Taming the Dragon

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					   Taming the Dragon


The Collaborative Revitalization of
 an Online Library Skills Course
                    Carol Hansen
Stewart Library, Weber State University, Ogden, Utah
                           &
                  Nancy Lombardo
Eccles Library, University of Utah, Salt Lake City, Utah
How many librarians does it
take to create an online
course?
Today’s Objectives

 Who’s here today?
 Attendees will
   Understand the development of the
    Internet Navigator online course
   Get details on its collaborative
    management and funding
   View some of the newer elements of the
    course
 Please ask questions at any time
The Internet Navigator Course
 What makes it unique?
 Long term experiment in collaborative
  online course development
 Multiple uses
 Emphasis on information literacy
  competency assessment
The Challenges
 Enabling student learning
   The ability to define, access, find evaluate
    and use information effectively
 On and off campus
 Across the state and around the world
 Taking advantage of new technologies,
  new pedagogies and shared resources
 NOT recreating the wheel at every
  institution
Technology Background
 Library catalogs go online late 80’s
 Email gets popular early 1990’s
 Netscape Browser October 1994
 Internet Navigator launched Jan 1996
 Focus is on “what is the Internet?”
 Infotrac goes on the Web June 1997
 By 1998 a whole new focus is needed
Utah Academic Library
Consortium
 14 academic libraries
  9  public (U of Utah, Utah State, Weber
    State, Utah Valley…)
   2 private(BYU and Westminster)
   Over 151,000 students

 History of cooperation
   Collecting, borrowing
   Sharing (Pioneer), Nevada Libraries too
   Instruction - Internet Navigator
Goals of Online Course
 Meeting the needs of a diverse student
  body
 Enabling use of curriculum for multiple
  purposes
 Integrating latest Web technologies
 Including latest pedagogies
 Managing course for delivery at multiple
  institutions
More Goals
 Support lifelong learning
 Be learner centered
 Emphasize collaboration across
  distances
 Emphasize individual inquiry
 Be structured enough for freshman
 Enable exploration of values and
  reflection
First version
 Included content on
    Different versions of email (pine, vax, etc)
    Gopher
    Telnet
    Catalogs
    Search Engines
    Evaluating information
    HTML
    FTP
The Shift
 From - “what is the Internet?”
 To - effectively finding and using
  scholarly content found in Web based
  library resources
 Other shifts
   Online and distance ed merge
   Emphasis on information literacy and
    assessing student learning
1998
 Our plans began
 June LOEX of the West in Cedar City
 New Tutorials – RIO, TILT, Net trail
 The UALC Information for Life Task
 Force formed
   Representation    from all academic
    institutions in Utah
   The State Library offered PL
    representation
Primary Goals for New Course
 Promote information literacy in a global
  and dynamic information technology
  environment for all types of learners
 Share curriculum
 Promote shared resources in Utah
New Course Outline
 1. What is the Internet
 2. Getting Started with Research
 3. Information Navigator
 4. Web publishing


 Interactive Exercises
 Research Assignments
   Topic selection
   Annotated bibliography
   HTML and Web publishing
 Quizzes
Early Administration
and Funding

 Began with one time funding from HETI
   For 10 librarians
 Naively, no funding was sought for
  maintenance and ongoing support
 Technical and server support was
  donated by U of U Eccles Library
 Site has been mirrored since 1995
Information for Life Grant
 Requested $25,000 from UALC funds
 for:
   Staff
      Project Director
      Team
      Programmer
      Graphic design

   Development     and implementation of the
    new course
   Ongoing maintenance
        EXTREMELY time consuming
Program Planning
 Development
   Over a dozen librarians worked in teams to write
    first drafts of new curriculum over a year
   Team worked with programmers and graphic artist
 Implementation
    Over a summer, 4 librarians rewrote rough drafts
     of modules
    Group of 4 loaded new curriculum
    Larger team proofed and made additional
     suggestions
 Maintenance Team meets regularly
New course
 Tested Spring 2000
 Over 1500 students enrolled each year
  at WSU alone
 Very positive student response
   Over   85% rated course as excellent or very
    good
 Funding for ongoing maintenance
Assessment
 Learning outcomes identified
 Pretest, skills survey
 Exercises – self assessment
 Research project – practical
 Quizzes – knowledge
 Internal feedback forms
 End of course evaluation – their feelings
 Cyclical process
Still to come
 Assignments requiring students to
 reflect even more
   On   their information needs,values, ethics
   On how they use information now and in
    the future to gain knowledge in their areas
    of interest
 New Student end of course evaluation
   Assessing   priority learning outcomes
What we’ve learned
 Statewide funding is critical
 Collaboration is fun
 Collaboration takes more time
   For those involved in development and
    maintenance
 Results are richer and more useful
 Students are loving the course
 Students are learning
Demonstration of New Course
and Questions?
 http://www-navigator.utah.edu
 Syllabus
 Instructors (Global!)
 /Faculty page – statewide clearinghouse
 Flash Exercises
    Call number
    Evaluating
 Questions?
   chansen@weber.edu

				
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