reach out and touch someone: cultivating information literacy competencies with e-learning...
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Reach Out and Touch Someone: Cultivating Information Literacy
Competencies with E-Learning Technology
Lisa Santucci / Rob WithersMiami University Libraries
Who We Are
• State assisted institution
• 15,000 undergraduates, 1,300 graduates
• 3,473 first year undergraduates
• Selective admissions
• Residential campus
Need for Undergraduate Instruction
• Anecdotal feedback
• NSSE Survey: students note little growth in library /research skills
• Similar efforts at other institutions: TILT, Penn State - Information Cycle
Challenges to Undergraduate Instruction
• No required introduction to use of research/information seeking strategies
• Limited time available in existing classes
• Not enough personnel/classroom space to reach every student in entering classes
Our Vision: Asynchronous Instruction
• Maximize availability of instructors• Minimize need for instructional facilities• Prevent schedule conflicts with other
classes/activities• Provide online support through call center
software used for reference• Enable students to begin prior to Fall
Semester
Grant Opportunity
• Support for development of distributed education
• Submitted proposal for development of/usability testing on prototype of online instructional module
• Requested funding for software/hardware and release time for developers
Reaching the “GameBoy” Generation
Today’s students expect:
• Brief, non-linear communication
• Multimedia used to deliver information
• Education and entertainment are not mutually exclusive
• Giving them what they want AND what they need
Hardware/Software
Delivering Materials:
• Server to house E-learn
• Blackboard CourseInfo
Creating Materials:
• Macromedia Flash, Fireworks
• Snagit
Personnel
• Systems Officer (initial stages)
• 5 librarians with expertise in public service, instruction, developing electronic resources
• Subject specialists to adapt to discipline- focused “sequels” (later stages)
Development Phase
• Content team develops script containing text information together with ideas for images
• Design team conveys information in script, with goal of minimizing text needed
• Invited all librarians to brainstorming session for input
Topics Covered in e - Learn
Nine modules in these areas:
• Understanding Information/Evaluating Information
• Finding Books
• Finding Articles
• Finding News
• Searching the Web
Initial Delivery
• Contacted sample group of incoming students via campus email requesting to take survey
• Enrolled students in Blackboard course management software
• Checked students machines to ensure they had software needed
Usability Testing
• Invite 25% of incoming Fall 2002 students to complete readings and answer survey
• Notify students BOTH through Blackboard AND through campus e-mail
Usability Testing
• What Internet experience do individuals have?
• What kind of Internet connection/access?
• Is information relevant?
• Is it readable?
• Do graphics/animation enhance/detract from information?
• Do users have needed hardware/software?
Feedback from Trials
• First round (50 students): " didn't like the timed element of the screens they want to control the pace"
• Second round (88 students): positive responses
Challenges: Usability Testing
• Not all students use University E-mail
• Ensuring compliance with Human Subjects Testing guidelines (no subjects under age 18)
• Encouraging feedback
Upgrading Content
• Continuous redevelopment• Focus more extensively on non-verbal
communication• More extensive assessment exercises• Modules that are subject specific:
– Biology– Education– English
Attracting Students
• Participation in Summer orientation for first year students
• University Admissions Welcome CD-ROM
• Personal invitation delivered to student room
• Students receiving credit
Challenges: Future Development
• Seeking course credit for completing work
• Creating more extensive assessment exercises & quizzes
• Allocating/scheduling staff to support
Model for Integrating E-learn into Credit Course
• 1 credit hour class - equivalent to 10 class meetings• 45 minutes E-Learn readings equivalent to “lecture
material”• 30 minutes equivalent to in-class activities• 2 quizzes• blogging assignment: respond to news items related to
course content• final project: annotated webliography
Special Thanks to:
• Stan Brown
• Sylvia Hu
• Nancy Moeckel
• Lisa Santucci
• Rachel Vacek
• Ohio Board of Regents
More Information
• Lisa Santucci ([email protected])
• Rob Withers ([email protected])
• Jen-chien Yu ([email protected])
• E-learn: http://elearn.lib.muohio.edu