Analysing informed learning at Maastricht University.

Autor/inn/en	Jongen, Stefan; Pichel, Jaro; Vernimmen-De Jong, Frederike; Hospers, Harm
Titel	Analysing informed learning at Maastricht University.
Quelle	Aus: Botte, Alexander (Hrsg.); Libbrecht, Paul (Hrsg.); Rittberger, Marc (Hrsg.): Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019. Frankfurt am Main: DIPF (2021) S. 19-33 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
URN	urn:nbn:de:0111-pedocs-178821
Schlagwörter	Lernen; Lernprozess; Lernverhalten; Lernmethode; Informationskompetenz; Analyse; Information; Informationsverarbeitung
Abstract	Learning and teaching should be at the forefront of innovation through the informed use of a wide range of evidence contextualised to the specific circumstances of the institution and discipline. Maastricht University (UM) puts emphasis on analysing learning and important 21st-century skill development, such as information literacy skills. Informed learning is a distinct way to approach information literacy in that it addresses the functional, situated and critical nature of learning to deal with information. However, we have limited insight to what extent informed learning practices occur. The aim of the present paper is to answer the question how we can analyse informed learning at Maastricht University. More specifically, in what way can we collect data about the link between information and the learning process to receive insights from both teachers and students? The present paper reviews several studies, which described how to analyse information as part of the learning process. In conclusion, these are the three most important recommendations for the UM regarding analysing informed learning: 1) Analyse to what extent the functional, situated, and critical approach of informed learning are practiced with a mixed approach, 2) Quantitatively and qualitatively analyse the issues related to information use within the learning process in a student and teacher population by means of surveys, focus groups, and course syllabi. 3) Use both formative and summative assessment to measure information literacy skills. Data can thus be collected from several perspectives (e.g. institutional, teachers, and student). By collecting these data, we can increase the awareness regarding information literacy as part of the learning process. In addition, these data can provide input for useful interventions to optimise information literacy education at the UM in order to provide students with one of the most essential skills for their future career. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2