2017 LIRT Summit
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From anytime, anywhere to right here, right now - (re) Imagining your Asynchronous Library Instruction
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2017 LIRT Summit
- 1. FROM ANYTIME, ANYWHERE TO RIGHT HERE, RIGHT NOW - (RE) IMAGINING YOUR ASYNCHRONOUS LIBRARY INSTRUCTION HOUSTON COMMUNITY COLLEGE LIBRARIES
- 2. EMPOWER – SPRING 2010 Used with permission (CC license) from Wichita State University Libraries http://library.wichita.edu/empower/supplementalscreens/modules.htm
- 3. EMPOWER – SPRING, 2010 • Added a sign-up form and Exit Quiz and survey components • Notification of completion to instructors & students • Completion email sent when passing percentage on Exit Quiz reached • Key feature • Drove use and increased over time
- 4. BEGIN RESEARCH – FALL, 2013 Replaced Empower with Begin Research from the University of California Libraries https://www.lib.uci.edu/sites/all/tutorials/BeginResearch/public/
- 8. HOW TO? • Convert asynchronous back to synchronous • Online platform • Similar content • Tracking mechanism • Same focus on online students, but not exclusively so
- 9. SOLO WEBINAR EFFORTS • Mixed results in past years • Time to revive the effort • A change in culture? • The time is now!
- 10. SPRING, 2017 • The call goes out • The right people respond • We are in the webinar business!
- 11. THE WORK BEGINS.... • Training on GoToWebinar • A focus on teaching • A need for a project facilitator
- 12. A LIBGUIDE WAS BORN • Let's take a quick look at Command Central • http://library.hccs.edu/onli ne_instruction
- 13. DEMONSTRATION
- 14. COMMUNICATION • Administrator Support • Colleagues • Marketing • Faculty • Scope
- 15. LESSONS LEARNED • Preparation • Connectivity • Institutional Tech • Environment • Scheduling • Topic Revision • Customization • Faculty Attendance • Centralized Operations • Content & Delivery
- 16. SURPRISES • Attendee Communication • Location, Location, Location! • Few Technical Issues • Non-library Webinar Requests • Unrelated Q&A
- 17. FUTURE DIRECTIONS • Access & Accessibility • Assessment Data • Engagement • Report Analysis • Simulated Live & Screencasts • Go To Training
- 18. THANK YOU!
- 19. Q&A
- 20. CONTACT INFORMATION DAISY NGO DAISY.NGO@HCCS.EDU JUSTINE RANDLE JUSTINE.RANDLE@HCCS.EDU JENNIFER STIDHAM JENNIFER.STIDHAM@HCCS.EDU
Notes de l'éditeur
- · Communicate how webinars can be used to extend the instructional capacity of libraries. · Discuss lessons learned at HCC over the course of two academic years. · Identify opportunities for virtual outreach at respective libraries & institutions.
- Good morning, I'm Jennifer Stidham and I'd like to give you a brief overview of the events that led to our online webinar efforts today. Our story begins in 2010... In an effort to provide HCC's online student population with library instruction absent a formal embedded librarian program or a Distance Education Librarian position, the libraries' DE Committee decided to adapt an existing online tutorial that would meet our students' needs. Rather than reinvent the wheel, we looked at available options and decided upon Empower.
- It would be asynchronous, but completion would be tracked. Faculty wanted something that they could use as a formal assignment or as extra credit, or one that they could at least be assured was completed by the student. So, we added a 10-question Exit Quiz and a completion email that would be sent to the student and to their specified instructor when a passing grade was achieved.
- In Fall of 2013, a smaller working group of committee members and others looked for a replacement for Empower. It remains a great general tutorial, but faculty had asked for some additional content areas, so we went looking around and decided to adapt the University of California Libraries' "Begin Your Research" tutorials.
- We made it "open" with no sign-up form necessary. We changed our Exit Quiz and also designed a Canvas Commons version of the modules with an attached quiz that online instructors could embed right into their Canvas courses and integrate the quiz with their course grade-books. We kept the key feature that I believe has been vital to the continued growth in use of these online tutorials, the tracking and notification to both faculty and students for completion.
- Here are some numbers. This chart is use (measured as number of students passing the Exit Quiz) per semester from Spring of 2010 to Summer 2017. In Spring of 2010, we had 48 and in the Spring of 2017, we had 1155.
- This chart is per year. In 2016, we had 2577 students pass the Exit Quiz. In FY 2016, 3089 passed. In comparison, our FY 2016-17 instruction attendance was 15,712. So, our online "attendance" equaled about 20% of our f2f attendance. These numbers were looking impressive to us and our f2f instruction session attendance has fallen over the last few years. We sensed that there was opportunity here to reclaim some of these thousands of online students and offer them synchronous instruction, more comparable to our f2f sessions. But, what exactly could be done with the same level of librarian involvement? My conclusion was that it couldn't be done unless we had significantly more librarian involvement.
- We started our efforts with a few assumptions- We wanted to maintain some similar elements to our online tutorials – We needed an online platform with tracking and completion mechanisms in place, with the addition of real-time facilitation by HCC librarians. So, the webinar exploration began.
- I had done some GoToMeeting/Webinar/Training webinars in the past for both students and faculty with mixed results – low attendance, little chance of scalability with just one librarian, little interest from other librarians, but attendee feedback was good and faculty interest seemed high But then.....a few years later, I detected a shift in the wind. Some of our newer librarian hires actually seemed interested in online efforts! And these efforts seemed to be buoyed by more centralized support from the top. I sensed it was time to strike....
- So, I sent an email asking for volunteers to begin facilitating system-wide student webinars and five very capable and enthusiastic librarians responded, including Justine and Daisy here today. They represented all areas of our system geographically and were primarily newer librarians hired in the last five years or so. It felt to me like a new generation was in place and ready to go with a project like this.
- I wanted the librarian volunteer group to focus on training on GoToWebinar – a product that HCC already had in place for employee use, content development and teaching, so I made it my role from the beginning to handle the administrative details – scheduling, setting up the GoToWebinar sessions and the project LibGuide and sending any reminder emails about instructor notifications, etc. We set up a shared OneDrive folder to share marketing materials like flyers and Introductory PowerPoints, but made no requirement that librarians follow any set lesson plan – they were free to structure the session as they wished, just like we do f2f sessions. We do all administer a common ending quiz that contains some of the same questions used in our f2f sessions plus a few more about technical issues. I send out emails regularly to online faculty to promote the webinars and have encouraged all librarians to include information about them in their communications with faculty. Again, I think that being able to track attendance and notify instructors is key to an effort like this succeeding. GoToWebinar allows you to add customized questions to the registration form, so we ask students if they need an instructor to be notified of attendance and for the name of that instructor. I would say that 90% of attendees choose this option. We have attempted topics that did not do very well- Books and Ebooks and have added others since the beginning that have – Database Searching and this semester, MLA and APA sessions. We have added three new librarian this semester who are training and will be ready to go in the Spring.
- Let me show you the project LibGuide and then Daisy and Justine will show you what a typical webinar session looks like.
- Justine. Showing up. The presenter experience. User Experience. Students. Demonstration.
- -Contribute to the “WIG” or “wildly important goal” – Student Success -Increase library instruction -Asynchronous > synchronous -Asynchronous was already popular with our college success course – EDUC 1300 -Ways to better support distance ed and canvas enhanced courses. -Hurricane Harvey -Faculty members have to submit supplemental instruction & activities for condensed courses. (opportunity) -Renewed conversations in admin as to where library instruction lies on the spectrum of formal – informal. -Colleagues -We aren’t watering down content, but a conscious effort is being made to present information relevant to the delivery mechanism > eresources. (Our webinars on how to find books weren’t maxing out.) -Marketing -Make use of all avenues and connections. Listserves. Subject Liaisons. Marketing Committee. -Created items to distribute online as well as for outreach activities. One of the samples is the pamphlet some of you are holding. -Faculty -Meet the faculty where they are. -Message – We support your course, online too! -Scope > The greater message. -Information has value. -Research is a process. -Library resources & staff are available in-person & online as are our resources.
- -Visit assigned webinar prior to initiating and practice, upload contact information and supporting documents. Copy the assessment link before starting. -Use a network based computer. Connectivity is key as there will already be a lag. -Verify that the device of your choice can support the session. Ex. Our teaching stations are not all wired the same. Some will not support audio / microphone use as they are connected to speakers. -Allow yourself time to focus on the task. Attempt to isolate yourself. Many of our presenters book a room on campus that isn’t their office. Getting away is ok! -We revisited the time offerings and topics based on attendance patterns. Then created enough webinars for all of our facilitators to have an opportunity or two to facilitate. The webinar schedule parallels the ebb and flow of our in-person instruction. -Alongside topic revision there is now opportunity for instructors to request customized topics and time slots which again parallels our in-person offerings. -We’ve had faculty and tutors attend in stealth mode. -Centralized operations lends our facilitators flexibility to sit-in, swap or substitute sessions, provide technical support, and access to all recordings/reports. -We are SME primary in the library domain who have learned how to use a delivery method that expands our reach. That doesn’t mean we can do it all, despite however confident we may be.
- -Attendees preferred to use Q&A as opposed to the microphone. Majority of attendees connect via computer. -Despite all of the reminder emails, we’ve had a student or two show up to libraries looking for a in-person webinar. -Few technical issues overall, we do go through a short orientation of how to use the attendee panel. -We are so good at promoting webinars that other departments have approached us to facilitate theirs. Know your role. Gently decline. -Moderating the Q&A panel can get interesting and time consuming if there are many off-topic questions. A suggestion would to be to acknowledge you can see the audience questions. Some will be held back for the end of session. If time runs out provide students with contact information for a follow-up post-session.
- -Requests for special accommodations. Captioning. -Video Repository which is searchable via the library catalog (EDUTUBE) and corresponding metadata/tags. Integrating session recordings to LMS. -Looking at how assessment data from the webinars compares to that of our in-person sessions -Keeping a close eye on CCSSE custom survey items, particularly – If you have had a library instructional session at HCC or have completed an on-line tutorial about using library resources, to what extent did this help you complete your course assignments? -More widespread use of polls as a means of formative assessment and student engagement. Incorporation of outside web applications. -Report analysis to learn more about student attentiveness / interest, Q&A, and optimal timeframes. Conversations with our presenters to put the data in perspective. -Ways to scale up operations. Recycle material. Participant engagement is real-time while recordings with integrated audio are utilized. -Go to training is something we just got access to. An opportunity to host a more robust session with linked resources, integrated assessments, and a content library. Perhaps this is more suitable for in-house sessions or faculty focused sessions as it allows for break out sessions. Will require a few more people to facilitate.