Online Learning Case Studies
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This document summarizes the delivery of the new Library and Information Services Management distance learning program at the University of Sheffield. It identifies three critical success factors: 1) high-level institutional support and sufficient resources, 2) robust technologies that staff and students can use, and 3) pedagogical approaches that encourage interactive learning and engagement. It then provides details on the specific technologies used, such as Adobe Connect, and how they were implemented in different courses. Student feedback indicated the importance of preparation, balancing synchronous and asynchronous activities, and having a mixture of resources.
Online Learning Case Studies
- 1. Online Learning Case Studies: Delivering the new LISM (Library and Information Services Management) - distance learning programme Peter Holdridge: p.g.holdridge@sheffield.ac.uk Stephen Pinfield: s.pinfield@sheffield.ac.uk Peter Stordy: peter.stordy@Sheffield.ac.uk
- 2. • Critical Success Factors (CSF) • A strategic approach • Using TEL effectively • Embedding TEL in pedagogical approaches: • INF6553: Information Literacy • INF6502: Academic and • INF6505: Database Design and Data Management • Student Inductions • Summary (lessons learned) 28/07/2016 © The University of Sheffield Session Outline:
- 3. Critical Success Factors (CSFs): • 1. Strategies and policies with meaningful high-level institutional support underpinned by sufficient resourcing • 2. Robust and functional technologies, and staff and students who can exploit them • 3. Pedagogical approaches which encourage experiential and interactive learning engendering a sense of engagement and community 28/07/2016 © The University of Sheffield
- 4. Close liaison with CICs and the central TEL team: • Ensuring staff were involved in relevant training sessions (e.g. MOLE training) • Faculty Learning Technologist training (Adobe Connect) • TEL liaison for Adobe Connect – ensuring correct access rights Creation of an ‘in house’TEL team, with a focussed remit: • Scheduling / facilitating / timetabling live sessions (feeds into Administrative support) • Training and supporting staff • Other iSchool TEL duties (e.g. Lecture Capture, resource creation) 28/07/2016 © The University of Sheffield Administrative policies: • TEL (initially LISM) working group – regular meetings and feeds in to… • TEL added to agenda in Teaching Committee • Work Assessment Framework (WAF) update to include TEL teaching / development hours Systems Development: • TEL Google Calendar for timetabling live sessions (very relevant for INF6502 which used recordings form Face to Face sessions) • Adobe Connect room creation (each module had its own teaching room) • TEL YouTube channel for video content (mostly used for module inductions) “Strategies and policies with meaningful high-level institutional support underpinned by sufficient resourcing”
- 5. 28/07/2016 © The University of Sheffield Staff Training & Support • Module Outlines to include TEL methods (for example if a live session is scheduled) • Staff training (Connect and MOLE) • Support provided from iSchool and central TEL team (e.g. facilitating live sessions) Student Training & Support • Contact, contact and more contact – emails explaining technology, ‘hands on’ live induction sessions • Reinforcing the live environment (e.g. through using connect for more than just teaching – personal tutee meets etc.) Synchronous TEL – Adobe Connect: • Previous experience (Health Informatics alongside ScHARR) • Combined Virtual Classroom & ‘Lecture Capture’ uses • Best ‘Face to Face’ experience (can ‘see’ tutors and interact both with audio / video and text chat) Asynchronous TEL • MOLE for programme and module hub (limited options!) • Google+ for discussions (the students ‘chose’ this more than we enforced it!) • Media Content (mostly via MOLE embedded YouTube) “Robust and functional technologies, and staff and students who can exploit them”
- 6. 28/07/2016 © The University of Sheffield INF6553: Information Literacy INF6580: Libraries, Information and Society Use of Google+ for asynchronous discussion related to both modules, coursework and the program as a whole Sheila Webber (INF6553) Brioni Birdi (INF6580) INF6502: Academic and Workplace Library, Information and Knowledge Services Sharing of resources with ‘sister’face-to-face module (using Echo lecture capture and Connect together) Stephen Pinfield Student Induction Use of Adobe Connect for Student Induction on the LISM programme Programme Team INF6505: Database Design and Data Management Creative Use of TEL to deliver technical content (Oracle Database Design) at a distance Peter Stordy “Pedagogical approaches which encourage experiential and interactive learning engendering a sense of engagement and community”
- 7. Embracing Technology • The programme team had an awareness of relevant technology • Echo • Connect • Google+ • MOLE • We had a vision of how these would be used and designed accordingly • There was always an expectation that students would help us to evolve the use of technology – to be more relevant to their own learning situation • Some technologies and / or approaches worked better than others… 28/07/2016 © The University of Sheffield
- 8. INF6580: Libraries, Information and Society Google+ Community for both modules INF6553: Information Literacy INF6553: Information Literacy INF6580: Libraries, Information and Society Use of Google+ for asynchronous discussion related to both modules, coursework and the program as a whole Sheila Webber (INF6553) Brioni Birdi (INF6580)
- 9. INF6502: Academic and Workplace Library, Information and Knowledge Services (Distance Learning) Live Lectures Pre-recorded Lectures INF6502: Academic and Workplace Library, Information and Knowledge Services Sharing of resources with ‘sister’ face-to-face module (using Echo lecture capture and Connect together) Stephen Pinfield
- 10. INF6505: Database Design and Data Management INF6505: Database Design and Data Management Creative Use of TEL to deliver technical content (Oracle Database Design) at a distance Peter Stordy
- 11. LISM: Programme Induction (& Y1 Review) Sessions Student Induction Use of Adobe Connect for Student Induction on the LISM programme Programme Team Student feedback from the Y1 review… “I found it useful that Briony (I think it was) wrote how long the videos were so I could plan in advance” “I remember expecting more reading on a ‘Stephen week’, but it was never too much. I think you got the balance pretty spot on.” “I really liked having guest lecturers, particularly the session from the f2f students as well (was that the copyright one?)” “The recorded lectures were very good as I was able to catch up around work.” “I think it makes a difference when you can’t see someone's face (clearly) when they are lecturing” “It's been a LONG time since I've had that 'end of term' feeling... it is a joyous feeling indeed!” LISMInduction…LISMYear1Review…
- 12. Summary & Lessons Learned Using the technology • Staff needed time to adapt (including the technically minded) • Training and preparation (specifically module design) seemed essential • There was a distinct need to ‘build’ the technology (timetabling, communication, teaching hours) into administrative routine Our Cohort • From the outset we recognised students on LISM have a strong professional standing, this had a variety of impacts: • Chat discussion in Synchronous sessions and Google+ was rich and thought provoking • Attendance in synchronous sessions, started well, but tailed off into Semester 2 • Mixture of resources seemed to work best (synchronous and asynchronous) • If you ‘build it’, they won’t necessarily come – attendance and interaction in live sessions often dictates what is pedagogically possible!... • …however sometimes they will ‘build it’ them selves (e.g. a private Google+ community where no staff were allowed!) 28/07/2016 © The University of Sheffield
- 13. Any Questions? 28/07/2016 © The University of Sheffield