robert zai iii & threasa l. wesley. not counting resources (collections, facilities, and the...
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From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Robert Zai III & Threasa L. Wesley
• Not counting resources (collections, facilities, and the like), what assistance does your university’s on- and off-campus students need?
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
• How does your library deliver these programs to your on- and off-campus students?
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
• If distance was not a factor, what would be your preferred method of delivery for all students?
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Embedded Librarian Pilot Originally Conceived…
• to “overthrow the “tyranny” of the 50-minute, one-shot session;
• as a follow-up for face-to-face information literacy instruction;
• only for on-campus classes; • to provide subsequent reference assistance, and
to post notes and links covered in class; and,• designed to focus all interaction to the Discussion
Boards.
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Embedded Librarian Pilot Originally Sought to Work with…
• 10 total classes spanning disciplines and course levels;
• professors that extensively and actively use Blackboard; and,
• professors that also utilize face-to-face library instruction.
However, we…• only successfully recruited 8 classes;• scrambled to find 2 more professors; and,• elected to add 2 distance courses for an even 10.
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
The Second Pilot Came to be after…
• 2 distance professors from the original pilot requested the service in the following semester; and,
• we easily found 8 more distance classes.
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Semester Totals
Number of Classes0
10
20
30
40
50
60
10
14
3
25
30
8
56
41
7
4646
52
46
Fall 2007 Pilot
Spring 2008 Pilot
Summer 2008 Pi-lot
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Spring 2010
Summer 20102
Fall 2010
Spring 2011
Summer 2011
Fall 2011
Spring 2012
Pedagogical Advantages
• Programming Via Distance Learning Technology vs. the 50-Minute, One-Shot Session• Duration of the assignment or the semester• Vs. one-shot session
• All of the needed concepts at the needed depth• Vs. 3 major concepts covered, and taught to the middle
• Multiple presentation styles, accommodating all learning styles• Vs. Single presentation style, addressing a couple of
learning styles• Student paced learning• Vs. librarian paced learning
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Pedagogical Advantages
• Programming Via Distance Learning Technology vs. the 50-Minute, One-Shot Session• Contextual, need-based learning• Vs. front-loaded, “everything you need to know”
learning• All materials recorded and reviewable throughout the
research process as needed• Vs. “a one time presentation, don’t be tardy or absent,
and you better take notes” • Reviewing all of the course documents (syllabus,
assignments, readings, etc...)• Vs. library instruction request, detailing session need
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Organizational AdvantagesWhich Translates to Instructional Expansion
• Using University provided & supported technology is cost- and time-efficient for the library, course instructors, and students.
• Each library faculty member reaches more classes and students.
• The pool of library faculty who can participate in instruction & reference is broadened.
• Sharing of our best resources for each class and student is facilitated.
• The visibility and standing of information literacy curriculum is enhanced.
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Distance Learning Models for All Students at NKU
• More Pedagogically Sound Instructional Methodology.
• More Realistic Presentation of the Role of Research in Scholarship & Learning Advancement.
• Wider & Deeper Distribution of Information Literacy Curriculum.
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Questions?
Comments?
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
• Threasa Wesley• [email protected]• (859) 572-5721
• Robert Zai III• [email protected]• (859) 572-6658
• http://www.nku.edu/~zair1/
From Add-On to Mainstream: Applying Distance Learning Models for ALL Students
Robert Zai III & Threasa L. Wesley