Blending In Department of Library and Information Studies (DLIS), University of the West Indies

Blending in DLIS: Applying technologies to students learning

Department of Library and Information Studies (DLIS) at the University of the West Indies in Jamaica has always been open to British, American, and Caribbean influences in the “evolution and strengthening of the teaching programs in the regional library school”. Mohamedali, Ownali “Adapting to Changes: DLIS Experiences in the Caribbean.” Journal of Education for Library and Information Science 45.2 (2004): 98-110.

DLIS has been responsive to “international trends in library education and manpower requirements of the countries in the English speaking Caribbean”, upgrading and restructuring its programs to meet demands. ” Mohamedali, Ownali “Adapting to Changes: DLIS Experiences in the Caribbean.” Journal of Education for Library and Information Science 45.2 (2004): 98-110.

One such trend The move from just “ chalk and talk” to…

the embracing of online delivery

and in particular, BLENDED LEARNING!

In keeping with our tradition of responding to regional and international advances and changes, DLIS has adjusted its programmes to provide greater flexibility and student-centred education in librarianship

While DLIS does not yet offer distance learning degree programmes We are experimenting with the technologies associated with distance learning. In doing so, we are re-designing educational products and services to meet the new environment and the changing demands of our learners.

Today , learning at DLIS has adopted blending or blended learning. our faculty members are innovating and applying technology in teaching and learning.

This presentation will

Introduce

the concept of blended learning

Discuss from DLIS perspective

current blending practices in DLIS

issues and challenges from student & faculty perspectives

new technologies and opportunities

Concept of Blended learning: A Review from the Literature

Blended Learning

“ The concept of "blending" grew out of the successes and failures of e-learning. Although some instruction is appropriate for online delivery, there are still many contexts in which it appears that learning is best served by some combination of classroom, Web-based training (WBT), synchronous online delivery, or other electronic resources.”

Felicia Douglis Educational Technology Department San Diego State University http:// coe.sdsu.edu/eet/articles/blendlearning/index.htm

Blended learning is

That “combination of classroom, Web-based training (WBT), synchronous online delivery, or other electronic resources.”

Felicia Douglis Educational Technology Department San Diego State University

Blended Learning

“ Blended learning is a continuous process, rather than just a "learning event." Providing blended solutions allows for flexibility, not only of multiple delivery methods, but for learning to take place over time.”

Felicia Douglis Educational Technology Department San Diego State University http:// coe.sdsu.edu/eet/articles/blendlearning/index.htm

Blended Learning made possible by combinations of factors

called Course Management Software or VLE.

Web Software specific for teaching and learning?

Yorkshire and Humber Grid for Learning Foundation (YHGfL) Professor Stephen Heppell writes:

“ VLEs are helping to make sure that their learning is not confined to a particular building, or restricted to any single location or moment.”

“ Technological change and innovation are forces that have spurned numerous efforts to instruct students in better, easier, more efficient manner than lecture and classroom discussion.”

Web Impact on Learning Theory Fincher, Cameron. "Learning theory and research." Teaching and learning in the college classroom . Eds. K. A. Feldman and M. B. Paulsen. 2nd ed. Boston, MA: Pearson Custom Publishing, 1998. 57-80. (Fincher 60)

“ Many of these efforts have taken the form of individualized, self-paced modes of instruction in which learner achieves a mastery of specific units and/or modules before proceeding to advanced or more specialized units.”

Fincher, Cameron. "Learning theory and research." Teaching and learning in the college classroom . Eds. K. A. Feldman and M. B. Paulsen. 2nd ed. Boston, MA: Pearson Custom Publishing, 1998. 57-80. (Fincher 60)

Blended Instructional Systems are designed to

be self-paced – on learners time

break down the learning task into manageable units

use classroom lecture for motivational purposes only

provide detailed assignments for active learners

provide frequent testing and immediate feedback

Fincher, Cameron. "Learning theory and research." Teaching and learning in the college classroom . Eds. K. A. Feldman and M. B. Paulsen. 2nd ed. Boston, MA: Pearson Custom Publishing, 1998. 57-80. (Fincher 60)

Current blending practices & technologies DLIS applications

Our VLE

DLIS uses UWI Mona’s VLE in a number of ways.

Upload lecture notes

Provide links to Web readings & electronic materials

Monitor student motivation & engagement with course material

For Communication

The DLIS Use of

Blended learning “ reinforces what has been taught in class” Online delivery does not replace lectures Rather Face to Face lectures allow for elaboration on the points Not everything on PowerPoint

benefit students who are not good note takers

provide 24/7 access to lecture content

Allow Part-Time students having trouble getting time off from work to access content

PowerPoint Presentation on the Web via OURVLE

Possibilities for

Emailing entire class

Making class announcements

Providing feedback on student assignments

Sending messages easily & conveniently

Communication on the Web via OURVLE

Possibilities for

Streaming multimedia

Graphics

Sound

Video

Can be incorporated in presentations

Better Lesson Planning or Instruction Design Forces one to be better prepared for lectures. As you prepare Online presentations, you logically think through the course presentation rather than go to class & talk from your head.

CD-ROM tutorials Everything will not necessarily be learnt in the time allotted. Since introducing CDs, student performance have increased remarkably. Consultation time has also been greatly reduced.

CD-ROM tutorials

Make use of :

screen capture

creation of annotations.

assigning of captions

recording voice or voice overs for each screen

Provide students with step by step instructions.

Students can play over the CD if they missed a step.

For Students

Student comments

Ayaana – Post Graduate Student

MLIS programme

Student comments

Julian – Full Time Post Graduate Student

MLIS programme

Challenges & Issues with Blending The perspective from students & faculty

Student comments

Ayaana – Post Graduate Student

in the MLIS programme

Student comments

Julian – Full Time Post Graduate Student

in the MLIS programme

With Content Online One would have thought there would be less paper use. The opposite is true, as students tend to print out everything and not make notes online.

CD-ROM tutorials Very Time consuming to create “ Hundreds of hours spent creating CD Need to plan what will be seen, heard and create a story board, [such planning] “is not an easy thing to do”.

New Technologies and Opportunities How will DLIS respond?

New Technologies