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.
- 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 Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <firstname.lastname@example.org> wrote:
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.
OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS
By Rema Nilakanta
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 IP concerns
- Efforts to address these challenges were related to:
– 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)
– 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
here is more on lecture capture in this IMS blog:
Center for Digital Education (CDE)
real-time impact on curriculum structure, instruction delivery and student learning, permitting change and improvement. It can also provide insight into important trends that affect present and future resource needs.
Big Data: Traditionally described as high-volume, high-velocity and high-variety information.
Learning or Data Analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
Educational Data Mining: The techniques, tools and research designed for automatically extracting meaning from large repositories of data generated by or related to people’s learning activities in educational settings.
Predictive Analytics: Algorithms that help analysts predict behavior or events based on data.
Predictive Modeling: The process of creating, testing and validating a model to best predict the probability of an outcome.
Data analytics, or the measurement, collection, analysis and reporting of data, is driving decisionmaking in many institutions. However, because of the unique nature of each district’s or college’s data needs, many are building their own solutions.
For example, in 2014 the nonprofit company inBloom, Inc., backed by $100 million from the Gates Foundation and the Carnegie Foundation for the Advancement of Teaching, closed its doors amid controversy regarding its plan to store, clean and aggregate a range of student information for states and districts and then make the data available to district-approved third parties to develop tools and dashboards so the data could be used by classroom educators.22
Tips for Student Data Privacy
Know the Laws and Regulations
There are many regulations on the books intended to protect student privacy and safety: the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Protection Act (COPPA) and the Health Insurance Portability and Accountability Act (HIPAA)
— as well as state, district and community laws. Because technology changes so rapidly, it is unlikely laws and regulations will keep pace with new data protection needs. Establish a committee to ascertain your institution’s level of understanding of and compliance with these laws, along with additional safeguard measures.
Make a Checklist Your institution’s privacy policies should cover security, user safety, communications, social media, access, identification rules, and intrusion detection and prevention.
Communicate, Communicate, Communicate
Students, staff, faculty and parents all need to know their rights and responsibilities regarding data privacy. Convey your technology plans, policies and requirements and then assess and re-communicate those throughout each year.
“Anything-as-a-Service” or “X-as-a-Service” solutions can help K-12 and higher education institutions cope with big data by offering storage, analytics capabilities and more. These include:
• Infrastructure-as-a-Service (IaaS): Providers offer cloud-based storage, similar to a campus storage area network (SAN)
• Platform-as-a-Service (PaaS): Opens up application platforms — as opposed to the applications themselves — so others can build their own applications
using underlying operating systems, data models and databases; pre-built application components and interfaces
• Software-as-a-Service (SaaS): The hosting of applications in the cloud
• Big-Data-as-a-Service (BDaaS): Mix all the above together, upscale the amount of data involved by an enormous amount and you’ve got BDaaS
Use accurate data correctly
Define goals and develop metrics
Eliminate silos, integrate data
Remember, intelligence is the goal
Maintain a robust, supportive enterprise infrastructure.
Prioritize student privacy
Develop bullet-proof data governance guidelines
Create a culture of collaboration and sharing, not compliance.
more on big data in this IMS blog:
Does social media make room for critical thinking?
social media critical thinking
Sinprakob, S., & Songkram, N. (2015). A Proposed Model of Problem-based Learning on Social Media in Cooperation with Searching Technique to Enhance Critical Thinking of Undergraduate Students. Procedia – Social And Behavioral Sciences, 174(International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France), 2027-2030. doi:10.1016/j.sbspro.2015.01.871
Bailey, A. (2014). Teaching Alice Walker’s The Color Purple: Using Technology and Social Media To Foster Critical Thinking and Reflection. Virginia English Journal, 64(1), 17.
Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017
Baldino, S. (2014). The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction. Voices From The Middle, 22(2), 29.
Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning?. Journal Of Computer Assisted Learning, 28(3), 177-182. doi:10.1111/j.1365-2729.2012.00484.x
finding ways to capture meaningful informal learning experiences by explicitly linking these to formal structures, and providing frameworks within which informal learning can then be validated and accredited (Cedefop Report 2007).
Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)
the community of inquiry (COI) model developed by Garrison and Anderson (2003) and social network analysis (SNA). European Commission-funded integrated
project called MATURE (Continuous Social Learning in Knowledge Networks), which is investigating how technology-mediated informal learning leads to improved knowledge practices in the digital workplace
Key to using social media is the ability to stand back and evaluate the credibility of a source of information, apart from the actual content. While developing this critical attitude toward traditional media is important, the attitude is even more crucial in the context of using social media because information didn’t go through the vetting process of formal publication. Can the student corroborate the information from multiple sources? How recent is this information? Are the author’s credentials appropriate? In other words, the ability to step back, to become aware of the metatext or metacontext is more important than ever.
Coad, D. T. (2013). Developing Critical Literacy and Critical Thinking through Facebook. Kairos: A Journal Of Rhetoric, Technology, And Pedagogy, 18(1).
Many instructors believe that writing on social networking sites undermines the rhetorical skills students learn in class because of the slang and abbreviations often used on these sites; such instructors may believe that social networks are the end of students’ critical awareness when they communicate. Johndan Johnson-Eilola and Stuart A. Selber (2009) contended that electronic writing forms actually require “sophisticated skills of understanding concrete rhetorical situations, analyzing audiences (and their goals and inclinations), and constructing concise, information-laden texts, as a part of a dynamic, unfolding, social process” (p. 18). It is this dynamic process that makes social networking a perfect match for the composition classroom and for teaching rhetorical skills: It helps students see how communication works in real, live rhetorical situations. Many students do not believe that communication in these media requires any kind of valuable literacy skills because they buy into the myth of how the news media portray social networks as valueless forms of communication that are decaying young people’s minds. This is why I introduced students to the passage from Invisible Man: to get them thinking about what kinds of skills they learn on Facebook. I found the text useful for helping them acknowledge the skills they are building in these writing spaces.
Stuart A. Selber (2004) in Multiliteracies for a Digital Age criticized so-called computer literacy classes for having “focused primarily on data representations, numbering systems, operating systems, file formats, and hardware and software components” rather than on the task of teaching students to be “informed questioners of technology” (p. 74). In a time when, as Sheelah M. Sweeny (2010) noted, “the ability to stay connected with others is constant,” it is increasingly important to engage composition students in critical thinking about the spaces they write in (p. 121). It is becoming clearer, as technology giants such as Google® and Apple® introduce new technologies, that critical literacy and critical thinking about technology are necessary for our students’ futures.
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality ( van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
(Jiping) The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
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
p. 20 Embedding Academic and Research Libraries in the Curriculum: 2014-nmc-horizon-report-library-EN
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.
p. 58 promotional methods:
- word of mouth
- personal invitation by librarians
- email by librarians
- library brochures
- library blogs
four years later, the LRS reference librarians’ report https://magic.piktochart.com/output/5704744-libsmart-stats-1415 has no mentioning of online courses, less to say embedded librarianship
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
p. 100 assessment methods: p. 103/4 survey template
p. 106 gathering LMS stats. Usability testing
examples: p. 108-9, UofFL : pre-survey and post-survey of studs perceptions of library skills, discussion forum analysis and interview with the instructor
p. 122 create an LMS module for reuse (standardized template)
p. 123 subject and course LibGuides, digital tutorials, PPTs,
research mind maps, charts, logs, or rubrics
or paper-based if needed: Concept Map Worksheet
Productivity Tools for Graduate Students: MindMapping http://libguides.gatech.edu/c.php
Creating Effective Information Literacy Assignments http://www.lib.jmu.edu/instruction/assignments.aspx
guides on research concepts http://library.olivet.edu/subject-guides/english/college-writing-ii/research-concepts/
Popular versus scholar http://www.library.arizona.edu/help/tutorials/scholarly/guide.html
list of frequently asked q/s:
banks of reference q/s
p. 124. Resistance or Receptivity
p. 133 getting admin access to LMS for the librarians.
p. 136 mobile students, dominance of born-digital resources
Summey T, Valenti S. But we don’t have an instructional designer: Designing online library instruction using isd techniques. Journal Of Library & Information Services In Distance Learning [serial online]. January 1, 2013;Available from: Scopus®, Ipswich, MA. Accessed May 11, 2015.
instructional designer library instruction using ISD techniques
Shank, J. (2006). The blended librarian: A job announcement analysis of the newly emerging position of instructional design librarian. College And Research Libraries, 67(6), 515-524.
The Blended Librarian_ A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian
Macklin, A. (2003). Theory into practice: Applying David Jonassen’s work in instructional design to instruction programs in academic libraries. College And Research Libraries, 64(6), 494-500.
Theory into Practice_ Applying David Jonassen_s Work in Instructional Design to Instruction Programs in Academic Libraries
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