How to use a library to supplement learning

How to use a library to supplement learning

When you design or teach an online course, it’s critical that your objectives, assessments, and instruction align with one another. Creating this type of cohesive structure isn’t just for your own benefit; it helps students, other instructors, and even deans or department chairs understand why every course component exists in conjunction with the others. Although having tight alignment is an efficient way of designing an online course, it does have its drawbacks. What about students who want to know more about a topic? Or what about those who need additional help meeting a particular objective? One way of addressing these needs is through the use of supplemental resources.

Supplemental resources refer to any nonrequired instructional materials included in an online course. Simply put, they’re materials students can engage in, not materials they have to engage in. Although adding supplemental resources can create a gray area when it comes to your course’s design and context, when used appropriately, these types of resources can encourage learning, enhance student motivation, and even provide support for students who need it. This article will provide course facilitators and course writers with suggestions on how to use these types of resources in their online course.

Selecting Supplemental Resources

As with all elements of an online course, you must select supplemental resources carefully. Although supplemental resources are not a part of the Course Design Triangle, you can still use this model to help you choose these materials. First, consider your course context—your students, your course’s place in its program sequence, your class size, and any other unique identifying factors for your course. With this in mind, consider some of the following questions when selecting supplemental resources:

How to use a library to supplement learning

  • What are my students interested in?
  • How do my students learn best?
  • What are my students’ learning preferences?
  • What content covered in other courses in my program can I review?
  • What future content can I preview?

In addition to your course context, your learning objectives, assessments, and instructional materials all play a critical role in the selection of your supplemental resources. Supplemental resources can enhance these elements of your course, and can also add to the structure you’ve put in place for your students. For example, if you know about your students’ personal interests, you can include supplemental materials tailored to those interests. Or you can provide real-world examples and materials, which encourages learning and practical application.

Including Supplemental Resources

As with other elements of your online course, it’s also important that you add supplemental resources both purposefully and strategically. Students in your course should know that these resources are optional, not required. For example, you can label them as supplemental resources or group them together in their own module. Labelling can prove helpful if you want to include the resources as part of a specific module, whereas a stand-alone module might be better if you are going to use your supplemental resources throughout the entire course. There are many ways to include supplemental resources in your course, so consider what works best for you, your students, and your course.

Using Supplemental Resources to Encourage Learning

Supplemental resources can be a powerful tool for encouraging students to stay up-to-date in your field. By including resources that are related to your learning objectives, students can continue to explore topics that are of interest to them, which can increase their motivation in subsequent modules or courses in your field. In this respect, supplemental resources encourage exploratory learning and help students stay up-to-date with what’s occurring in the industry. And because they’re optional, students don’t have to stress about completing them. This can help you design for the margins; for example, students who might have mastery of a module’s objectives (or accelerate through them) have relevant resources in which they can engage if they choose.

Remember: Always clearly label your supplemental resources as such. Although these resources can encourage additional learning, if they’re not labeled as optional or supplemental, they can distract students who don’t want to read or take part in them. As with all aspects of the online classroom, clarity is key!

Using Supplemental Resources to Provide Support

Supplemental resources aren’t solely limited to encouraging exploratory or additional learning. You can also include supplemental resources in your course to help students who might struggle or need additional support. By doing so, you provide students who might otherwise find the course difficult with additional opportunities to succeed. This can take one of two forms:

  • Proactive support: These are the resources you select during the instructional design process. It can also refer to materials you add during course enhancement to address areas where students have struggled in past offerings of the course. When providing this type of supplemental resources, you anticipate areas you think students might find tough or problematic.
  • Reactive support: These are resources you disseminate during course delivery, typically in conjunction with formative assessment results. For example, if students struggle with an assessment and aren’t making progress toward learning objectives, you could send out supplemental resources to help them succeed.

Regardless of whether you use supplemental resources proactively or reactively, it’s important to remember that they shouldn’t be required course elements. In this respect, these resources aren’t necessary for students to achieve learning objectives and should instead focus on providing support to students if they choose to take it. Supplemental resources do not take the place of proper scaffolding in the online classroom.

Conclusion

Supplemental resources can be a powerful tool in your online course. When used appropriately (and not distractingly), they can help motivate, engage, and support students as they make their way through other course elements. By considering your course context and the other components of the Course Design Triangle, you can create valuable opportunities for your students to explore your content area and find support in more difficult times.

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How to use a library to supplement learning

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How to use a library to supplement learning

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How to use a library to supplement learning

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Feel free to include this supplementary text in your syllabi to help inform your students of the resources available to them from the Learning Commons!

*note – the Learning Commons is not open for face-to-face tutoring until further notice. However, online tutoring is available. For online tutoring information, please visit https://learning.untdallas.edu/faqs-online-tutoring

Learning Commons Tutoring Services

The UNT Dallas Learning Commons offers free, one-on-one or group tutoring services to all enrolled students at UNT Dallas. We are located on the 2nd Floor of the Student Center (above Starbucks and below the Library). To make an appointment, browse our online resources, or see a list of our student FAQ’s, please visit https://learning.untdallas.edu/.

For questions and assistance making appointments, contact us at [email protected] (for Writing Tutoring) or [email protected] (for STEM Tutoring).

We offer tutoring for the following subjects: writing, math, science, computer science, accounting, and statistics.

Writing Center

All Writing Tutoring is done through the Writing Center. Our goal is to help students become better writers. We will work with you on any type of written project for any course in which writing is required and can help you at any stage of the writing process (from brainstorming and outlining to citing and looking over a final draft).

Although our Face-to-face Appointments have been paused due to COVID-19, we offer two online tutoring options for students: Email Tutoring and Zoom Tutoring.

For Email Tutoring Appointments, you will submit your paper to us, and a tutor will review it, type feedback in the comments, and email it back to you by the end of the appointment. This is a convenient option if you are not available to meet with a tutor but would like some feedback.

For Zoom Tutoring Appointments, you will meet with the tutor in a real-time video session. You can share your screen with your paper and read and discuss it together with your tutor. This is a great option for you to ask questions and talk through your ideas.

To make the best use of your time, please bring as much information as possible to your appointment (assignment, instructions, grading rubric, specific questions/concerns).

Math Lab

All STEM Tutoring (math, science, computer science, accounting, statistics) is done through the Math Lab. Our goal is to help students gain the study skills and content comprehension to be successful in exams, courses, and work beyond graduation. We will help you understand and retain the concepts covered in class and will work through practice problems and examples to prepare you to answer homework and exam questions on your own.

Although our Face-to-face walk-in Tutoring sessions have been paused due to COVID-19, we offer Online Tutoring Appointments through Zoom. In these real-time video sessions, you will work with a tutor on your questions. Zoom provides the option to share your screen to show documents or use a virtual whiteboard.

To make the best use of your time, please bring as much information as possible to your tutoring session (assignment, instructions, textbook, class notes, specific questions/concerns).

Smarthinking

If you need tutoring for subjects we do not offer, or if you need assistance outside of our operating hours, you can take advantage of a third-party online tutoring service, SMARTHINKING, which is free for all enrolled UNT Dallas students. To get more information about this service, visit https://learning.untdallas.edu/smarthinking.

Students can submit questions and receive an answer via email, can log-in for on-demand/drop-in tutoring sessions, and can schedule appointments for one-on-one tutoring. Drop-In tutoring is typically available 24/7 during the school year and are conducted within a virtual whiteboard environment, which provides real-time collaboration. Prescheduled sessions are available and offline questions also are accepted for response within 24 hours.

How to use a library to supplement learning

Rachel Watson , Christine Boggs , Ashley Driscoll , University of Wyoming, United States

EdMedia + Innovate Learning , Jun 24, 2013 in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE) , Waynesville, NC

Abstract

Accumulating research indicates that computer simulation, in the form of virtual labs, can provide many benefits to traditional hands-on labs. Beginning in the fall of 2005 online labs, called the Virtual Edge, were developed and used as supplemental material for the General and Medical Microbiology lab classes at the University of Wyoming. The primary purpose of this study was to compare the acquisition of practical laboratory knowledge and skills between students using the online labs and those assessed by a traditional paper-based quiz. Twenty-six labs were designed and developed consisting of text, video, audio and interactive web content mirroring the information in the lab manual. Overall our findings support predictions that the combined use of dry labs and wet labs significantly and positively impact students’ practical laboratory knowledge in microbiology. Further, our survey data show a positive attitude towards these online, virtual labs.

Citation

Watson, R., Boggs, C. & Driscoll, A. (2013). Is There a Virtual Edge? An Investigation of the Use of Virtual Labs to Supplement Traditional Microbiology Labs. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013–World Conference on Educational Media and Technology (pp. 2353-2363). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2021 from https://www.learntechlib.org/primary/p/112298/.

© 2013 Association for the Advancement of Computing in Education (AACE)

References

  1. Adams, D.L. (1998). What works in the non-majors’ science laboratory. Journal of College Science Teaching, 28, 103-108.
  2. Akpan, J.P., & Andre, T. (2000). Using a computer simulation before dissection to help students learn anatomy. Journal of Computers in Mathematics and Science Teaching, 19(3), 297-313.
  3. Alessi, S.M., & Trollip, S.R. (1985). Computer-based instruction: Methods and development. Englewood Cliffs,
  4. Dimitrov, D.M., & Rumrill, P.D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159165.
  5. Eichinger, D.C. (1997). Evaluating computer lab modules for large biology courses. Paper presented at the Paper
  6. Gardiner, P.G., & Farragher, P. (1997). The quantity and quality of biology laboratory work in british columbia
  7. Guy, J.F., & Frisby, A.J. (1992). Using interactive videodiscs to teach gross-anatomy to undergraduates at the Ohio-State-University. Academic Medicine, 67(2), 132-133.
  8. Inelstud, D. (1986). Frogs. The American Biology Teacher, 48, 435-436.
  9. Johnson, T.E., & Gedney, C. (2001). Learning Support Assessment Study of a Computer Simulation for the Development of Microbial Identification Strategies. Journal of Microbiology& Biology Education, 2(1).
  10. Leonard, W.H. (1985). Biology instruction by interactive videodisc or conventional laboratory: A qualitative
  11. Leonard, W.H. (1992). A comparison of student performance following instruction by interactive videodisc versus conventional laboratory. Journal of Research in Science Teaching, 29(1), 93-102.
  12. Leventhal, J.S., Walman, L.B., & Merkel, S.M. (2000). An Evaluation of Computer-Based Instruction in Microbiology. Journal of Microbiology& Biology Education, 1(1).
  13. Mackenzie, I.S. (1988). Issues and methods in the microcomputer-based lab. Journal of Computers in Mathematics and Science Teaching, 7, 12-18.
  14. Martinez-Jimenez, P., Pontes-Pedrajas, A., Polo, J., & Climent-Bellido, M.S. (2003). Learning in chemistry with virtual laboratories. Journal of Chemical Education, 80(3), 346-352.
  15. Nakhleh, M.B., & Krajcik, J.S. (1993). A protocol analysis of the influence of technology on students’ actions,
  16. Ramp, P. (2002). Computer based investigative laboratory experiences for distance learners in biology. Paper
  17. Sneddon, J., Settle, C., & Triggs, G. (2001). The effects of multimedia delivery and continual assessment on student
  18. Strauss, R., & Kinzie, M.B. (1994). Student achievement and attitudes in a pilot study comparing an interactive videodisc simulation to conventional dissection. American Biology Teacher, 56(7), 398-402.
  19. Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
  20. Tomalty, L., & Van Melle, E. (2002). Using Computer Technology to Foster Learning for Understanding. Journal of Microbiology& Biology Education, 1(1), 7-13.
  21. Watson, R.M., & Boggs, C.N. (2008). Vodcast Venture: How Formative Evaluation of Vodcasting in a Traditional

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

As you visit classrooms, you probably notice that most, if not all, of those classrooms use a standard textbook series. The reasons for this are many, depending on the design and focus of the curriculum, the mandates of the administration, and/or the level of expertise on the part of classroom teachers.

Jabberwocky

A textbook is a collection of the knowledge, concepts, and principles of a selected topic or course. It’s usually written by one or more teachers, college professors, or education experts who are authorities in a specific field. Most textbooks are accompanied by teacher guides, which provide you with supplemental teaching materials, ideas, and activities to use throughout the academic year.

Textbooks provide you with several advantages in the classroom:

Textbooks are especially helpful for beginning teachers. The material to be covered and the design of each lesson are carefully spelled out in detail.

Textbooks provide organized units of work. A textbook gives you all the plans and lessons you need to cover a topic in some detail.

A textbook series provides you with a balanced, chronological presentation of information.

Textbooks are a detailed sequence of teaching procedures that tell you what to do and when to do it. There are no surprises—everything is carefully spelled out.

Textbooks provide administrators and teachers with a complete program. The series is typically based on the latest research and teaching strategies.

Good textbooks are excellent teaching aids. They’re a resource for both teachers and students.

Fire Alarm

Some textbooks may fail to arouse student interest. It is not unusual for students to reject textbooks simply because of what they are—compendiums of large masses of data for large masses of students. Students may find it difficult to understand the relevance of so much data to their personal lives.

Use Textbooks Wisely

A textbook is only as good as the teacher who uses it. And it’s important to remember that a textbook is just one tool, perhaps a very important tool, in your teaching arsenal. Sometimes, teachers over-rely on textbooks and don’t consider other aids or other materials for the classroom. Some teachers reject a textbook approach to learning because the textbook is outdated or insufficiently covers a topic or subject area.

As a teacher, you’ll need to make many decisions, and one of those is how you want to use the textbook. As good as they may appear on the surface, textbooks do have some limitations. The following table lists some of the most common weaknesses of textbooks, along with ways of overcoming those difficulties.

Weakness Student Difficulty Ways of Overcoming Problem
The textbook is designed as a the sole source of information. Students only see one perspective on a concept or issue. Provide students with lots of information sources such as trade books, CD-ROMS, websites, encyclopedias, etc.
Textbook is old or outdated. Information shared with students is not current or relevant. Use textbook sparingly or supplement with other materials.
Textbook questions tend to be low level or fact-based. Students assume that learning is simply a collection of facts and figures. Ask higher-level questions and provide creative thinking and problem-solving activities.
Textbook doesn’t take students’ background knowledge into account. Teacher does not tailor lessons to the specific attributes and interests of students. Discover what students know about a topic prior to teaching. Design the lesson based on that knowledge.
Reading level of the textbook is too difficult. Students cannot read or understand important concepts. Use lots of supplemental materials such as library books, Internet, CD-ROMs, etc.
The textbook has all the answer to all the questions. Students tend to see learning as an accumulation of correct answers. Involve students in problem-solving activities, higher-level thinking questions, and extending activities.

Think of a Textbook as a Tool

I like to think of textbooks as tools—they are only as good as the person using them. A hammer in the hands of a competent carpenter can be used to create a great cathedral or an exquisite piece of furniture. In the hands of someone else, the result may be a rundown shack or a rickety bench. How you decide to use textbooks will depend on many factors.

Expert Opinion

Remember, no textbook is perfect, and no textbook is complete. It is but one resource at your disposal. Use it as a blueprint, a guidebook, or an outline.

I would like to add a personal note of caution here: do not make the mistake of basing your entire classroom curriculum on a single textbook. The textbook needs to be used judiciously. A carpenter, for example, doesn’t use only a hammer to build a magnificent oak chest. She may use a plane, chisel, saw, sander, or any number of tools to create the masterpiece she wishes to build. A great classroom program, just like a great piece of furniture, needs many tools in its construction.

When thinking about how you want to use textbooks, consider the following:

Use the textbook as a resource for students, but not the only resource.

Use a textbook as a guide, not a mandate, for instruction.

Be free to modify, change, eliminate, or add to the material in the textbook.

Supplement the textbook with lots of outside readings.

Supplement teacher information in the textbook with teacher resource books; attendance at local, regional, or national conferences; articles in professional periodicals; and conversations with experienced teachers.

The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library”s vast digital collections.

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How to use a library to supplement learning

Finding sources (scholarly articles, research books, dissertations) for your literature review is part of the research process, a process that is iterative–you go back and forth along the process as new information is gather and analyze until all necessary data is acquire and you are ready to write. The main steps in this research process are:

Planning: Before searching for articles or books, brainstorm to develop keywords that better describe your research question.

Searching: While searching take note of what other keywords are used to describe your topic and use them to do more searches

♠ Most articles include a keyword section

♠ Key concepts may change name through time so make sure to check for variations

Organizing: Start organizing your results by categories/key concepts or any organizing principle that make sense for you. This will help you later when you are ready to analyze your findings

Analyzing: While reading, start making notes of key concepts and commonalities and disagreement among the research articles you find.

♠ Create a spreadsheet document to record what articles you are finding useful and why.

♠ Create fields to write summaries of articles or quotes for future citing and paraphrasing.

Writing: Synthesize your findings. Use your own voice to explain to your readers what you learn about the literature your search; its weaknesses and strengths; what is missing or ignore

Repeat: at any given time of the process you can go back to a previous step as necessary

Paper Information

Journal Information

International Journal of Nursing Science

p-ISSN: 2167-7441 e-ISSN: 2167-745X

Effectiveness of Video Presentation to Students’ Learning

  • Abstract
  • Reference
  • Full-Text PDF
  • Full-text HTML

Gia Lenn L. Mendoza, Lawrence C. Caranto, Juan Jose T. David

College of Nursing, Benguet State University, La Trinidad, Benguet, Philippines

Correspondence to: Gia Lenn L. Mendoza, College of Nursing, Benguet State University, La Trinidad, Benguet, Philippines.

Email:

This study was conducted to identify the effectiveness of video presentation to students’ learning. This was derived due to the changes and updates the world has to offer on enhancing student’s wisdom. Instructors and even students rely or use educative videos to learn, compare and understand concepts. The use of video is only beginning to meet the needs of today’s and tomorrow’s learners. Using videos in teaching is not new. It was proposed that videos are effective when used to develop information literacy, using a student survey to measure the effectiveness of video lectures. Video based materials boost students’ creativity and cooperation. Access to video can help motivate students and create a distinctive context for their learning experience. Questionnaires were administered to 224 students of Benguet State University to measure effectiveness of video presentation to student’s learning. From the outcomes, it was found out that there is no significant difference on students’ perceptions of the effectiveness of video presentation to students’ learning when grouped according to sex. Moreover, results revealed that a significant difference exists among students’ perceptions of the effectiveness of video presentation when grouped according to their academic level. Furthermore, it is revealed that the level of effectiveness of video presentation to students learning is highly effective.

Keywords: Effectiveness, Video presentations, Students’ learning, Year level