Real Time with the Librarian: Using Web Conferencing Software to Connect to Distance Students

1. Real Time with the Librarian: Using Web Conferencing Software to Connect to DistanceStudents Tom Riedel, Paul Betty Regis University Fifteenth Distance Library Services Conference Memphis, Tennessee April 18-20, 2012

2. A dynamic duo The library’s Distance Services Department (composed of Tom and Paul) is the primary instruction liaison to nearly10,000 students enrolled in accelerated online and ground-based undergraduate and graduate degree programs.

3. Truckin’ on down the line… We travel many miles to provide face-to-face library instruction sessions to students taking courses at six extended campuses (five in Colorado and one in Las Vegas, NV)

4. A targeted approach to instruction ACTIONS: • Identify courses that include a research component • Solicit instructors via email • Clearly defined areas of service between library departments

5. A targeted approach to instruction RESULTS: • Strong relationships with some affiliate faculty; continued collaboration • Establish a “norm” among affiliate faculty • Librarians become collaborators in course development and (re)design.

6. All asynchronous, all the time. The Distance Services department has a long tradition of providing asynchronous library instruction to students via discussion threads in the Learning Management System.

7. Asynchronous time savers We make use of copy and paste tools as much as we can to save time for one-to-one interaction in forums. • Templates / scripts • Handouts • Tutorials

8. Hitting the target means greater demand for services The number of library instruction sessions provided by the department has increased 300% in the past ten years—both a measure of our success as well as an indicator of how close to the breaking point we are.

9. Move towards synchronous 2008 2011 • Previously had used chat feature in course management systems • University licenses Adobe Connect software • Librarians receive training and request own meeting rooms • Provide webcasts on request • Formalize practice

10. Adobe Connect

11. Keepin’ it real (time)… MOTIVES for providing SYNCHRONOUS library instruction at Regis University • Direct requests from faculty members • University’s acquisition of software with flexible license • Learning styles • ACRL Guidelines for Distance Learning • Potential time saver?

12. Keepin’ it real (time)… BARRIERS to providing SYNCHRONOUS library instruction at Regis University • Asynchronous interaction the de facto standard in online instruction • Geographic dispersion of online student population • Webcasts compete with on-the-ground instruction for scheduling

13. It takes two to make things go right? Offering an increasing array of real time library webcasts is time intensive. Best practices for conducting web conferences suggest a two person approach: moderator and presenter. This is not feasible in our two person department.

14. Flying solo: being THE presenter Our practices include the following: • Logging in 15 minutes early for troubleshooting • Only use video feed from web cam at the start, then it is paused to clear more bandwidth • Share desktop and/or application • Use descriptive language that matches what is being demonstrated • Monitors: 2 > 1 • Provide recording afterward

15. Pilot and Co-pilot

16. Flying solo: interaction Our practices include the following: • Only the librarian has audio privileges • Attendees use chat to communicate • Levels the playing field • Allows librarian to push the agenda • Poll students • Share desktop or applications for “live” examples.

17. Flying solo: know the score Our practices include the following: • Session are 45-60 minutes… • …but less likely to cover as much as in a face to face setting • Push content asynchronously before the webcast to maximize time spent in the online meeting room. • Software has its quirks; understand what it looks like from the attendees’ side

18. Real time impressions Starting with the second eight week session in October, 2011, students in online classes were surveyed about the library webcasts afterward. • Two versions of the survey were administered • Group1 (Fall 8wk2): 49 students completed the survey • Group 2 (Spring 8wk1): 42 students completed the survey • 50% of respondents attended in real time; 28% watched recording afterward

19. Real time impressions Research guides Database searching Database selection Research assistance (reference desk, virtual reference) Interlibrary loan 79% 78% 73% 51% 35% Which of the following aspects of the presentation did you find beneficial?

20. Real time impressions If you attended or watched the webcast, please rate the following features of the online "meeting room."

21. Real time impressions What kind of device did you use to participate in the webcast?

22. Real time impressions very good good OK bad very bad 75% 20% 5% - - Overall, how would you rate the usefulness of the library webcast?

23. The next time: recommendations What could we do better during our library instruction webcasts? • Provide further documentation about the online meeting room (screenshots, video captures, etc.) • Incorporate more interaction via breakout sessions • Students still comment on attendance and availability of recording

24. Real time conclusions + _ • Student and faculty feedback has been overwhelmingly positive • Utilizing webcast software for other services(orientations, office hours, ground based courses, etc.) • Practice makes perfect (um, kind of!) • Scalability • Hard to appease everyone (time, technical issues, etc.)

25. Time is up! Questions? Tom Riedel, Paul Betty Regis University Fifteenth Distance Library Services Conference Memphis, Tennessee April 18-20, 2012