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Using digital technologies to transform library training for distance students - Northern Collaboration 2017 Conference
- 1. Using digital technologiesto transform library training for distance students Fiona Durham Open University Library Services Northern Collaboration Conference Sept 2017
- 2. Ask Questions via OULibraryFacebook https://www.facebook.com/OULibrary/ OR OU Library Twitter @OU_Library
- 3. Background • We usedBlackboard Collaborate to deliver online training up until June 2017 • Online training delivered as –Regular one hour generic sessions on four different topics for all students and staff –Targeted sessions on specific topics for modules • In 2016-2017 we delivered 52 live events, trained over 1,300 students on modules and a further 800 in generic sessions
- 4. Recordings • Live sessionswere recorded with just the librarian in the room (for data protection) • Recordings are made available on the Library website via YouTube • Recordings are captioned using Amara and a transcript is also provided for accessibility purposes, but could be useful for ESOL students too http://www.open.ac.uk/library/training-and-events
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- 6. What time andday?
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- 8. New generic programmefor 2017 -18 • Five generic sessions of 30 minutes each • Referencing • Introduction to Library Services • Using the Library for your assignment • Smarter searching using Library databases • How and why to evaluate sources • Sessions can be ‘chunked’ into 5 – 10 minute segments for recordings
- 9. Adobe Connect allowsus to: • Remove student names from a recording • Easily edit and chunk the recordings • Use more interactive media e.g. videoscribe, mpeg4 • Make more use of quizzes • Use chat pods to get student answers or pros and cons • Use polls for instant feedback
- 10. Targeted module sessions •Library sessions for particular modules are either requested by the academic, or Academic Liaison librarians will suggest one based on their knowledge of the course • Last year we ran 41 Library sessions for particular modules • We will be running 56 Library sessions this year
- 11. Using Kibana • Enquiriesto the Library helpdesk are recorded in the University EMS • This data is then analysed using Kibana to see trends and peaks from students on particular modules • This allows us to suggest interventions for these students including targeted online training
- 12. Analysing data withKibana Enquiry data from a 3rd level childhood studies module over the last year
- 13. And finally…student engagement •Facebook Live – more about engaging with students rather than Library training –Question and answer session –Fake news Fridays • Livestream TV – Library sessions 15 – 20 minutes with interactive widgets
- 14. Fake News Fridays FacebookLive Librarian Q and A Facebook chats F a c e b o o k L i v e
- 15. Questions In person OR via FacebookLive With thanks to Katherine Moore and Venetia Kontou
- 16. Links • Adobe Connect http://www.adobe.com/products/adobeconnect.html •Amara https://amara.org/en/ • Kibana https://www.elastic.co/products/kibana • OU Library Facebook page https://www.facebook.com/OULibrary/ • OU Library Twitter @OU_Library • OU Library YouTube channel https://www.youtube.com/user/OULibrary/videos
Editor's Notes
- #2 Introduce self, explain we do very little face to face training so most takes place online. Use various digital technologies to deliver and make training available to students and staff. We are also using digital technology to gather data to provide an evidence base for the training we do. This is an overview of the technologies we are using rather than an in depth look at any particular one.
- #3 As a bit of an experiment we will be going live to Milton Keynes at the end of the session to see how a librarian Q&A session works. If you have any questions please post them on the OU Library Facebook page. I can take questions in the room as well of course….
- #4 We were using the University’s online tutorial system, which was Blackboard collaborate, but now moving on to Adobe Connect, and so are we. Advantage of using the university’s own system is that students are becoming quite familiar with it. We had four generic sessions which we ran regularly during term time on weekday evenings Also run sessions targeted at particular modules usually to coincide with assignments. As you can see we actually reach more students with the targeted sessions.
- #5 To allow for students who can’t or don’t want to attend live sessions we have recordings of the generic sessions. This had to be done with just the librarian in the room for privacy reasons and constituted a lot of work, particularly if a session needed updating as when the Library Search tool was changed. The recordings are uploaded to the Library YouTube channel. As a University we are very conscious of the needs of disabled students and we are required to make captions and transcripts available for our videos. We use Amara which is reasonably straightforward. This is also useful for students whose first language is not English. Targeted sessions are run on the module site and so only students on that module have access to it. We don’t do captions for these, but can provide a copy of the script for the session if required.
- #6 With the advent of the new Adobe Connect tool we decided we would take a look at how we train in our generic sessions, and completely refresh what we offer. Our Quality & Insight team ran polls and interview sessions with students to get their views on the kind of training they would like. Our previous sessions were an hour long but most respondents wanted something shorter so we have decided to go for 30 minute sessions which can be chunked. Running live sessions shorter than this is not a good use of librarian time particularly as many of them are delivered outside working hours. Some comments People tend to lose interest after about 10 mins unless its interactive then they are more engaged It depends how long people need to be able to understand how to access items. I think 30-minutes chunks of time would be enough at one go.
- #7 One key finding was a high degree of preference for evening weekday sessions and our attendance statistics bear this out. However 50% also expressed an interest in other times and some of our students are based in different time zones so we will also be running lunch time sessions and evaluating attendance and feedback from these.
- #8 There wasn’t much consensus on how focused a session should be, and given that the sessions are now half the length we decided to go for five sessions on particular aspects of Library use that students need to know. Referencing is a topic that frequently crops up on the Enquiry desk so we added this as an extra session. The polls did however indicate that students prefer sessions to be expert led with some interactivity.
- #9 So this is our new programme which is just about to be rolled out to students. We have also looked very carefully at how we can add more interactivity into the sessions. One of the comments we received was that the student couldn’t concentrate for more than ten minutes without some interactivity We have also tried to write the sessions so that they can be chunked into 5-10 minutes so that students don’t need to skip through a whole session for one bit of information
- #10 Adobe Connect allows us to be more interactive and use the recordings in more innovative ways. This is also a saving in time as we don’t have to make special recordings for the internet for the generic sessions, although we are still using Amara to create captions.
- #11 As mentioned earlier wealso run sessions targeted at particular modules. In the past we have offered these on the advice of the academic liaison librarian who works with the module team or academics may come to us direct.
- #12 However we can now use a data visualisation tool called Kibana to look at which modules contact us the most at which time of year. We use the University’s own enquiry Management System to log the Library enquiries and although it can be a bit clunky for our needs it gives us a lot of rich data to analyse. We can then suggest interventions such as targeted training at a specific point in the module.
- #13 Here you can see the peaks and troughs of enquiries from students on a particular third level childhood studies module. They clearly need some help before they start their literature search and review project in March.
- #14 We use Adobe Connect for teaching and training but we are also experimenting with social media to engage students with the Library and raise awareness. The Live Engagement team take part in the University’s regular Livestream TV events
- #15 And we are also using Facebook Live to deliver short topical videos such as Fake News Fridays just before the general election and a librarian Q&A session We thought you might like to try the Facebook Live session Q&A your selves so we are now going live to Milton Keynes and I hope you have been sending questions to the OU Library Facebook page or our Twitter feed.
- #16 Go live to OU Library Facebook page and get Katherine to answer questions