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  • Need to stress the point that this assignment was even in the large class. Provides a place for IL learning objectives.
  • Transcript

    • 1. An Educational Community in the Classroom: Using Layers of Technology and an Integrated Team Approach to Engage Learners in and out of the Classroom Tim Pychyl, Flavia Renon & Chris Motz Carleton University Ontario Library Association Superconference Saturday, February 4, 2006 Toronto, Ontario
    • 2. Purpose and Process
      • Describe the evolution of the course to a rich community with “layers of people and technology”
      • Provide a framework for you to think about the implementation of this approach
      • Move from our experiences to your own implementation plans
    • 3. About Us & our context
      • Course Context
      • Second year survey course in Personality Psychology with 120 in-class students and approx 300 students registered to watch a cable broadcast of the lectures
    • 4. Student expectations
    • 5. Student expectations
      • Anonymous Feedback:
      • I feel more eager to participate in the class knowing that a ton of effort has been put into the organization of this course even though I am only in the CUTV section. Seeing all the efforts of "team personality" makes me want to put in the effort.
      • Anonymous Feedback:
      • The concern of your team for the class is apparent always. Even though I have never attended a class lecture, I find myself saying "We talked class today. Usually I would say "the instructor talked about..." It is very important to me to feel part of the class, and I do.
    • 6. Where does the Library fit into the whole scheme of things?
    • 7. VISION OF THE POSSIBLE (library component)
      • Some IL learning objectives:
      • Facilitate access to the needed information (the class assignment) effectively and efficiently
      • Assist students in understanding the value of different information sources (popular vs academic)
      The assignment in PSYC2600
    • 8. Worksheet break & Questions
      • It’s time to focus on what your vision of the possible might be and your overall learning objectives for the term ahead.
    • 9. GOALS & PRACTICAL CHALLENGES (library component)
      • How can I reach as many students as possible?
      • How can I go beyond a simple search and retrieve exercise (BI vs IL)?
      • How can I cater to student’s different
      • learning styles?
      • How can I provide just in time learning support?
    • 10. Solutions for the practical
      • Answer to these questions
      • Provide various contact options
      • Focus on process rather than skills
      • Use different media to enhance learning for a variety of learning styles
      • Make learning support resources available 24/7 (i.e. make yourself virtually available 24/7)
    • 11. Barriers and Facilitating factors
      • Some barriers…
      • IL was a goal of the assignment, but not a focus of the course content (Chris)
      • Time to learn about the technology being
      • used in the course (Flavia)
      • Where will we find the time to plan this and coordinate the assignment? (Tim)
      • Can I give up control enough to make this a real partnership? (Tim)
      • Some facilitating factors…
      • Existing web site & streaming capabilities, & a librarian who could take control of part of this learning (Chris)
      • The WebCt course
      • webpage provided an infrastructure that facilitated access to various learning resources (Flavia)
    • 12. Worksheet break & Questions
      • Identify barriers and facilitating factors on your own campus
    • 13. SOLUTIONS FOR THE PRACTICAL (library component)
      • Professor/Instructor
      • Librarian
      • Video technician
      • Web technician
      • Private-sector partner
      • PASS facilitator
      • Peer Mentors
      • Teaching Assistant
      “ Layers” of People - a team approach
    • 14. Technology
      • Video stream of in class presentation
      • outlining the Library research process
      • Video stream tutorial explaining how to do this assignment (simulated discussion)
      • Power Point tutorials on WebCT
      • E-mails using screen captures (Snag It)
      Layers of Technology (some examples)
    • 15. The WebCT web site for Introduction to the Study of Personality
    • 16. Psyc 2600
    • 17. Worksheet break & Questions
      • Technical needs and possible solutions to your own barriers?
    • 18. The Research Assignment
      • Our plan for the pedagogical
      • The goals of this assignment are to:
      • learn how to research the social-scientific literature related to a
      • topic in personality as presented in the popular press,
      • link the research discussed in the popular literature to the topics and domains of knowledge in the text,
      • summarize the background and activities of the research
      • psychologist who generated the knowledge claims that were
      • presented in the popular press, and
      • locate a published journal article (an academic article) by this
      • author that relates to the topic from the popular press.
    • 19.
      • 1. Finding an article in the popular press
      • 7. Conducting a web-based search for biographical information about the psychology researcher
      • 8. Searching for a journal article
      • Note: copy of complete research assignment is available in
      • handout
    • 20. The bigger picture…
      • taught students information
      • literacy skills
      • gave students insight into the academic culture
      This assignment:
    • 21. Research Assignment on WebCT
    • 22.  
    • 23. Archived video streaming of lecture 3a
    • 24. Lecture 3a – Library Presentation
    • 25. Insert slide screencapture of multiple streaming segments
    • 26. Emphasis is on PROCESS rather than just on SKILLS
    • 27. Worksheet break & Questions
      • Sketch out issues related to your own planning
    • 28. Understanding the social
      • Some examples :
      • Mature students: face to face meetings
      • Distance students: reliant on technology
      Students had preferences when it came to selecting learning support options:
    • 29. Student questions
      • I would like to set up an appointment with you to discuss getting an article for the assignment. I am not an avid newspaper reader. I do recall you saying something during your presentation of being able to access newspaper articles on-line and actually being able to narrow down the search for those that are relevant to personality. Although I am taking in a lot of new information lately and I could have misunderstood. My computer skills are quite lacking, actually they quite suck...
      • Thank you,  Sandra.
    • 30. Understanding the social other possible future scenarios (library component)
        • Collecting statistics
            • WebCT
          • MSN messaging
        • More active participation in discussion groups
        • Reviewing e-mail, course evaluation sheets,… for student feedback/comments
      Getting to know your community of users
    • 31. Insight into practical unanticipated problems
    • 32. Student response
      • Hello Flavia,
      • I'm a student in psych 2600 and I need some help in regards to the research assignment. I have found an article from pop culture about a psychologist that I think will fit in nicely with this course, but I could not find anything written by him in PsycInfo. Could you help me.
      • Thank you,
      • Ashlee
    • 33. Student questions…
      • Hello Flavia I am doing my research assignment for Dr. Pychyl's Psych 2600 class.  I have completed all of the steps, and right now I am trying to access the article from a peer reviewed journal.
      • I have been trying to access the online article from home, but I cant seem to get it to come up over the internet, through the library website. 
      • It seems other articles are available to read online, so I am not sure if I am just doing something wrong!  If you could email me back and let me know how to go about finding this article.
      • Thanks a lot,
      • Victoria
    • 34. Possible future solutions to the practical (library component)
      • Podcasting
      • msn messaging
      • WebCT has a “chat room” – you can prearrange times where you will be available (in order to control the amount of time you spend in a chat room)
      • Camtasia Studio Screen Recorder or other video streaming software with screen capture and voice over narration capability
    • 35. Key issues for implementation (library component)
      • Embrace technology
      • Seek out partnerships/become part of a learning community
        • Quite often we are already surrounded by these partners
      • Use IL standards as a framework
      • Constantly seek feedback/refine your approach
    • 36. Strive to enhance student participation and engagement in the classroom through principles of good practices supported by the judicious use of technology and a team approach In Other words…
    • 37.
      • This course design:
      • Encouraged faculty-student contact
      • Encouraged cooperation among students
      • Encouraged active learning
      • Gave prompt feedback
      • Emphasized time on task
      • Communicated high expectations
      • Respected diverse talents and ways of learning
      • Seven Principles of Good Practice According to Chickering
      • and Gamson (1987)
      Vision of the possible A summary
    • 38. Where can we learn more… (library component)
      • Information Literacy Competency Standards for Higher Education
      • National Forum on Information Literacy
      • Enhancing the classroom experience with learning technology teams
    • 39. Where to find us…
      • Dr. Timothy A. Pychyl
      • [email_address]
      • Chris Motz
      • [email_address]
      • Flavia Renon
      • [email_address]
    • 40. One last word on… Advice for those new to video media
    • 41. Some tips/lessons learned from teaching an ITV course
      • Get advice/sit in on a videoconference
      • Carefully design your Power Point presentation by factoring in:
        • area for video (bottom right side of screen)
        • font size/color
      • Regularly look at the camera to engage home audience
      • Ensure proper positioning of microphone
      • Try not to pace/move around too much
      • Give students time to ponder questions
      • Summarize/paraphrase questions posed by students before answering
      • Pause, smile, relax and enjoy
    • 42. More lessons learned…
      • closely evaluate/revisit your teaching style
      • share with colleagues samples of
      • your teaching technique (the good/the bad/the ugly)
      Use your video appearance to: