MCQs for a Virtual Learning Environment

1
MCQs for a Virtual Learning Environment

• Karen M. Smith
• University of York
• kms3_at_york.ac.uk

2
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

3
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.

4
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.

5
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

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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.

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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
•  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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Why Use MCQs

• Setting aside pedagogical theory
• Feedback from students informed us that they
  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

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MCQ Design How to Do it

• Requests over lis-nursing and lis-medical and
  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

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MCQ Design ctd.

• 1 hour exam based in IT classroom. 30 minutes of
  MCQs and a 30 minute database search to answer a
  clinical question.
• Format of the MCQs agreed with our IT Lecturer.
  Total of 30 questions - 15 questions on IT
  Literacy and 15 on Information Retrieval Skills.

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MCQ Design ctd.

• Questions based on the module learning objectives
• Short question and four alternative answers
• Both sets of MCQs peer reviewed by each other
  and the Subject Librarian.
• A bank of questions has been created -requested
  by the Health Sciences Exam Board.

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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.

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Learning Outcomes ctd.

• Introduction to Electronic Resources
• Know how to access subject-related web-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.

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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.
•  

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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

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Implementation

• Blackboard can be used to score the MCQs
• 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 Evidence-Based
  Practice.

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Future Applications

• Intend to roll out into the second and third year
• Feedback from students indicates that this would
  be effective if used
• Regularly throughout the year
• In conjunction with other modules to increase
  relevance
• May eventually aid in reducing contact time for
  basic skills teaching.

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• So its 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

19
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 kms3_at_york.ac.uk
• tel [phone] fax [phone] gt