WAPL - Continuing Education in Your Pajamas-New Technologies Bring New Opportunities

John DeBacher started with a great visual image for the title of the program. I saw him in the hall in advance to capture this photo...he actually wore this to the introduce the program.

The first presenter was Anna Palmer from the library school at UW-Madison. There are still three courses which require physical presence on campus. The electives can be done online. Courses are available before or after starting the program. If you register as a "special student" the cost is half the regular price.

The school offers continuing education courses including courses for the Library Director Certification Program. CED credits are cheaper and are graded on a pass/fail basis. They use the same software for CE and online courses. They use Desire to Learn (D2L) which is branded with Learn Wisconsin.

Anna demonstrated with a course called "Core Elements of Children's Services." [I have a close friend who has taught using D2L, and I have seen both the student and instructor side.] It is asynchronous teaching with assignments and deadlines. It is web based and very intuitive. There is technology support for both students and instructors. There is a phone help desk from 6 am to 1 am. It does require 56K connection, Windows 98 or better.

The University offers "Education to Go" classes are skill specific. Cost is $85, and there are about 75 courses offered. All are 6 weeks long and the start once a month. They are offered through an outside vendor. They do have interactive elements and some of the structure is similar to the D2L structure. It does have a final exam which is required to receive credits for the course.

Bob Bocher talked about the tools which DPI provides. Bob did not appear in pajamas (since he wears none). The product the state uses is from Sonic Fpundry called MediaSite. The tool synchronizes the view with the sound. It is real time, and it is archival. The site has about 15 presentations included on the site. It requires a specialized PC and camera to produce programs. The PC includes the software. It takes some time to train staff to do the technology issues to schedule and connect, plus uploading PowerPoint. It is helpful to have two people: one to present and one to run the hardware.

Bob showed a demonstration of an erate training program. The state has a license, and hosts them on their own site. For many other customers the vendor hosts the program. The program is not as flexible. There is no chat or other interactivity.

John DeBacher showed WebJunction. He particularly plugged the Rural Sustainability aspect of the project. It does require speakers/headphones and a microphone is good. (South Central found inexpensive ones for about $5.) John then logged into an archived presentation. He also whistled the theme from Jeopardy while it loaded. He then showed the courses section of the website. The state counts these opportunities as continuing education for certification purposes.

Jean Anderson from South Central Library System talked about OPAL. They have a site license for 50 people, but can ask Tom Peters for more space, and there is an auditorium which can host large crowds. She showed it on the large screen, including some input from staff back in Madison at the SCLS office.

WAAL 2008: Reinventing the Library Class Session

Eliot Finkelstein, Carrie Nelson, Trisha Prosise (UW-Madison's College Library)

Background

• "One-shots" - single 50-minute sessions - many, many of us teach these
• Library instruction "module" is integrated by mandate into certain required courses at UW-Madison
• 2006: 4,300 students get online tutorial followed by 50-minute session
• Librarians were repeating content in tutorial and in-person sessions - taking up time
• Got to a point that script was a Frankenstein's monster, after multiple re-writes
• Started with desired outcomes, rather than jumping into the "fun part"
• Literature search - Deb Gilchrist (assessment expert)
• Bloom's taxonomy - set 7 learning outcomes

Demonstration

• 3 volunteers from audience were taught in the old way (told how to complete all the steps, then did it), then 3 volunteers that had been waiting in the hallway were taught in the new way (why this might be important to you, you won't be able to do it correctly the first time, but I'll step in to talk you through it)
• Scenario: How to order food at the "WLA Food Counter" - needed to provide structured, ordered commands from controlled vocabulary
• Second group of "students" felt more prepared, confident; even though one wound up with peanut butter smeared on the table in front of her, with no plate :) - because she knew what not to do next time
• Teachers gave context: on the job
• Allowed learners to try before completely taught method
• One learner modelled, then learners discussed together
• Set at ease: told them "this is going to be complicated," "this isn't easy"

Re-invention

• With old method, engagement was less than we wanted
• Questions and comments from students indicated a disconnect in learning

Constructivist learning

• Susan Cooperstein and Elizabeth Kocevar-Weidinger
• We may think that hands-on computer work after a demonstration is "active", but that's not pedagogists' definition of active learning: activity leading to concepts (not vice versa)
• Students more comfortable with learning among peers
• Real-world problem to solve (from students' point of view)
• Learning from mistakes
• Teacher as coach or facilitator of learning by chunks, rather than Our Leader

Transformative learning

• Kelly McGonigal
• Have to realize that there's something you don't know - motivation
• Safe to fail
• Scaffolding - teaching/learning in chunks

Changes made

• Real world: "If you were an intern in Washington, D.C. this summer, your boss would ask you to do this"
• Failure is built in - showed them a reasonable search, with 0 results - am I in the right database? are my search terms good? - recovered together
• Disorientation: search field for database names, not for research terms - we bring them there, then talk them through it
• Safe failure: Pods of computers - see everyone else having same thing happen
• Balance between support and challenge - chunking, clues, flexibility with finger on the pulse of the room so you can change the plan if gets too challenging

Success!

• Great student engagement
• They're realizing that they do not know how to do something they thought they did
• They want to know how to do this - Problem-solving, Working together
• Lots of activities
• Online worksheet - not talking at them the whole time

Assessment

• Online worksheet kept in a database - research topic, journal database, search terms
• Pulled 600 sheets - created a basic rubric
• 1/4 hadn't chosen best database, 1/5 chose poor search terms
• High percentage of instructors believe that library module improved student learning
• Reviewed comments that indicated need to make changes
• Librarians felt very engaged with new script
• 80% students chose "librarian demonstrations" as the part of module that helped them most - they were really watching us, because they'd already done exercise

Questions/Comments

• What if students don't do tutorial? Required, with embedded quizzes they need to turn in to instructor.
• How would you do an exercise like this with different classes? 2nd script for separate class - chose hardest topic that I thought wouldn't work - went well. Work with instructor on assignment - ask "is it OK if the search fails the 1st time?"
• Do you run out of time? Not any more than in past.
• What do you cut out? Students working on their own topic at the end. We want them to come with a topic, but they might not start research on it during session.
• Outcomes? How to find a book and article, how to get help, and positive attitude about the library.
• Electronic worksheet? Web form - we get them there at beginning of class. Outline of some of class session. Narrative background of scenario. Paste in answers. Talk to the person next to you and find out... Students are okay with multi-tasking on computer. Students get copy of completed worksheet emailed to them (and us).
• Non-traditional students? Mainly traditional undergrads, comfort with technology. In ELL class, did use paper worksheet.
• Increased library use by these students? College Library is widely used by this user group, so getting them in the door isn't the issue. Anecdotally, getting better questions at the information desk. Recently, a student had already been in a database and found an article, but knew she needed better search terms and came to librarian - this is progress! Before, "I have a paper..."
• Academic freedom of faculty? Some students can test out, so not required for all. Abbie Loomis, our campus instruction coordinator, was instrumental in getting library module mandated.
• Used for more advanced classes? Not us yet. Sarah McDaniel, current campus instruction coordinator, has done similar project at other campus.

WAAL 2008: Integrating and assessing information literacy

WAAL Information Literacy Award presentation

• Dave Dettman, Coordinator of IL and Outreach, UW-Green Bay
• UW System now looking at student learning assessment tools: iSkills, Project SAILS, ILT
• Assessing learning outcomes is more difficult for IL than subject areas
• How well is IL integrated into the curriculum at your campus?
• "Assessment Loop" - want to complete all steps (goals, measurement, etc.), and close the loop (set new goals) - funders want to see this
• Accreditation agencies starting to look at IL-related skills
• Faculty had been afraid of IL - confusing it with technology literacy - can student use x piece of software/hardware?
• We've been doing "one-shot" instruction sessions for a long time - faculty are used to this
• Needed to document students' poor understanding of IL concepts for faculty who think that students have these skills
• Need to approach library databases differently than the Wild West Web, not in same way that you'd ask one another a question
• Action plan: Make failure visible, in order to move on to more effective approaches
• Beyond one shot: librarian meets with students 2 times in computer labs where they can continue to research topics
• Standardized tests: can be powerful for communicating a need for more integration
• ETS iSkills ICTL test (Scale: 0-300) used at UWGB
• No library instruction = 156.5
• One-shot lecture = 164.4
• Lecture + ICT literacy exercises = 171.2
• National recommendation = at least 162
• What does this score mean? Don't know, but he started to get invited by admin to serve on many instruction committees
• UWGB revived freshman seminar concept, after ~15 years - beyond composition class
• 1st assignment: Watch movie, pick 5 themes, find scholarly article related to each
• Library e-guide - but faculty didn't promote, and complained about predominant website citations
• 1st year (2006) = Failure
• Would like to parse out data to an instructor level, but my data analyst isn't comfortable with that
• Self-assessment of learning: increased on most measures (exception: "how to use" information)
• People upstairs love this: "If the librarian's not doing much teaching right now, imagine the results if librarian was doing a bit more!"
• Unfortunately, some students get to see me multiple times in their classes, others don't see me at all
• Perception of what a librarian is the same, regardless of where they work - think the academic librarian is the same as their old kindergarten librarian
• Really opening doors to faculty, institutional admin
• Successfully advocated to expand freshman seminar in 2008-09 with IL to about 1/2 students
• Planning to integrate more with 8 instructors
• Want to convince 4 more instructors to require a similar assignment with one-shot, so not comparing apples to oranges
• Many librarians find that they aren't able to use the data they collect in the way that they think, because the wind up trying to compare very different experiences
• Now possible to make connections between IL scores (higher-level thinking) and post-grad hiring
• Students finally get something back from assessment - see real-time results = higher motivation
• We promoted campus interest in results, by some staff promising to shave their heads if score was higher than a certain level
• Need to build IL assessment into a course, with class time
• A different campus was offering $25 for students to take IL test - a student said "I'd rather give blood"
• Awarded an IL "Lesson Study" grant - seed money is powerful on campus
• Pre/post surveys, focus groups coordinated by Education students
• Now working on MLLO Project: Assessing mission level student learning objectives
• Faculty development - monetary rewards - make yourself visible there - with data, you'll become more welcome
• LibQual at UWGB in 2004, again in 2008 - can show gains
• UW System-wide assessment interest - we've been working in our own backyards for too long
• Dave: Better to organically roll into an existing class, than to have a stand-alone "library class" for credit
• Audience: Disagreement - our credit class is very popular among everyone

[Image: http://www.uwgb.edu/univcomm/news/insidearchive/04nov1.htm]

WLA 2007: Those Who Can, Teach: Becoming a More Effective "One Shot" Trainer (and Explainer)

Those Who Can, Teach: Becoming a More Effective "One Shot" Trainer (and Explainer)
a presentation by Michele Besant, Director, School of Library and Information Studies Library, UW-Madison; Carrie Nelson, Associate Academic Librarian, UW-Madison; Pamela O’Donnell, Academic Librarian, UW-Madison

Outline of today's presentation:

• Strategies / tips
• Collective wisdom (sharing)
• Debriefing / critique
• Exit with a renewed passion for teaching

Michele's main message:

• less is more (honestly) -- try not to overwhelm learners with too much information
  
• value your teaching -- believe that what you have to convey has value to learners
  
• it's all about the story -- narratives help you make a connection with learners
• have fun! -- if you're having fun, your learners might have fun too

Carrie's concerns: feelings and how they affect our teaching

• reading from a script -- try to break from your script to keep things fresh
  
• giving up control -- try to get comfortable about feeling uncomfortable
• embrace the weirdness -- enjoy the unexpected and unscripted

Pamela's premise:

• what's in a name (a lot!) -- take time to learn each learner's name
• analogies work -- Google is like a very happy dog (retriever); find a way for learners to assimilate new information; something memorable
• fake it -- fake it 'til you make it; if you don't feel "up" about training
• be funny -- it helps make librarians more approachable and engaging

Wisdom of crowds -- tips from the audience:

• this isn't brain surgery; no one will die if you make a mistake
  
• an active learning experience
  
• commitment to your audience will transcend any technical challenge
• teaching to different levels of knowledge in a group session
• clear demos followed by hands-on practice
• a person has to hear a thing 3 times before remembering it; say it different ways
• be prepared; know your stuff, but be ready for seats-of-the pants stuff
• be willing to not have all the answers; turn it back to the group for answers
  
• help relax your students so they're open to learning new things
• help learners make a connection to what you're trying to teach

Michelle: "If you want to learn something, teach it to other people"

find out about your learners, so you can tailor your presentation to their needs

how to learn patience with people who really don't get it -- understand he/she is a person who has a need and/or problem

let go of the expectation that an entire class of learners will reach the same level at the end of the learning session

PowerPoint slides on a handout, with room for learners to take notes