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Michigan Library Association Annual Conference 2009 Sara Miller MSU Libraries Suzanne Bernsten and Kim Farley Lansing Community College Library Delivering Library Resources and Services through Course Management Systems Session Outline Types of Course Management System (CMS) Integration

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Delivering library resources and services through course management systems l.jpg

Michigan Library Association Annual Conference 2009

Sara Miller

MSU Libraries

Suzanne Bernsten and Kim Farley

Lansing Community College Library

Delivering Library Resources and Services through Course Management Systems


Session outline l.jpg
Session Outline

  • Types of Course Management System (CMS) Integration

  • Creating a Library Learning Object Repository

  • Using Camtasia and PowerPoint to Create Information Literacy Modules for Tier I Writing

  • Using the LOR to Assess Information Literacy Sessions for Writing Students

  • Questions and Discussion



Where is the library l.jpg
Where is the library?

Default Resources tab in ANGEL at Lansing Community College


Integration strategies l.jpg
Integration Strategies

Macro-Level

Global or Institutional

Librarians work with programmers or designers

e.g. generic library tab for all courses

Shank, John D. and Nancy H. Dewald. “Establishing Our Presence in

Courseware: Adding Library Services to the Virtual Classroom.”

Information Technology and Libraries. 22.1 (2003) 38-43.


Resources library tab l.jpg
Resources/Library tab

/ Library

Find Background Information

(Credo Reference)

Find Articles (ProQuest Central)

Possible Library/Resources tab in ANGEL


Macro level strategies l.jpg
Macro-Level Strategies

  • Virtual reference-desk services

  • OPAC and database links

  • Global pathfinders and helpsheets

  • Document delivery services (eReserves, Interlibrary loan)


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Integration Strategies

Micro-Level

Customized

Librarians work with individual faculty members

Shank, John D. and Nancy H. Dewald. “Establishing Our Presence in

Courseware: Adding Library Services to the Virtual Classroom.”

Information Technology and Libraries. 22.1 (2003) 38-43.


Micro level strategies l.jpg
Micro-Level Strategies

  • Library instruction outlines

  • Pathfinders, bibliographies, webliographies

  • Recommended databases for an assignment

  • Citation style sheets

  • Reference service

  • Tutorials

  • Quizzes

  • Questionnaires for students

  • RSS feeds of new books, articles, sample database searches

  • Customized search boxes, e.g. “Steal this Code” webpage


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Process Approach

  • End goal - establish both macro-level and micro-level presence in CMS

  • Start by establishing micro-level projects

    • Learning object repository

    • Assessment

    • Video tutorials

  • Target specific groups, word will spread e.g. resources tab for writing or nursing classes


Creating a library learning object repository lor l.jpg
Creating a Library Learning Object Repository (LOR)

Suzanne Bernsten

Kim Farley

LCC Library


What is a learning object repository lor in angel l.jpg
What is a Learning Object Repository (LOR) in ANGEL?

  • File storage area accessible to faculty

    • Quizzes, pages, surveys

    • Personal, departmental, institutional

  • Finding content for lessons


Why create a library lor l.jpg
Why Create a Library LOR?

  • Ease of use

    • Faculty LINK to items, not copy – if URL changes, they won’t be affected

    • Make faculty aware of resources spread out across website

    • No need to cut and paste long URLs

    • Everything available within ANGEL




Process l.jpg
Process

  • Contact eLearning administrator

  • Select links to include and folder structure

  • Create LOR

  • Test and troubleshoot

  • Publicize to faculty

  • Backup LOR and maintain links



Process18 l.jpg
Process

  • Brainstorm topics. Select topic and create script.

  • Record tutorial in Camtasia.

  • Save source files in library files.

  • Upload to LCC Library YouTube Channel.

  • Add link to tutorial in LOR and library website.


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Tips for Creating Screencasts

  • Check out Animated Tutorial Sharing Project (ANTS) before you begin

  • Tag team – one person drives mouse, other person reads script

  • Recording

    • Use small screen dimensions – 640 X 480 for YouTube

    • Pause rather than starting over – edit later


Challenges l.jpg
Challenges

http://www.flickr.com/photos/gillesgonthier/476901520/

www.flickr.com/photos/gillesgonthier/476901520/


Promoting library lor l.jpg
Promoting Library LOR

LCC eLearning Dept. webpage

LCC eLearning Dept. Facebook Page



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Intentional Integration

Using Camtasia and PowerPoint to Create

Information Literacy Modules for Tier I Writing

Sara Miller

MSU Libraries


Background l.jpg
Background

  • Collaboration with Tier I Writing

    • Alignment of outcomes

  • Time constraints

    • 50 minute information literacy sessions

  • Point-of-need instruction

    • Establishment of global LOR

    • Open Web accessibility


Infrastructure l.jpg
Infrastructure

  • File storage

    • Creation of library Storemedia account

  • ANGEL LOR

    • Pilot, global

  • Shared server space for raw files


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ANGEL Assessments

http://angel.msu.edu


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Flash (Open Web) versions

http://www.lib.msu.edu


Within course guides l.jpg
Within course guides

http://libguides.lib.msu.edu/content.php?mode=preview&pid=53506&sid=408706


Process29 l.jpg
Process

Identify need and set outcomes

Script and questions

PowerPoint

Camtasia

Storing files

Create ANGEL assessment

Upload module to global LOR:

“Library Research Tips”


Problems l.jpg
Problems

  • PPT 2003 or later

  • Storemedia and Flash

  • Conflicting Camtasia versions

    • Production problems

  • Recording: space and quality

  • Learning curve and collaboration

  • Keeping data in LOR

  • Calling appropriate help line


Pedagogical implications l.jpg
Pedagogical implications

Provides supplemental and assessable component to in-class instruction

Available to distance learners

Available across curriculum

Tied to Liberal Learning outcomes


Future directions l.jpg
Future Directions

  • New possibilities with ANGEL upgrade

    • Publishing

    • Gradebook entry

  • Review by pilot group

  • Formal examination of item validity

  • Assessment and evaluation


Using the lor to assess information literacy sessions for writing students l.jpg
Using the LOR to Assess Information Literacy Sessions for Writing Students

Kim Farley

Suzanne Bernsten

LCC Library


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Reasons for Assessment Writing Students

  • To determine the effectiveness of library instruction sessions

  • To identify the information literacy concepts students are learning or not learning

  • Assessment & evaluation are part of the teaching process

    • Evaluate student learning

    • Adjust teaching methods

    • Improve subsequent student learning


Why use angel l.jpg
Why use Angel? Writing Students

  • Paperless

  • No programming

  • Easy to administer and update

  • Immediate results

  • Built-in quiz / assessment feature

    “Assessment is the evaluation of student learning through assignments, exams, and portfolios”


Creating the assessment l.jpg
Creating the Assessment Writing Students

  • Determine the learning outcomes

  • Develop questions / activities based on the learning outcomes for the session

  • Contact eLearning Administrator to have librarians assigned as “instructors”

  • Construct the Angel quiz or assessment

  • Copy the quiz for each instruction librarian in the Library LOR


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Administering the Quiz Writing Students

  • Seek permission from faculty & identify course section number

  • Publish the quiz from the Library LOR to the faculty member’s Angel course prior to the instruction session

  • Consider informing students about the quiz at the beginning of the session

  • Provide about 10 minutes at end of the library session for the quiz and review


Advantages disadvantages l.jpg

Students know Angel Writing Students

Quiz can be used even if the instructor does not use Angel

Immediate feedback for students and librarian

Students unable to access Angel

Course sections not available – added late or merged

Faculty may not grant access to their Angel course

Results not user friendly

Advantages / Disadvantages


Results l.jpg
Results Writing Students

  • Librarians can determine the level of student learning for each student, class, or semester they teach and can make necessary changes for subsequent instruction

  • Instruction team can use the collective team results for benchmarking and continuous program improvement

  • Increased student learning!


Future plans l.jpg

Use Spring 2009 as our benchmark for WRIT 121 – continuing to assess students this fall semester

Assess second semester writing course, WRIT 122 – spring 2010

Migrate to Angel 7.4 – use assessment feature

Continue to assess writing students on regular basis

Add new courses – technical and business writing – fall 2010

Future Plans


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Any Questions? to assess students this fall semester

  • Sara Miller

    Assistant Library Instruction Coordinator, MSU Libraries

    432-6123 ex.185 [email protected]

  • Kim Farley

    Instruction Services Librarian, Lansing Community College Library

    483-1662 [email protected]

  • Suzanne Bernsten

    Web Services Librarian, Lansing Community College Library

    483-1644 [email protected]