taming the dragon the collaborative revitalization of an online library skills course carol hansen...
TRANSCRIPT
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Taming the Dragon
The Collaborative Revitalization of an Online Library Skills Course
Carol Hansen
Stewart Library, Weber State University, Ogden, Utah
&
Nancy Lombardo
Eccles Library, University of Utah, Salt Lake City, Utah
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How many librarians does it take to create an online course?
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Today’s Objectives
Who’s here today? Attendees will
Understand the development of the Internet Navigator online course
Get details on its collaborative management and funding
View some of the newer elements of the course
Please ask questions at any time
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The Internet Navigator Course
What makes it unique? Long term experiment in collaborative
online course development Multiple uses Emphasis on information literacy
competency assessment
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The Challenges
Enabling student learning The ability to define, access, find evaluate
and use information effectively On and off campus Across the state and around the world Taking advantage of new technologies,
new pedagogies and shared resources NOT recreating the wheel at every
institution
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Technology Background
Library catalogs go online late 80’s Email gets popular early 1990’s Netscape Browser October 1994 Internet Navigator launched Jan 1996 Focus is on “what is the Internet?” Infotrac goes on the Web June 1997 By 1998 a whole new focus is needed
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Utah Academic Library Consortium 14 academic libraries
9 public (U of Utah, Utah State, Weber State, Utah Valley…)
2 private(BYU and Westminster) Over 151,000 students
History of cooperation Collecting, borrowing Sharing (Pioneer), Nevada Libraries too Instruction - Internet Navigator
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Goals of Online Course
Meeting the needs of a diverse student body
Enabling use of curriculum for multiple purposes
Integrating latest Web technologies Including latest pedagogies Managing course for delivery at multiple
institutions
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More Goals
Support lifelong learning Be learner centered Emphasize collaboration across
distances Emphasize individual inquiry Be structured enough for freshman Enable exploration of values and
reflection
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First version Included content on
Different versions of email (pine, vax, etc) Gopher Telnet Catalogs Search Engines Evaluating information HTML FTP
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The Shift
From - “what is the Internet?” To - effectively finding and using
scholarly content found in Web based library resources
Other shifts Online and distance ed merge Emphasis on information literacy and
assessing student learning
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1998 Our plans began June LOEX of the West in Cedar City New Tutorials – RIO, TILT, Net trail The UALC Information for Life Task
Force formed Representation from all academic
institutions in Utah The State Library offered PL
representation
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Primary Goals for New Course
Promote information literacy in a global and dynamic information technology environment for all types of learners
Share curriculum Promote shared resources in Utah
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New Course Outline
1. What is the Internet 2. Getting Started with Research 3. Information Navigator 4. Web publishing
Interactive Exercises Research Assignments
Topic selection Annotated bibliography HTML and Web publishing
Quizzes
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Early Administration and Funding
Began with one time funding from HETI For 10 librarians
Naively, no funding was sought for maintenance and ongoing support
Technical and server support was donated by U of U Eccles Library
Site has been mirrored since 1995
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Information for Life Grant Requested $25,000 from UALC funds
for: Staff
Project Director Team Programmer Graphic design
Development and implementation of the new course
Ongoing maintenance EXTREMELY time consuming
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Program Planning
Development Over a dozen librarians worked in teams to write first
drafts of new curriculum over a year Team worked with programmers and graphic artist
Implementation Over a summer, 4 librarians rewrote rough drafts of
modules Group of 4 loaded new curriculum Larger team proofed and made additional
suggestions Maintenance Team meets regularly
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New course
Tested Spring 2000 Over 1500 students enrolled each year
at WSU alone Very positive student response
Over 85% rated course as excellent or very good
Funding for ongoing maintenance
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Assessment
Learning outcomes identified Pretest, skills survey Exercises – self assessment Research project – practical Quizzes – knowledge Internal feedback forms End of course evaluation – their feelings Cyclical process
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Still to come Assignments requiring students to
reflect even more On their information needs,values, ethics On how they use information now and in
the future to gain knowledge in their areas of interest
New Student end of course evaluation Assessing priority learning outcomes
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What we’ve learned
Statewide funding is critical Collaboration is fun Collaboration takes more time
For those involved in development and maintenance
Results are richer and more useful Students are loving the course Students are learning
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Demonstration of New Course and Questions? http://www-navigator.utah.edu Syllabus Instructors (Global!) /Faculty page – statewide clearinghouse Flash Exercises
Call number Evaluating
Questions? [email protected]