Rebekah K Nix Senior Lecturer, UTD Terry Barksdale Digital Librarian, UTTC
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Transcript of Rebekah K Nix Senior Lecturer, UTD Terry Barksdale Digital Librarian, UTTC
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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
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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)
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Participant Backgrounds
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ProgramDesign
• 36-hour degree• thesis-only option
• completely online• 100% asynchronous
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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).
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Focus: Instruction v Integration
BUSYWORK
BUSYWORK
BUSYWORK
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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
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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
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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
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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)
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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!
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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
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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!
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Implementation: Course Roles
• Instructor– Content
• Student– Context
• Instructor– Delivery
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Implementation: Course Design
• Announcements
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Implementation: Discussion Board
• Library forum
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Implementation: Course Menu
• External link
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Implementation: Web Resources
• UTD– About– Resources– How to’s– Services
• UTTC– Materials & Resources– Contact a Librarian– UTTC Digital Library FAQs– Faculty Services
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• Email• Chat
Implementation: Student Inquiries
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• UTTC Organization
Implementation: UTTC Organizations
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• Grokker search• Pariture FAQ• Seamless access• TDL project
Implementation: Future trends!
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“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
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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
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Faculty/StaffAccesses
100 250
250 1000
1000 2500
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Faculty/Staff Collaboration
Distance – Science Education – Reference – Teacher Development – Literacy
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mid dle
Rebekah K [email protected]
Terry [email protected]
may 23-25, 2007 austin, tx
FOCUS DESIGN
IMPLEMENTATION EVALUATION