Instructional Collaboration from Three Perspectives Christine Stinson Ferrum College 22 February 2008

Instructional Collaborationfrom Three Perspectives

Christine Stinson

Ferrum College

22 February 2008

Academy has moved from simple view of pedagogical community…

Student Instructor

…to an appreciation of a more complex instructional community.

Student

Others Info.Systems

Instructor Librarian

Instr.Tech.

Student

Our question: what does it mean to teach “information literacy” in this

rich and complex community?

Student

Others Info.Systems


Instr.Tech.

Student

First perspective: Instructor being helped by Librarian

Student

Others Info.Systems


Instr.Tech.

Student

Second perspective: Instruc. Tech. helping Instructor

Student

Others Info.Systems


Instr.Tech.

Student

Third perspective: Info. Services supporting instruction.

Student

Others Info.Systems


Instr.Tech.

Student

First perspective:Instructor being helped by Librarian

Student

Others Info.Systems


Instr.Tech.

Student

BUS 418 Investments

• Senior-level business class.

• Required for Finance majors.

• Taken by other students with Business and Accounting majors.

• Major project for class: comprehensive Financial Plan from “now” until student’s death. Typically 70-100 pp.

Planning Your Financial LifeBusiness 418

Today You Graduate & You Are Employed You Retire You Die

1. How much do you want per year afteryou retire? How many years will you live?Do you want anything left over (for familygifts, for charity) after you die?

2. PV ofannuitycalculation.How muchdo youneed tosave by thetime youretire?3. Prepare an annual budget for each year of your

working life. What job will you have after yougraduate? Where will you live? How much willyou owe in taxes? What will your monthly expensesbe for groceries, gasoline, utilities, clothing,entertainment? How much will it cost for the health,disability, and life insurance that you need? Basedon this budget, are your retirement needsreasonable? (If not, revise [1] and [2]).Now, how much can you save each year?

4. What rate of return can you expect on yourinvestments? What investment opportunities do youhave? What investment opportunities are youcomfortable with? Will you use IRA, 401(k)s, etc.?

5. FV of annuity calculation. Does your annualsavings in your investments build up to the amountyou need in [2]? Yes? CONGRATULATIONS!You have a financial plan. If not, increase yoursavings [3], increase your rate of return [4], or loweryour retirement plans [1].

6. Write your will. If youdie unexpectedly, whom doyou want to have your netassets?

Librarian provided…

• Career information available from Reserve texts, downloadable (free) eBooks, websites.

• Cost of living information from print sources and websites.

• Investment information on many websites.

• Contemporary actuarial tables & websites.

• Etc.

Sample assignment…

QuickTime™ and a decompressor

are needed to see this picture.

What would I do differently?

• Students did well with resources provided by librarian and instructor.

• Students did well finding useful and appropriate printed material in Library.

• Students had little ability to discriminate between unbiased and commercial resources on various websites.

• Change: Spend more time practicing critical analysis of online information.

Second perspective: Instruc. Tech. helping Instructor

Student

Others Info.Systems


Instr.Tech.

Student

Instructional Technologist potentially offers…

• Training and assistance on how to deliver content and supplemental materials via Course Management System (ANGEL, Sakai, WebCT, Moodle, etc.).

• Training and assistance on how to use other technologies in teaching (blogs, videos, iClickers, websites, podcasts, alternative realities, etc.).

Our experience at Ferrum…

• Early adopters using iClickers, student webpages, videos.

• Opportunities for expanding use significantly to enhance student interest.

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Third perspective: Info. Services supporting instruction.

Student

Others Info.Systems


Instr.Tech.

Student

Security/Privacy Risks

• Instructor can evaluate quality of web-based information.

• Instructor/Librarian/Instruc. Tech. may not have background to educate about security risks.

• Director of Information Systems / CIO has opportunity to educate campus community about contemporary risks inherent in web-based information.

The problem used to be SPAM…• 1978: DEC marketing manager sends first spam

email on ARPANET (widely criticized).• 1994: Two lawyers send first “internet” mass

email offering services to immigrants (ISP revoked accounts).

• 2003: Assault of Non-Solicited Pornography and Marketing Act (CAN-SPAM Act) passed.

• 2004: “Two years from now, spam will be solved…”

-- Bill Gates, Davos, Switzerland.

• However…

…but now the problem is viruses and spyware from websites.

• 1988: Robert Morris (Cornell) created a self-replicating virus that infected the major research networks.

• 2003: Spammers paying people to write “virus” programs that take control of home computers anonymously.

• 2003: “Sobig” infects millions of computers worldwide. • 2003-present: Spam industry builds network of (unaware)

“zombie” computers that send out spam, replicated viruses, spybots, and denial of service attacks on command from “host”.

• 2006-07: Russian, eastern European, and Chinese organized crime expands internet activities.

• 2006-08: Viruses embedded in images, “safe” webpages, etc.

Much is done with intent to harm…



“Safe” websites are hacked and infected…

• Approximately 51% of websites distributing malicious software in 2007 were legitimate sites compromised by attackers.

• The other 49% were apparently created primarily to attract viewers… and to surreptitiously download “malware”.

• Compromised sites included Commonwealth of Virginia, one computer security firm, city websites, etc.

Most-visited websites per day.





Most Bandwidth/Site Visited





“Digital Native” ≠ informed• Our students use technology in ways most instructors,

librarians, IT, IS staff do not.• Ten most frequently visited sites at Ferrum College…

Facebook and MySpace sites.• Frequent downloads of potentially risky software.• Information Literacy and Information Mastery

programs may want to consider not only ethical and legal considerations, but also how to enhance privacy and security awareness in our students.

• Analog: teaching safe driving habits.

Our question: what does it mean to teach “information literacy” in this

rich and complex community?

Student

Others Info.Systems


Instr.Tech.

Student

Some observations…

• Instructor can teach content location and content evaluation.

• Librarian can help Instructor locate appropriate content.• Instructional Technologist can help Instructor deliver

content effectively and enhance student’s learning experience.

• Technology Staff can help develop awareness of security risks and enhance awareness of privacy concerns.

• ACA: Opportunities to collaborate, share across schools.

Thank you.

Student

Others Info.Systems


Instr.Tech.

Student

ACA

“Modern technologies, which should be called non-communication technologies rather than communication technologies, have all too often replaced the face-to-face discourse about experienced realities with discussions of one-way messages and artificially constructed images. We need to remind ourselves of the loss of reciprocity that modern technology has brought to the interchange of words and meaning between people.”-- Ursula M. Franklin, “Quaker Witness in a Technological

Society”, 1992.

Documents

Instructional Collaboration from Three Perspectives Christine Stinson Ferrum College 22 February 2008