroom but also with a hope for them to find their feet in their own primary classroom as well so very much rooting it in the existing frameworks and you know Rob and I were talking in advance of today's discussion as to where podcasting would lie with the didge comp EDU and I suppose we settled on a competence 2.3 managing, protecting and sharing digital resources but in fact what you're doing with podcasting actually could be found at various different points in the framework itself and indeed within the primary context as I support my students for them to go out and our digital learning framework for primary schools in the primary school context you can find it sitting into lots of the different domains within the two dimensions of teaching and learning and leadership and management but when I work with the students I kind of I pitch it to them at the learner experience level within that domain and then within MIE of course like everybody we had to respond to the pandemic in an appropriate way and to that end our director of IT and e-learning Dr. Allison Egan presented a paper for all of us to consider to work towards a kind of a more unified approach to how we were teaching online over the last number of months and you see there I just took a screen grab from the paper that you presented that was adopted by our leadership team that has been very successful from speaking with students we were combining different elements of learning to ensure that the students were getting synchronous and asynchronous delivery to support them as they moved to learn online so you know obviously I know we have H5P fans amongst us here we would have incorporated that we really took our use of forums up a notch but actually it was the podcasting space that really interested me while I had done it before I kind of took it to the next level this semester so I suppose I saw this as an opportunity for me to look at what I was doing and to read into the context in which our students are now working and living so if you're anything like me you will listen to a lot of podcasts I swear by them to be honest with you and I found them very useful where over the last couple of months I've maybe struggled to engage with fiction texts or even the news it has been very very difficult so to escape to various different podcast channels and options that are out there was something that I really enjoyed and I realised from speaking to my students that they themselves also were in this space and I surveyed my students in advance of semester one this year and 52% of them told me that they were listening to at least four podcasts a week so I suppose I started to realise then that there was an opportunity to direct my learning or my teaching rather so that their learning in the context of what I was doing with them in creative technologies would be reflective of how they themselves are living their lives and how they're engaging with material and the outside world so how did we do it we looked at a number of different options and across our teacher education programme I would obviously within my modules a creative technology using technology within enquiry based learning and indeed another module that I teach them on communicative competence so using technology to enhance how we communicate with the wider school community and in particular parents we would look at an array of tools and I looked at how we could incorporate a selection of these within our mooder page again showcasing the use of it as a learner with the hope that they could then bring it into their practice as an educator and to try these things out on school placement and then ultimately when they end up into their own classroom so in the first instance we would have worked with audacity and that would have been something that Alison would have recommended in her paper and in the tell me about IT approach and it worked really really well but I wanted to give I suppose more opportunities to showcase how we could use it and I think that was our podcast so we were plugging in and attaching our audacity recordings within Moodle but then we were also looking at the use of other tools and I would have explored that with the students as well and I would say this has actually changed how I have interacted entirely with all of my students and I have been showing the students how they can use to just send me voice messages and I can send them voice messages in return in the hope that we can bridge the gap between my home to theirs as they learn remotely we've looked at opportunities for using zoom to record audio but the one that we I think were more successful in getting them to utilise and to experiment with was the use of anchor.fm because it incorporates obviously so seamlessly into Spotify so that worked really well for us we utilise then different types of podcasts I've just used the graphic here from anchor but I had the different recordings existed on different platforms giving them opportunities to engage with them on whatever platform they were choosing to do and we had different types of podcasts that I broadly put into three different categories I would say the first one was Revisicast type podcasts where having done a lecture on the digital learning framework I would give them a synopsis on what it was that we had looked at that day then I would have given them the opportunity to have exposure to podcasts that were more like fireside chats where they would have normally been the type of lectures where I would have had a guest lecture come in so I would have recorded in that way and they could listen to it in their own time so that was the type of lecture content that would not necessarily need to be delivered in a synchronous way it would be referring say for example to assignments giving them an idea of what would be the expectations of the assignment due dates etc so they were the opportunities that I took to utilise a podcasting so what did we learn I did a midterm survey with them and then I did an exit survey with them last week when our teaching term ended and the podcasts were really well reviewed and across all of the different year groups and I thought it was interesting that the second year and their module is on inquiry based learning they seemed to really like that I was giving them an opportunity to try something that I wanted they themselves to be able to do but they were not able to do anything in the classroom the third year is kind of reflecting upon the idea that it allowed them to review content in an alternative way so of course they all had become zoombies over the last number of weeks withering away behind laptops and it was a really nice thing to be able to give them an opportunity to go walk the dog, get a cup of coffee and to have me in their ear for how we're all living during COVID and their learning was changing as a result and again the PMEs liked that this is reflective of their own interests anyway so it was something that they enjoyed so I would have embedded it on Moodle as I said but I really would like at this stage this was very much experimental over the last couple of months I would like to be able to analyse I suppose the level of engagement within Moodle so looking at plugins and everything going forward but I suppose over the last couple of months I did like the degree of flexibility that it gave the students allowing them to listen on different channels, different platforms so I suppose it's now I suppose putting it out there how do you think it could work for you across the programmes you're working in and the students you're working with to give it a go and again I'd just love to hear from anybody who is currently utilising podcasts at whatever level to work with their students my Twitter contact or my Twitter handle rather is down below reach out, get in contact and again if anyone has any questions or any suggestions in the chat I'd love to hear from you