Browsing by Subject "iPad"

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    Health Fact Or Fiction: Utlizing an iPad Flashcard App to Engage and Educate Fair Attendees.
    (2017) Chew, Katherine; Beschnette, Anne
    Objectives/Purpose: Attracting fair attendees to stop and interact with library staff about health information resources has always been a timeless problem, especially when you are competing against other, more “flashier” exhibits within the immediate area. The challenge is to come up with a way to captivate people and engage them long enough to enlighten them about reliable health information resources. Methods/Brief Program Description: Since the mid-2000s, the Health Sciences Libraries has staffed a booth at their state fair highlighting NLM and library resources and services. In 2014, the booth staff debuted a new attraction – a health fact or fiction quiz that utilizes an iPad flashcard app. The quiz consists of health related questions, where the quiz taker would guess true or false, and then tap the iPad screen to see the answer or swipe to the next question. All of the answer pages contain the answer, a short explanation about why it was true or false and a url(s) to a health information resource. The initial quiz consisted of seven true / false questions and the following year this was expanded to fourteen questions. The questions were selected to cover a wide variety of health topics designed to provoke discussion about health information. Results/Outcome: We had very engaged people who had fun trying to guess the medical device and the health true or false quiz had participants actually reading the information as to why a question's answer was true or false with a few friendly discussions about why a certain question was true versus false based on changing health information. We expected most people to try to answer just a few questions, but many cycled through all of the questions and a few even tried both quizzes. Comments received after taking the quizzes included “that was really interesting” or “I learned a lot.” Conclusion: Fair attendees greatly enjoy participating in games and are very willing to spend the time at an exhibit where their brains are also engaged. The quizzes are a great way to connect with exhibit visitors by providing a setting that encourages shared story-telling and provides the opportunity to discuss a wide variety of health information, both from the aspect of what people think they know to opening up avenues of new knowledge and understanding.
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    Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators
    (2020) Arendale, David R.
    This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.
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    Lessons learned in 2020 from taking postsecondary peer assisted learning programs online: Raw survey data
    (2020) Arendale, David R.
    With the end of the spring 2020 academic term, a national survey was conducted to identify best practices of college educators regarding how they moved their traditional face-to-face tutoring and small group tutoring programs online due to Covid-19 pandemic. This document contains the results of that survey. (Methods) In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. (Results) Their comments were candid and honest about the things that went well and those that did not. The survey statements were grouped into six categories that included: needed equipment and meeting software, approaches and activities, program evaluation, expectations for participants and students leaders, and more. (Implications) Best education practices for providing online academic support were shared that can be studied by others as they make plans for fall 2020 academic term which may be offered online.