CST 111 Learning Environment 2024 PDF

. LANDMARK UNIVERSITY CST 111 – USE OF LIBRARY, STUDY SKILLS AND INFORMATION COMMUNICATION TECHNOLOGY LEARNING ENVIRONMENT: THE LIBRARY PERSPECTIVE Introduction Learning environment as a significant and integral part of the learning pr...

. LANDMARK UNIVERSITY CST 111 – USE OF LIBRARY, STUDY SKILLS AND INFORMATION COMMUNICATION TECHNOLOGY LEARNING ENVIRONMENT: THE LIBRARY PERSPECTIVE Introduction Learning environment as a significant and integral part of the learning process has received considerable attention from educational researchers in the past decades. In recent years, the learning environment has been considered increasingly as one of the crucial factors associated with students' cognitive, psychomotor, and affective learning outcomes. It is therefore important to be more aware of its role in educational developments in Nigeria, particularly more so in the midst of changing social behaviour. Learning is the foundation on which society rests, and information and knowledge are the critical elements in that foundation. The availability and quality of information needed which when applied becomes knowledge is based on the robustness of the collections in the library, access to these materials and the use of these resources to support, teaching, learning and research. Definition of Learning The term Learning is difficult to define. Psychologists usually define it as a relatively permanent change or modification in behaviour brought about by activity, practice, experience or exposure to conditions in the environment. Permanence of change in behaviour means that the change must persist for some time. The above definition excludes change in behaviour produced by fatigue or other transitory conditions such as effect of alcohol or drug, sleep etc. For example a person who moves from a rural area to a busy street in a city might experience some difficulty in sleeping on the first night because of noise from passing vehicles. But after a few nights such individual could sleep without noticing the noise. To some psychologists this change in behaviour involves a modification of responses as a result of exposure to stimuli. Behaviourists believe that learning occurs through associational connection between stimulus and response. They see the learner as a machine, a robot, or passive reactionists to external forces (stimulus) or change in environment. Although the theorists recognize the inherited capability and maturation in problem solving, they do not rely on them in explaining behaviour. Instead they stress the role of environment in behavior development and that learning is a mere change in the product (behaviour) of the machine (learner). Change in behavior is seen in terms of cause (stimulus) and effect (response). The cognitive theorists assume that the learner has inherent and qualitative capability which enables him to participate actively in the learning process. The learner has a goal, is an active entity and not passive. There are central brain processes involved in his goal-seeking behaviour. Change in behaviour is seen in terms of structure-function rather than cause-effect. Pollard and Tann (1990) considered learning as the processes by which skills; attitudes, knowledge and concepts are acquired and understood, applied and used, or progressive and extended. It should not be confused with mere completion of tasks. Learning is usually taken for granted as a natural process. Indeed much of the time we are not aware that learning is taking place; it is only when we experience difficulties that we become aware of its complexity. So, what do we really know? We now have much more scientific knowledge about how the brain functions and we are just beginning to explore the implications of this understanding and the consequent impact upon learning. We know that learning is a social activity and is fundamentally about making connections. Stoll et al. (2003) noted that learning is intellectual, social and emotional. It is linear and erratic. It happens by design and by chance. We all do it and take it for granted, even though we do not have a clear understanding of what it means or how to make the most of it. Most human activities in the cognitive, psychomotor and affective domains are learnt. These activities include perception, reading, swimming, driving, singing, interpersonal relationships, morals and values. The fact that activities of learning are observable leads to a distinction between learning and performance. Summarily, learning is a relatively permanent change in behavior based on an individual's interactional experience with its environment. To say that learning is relatively permanent is to emphasize that behavior is flexible and not genetically pre-programmed in any form or function. In other words, it is the knowledge or skills acquired through experience or study or by being taught. Importance of Learning 1. Learning helps to get informed, when applied it translates to knowledge that empowers. 2. It enlightens and frees one from ignorance 3. It trains the mind and sharpens intellectual acumen 4. Learning is a change agent. The essence of learning is that the principles learned should be used to solve a wide range of day to day problems that the learner comes across. 5. It is therapeutic – biblio-therapy. It helps to broaden and deepen someone’s understanding of a particular problem that requires solution. For instance, written materials may educate a client about particular disorder or be used to increase the client's acceptance of a proposed treatment of the disorder. Levels of Learning (The 6 levels of Bloom's taxonomy of the cognitive domain) Researchers in cognitive theory and education have used Bloom’s (1956) taxonomies of learning severally. Bloom and colleagues identified three learning domains: a) The cognitive domain - involves thinking of all sorts b) The affective domain - includes feelings, emotions, attitudes, values, and motivations. c) The psychomotor domain - includes physical movement, coordination, motor and sensory skills. The most widely used of Bloom’s taxonomies is for the cognitive domain. Hence, only cognitive domain will be considered further. The levels of this taxonomy are considered to be hierarchical. That is, learners must master lower level objectives first before they can build on them to reach higher level objectives. The levels are also understood to be successive, so that one level must be mastered before the next level can be reached. The original levels by Bloom et al. (1956) were ordered as follows: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. According to Bloom, the acquisition of facts (knowledge) marks only the beginning of understanding. The facts must be understood (comprehension) before they can be applied to new situations (application). Knowledge must be organized and patterns recognized (analysis) before it can be used to create new ideas (synthesis). Finally, to discriminate among competing models or evidence, the learner needs to be able to assess (evaluation) the relative merits and validity of information or ideas. Clearly, to attain the level of understanding that makes “evaluation” possible requires significant time and effort by the learner. Such a sophisticated level of understanding is not easily attained by simply reading a book or hearing a lecture. It requires active thought and reflection. The taxonomy is presented and further explained below in two broad groups or levels of learning namely active and passive learning. The degree of assimilation or understanding in a learning process is a function of the level at which the learning encounter took place. The Passive Level of Learning 1. Knowledge: Recall data or information. It represents the lowest level in Bloom's taxonomy. It is "low" only in the sense that it comes first - it provides the basis for all "higher" cognitive activities. E.g. Recite a policy; Quote prices from memory to a customer; knows the safety rules. 2. Comprehension: Understand the meaning, translation, and interpretation of instructions and problems. Stating a problem in one's own words. E.g. rewrites the principles of test writing; explain in one's own words the steps for performing a complex task; translates an equation into a computer spreadsheet. 3. Application: refers to using knowledge or principles in new or real-life situations. The learner at this level solves practical problems by applying information comprehended at the previous level. Applies what was learned into real life situations. E.g. Use a manual to calculate an employee's vacation time; Apply laws of statistics to evaluate the reliability of a written test. Passive learners generally receive knowledge and learn things by memorizing them and repeating what has been learned. This is a very poor strategy when used with assessments and at work this passive approach will lead to being allocated repetitive and boring tasks. The Active Level of Learning 4. Analysis: Breaking down complex information into simpler parts and separates them into component parts so that its organizational structure may be understood. E.g. using logical/statistical deduction on raw data; Recognize logical fallacies in reasoning; Gathers information from a department and selects the required tasks for training. 5. Synthesis: Building a structure or pattern from diverse elements. To put parts together to form a whole, with emphasis on creating a new meaning or structure. In other words, creating something that did not exist before by integrating information that had been learned at lower levels of the hierarchy E.g. write a company operations or process manual; Design a machine to perform a specific task; Integrates training from several sources to solve a problem; Revise a process to improve the outcome. 6. Evaluation: This is the highest level of Bloom's hierarchy. It consists of making judgments based on previous levels of learning to compare against a designated standard and criteria. E.g. select the most effective solution; Hire the most qualified candidate; Explain and justify a new budget. One of the most successful strategies for achieving success at any educational level and in the workplace is to become an active learner. Active learning involves using more than one sensory mode to absorb information and place such information in context. Active learners do not just read; they engage with the words on the page by being critical of what has been written. They also write as they read so as to use their eyes, brain and hands Active and Passive Learning Factors that Influence Learning Learning can be influenced by internal or external environmental factors associated with the learner and his environments. Internal factors: the learner bears the internal conditions that influence learning. These include: 1. Previous experience or knowledge: This is the amount of relevant knowledge or conceptual background which the learner has. For example knowledge of addition can facilitate learning of multiplication in mathematics. 2. Readiness/maturation: This defines the level of preparedness of the learner for learning a concept. Someone has to be at a certain stage of  maturation/academic level, mentally or physically, before certain learning tasks can be successfully accomplished. 3. Personality factors: These include the interest, motivation, aptitude, intellectual capacity, adjustment and level of aspiration of the learner. For example, if a student has no interest in school or in a subject matter, he will not learn properly. Also poor intellectual capability or low IQ can hinder learning. 4. Physical Defects: Physical defects like difficulty in seeing, hearing, malfunctioning of the central nervous system, can influence learning. 5. Fatigue: Fatigue of the eye and muscles also hinders learning capacity. Related to this is the effect of drugs, smoking or alcohol. 6. Anxiety: while mild anxiety is sometimes necessary for effective learning, excessive anxiety hinders learning effectiveness. External factors: the environmental factors of the residence, classroom, the library, the school, and community can determine to a large extent how well someone can learn. Enriched environment will foster learning while impoverished environment will impede learning. 1. Availability and accessibility of the right learning materials: The quality of teaching, learning and research in any institution is based on the robustness of the collection of the library both in physical books and the electronic resources. The opportunity to access these materials is premium as information availability does not connote accessibility. The use of the materials is the essence of library services. Library has been affirmed as the pivot on which learning rests. It is so cardinal to teaching and learning process as most institutions depend on library as the source of information dissemination to uphold teaching, learning and research.  2. Aesthetics in the learning environment: the presence of appropriate paintings and decorations in the library or classroom can be attractive and appealing to learners and therefore aid learning. 3. Serenity of the learning environment: A serene environment helps to ensure a successful and memorable learning encounter for the learner. An ideal learning environment should be clean with a suitable seating arrangement. 4. Time: Time distribution is an important factor in learning. Efficient learning is organized in small units each taking place over a fraction of the total time. While short periods are ineffective in learning, long periods are uneconomical. A learning technique is regarded as being more efficient than others if such a method allows one to learn a task at a much shorter time than another method. 5. Task characteristics: The characteristics of the task to be learned determine the ease or difficulty in learning the task. For example, in reading comprehension, the shape of the words, the meaningfulness and usefulness of the learning task, word arrangement and sentence structure are important task characteristics that influence learning. 6. The cues provided: Learning is greatly influence by the nature of the cues provided to guide learning. 7. Incentives: Incentives serve as goals which guide students’ behaviour toward the achievement of the goals. Attainment of learning goals is easier if incentives are provided for the learner. 8. Feedback: Provision of knowledge of correct or wrong response to the learner influences learning. What is Active Learning  Active Learning: Simply mean “doing something” to help aid in learning   Examples of Active Learning:  Attending class  Taking notes  Reading Assignments  Studying from materials  Listening in class An active learner displays the following actions: (Active Study Habits)  Asks questions during lectures or demonstrations.  Records accurate notes/examples and refers to them often.  Attempts every assigned problem and seeks immediate help with those that are beyond his/her current understanding.  Uses every minute of class time to work on assigned tasks.  IMMEDIATELY after returning from an absence, obtains notes, assignments and concepts learned from the teacher or another student  Turns in complete homework packets, on time and legibly written with work shown. Being an Active Learner you  Feel empowered  Are in control of what you learn and how you take it in  Know gaining knowledge is rewarding and gives a better sense of self and self-worth  Gaining purpose for the assignment and the class – responsibility  Find an appropriate study place that is right for you  The attitude that you can deal with any situation that you come across  Know the 5 W’s and H: Who, what, where, when, why, and how Passive Learning  Passive Learning: Doing nothing while learning  Osmosis: The process of learning or picking up ideas without conscious effort  Examples of Passive Learning:  Daydreaming  No note taking  Not doing assignments/homework  Not asking for help  Studying for things the night before  Skipping class  Repeating mistakes  Not participating in class Framework for 21st Century Learning  P21's Framework for 21st Century Learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work, life and  citizenship, as well as the support systems necessary for 21st century learning outcomes. It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning. Content Knowledge and 21st Century Themes  Mastery of fundamental subjects and 21st century themes is essential for students in the 21st century. Disciplines include: In addition to these subjects, we believe schools must move beyond a focus on basic competency to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into curriculum:  Global awareness  Financial, economic, business and entrepreneurial literacy Learning and Innovation Skills  Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.  Creativity and Innovation  Critical Thinking and Problem Solving  Communication  Collaboration Information, Media and Technology Skills  Today we live in a technology and media-suffused environment with: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology.  Information Literacy  Media Literacy  ICT Literacy  Life and Career Skills: Today's students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and work environments. P21's essential Life and Career Skills include::  Flexibility & Adaptability  Initiative & Self Direction  Social & Cross-Cultural Skills  Productivity & Accountability  Leadership & Responsibility Learning Styles  (spatial):You prefer using pictures, images, and spatial understanding.  Aural (auditory-musical): You prefer using sound and music.  Verbal (linguistic): You prefer using words, both in speech and writing.   Physical (kinesthetic): You prefer using your body, hands and sense of touch. e-LEARNING AND Blended Learning eLearning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program or degree delivered completely online.... It is not a course delivered via a DVD or CD-ROM, video tape or over a television channel. Blended learning is an education program (formal or non-formal) that combines online digital media with traditional classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. LIBRARY COMPORTMENT AND CRIMES Library Rules and Regulations Libraries are places of study and research. There are rules and regulations which are meant to guide the use of the library in order to have an environment that supports teaching, learning and research. It is therefore very important for users to be familiar with such rules and regulations. The following are some of the rules and regulations: 1. Only registered users are allowed to use/borrow any of the library resources. 2. Library/Student Identification Card must be carried to the Library and produced upon demand by any library staff. 3. Book(s) borrowed must be returned on/before the due date.  4. All borrowings and renewals must be checked out properly and made in person. 5. Silence must be maintained in and around the Library. Group discussions and use of phones are not allowed in the Library. 6. Readers must obey reasonable request of any library staff. 7. Eating, drinking and refreshments of all kinds are prohibited in the Library. 8. Luggage’s and every form of bags with the exception of laptops, Tablets, books and notes are to be deposited at owners risk in the cloak room or any other places provided by the library management. 9. All consulted materials must be left on the reading tables. Shelving is to be done by library staff. 10.Readers must submit their bags, books or any other materials they are carrying at the point of exiting the Library for checking. Library Crimes Library crime is a phenomenon characterized by unethical behaviours among users. The crimes, which are committed by some users of the academic libraries, have deprived many others from fully satisfying their information needs. The commodity the libraries promote: books and other information materials are valuable and expensive but are likely targets for criminal activities. Library crime is therefore an act or conduct against rules and regulations of an organized library institution. It is a deviant behavior from an approved mode of behavior in the library. Forms of Library Crimes  Stealing/theft  Noise-making  Impersonation  Mutilation of library materials  Folding of books and book pages   Hiding books in the shelves  Refusal to submit bags for routine checks by library staff on users exiting the library  Colonization or reservation of seats  Eating in the library  Writing of graffiti on tables or walls  Offensively unclean or not properly dressed  Keeping library materials beyond due dates specified for return  Smoking  Loitering  Fighting  Re-shelving consulted materials  Visiting obscene and pornographic sites on the internet  Taking bags into the stacks  Littering the library with garbage  Performing unauthorized functions on any computer and other infrastructures in the Library. Implications The implication of being a defaulter is that any of the following categories of disciplinary actions could be taken against such individual, depending on the level of crime committed: Suspension from using the library for a period of time; Payment for, or replacement of library materials; Suspension from school for a period of time; Expulsion from school. Library Crimes Prevention The followings are preventive measures against library crimes: 1. Liberal loan services; giving each registered library user the privilege of borrowing Library books properly. 2. Electronic security devices: Electronic security devices are used with the aid of electrical apparatus to secure library materials. They help libraries to control, minimize or avoid library material theft and unethical losses through exceptional security and wide-aisle detection capability. Examples of electronic security systems installed in libraries are electronic surveillance camera (CCTV), 3M electronic security systems (electronic security gates), radio frequency identification (RFID) system, perimeter alarm system, etc. 3. Library orientation/user education: Educating the users on library rules and regulations and particularly the devastating effect of theft and mutilation of library materials on the stocking and services of the library. 4. Stern discipline measures against culprits. The penalties for theft and mutilation in the library should be well publicized and consistently applied. 5. Provision of reprographic services at affordable cost: This includes printing and photocopying services 6. Provision of multiple copies References 1. Adepoju E. O. (2008). Library Rules and Regulations. In M.F. Alonge (Ed.), The use of Library and Study Skills (pp. 34-36). Ado-Ekiti: General Studies Unit. 2. Bloom, B.S., editor, 1956, Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. McKay, New York. 3. Goh, Swee Chiew (Editor); Khine, Myint Swe (Editor). Studies in Educational Learning Environments: An International Perspective. River Edge, NJ, USA: World Scientific, 2002. p 162. 4. Margianti, E.S., Fraser, B.J. & Aldridge, J.M. (2002, April). Learning environment, attitudes and achievement: Assessing the perceptions of Indonesian university students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, MS. Margianti, E., Fraser, B.J. & Aldridge. 5. Owuamanam, D.O., and Owuamanam T.O. (2004). Fundamentals of Educational Psychology. Lagos: Bolabay Publications. 6. Pardoe, Diana. Towards Successful Learning (2nd Edition). London, GBR: Continuum International Publishing, 2009. p 49. 7. Pollard, A. and Tann, S. (1990). Reflective Teaching in the Primary School, London: Cassell. 8. Rajendran, L., & Rathinasabapathy, G. (2007). Role of electronic surveillance and securitsystems in academic libraries. Retrieved 7th October 2013 from: http://library.igcar.gov.in/readit2007/conpro/s4/S4_2.pdf 9. Stoll, L., Fink, D. and Earl, L. (2003). It’s About Learning (and It’s About Time). London: RoutledgeFalmer.