Embed Size (px)
Citation preview
Online Learning Case Studies:Delivering the new LISM (Library and Information Services Management) - distance learning programmePeter Holdridge: [email protected] Stephen Pinfield: [email protected] Peter Stordy: [email protected]
• Critical Success Factors (CSF)• A strategic approach• Using TEL effectively• Embedding TEL in pedagogical approaches:
• INF6553: Information Literacy• INF6502: Academic and• INF6505: Database Design and Data Management• Student Inductions
• Summary (lessons learned)
03/05/2023© The University of Sheffield
Session Outline:
Critical Success Factors (CSFs):• 1. Strategies and policies with meaningful high-
level institutional support underpinned by sufficient resourcing
• 2. Robust and functional technologies, and staff and students who can exploit them
• 3. Pedagogical approaches which encourage experiential and interactive learning engendering a sense of engagement and community
03/05/2023© The University of Sheffield
Close liaison with CICs and the central TEL team:
• Ensuring staff were involved in relevant training sessions (e.g. MOLE training)
• Faculty Learning Technologist training (Adobe Connect)
• TEL liaison for Adobe Connect – ensuring correct access rights
Creation of an ‘in house’ TEL team, with a focussed remit:• Scheduling / facilitating / timetabling live
sessions (feeds into Administrative support)
• Training and supporting staff • Other iSchool TEL duties (e.g. Lecture
Capture, resource creation)
03/05/2023© The University of Sheffield
Administrative policies:• TEL (initially LISM) working group –
regular meetings and feeds in to…• TEL added to agenda in Teaching
Committee• Work Assessment Framework (WAF)
update to include TEL teaching / development hours
Systems Development:• TEL Google Calendar for
timetabling live sessions (very relevant for INF6502 which used recordings form Face to Face sessions)
• Adobe Connect room creation (each module had its own teaching room)
• TEL YouTube channel for video content (mostly used for module inductions)
“Strategies and policies with
meaningful high-level institutional
support underpinned by
sufficient resourcing”
03/05/2023© The University of Sheffield
Staff Training & Support• Module Outlines to include TEL
methods (for example if a live session is scheduled)
• Staff training (Connect and MOLE)• Support provided from iSchool and
central TEL team (e.g. facilitating live sessions)
Student Training & Support• Contact, contact and
more contact – emails explaining technology, ‘hands on’ live induction sessions
• Reinforcing the live environment (e.g. through using connect for more than just teaching – personal tutee meets etc.)
Synchronous TEL – Adobe Connect:• Previous experience (Health
Informatics alongside ScHARR)• Combined Virtual Classroom & ‘Lecture
Capture’ uses• Best ‘Face to Face’ experience (can
‘see’ tutors and interact both with audio / video and text chat)
Asynchronous TEL• MOLE for programme and
module hub (limited options!)
• Google+ for discussions (the students ‘chose’ this more than we enforced it!)
• Media Content (mostly via MOLE embedded YouTube)
“Robust and functional
technologies, and staff and students who can exploit
them”
03/05/2023© The University of Sheffield
INF6553: Information Literacy INF6580: Libraries, Information and Society
Use of Google+ for asynchronous discussion related to both modules, coursework and the program as a whole
Sheila Webber (INF6553)Brioni Birdi (INF6580)
INF6502: Academic and Workplace Library, Information and Knowledge Services
Sharing of resources with ‘sister’ face-to-face module (using Echo lecture capture and Connect together)
Stephen Pinfield
Student InductionUse of Adobe Connect for Student Induction on the LISM programme
Programme Team
INF6505: Database Design and Data Management Creative Use of TEL to deliver technical content (Oracle Database Design) at a distance
Peter Stordy
“Pedagogical approaches which
encourage experiential and
interactive learning engendering
a sense of engagement and
community”
Embracing Technology• The programme team had an awareness of relevant
technology• Echo• Connect• Google+• MOLE
• We had a vision of how these would be used and designed accordingly
• There was always an expectation that students would help us to evolve the use of technology – to be more relevant to their own learning situation
• Some technologies and / or approaches worked better than others…
03/05/2023© The University of Sheffield
INF6580: Libraries, Information and Society
Google+ Community for both modules
INF6553: Information Literacy
INF6553: Information Literacy INF6580: Libraries, Information and Society
Use of Google+ for asynchronous discussion related to both modules, coursework and the program as a whole
Sheila Webber (INF6553)Brioni Birdi (INF6580)
INF6502: Academic and Workplace Library, Information and Knowledge Services (Distance Learning)
Live Lectures
Pre-recorded Lectures
INF6502: Academic and Workplace Library, Information and Knowledge ServicesSharing of resources with ‘sister’ face-to-face module (using Echo lecture capture and Connect together)
Stephen Pinfield
INF6505: Database Design and Data Management
INF6505: Database Design and Data Management Creative Use of TEL to deliver technical content (Oracle Database Design) at a distance
Peter Stordy
LISM: Programme Induction (& Y1 Review) Sessions
Student InductionUse of Adobe Connect for Student Induction on the LISM programme
Programme Team
Student feedback from the Y1 review…“I found it useful that Briony (I think it was) wrote how long the videos were so I could plan in advance”“I remember expecting more reading on a ‘Stephen week’, but it was never too much. I think you got the balance pretty spot on.”“I really liked having guest lecturers, particularly the session from the f2f students as well (was that the copyright one?)”“The recorded lectures were very good as I was able to catch up around work.”“I think it makes a difference when you can’t see someone's face (clearly) when they are lecturing”“It's been a LONG time since I've had that 'end of term' feeling... it is a joyous feeling indeed!”
LISM
Indu
ctio
n…LI
SM Ye
ar 1
Rev
iew…
Summary & Lessons LearnedUsing the technology• Staff needed time to adapt (including the technically
minded)• Training and preparation (specifically module design) seemed essential• There was a distinct need to ‘build’ the technology (timetabling,
communication, teaching hours) into administrative routine
Our Cohort• From the outset we recognised students on LISM have a strong
professional standing, this had a variety of impacts:• Chat discussion in Synchronous sessions and Google+ was rich and thought
provoking• Attendance in synchronous sessions, started well, but tailed off into
Semester 2• Mixture of resources seemed to work best (synchronous and asynchronous)• If you ‘build it’, they won’t necessarily come – attendance and interaction in
live sessions often dictates what is pedagogically possible!...• …however sometimes they will ‘build it’ them selves (e.g. a private
Google+ community where no staff were allowed!)03/05/2023© The University of Sheffield
Any Questions?
03/05/2023© The University of Sheffield
