MCQs for a Virtual Learning Environment

1. MCQs for a Virtual Learning Environment Karen M. Smith University of York kms3@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

6. 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.

7. 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 • Sessions 10 – Week 25 • Exam (mcq quiz & database test) – TH, IJC, KS & JC

8. Why Use MCQ’s • 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

9. 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:

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

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

12. 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.

13. 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.

14. 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.

15. 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

16. Implementation • Blackboard can be used to score the MCQ’s • 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.

17. 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.

18. So it’s 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@york.ac.uk tel: 01904 321354 fax: 01904 321383 >