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Enhancing Large Population Instruction: E-Learning Solutions for Undergraduate Library Skills

This presentation explores innovative e-learning strategies employed by Miami University Libraries to enhance library instruction for a large undergraduate population. With 15,000 undergraduates, the library faced challenges in ensuring students acquire essential research skills. By utilizing multimedia content, feedback from students and librarians, and a structured online course assessment, the project aims to meet the evolving needs of today's students. The initiative leverages online platforms to deliver engaging learning experiences, ensuring effective information literacy without the constraints of traditional classroom settings.

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Enhancing Large Population Instruction: E-Learning Solutions for Undergraduate Library Skills

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Presentation Transcript

  1. Thinking Outside the Box: Using E-learning to Instruct Large Populations Lisa Santucci / Rob Withers Miami University Libraries

  2. Who We Are Selective state assisted institution with undergraduate emphasis • 15,000 undergraduates, 1,300 graduates • 3,473 first year undergraduates • 17:1 student/faculty ration

  3. Need for Undergraduate Instruction • Anecdotal feedback from students • Feedback from librarians & instructional staff • NSSE Survey: students note little growth in library /research skills • Many other institutions are doing the same: TILT, Penn State - Information Cycle

  4. Challenges to Undergraduate Instruction • No required introduction to use of library resources/research strategies • Limited time within existing classes for library instruction • Not enough librarians/classroom space to reach every class

  5. Online Instruction • Minimize need for instructional facilities • Prevent schedule conflicts with other classes/activities • Provide online support through call center software used for reference

  6. OBOR Grant Opportunity • Entitled: “Online Information Competencies Course Assessment Project”

  7. Reaching the “GameBoy” Generation Today’s students expect: • Less long, sequential presentation of information • Multimedia used to deliver information • Education and entertainment are not mutually exclusive • Giving them what they want and what they need

  8. Hardware/Software • Server to house E-learn • Macromedia Flash, Fireworks • Snagit • Blackboard CourseInfo • In house development done by Librarians

  9. Development Phase • Content team develops script containing text information together with ideas for images • Design team conveys information in script, with goal of minimizing text needed • Invited all librarians to brainstorming session for input

  10. Components of e - Learn • Understanding Information/Evaluating Information • Finding Books • Finding Articles • Finding News • Searching the Web

  11. E-Learn Modules • Can be used outside of Blackboard

  12. Initial Delivery • Contacted sample group of incoming students via campus email requesting to take survey • Enrolled students in Blackboard course management software • Checked students machines to ensure they had software needed

  13. Student Software Requirements • Shockwave/Flash • Audio card • Java?

  14. Feedback from Trials (2003) • First round (50 students): " didn't like the timed element of the screens they want to control the pace" • Second round (88 students): positive responses.

  15. Challenges • Ensuring Human Subjects /18 and older • Lack of course credit for completing work • Frequent changes • Developing advanced, subject specific modules to build on core competencies • Text-heavy - vs - graphics intensive • Library jargon • Not all students use University Email

  16. Future Directions • University Admissions Welcome CD-ROM • Students receiving credit • Keeping it timely • Modules that are subject specific - BMZ

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