2011 ua system scholars institute final ppt
TRANSCRIPT
Steven MacCall Elizabeth Aversa
The University of Alabama Library & Information Studies
Introduction• Dr. Elizabeth Aversa
Context for the SLIS Program • Dr. Steven MacCall
Rationale for a Synchronous Option • Dr. Aversa
Administrative Preparation for Student Success Discussion, Questions, & Answers
LIS education suffers geographical imbalance• Number of accredited programs ~60• Programs are mainly in south, east, mid-west• Few programs are in the west (only 2 in CA)
LIS educators have long sought new pedagogical modes to address the imbalance• Faculty traveled to off-campus sites• Correspondence courses via USPS
Early Internet (1970s-1980s)•Early Internet allowed for email to
substitute for the USPS for correspondence type courses
•Lack of bandwidth prevented graphical, audio, and video files over the web
Compressed two-way video networks (1990s)•Delivered live lectures (audio and video) to
locations on the network•Students had to travel to sites on the
network to receive instruction
Blackboard platform /E-learning • Used for secure course websites• Provides access to course support materials
including syllabi, calendars, readings, lecture notes, etc.
Wimba platform for 2-way VoIP• Simulates classroom experience• Students hear live lectures, discussion and
questions with professors and classmates• Chat remains useful but in context of the
live lectures
Real time VoIP-based lecture delivery mode•Provides opportunity for real time
learning•Asynchronous modes of delivery are
strategically deployed during MLIS coursework
Our model is not for everyone•Students must attend classes at
appointed times•Not “self-paced” like many fully
asynchronous LIS degree programs
Course preparation is not onerous due to continuing reliance on the spoken word to deliver course content
Lecturing process is highly transparent Energy in the voice comes through to
students, so the personality of the professor and students remains in evidence
Everyone hears students questions and faculty response (and can cue from the tone of the discussion, questioner’s voice, etc.)
As new technologies come on line, professors can add diverse media as they see fit, but one size is not expected to fit all
Examples include open source blogs and wikis hosted by UA OIT
E-learning for face-to-face and DE courses
E-learning is populated by university registration system (Banner)
E-learning course website governs student access to Live Classroom
However, E-learning and Wimba are managed by different units at UA
Straightforward for those who were proficient with predecessor system(Web-CT)
But, those who had not used a course management system had to learn
Using live two-way VoIP (Wimba) meant that all course content did not have to be ready the first day of class!
Simple steps to enter Wimba room• Through E-learning• Students need no reminder
Familiar “hand raising” function is key for managing Live Classroom during lectures
Use of familiar PPT, graphical exhibits, or websites is facilitated by application sharing and thus allows faculty to replicate face-to-face teaching experience
Lack of non-verbal cues to modulate class comprehension as a whole and student questions individually
Class lectures can take longer than in face-to-face delivery mode
Net congestion
Moving an ALA-accredited program to online delivery
Assuring faculty well being• Transition from physical classroom• Changing communication patterns
Maintaining/enhancing student well being
Concern for the possibility of increased faculty workload that could be caused by increased e-mail and discussion board traffic
Concern with maintaining student engagement during courses
Interest in framing research that would enable faculty to improve student learning while maintaining reasonable faculty workloads
SLIS culture and values•Close-knit community•Personalized program•Communicative faculty and students•Selective admissions
Faculty experience University support
SLIS benefits from strategic adoption of online education.
SLIS benefits from previous experience with two-way compressed video delivery of instruction
SLIS benefits from providing a full master’s program to a highly selective audience of limited size
Planned
Integrated
Monitored
Fair assignments in work load
Initial compensation for conversions
Time to learn
Laubach model “Each on Teach One”
Provide an understanding of the program
Planning to avoid student isolation
Helping avoid distractions of competing adult responsibilities
Collaborating to solve technological problems
Ads and marketing start the process
Continuous correspondence means a lot
Calls to the uncertain assure understanding
Cohort concept On-campus boot camp orientation Availability of extracurricular
activities and professional association chapters
Town Hall meetings Mixed modality electives integrate
on-campus students and broaden the students’ networks
Live lecture classes Attendance policies Group responsibilities 24/7 break out rooms for discussion,
group work, planning meetings, and socializing
Archives are available if distractions occur
Real time tech support during class sessions
Tech consulting at orientation and throughout the program for individual problems
Peer assisting is part of learning community concept
Library support
2005 Pioneer Cohort• Admitted 43• Retained 42 in year 2
2006 Second Wave Cohort• Admitted 44• Retained 40 in year 2
2007 Three’s a Charm (Purple Cast) Cohort• Admitted 41 • Retained 38 in year 2
2008-2010 have same retention rates; some still in program – 40 admitted for 2011!
Commencement returnees
Alumni activities
Graduates taking leadership roles and
Community concern as evidenced in recent tornado in Tuscaloosa
Steven MacCall, Associate Professor & SLIS DE Coordinator Elizabeth Aversa, Professor & Director
Phone 204-348-4610
School of Library & Information StudiesUniversity of AlabamaBox 870252Tuscaloosa, AL 35487
Program description at http://www.slis.ua.edu