Using Creative Course Design to Increase Student Engagement
Keeping your learners engaged is a key to success in online learning. This webinar focuses on the tools and strategies that can be used to create an engaging learner experience and increase student success. We’ll share the components of course design that will help you to improve your courses and provide examples of what an engaging course looks like. Conestoga College will be joining us to share their recent experience using the Creative Services team at D2L to improve their online courses, and the benefits that they’ve seen.
Time 2:00pm ET
Audience: All
Presenter(s): Sandra Memmolo eLearning Developer, Kim Regehr Course Instructor, Christa Johnston Instructional Designer, Courseware Development
This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.
Course Objectives:
Upon successful completion of this course the student will:
Course Objective
Knowledge
Skill
Disposition
Impact
1. Demonstrate knowledge and the use of related technologies appropriate to the management of a school #
o
o
2. Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school #
o
o
3. Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school #
o
o
4. Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school #
o
o
5. Demonstrate knowledge of common computer and related technological applications #
o
o
6. Identify gender & diversity issues related to technology in education
o
o
o
7. Demonstrate knowledge of adaptive technology devices for individuals with special needs
o
o
o
o
8. Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet
o
o
o
9. Demonstrate an understanding of legal issues, including copyright issues, related to educational technology
o
o
10. Demonstrate an understanding of the importance of ethical practice in the use of technology
o
o
11. Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel
o
o
o
12. Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
o
o
o
o
13. Demonstrate an understanding of the digital age learning culture, digital citizenship in particular
This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
Upon successful completion of this course the student will:
Understand the impact of technology on the teaching and learning process.
Understand the principles of the Universal Design for Learning (UDL) and National Educational Standards for Students (NETS*S) and their application in the curriculum process.
Research and assess the opportunities for technology to be integrated in the classroom.
EDAD ??? Technology as an Integral Part of Successful Educational Leadership
1 credit, Summer 2016
Course Description
Course Description
This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.
The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.
The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
Students will be able to identify and update sources for information to keep current their technology knowledge
Students will demonstrate knowledge and understanding of technology leadership standards.
Student will demonstrate an understanding of how to create, promote, and sustain a dynamic, digital – age learning culture that provides a rigorous, relevant, and engaging education for all students.
Students will demonstrate understanding of how to promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
Students will demonstrate an understanding of how to provide digital – age leadership and management to continuously improve the organization through the effective use of information and technology resources.
Students will understand and apply knowledge of how to model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
Students will demonstrate knowledge of technology as integral part of facilities and resource management
Students will be able to describe and use budget planning and management procedures related to educational computing and technology.
Students will be able to describe and maintain current information involving facilities planning issues related to computers and related technologies.
Students will be able to design and develop policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school
From the Blended and Online Learning discussion list:
We’re working on a grant program at my unit to improve these lec-capture courses. One of the ways is to train faculty:
We’ve seen that these courses have very little student engagement, especially for online students for whom this is the main medium of instruction. It’s challenging for the instructors to keep the online student in mind as they teach their lec-capture class. This is not surprising, since they’re essentially being asked to teach 2 different audiences simultaneously – in class and online. However, given that this is not going to change in the near future for us, we’ve begun exploring ways to train faculty to do a better job given the constraints. Below are some ideas:
We are in the process of creating a sort of “checklist” to address things that can be done before, during, and after the class and ways of streamlining the process.
BEFORE
Make faculty familiar with the technology – do tours of rooms, tutorials, short workshops, etc.
Syllabus, Schedule and instructional materials are prepared before the semester begins.
Learning objectives, outcomes, and assessments are aligned and made transparent to the students.
Design pedagogy that is inclusive – for e.g., move discussions online, create groups that include in-class and online students, use language that directly addresses online students, etc.
DURING & at the END
Review a sampling of videos at the beginning, middle, and end by ourselves and then with the faculty and provide them feedback on the good, the bad, and the ugly – very discreetly. 🙂 It’s going to be a sort of a joint reflection on the class. We believe if we do this a few times with the faculty, they’ll get the message and will make greater effort to include the online student in their instruction. And doing it 3 times will also make visible the changes and progress they make (or not)
We also plan to survey the students at the beginning, middle, and at the end of the semester and share the results with the faculty.
Chunking of videos includes preplanning and post production tasks. Faculty can be trained to script their lectures more, create lecture based on “topics” to make chunking and tagging easier. Need to focus on end user experience (online student).
These are some of the ideas. We plan to start implementing them this summer. I’ll share with you our progress. 🙂
Rema
———————————————————–
Rema Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
515-294-9259 (office)
515-294-6184 (fax) http://www.elo.iastate.edu
—————————-
On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <rema@iastate.edu> wrote:
Good Morning!
Thank you all for filling out the survey on the use of lecture capture in higher education. I appreciate your time and interest in this subject.
Attached are the results. I’ve also provided an overview below. The main purpose of this survey was to get an overall idea of how lecture capture is used in HE. I was just curious to see if the way we use it is pretty much similar at other institutions. The finding was inconclusive. My next step is to dig a little deeper – perhaps repurpose this survey for faculty and students. The final goal is to improve these courses – make them as pedagogically sound as possible, given that this technology is here to stay at our campus, at least for the near future. It will certainly require designing faculty training, but I would also like to explore innovative and efficient ways of chunking lecture videos pre and post production.
Let me know if you have any questions or need further information.
Rema
OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS
I’ve listed some of the findings that impressed me. They do not follow the order of the questions in the survey. For details, please view the attached report.
Just a quick note – There were 39 respondents, but not all responded to every question. The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.
FINDINGS & THEMES
Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
Almost every one (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
The majority of the respondents seem to indicate a campus wide use of lecture capture for different purposes:
o review of in-class lectures
o training and advising
o student presentations (students use the technology to create their presentations/demos/assignments)
o live streaming of seminars and on-site hosting of conferences for remote students and audiences.
Size of the support units ranged from 1 person to 150+ people spread across campus.
Similarly, there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
Majority seemed satisfied with the lecture capture setup, so did the students. However, it seemed that the knowledge about student satisfaction was more anecdotal than formal. Other observations include:
o For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.
o Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed response.
o There seems to be an awareness of the need to get the lectures captioned.
o Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seems preferable, especially in the face of rising costs of lecture capture technology.
The top 5 challenges concerning faculty support can be summarized as follows:
o Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.
o Funding and support
o Ensuring best practices
o Captioning
o IP concerns
Efforts to address these challenges were related to:
OPERATIONS
– Keep mic on all the time
– Use of media asset management systems, like Kaltura (MediaSite)
– Admins trained to check settings for rooms
– Disable download of recordings as default setting (addressed IP concerns)
TRAINING
– Create user groups around technologies
– Promote communication among instructors using a particular room
– Training of faculty by instructional design teams on the use of technology and best practices
We, the faculty from InforMedia Services (https://blog.stcloudstate.edu/ims/2015/10/06/technology-instruction-available-free/), are willing and able to help faculty, staff and students with their academic endeavors in technology.
We offer one-to-one sessions, production and instructional design assistance, workshops, instructional sessions and in-class technology instructions.
Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms
The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!
Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.
McGill Principles for Designing of Teaching and Learning Spaces has rubric
most useful technology in an ALC appears to be the whiteboard.
Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches
evidence that students are reluctant to engage in active learning.
the U has done work, but the “Canadians have the process”
the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.
what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in anew situation c. developing skills to continue learning after college
creativity
computer skills
GPA cutoff above 3.0
problem solving skills
teamwork skills
verbal communication
written communication skills
GigaPan.com instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement
design thinking
wikispaces as GOogle docs, MS Word 16, work collaboratively
not group, but team. team work very important
take what we learned in ALCs to traditional large lecture halls
blending the formal with the informal (including outdoors)
LITA and The EDUCAUSE Blended and Online Learning Constituent Group have a discussion regarding e-conferencing tools (online meeting tools) and browser problems related to them:
BlackBoard Collaborate: https://youtu.be/UWX2kRazC-s has difficulties working on Google Chrome and Windows 10 Edge browser, since they not support Java.
WebEx, Canva. Adobe Connect, Zoom, Ultra
From:lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Tyckoson, Mary Ellen Sent: Friday, October 02, 2015 9:51 AM To:lita-l@lists.ala.org Subject: RE: [lita-l] Free teleconferencing options?
We’ve been using https://www.freeconferencecall.com/ for years. It offers a record feature that allows you to download the call later as well as a report of the numbers that called in and the duration of their connection to the conference. Generally the call clarity is pretty good. The only time we had a problem seemed to be on the end user’s side. I think they also offer some free online meeting services, but we’ve never used those. The down side if that they are able to offer it for free because they are toll calls (usually to some number in a sparsely populated area – at least one of the numbers we use is out in the Mojave desert.)
Regards,
Mary Ellen
*~*~*~*~*~*~*~*~*~*~*~*
Mary Ellen Tyckoson
Library Program Manager
San Joaquin Valley Library System
2420 Mariposa St, Fresno, CA 93721
559-600-6285
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of J. Patrick Whitaker Sent: Wednesday, September 30, 2015 2:09 PM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Online meeting tools
We have Ultra available – albeit in a “not quite ready for prime time” format (i.e. no recording, polling, etc.). We can assign it by course so some faculty are using Ultra for office hours. It’s much easier for students in particular.
Patrick Whitaker, PhD
Associate Professor, Assistant Coordinator,
Center for Distance Learning
Sargeant Reynolds Community College
PO BOX 85622
Richmond, Virginia 23285-5622
804-523-5612
“Education is what people do to you; Learning is what you do to yourself” – Joi Ito
We were told the release will come mid-semester and because we are in a system-wide environment shared by over 50 campuses, we will go at that time. I would much prefer to do it in January.
I have seen Collaborate Ultra (briefly) and agree it is completely different (in a good way). Last spring I was told by our account exec that it would be available to us beginning of fall. Haven’t heard anything yet and I’m not holding my breath… 😉
Scott Scott Robison, Ph.D.
Director, Learning Technologies and Online Education
Co-Director, Center for Excellence in Teaching and Learning
Plymouth State University
Plymouth, NH
603.535.2262
“All courses are online courses; it’s just a matter of
how much time you meet face-to-face.”
One thing to consider with Bb Collaborate is that, since it is Java driven, there may be problems for users whose browsers no long support Java (Chrome, for one, and I think Windows 10 Edge browser too?).
“Java applications are offered though web browsers as either a web start application (which do not interact with the browser once they are launched) or as a Java applet (which might interact with the browser). This change does not affect Web Start applications, it only impacts applets.”
This is not a deal breaker because BbC doesn’t run in a browser (it just downloads the starter app). But the subsequent error message could throw some participants off.
There is a an HTML5 version in the works, I hear (haven’t seen it yet). But keep the Java aspect in mind, as it appears to me at least (FWIW) that Java is the new Flash — moving towards disfavor due to potential security issues.
Thx – Steve — Steve Covello
Rich Media Specialist/Instructional Designer/Online Instructor
At SCCC we have gone with Collaborate – largely due to integration to Blackboard Learn and the excellent pricing the SUNY system received. The interface isn’t the most intuitive for presenters, but works well enough. We recently saw Collaborate Ultra which will be launched this fall. The interface was ‘zoomed’ for lack of a better term. It is a huge improvement, extremely intuitive and performs significantly better. That with the Blackboard Learn integration makes any thought of looking elsewhere a non-starter for us.
Regards, Doug —— Doug Kahn
College Assistant Dean for Instructional Technology
We are providing a sandbox type of immersive program for faculty here to explore features of different web conferencing tools. Any information about integration of Training Center in WebEx to Canvas will be greatly appreciated.
Currently, NJIT uses WebEx and I used Adobe Connect at a different institution; we have WebEx set up so that instructors can create their own sessions as they find the need. They are both robust but have their own quirks to them. Adobe Connect had a big learning curve for instructors. WebEx seems a bit simpler just to start but I feel like it has more audio issues when you do VOIP; it’s also very confusing for our users because you have to click on a button after you log into WebEx to turn audio on. That goes for everyone–presenter and participant, no one can hear or be heard until this is done. Even users that have done this for a while sometimes forget this part–I’d say that’s the biggest quirk about it.
I have seen a lot of use of Zoom recently, but I don’t know if it is quite as robust or permits you to do as long or large of a session as WebEx would.
Our university is trying to determine which would be the best online meeting/class tool. We have narrowed our search down to Webex and Zoom. I was wondering if anyone, who is currently using these two tools, could give me some pros and cons for their use.
Darlene Davis
Digital Asset Coordinator
Alliance Life Sciences Consulting Group
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Rob Abel Sent: Thursday, October 15, 2015 7:23 PM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Online meeting tools
Ed, et al-
We recently learned about an LTI integration for Connect from eSyncTraining. It is not yet certified LTI – but quite slick – and eSyncTraining recently joined IMS to get it certified.
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay Sent: Thursday, October 15, 2015 7:12 PM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Online meeting tools
The feedback has been mixed. Some faculty like it, others hate it. Personally, I am disappointed that the java-less version is still elusive, that the LMS integration, albeit certified LTI, is not smart enough for my demanding taste, and that UIC was never able to really effectively and easily use it for non-Teaching & Learning applications. Elluminate Live! and Blackboard Inc. both knew we needed it also as a GoToMeeting-kind of solution, and they never delivered on that. (We had run Saba Centra Web Conferencing for many years before most of these tools ever existed)
My personal recommendation, today, would be to seriously evaluate Adobe Connect (again) and Zoom, …as long as they have an IMS Global-certified LTI integration.
From: Scott Robison Sent: 10/15/2015 3:35 PM To: Edward Garay Subject: RE: [BLEND-ONLINE] Online meeting tools
Ed,
How has the feedback been with Collaborate? We started using it a couple years ago too. There was more excitement for it then than there is now. There have been browser and Java issues and some find it too clunky, quality lacking (audio/video), and for many it is more than they need (or think they need). We are working on getting Collaborate Ultra integrated into Moodle. It is pretty sharp (web-based, clean, but fewer features at the moment). Are you using that, and if so, what do folks think?
Thanks, Scott Scott Robison, Ph.D.
Director, Learning Technologies and Online Education
Co-Director, Center for Excellence in Teaching and Learning
Plymouth State University
Plymouth, NH
603.535.2262
“All courses are online courses; it’s just a matter of
how much time you meet face-to-face.”
I always liked Adobe Connect and thought it was easy to use by faculty, staff and students. We almost got it, a few years ago, but the committee picked up Blackboard Collaborate because it was more Teaching & Learning-friendly, which it was/is.
It would have helped if Adobe had invested in developing an LTI-compliant LMS integration for Connect. They still haven’t, unfortunately, certified or otherwise, I am afraid.
—
— Ed Garay University of Illinois at Chicago
UIC School of Public Health http://www.twitter.com/garay
Our primary online meeting tool is Adobe Connect, but we have been using Zoom for a year as well. The feedback we receive is that Adobe Connect is very “feature rich” and somewhat difficult to use at times, especially for individuals who simply want an easy web collaboration tool. Although some have become very comfortable with Adobe Connect and utilize many of the features and pods, it may be a bit complicated and confusing to use at times.
We have been using Zoom and although it does not have as many of the features as Adobe Connect, the quality is great and it’s easy to use. Zoom offers basic and pro accounts, as well as different meeting room options, SIP, VoIP, etc..
We are providing a sandbox type of immersive program for faculty here to explore features of different web conferencing tools. Any information about integration of Training Center in
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay Sent: Wednesday, September 30, 2015 2:55 PM To:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU Subject: Re: [BLEND-ONLINE] Online meeting tools
Please note that there are IMS-certified LTI tools and other “rogue” LTI tools that are not certified. The certified LTI tools go through a rigorous IMS process to ensure they are fully LTI-compliant. We should strive to use certified LTI LMS add-one, exclusively, and require/demand that vendors and individual developers of tools not certified be reprogram to meet full IMS LTI certification.
The IMS Certified LTI Tools catalog currently lists only Blackboard Collaborate and BigBlueButton, i.e. not Zoom, Adobe Connect, WebEX, GoToMeeting, etc. – http://developers.imsglobal.org/catalog.html
The Edu App Center, maintained by Instructure, purports to list certified and uncertified LTI tools. Adobe Connect (for Canvas, I believe) is listed (sans the LMS certification); I cannot find any listing of Zoom, however. – https://www.eduappcenter.com/
I am CCing Rob Abel, CEO at IMS Global, in case he’d like to chime in on the LTI certification or lack thereof.
— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
twitter.com/garay
Currently, NJIT uses WebEx and I used Adobe Connect at a different institution; we have WebEx set up so that instructors can create their own sessions as they find the need. They are both robust but have their own quirks to them. Adobe Connect had a big learning curve for instructors. WebEx seems a bit simpler just to start but I feel like it has more audio issues when you do VOIP; it’s also very confusing for our users because you have to click on a button after you log into WebEx to turn audio on. That goes for everyone–presenter and participant, no one can hear or be heard until this is done. Even users that have done this for a while sometimes forget this part–I’d say that’s the biggest quirk about it.
I have seen a lot of use of Zoom recently, but I don’t know if it is quite as robust or permits you to do as long or large of a session as WebEx would.
Our university is trying to determine which would be the best online meeting/class tool. We have narrowed our search down to Webex and Zoom. I was wondering if anyone, who is currently using these two tools, could give me some pros and cons for their use.
********** Participation and subscription information for this EDUCAUSE Constituent Group discussion list can be found at http://www.educause.edu/groups/.
—
Nafiza Akter
Instructional Designer
Instructional Technology & Media Services (ITMS)
New Jersey Institute of Technology
are willing and able to help faculty,
staff
and students
with their academic endeavors in technology.
We offer one-to-one sessions,
production and
instructional design assistance,
workshops,
instructional sessions
and in-class technology instructions.
you can reach us by email:
Learning made visible: successful ePortfolio patterns across the U.S.
Register for first AAEEBL webinar of 2015-2016 on September 16 at 1 pm US EDT. Jeff Yan of Digication addressing “Learning made visible: successful ePortfolio patterns across the U.S.”
Jeff, a former academic, is the CEO of Digication, one of the most successful eportfolio companies in the U. S. He will help us understand the big picture: how are eportfolios being used on campuses and what works best.
This Webinar is co-sponsored by AAC&U, EPAC and IJeP.
Once you register, you will see an acknowledgement page with the URL to go to on Wednesday. You will not need a password.
How does the ePortfolio support in helping students achieve those goals. The ePortfolio should not be another thing they (and the faculty) need to do on top of everything else they are already doing.
Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.
Kvenild, C., & Calkins, K. (2011). Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store. ACRL. Retrieved from http://www.alastore.ala.org/detail.aspx?ID=3413
xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.
xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.
xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.
1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.
p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.
p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.
p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.
p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One). Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.g. http://web.stcloudstate.edu/pmiltenoff/bi/
p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.
p. 16. Standard Five. ethical and legal use of information.
p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)
p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library
p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board
p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students
p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours
p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant
p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery
p. 57 markeing LMS ebedded Librarianship
library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes. my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times
p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:
traditional F2F LMS courses – 69%
online courses – 70%
hybrid courses – 54%
undergraduate LMS courses 61%
graduate LMS courses 42%
of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.
my note:
library blog was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to promote services (academic librarians can deliver live their content)
p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.
Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60 becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)
p. 61 connecting with faculty
p. 62 reaching students
attending a synchronous chat sessions
watching a digital tutorial
posting a question in a discussion board
using an instant messaging widget
be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.
p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories
p. 66 no-cost marketing. social media
low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites
p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model
Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted
copy of the syllabus or any other assignment document
p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format
p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources
p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page. resources integrated into the assignment pages. video tutorials and screencasts
-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc
-writing narrative content. p. 85
p. 87 Evaluation (Addie)
formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:
p. 89 Online, F2F and Hybrid Courses
p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty
