This document discusses the redesign of an online information literacy course (LIB 103) at the University of North Carolina at Wilmington to embrace a digital format. The instructor converted course content like readings and assignments into online learning objects and organized them into weekly modules. Assessments were converted from PDF to electronic format for more efficient grading. This redesign increased accessibility, efficiency for both instructors and students, and flexibility. Initial feedback was positive on the ease of instruction and student use. Next steps include adding clearly stated learning outcomes, increased rubric visibility, and non-graded self-assessments.

1. Embracing the Digital Format
in an
Online Information Literacy Course
Tammy Ivins
University of North Carolina at Wilmington

2. UNC-W
● ~15,000 FTE
● Wilmington, NC
● Public institution

3. UNC-W
Randall Library
● ~45 librarians & staff
● ~10 instruction librarians

4. UNC-W
Randall Library
IL requirement
● 3 information literacy
intensive courses

5. UNC-W
Randall Library
IL requirement
LIB 103
● Originally, part of a
campus major
● Now an IL elective
● Variants also taught

6. UNC-W
Randall Library
IL requirement
LIB 103
LIB 103 online
● Asynchronous
● Ivins began Fall ‘15

7. Key Tools for Revision Process
● University Office of E-Learning
● Blackboard “Exemplary Course Rubric”

8. Core Principles for Revision
● Increased accessibility
● Increased efficiency for instructor
○ Faster grading
○ Easier reorganization of the content
● Increased efficiency for students
○ More intuitive course content design

9. Traditional Course Content Design
Readings
In-class
work
Home-
work
Lecture Projects

10. “Blended” Course Content
Learning
Content
Week 1 Graded
Work
Learning
Content
Week 2 Graded
Work

11. Initial Techniques Used to Modify Course

12. Converted Course Content into
Online Learning Objects
Broken down /
converted into

13. Converted Course Content into
Online Learning Objects
Why?
● More accessible
● More flexibility in information presentation
● Easier to update
● Easier to move / rearrange in course

14. Used modules to arrange weekly content

15. Used “modules” to arrange weekly content
Why?
● Organization is not dictated by the format of
the items

16. Converted .pdf assessments to electronic
Converted into

17. Converted .pdf assessments to electronic
Why?
● More efficient for instructor to grade
○ Particularly with rubrics
● More efficient for students to submit

18. Success? Yes!
★ Ease of instruction
○ Particularly with rubrics
★ Ease of student use
○ Feedback from experienced online
students

19. Demo of Redesigned Course
https://learn.uncw.edu

20. Next Steps: Fall ‘16
● Clearly stated learning outcomes
● Increased visibility of rubrics
● Non-graded self-assessments

21. Demo of Redesigned Course
https://learn.uncw.edu

22. Questions?

23. Tammy Ivins
LIB 103 instructor
ivinst@uncw.edu
910-962-2557
Download the Blackboard Rubric:
http://tinyurl.com/bb-course-rubric