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  1. Reach Out and Touch Someone: Cultivating Information LiteracyCompetencies with E-Learning Technology Lisa Santucci / Rob WithersMiami University Libraries

  2. Who We Are • State assisted institution • 15,000 undergraduates, 1,300 graduates • 3,473 first year undergraduates • Selective admissions • Residential campus

  3. Need for Undergraduate Instruction • Anecdotal feedback • NSSE Survey: students note little growth in library /research skills • Similar efforts at other institutions: TILT, Penn State - Information Cycle

  4. Challenges to Undergraduate Instruction • No required introduction to use of research/information seeking strategies • Limited time available in existing classes • Not enough personnel/classroom space to reach every student in entering classes

  5. Our Vision: Asynchronous Instruction • Maximize availability of instructors • Minimize need for instructional facilities • Prevent schedule conflicts with other classes/activities • Provide online support through call center software used for reference • Enable students to begin prior to Fall Semester

  6. Grant Opportunity • Support for development of distributed education • Submitted proposal for development of/usability testing on prototype of online instructional module • Requested funding for software/hardware and release time for developers

  7. Reaching the “GameBoy” Generation Today’s students expect: • Brief, non-linear communication • Multimedia used to deliver information • Education and entertainment are not mutually exclusive • Giving them what they want AND what they need

  8. Development of Prototype

  9. Hardware/Software Delivering Materials: • Server to house E-learn • Blackboard CourseInfo Creating Materials: • Macromedia Flash, Fireworks • Snagit

  10. Personnel • Systems Officer (initial stages) • 5 librarians with expertise in public service, instruction, developing electronic resources • Subject specialists to adapt to discipline- focused “sequels” (later stages)

  11. Development Phase • Content team develops script containing text information together with ideas for images • Design team conveys information in script, with goal of minimizing text needed • Invited all librarians to brainstorming session for input

  12. Topics Covered in e - Learn Nine modules in these areas: • Understanding Information/Evaluating Information • Finding Books • Finding Articles • Finding News • Searching the Web

  13. Initial Delivery • Contacted sample group of incoming students via campus email requesting to take survey • Enrolled students in Blackboard course management software • Checked students machines to ensure they had software needed

  14. Requirements for Student Computers • Shockwave • Audio card/speakers • JavaScript

  15. Usability Testing of Prototype

  16. Usability Testing • Invite 25% of incoming Fall 2002 students to complete readings and answer survey • Notify students BOTH through Blackboard AND through campus e-mail

  17. Usability Testing • What Internet experience do individuals have? • What kind of Internet connection/access? • Is information relevant? • Is it readable? • Do graphics/animation enhance/detract from information? • Do users have needed hardware/software?

  18. Feedback from Trials • First round (50 students): " didn't like the timed element of the screens they want to control the pace" • Second round (88 students): positive responses

  19. Challenges: Usability Testing • Not all students use University E-mail • Ensuring compliance with Human Subjects Testing guidelines (no subjects under age 18) • Encouraging feedback

  20. Future Challenges and Initiatives

  21. Upgrading Content • Continuous redevelopment • Focus more extensively on non-verbal communication • More extensive assessment exercises • Modules that are subject specific: • Biology • Education • English

  22. Attracting Students • Participation in Summer orientation for first year students • University Admissions Welcome CD-ROM • Personal invitation delivered to student room • Students receiving credit

  23. Challenges: Future Development • Seeking course credit for completing work • Creating more extensive assessment exercises & quizzes • Allocating/scheduling staff to support

  24. Model for Integrating E-learn into Credit Course • 1 credit hour class - equivalent to 10 class meetings • 45 minutes E-Learn readings equivalent to “lecture material” • 30 minutes equivalent to in-class activities • 2 quizzes • blogging assignment: respond to news items related to course content • final project: annotated webliography

  25. Special Thanks to: • Stan Brown • Sylvia Hu • Nancy Moeckel • Lisa Santucci • Rachel Vacek • Ohio Board of Regents

  26. More Information • Lisa Santucci (santucle@lib.muohio.edu) • Rob Withers (rwithers@lib.muohio.edu) • Jen-chien Yu (jyu@lib.muohio.edu) • E-learn: http://elearn.lib.muohio.edu