Question - Faculty of Arts - University of Waterloo
Question - Faculty of Arts - University of Waterloo Question - Faculty of Arts - University of Waterloo
The Students’ Answers Made use of resources previously unknown to them Provided too much information – Cut-and-paste – didn’t summarize – Lack confidence to know what information is important 30
Was James Satisfied? Again: Is a prof ever really satisfied? Students saw advantage of using UW Library resources, but thought task was too long Future offerings – replace chart with CMS short answer form 31
- Page 1 and 2: Embedding Information Literacy in t
- Page 3 and 4: Tempo - Germany’s premium tissue!
- Page 5 and 6: University of Waterloo: Statistics
- Page 7 and 8: New Issues and Implications Course
- Page 9 and 10: Students would be able to James’
- Page 11 and 12: Why Use CMS to Deliver InfoLit? In
- Page 13 and 14: Question The co-operation outlined
- Page 15 and 16: Information What Did We Do? - Chart
- Page 18 and 19: 1. Students read the topic. 2. Stud
- Page 20 and 21: Automatic feedback is brief since i
- Page 22 and 23: Did Students Engage with the Materi
- Page 24 and 25: The Students’ Answers Relied on
- Page 26 and 27: Was James Satisfied? Is a prof eve
- Page 28 and 29: Instructional challenge - Independe
- Page 32 and 33: Instructional Challenge - Poor rese
- Page 34 and 35: Course objectives highlight the imp
- Page 36 and 37: Scaffolded InfoLit: Content 1. Stud
- Page 38 and 39: Scaffolded InfoLit: Application 3.
- Page 40 and 41: This is a special “Tempo with Lot
- Page 42 and 43: Feedback: Students Saw Value . . .
- Page 44 and 45: Feedback: Students Saw No Value . .
- Page 46 and 47: Final Question Our approach has be
- Page 48: University of Waterloo Acknowledgem
The Students’ Answers<br />
Made use <strong>of</strong> resources previously<br />
unknown to them<br />
Provided too much information<br />
– Cut-and-paste – didn’t summarize<br />
– Lack confidence to know what information<br />
is important<br />
30
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