Rebekah K NixSenior Lecturer, UTD

Terry BarksdaleDigital Librarian, UTTC

may 23-25, 2007 austin, tx

MEETING inthe MIDDLE

GROSSinjustice

The formula for water: H to O

How arearithmetic

and a telephonealike?

What isH, I, J, K,

L, M, N, O?

WOWOLFOL

just144ice

mid dle

Presentation Objectives

• To talk about the difference between instruction and integration (focus)

• To share insights on how faculty/staff perspectives changed (design)

• To show examples of how course design supported the new model (implementation)

• To report on student outcomes and faculty/staff satisfaction (evaluation)

Participant Backgrounds

ProgramDesign

• 36-hour degree• thesis-only option

• completely online• 100% asynchronous

Goal: Lifelong Learners

Harris, S. (1991). Can't you guys read? Cartoons on academia.New Brunswick, NJ: Rutgers University Press. REPRINTED WITH PERMISSION.

“To teach someone any subject adequately, the subject must be embedded in all the elements that give it meaning. People must have a way to relate to the subject in terms of what is personally important”(Caine & Caine, 1994, p. 64).

Focus: Instruction v Integration

BUSYWORK

BUSYWORK

BUSYWORK

Focus: “Educational Technology”

• Technology-based and Distance Learning Strategies. The Condition of Education in Rural Schools.

• Dede, C.• (in press). Washington, DC:

Center for Rural Education, U.S. Department of Education

IOL 2005Keynote Address

Focus: “Information Technology”

• Librarian on Board: Why You Shouldn't Develop an Online Course Without One

• C. Laverty and D. Stockley• Journal of Library and

Information Services in Distance Learning, Vol. 2(4) 2005, pp. 41-55

Focus: “Information Literacy”

• Information Literacy as a Liberal Art: Enlightenment proposals for a new curriculum

• J.J. Shapiro and S.K. Hughes• Educom Review, Sequence:

Volume 31, Number 2

Design: Outcomes + Satisfaction

Literacy Resource Research

Course SCE 5305 SCE 5308

Project Literature ReviewPersuasive PresentationResearch Study Proposal

Research ReportConference PresentationIRB Forms

Efficacy Research Competency (ALA)

UTD Policy Memorandum (NIH)

Attitude Library Awareness Skills (NETS)

Improving Educational Research (NRC)

Skills Information Literacy Competency Stds (ACRL)

Science Culture/Educational Research (AERA)

Learning Environment

Constructivist Learning Environment Survey(PR, US, CV, SC, SN)

Constructivist Learning Environment Survey(PR, US, CV, SC, SN)

Design: Faculty v Staff Perspectives

Administrators Leverage advances in information technologies

Staff Members Transition interactions to expand on the differences between information technology and information literacy

Faculty Members

Deal with new dynamics associated with emerging practice

All of the above…

Keep up with our own professional development!

Design: The 3 Cs

Communication | Collaboration | CreativityT & R starting talking at IOLC & R outlined course design gridsT & R met with M at UT AustinR discovered S on meeting with LC & R added library column with T’s ideasProject Team review meetingC, R, & S reviewed course sequence,

discussed resources, shared textbookT visited UTD to meet with R, C, and SS added content; R added disclaimerSCE 5305 launched in Fall semesterC, R, & S celebrated semester success

and discussed new ideas for SCE 5308

May 05June-July 05

August 0505

05 Jan 06

06

May 06July 06

August 06December 06

Design: Ideas + Examples

• Course ideas– Roles (Instructor/Student)– Design (Announcements)– Discussion board (forum)– Course menu (external link)

• Library examples– Web resources (UTTC/UTD)– Student inquiries (email/chat)– Learning Resources (organization)– Future trends!

Implementation: Course Roles

• Instructor– Content

• Student– Context

• Instructor– Delivery

Implementation: Course Design

• Announcements

Implementation: Discussion Board

• Library forum

Implementation: Course Menu

• External link

Implementation: Web Resources

• UTD– About– Resources– How to’s– Services

• UTTC– Materials & Resources– Contact a Librarian– UTTC Digital Library FAQs– Faculty Services

• Email• Chat

Implementation: Student Inquiries

• UTTC Organization

Implementation: UTTC Organizations

• Grokker search• Pariture FAQ• Seamless access• TDL project

Implementation: Future trends!

“No Significant Difference” (0T1 v 501)

• Student Differences– Learning Style– Teaching Style– Personality Profile

• Student Achievement– Textbook Reading Quizzes– Midterm Project Summary– Final Course Grade

• Student Performance– Literature Review Paper– Persuasive Presentation– Research Study Proposal

• Student Perceptions– Resource Literacy Efficacy– Resource Literacy Attitude– Resource Literacy Skills– Learning Environment

Rating of ‘Library Liaison’ (0T1)

The REFERENCE LIBRARIANprovided timely and accurate information

in support of my coursework.

“I have seen a broader and more legitimate set of references in the research papers than in previous classes.”-Dr. Cynthia Ledbetter, Fa06/Sp07(has taught sequence since 1987)

Strongly Agree56%

Agree33%

Neutral11%

N = 9 Fa06 students3 = no response given

Faculty/StaffAccesses

100 250

250 1000

1000 2500

Faculty/Staff Collaboration

Distance – Science Education – Reference – Teacher Development – Literacy

mid dle

Rebekah K Nixrnix@utdallas.edu

Terry Barksdaletbarksdale@utsystem.edu

may 23-25, 2007 austin, tx

FOCUS DESIGN

IMPLEMENTATION EVALUATION