Reach Out and Touch Someone: Cultivating Information Literacy

Competencies with E-Learning Technology

Lisa Santucci / Rob WithersMiami University Libraries

Who We Are

• State assisted institution

• 15,000 undergraduates, 1,300 graduates

• 3,473 first year undergraduates

• Selective admissions

• Residential campus

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

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

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

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

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

Development of Prototype

Hardware/Software

Delivering Materials:

• Server to house E-learn

• Blackboard CourseInfo

Creating Materials:

• Macromedia Flash, Fireworks

• Snagit

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)

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

Topics Covered in e - Learn

Nine modules in these areas:

• Understanding Information/Evaluating Information

• Finding Books

• Finding Articles

• Finding News

• Searching the Web

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

Requirements for Student Computers

• Shockwave

• Audio card/speakers

• JavaScript

Usability Testing of Prototype

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

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?

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

Challenges: Usability Testing

• Not all students use University E-mail

• Ensuring compliance with Human Subjects Testing guidelines (no subjects under age 18)

• Encouraging feedback

Future Challenges and Initiatives

Upgrading Content

• Continuous redevelopment• Focus more extensively on non-verbal

communication• More extensive assessment exercises• Modules that are subject specific:

– Biology– Education– English

Attracting Students

• Participation in Summer orientation for first year students

• University Admissions Welcome CD-ROM

• Personal invitation delivered to student room

• Students receiving credit

Challenges: Future Development

• Seeking course credit for completing work

• Creating more extensive assessment exercises & quizzes

• Allocating/scheduling staff to support

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

Special Thanks to:

• Stan Brown

• Sylvia Hu

• Nancy Moeckel

• Lisa Santucci

• Rachel Vacek

• Ohio Board of Regents

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