Thinking Outside the Box: Using Elearning to Instruct Large Populations

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Thinking Outside the Box Using E-learning to
Instruct Large Populations

• Lisa Santucci / Rob Withers
• Miami University Libraries

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Who We Are

• Selective state assisted institution with
  undergraduate emphasis
• 15,000 undergraduates, 1,300 graduates
• 3,473 first year undegraduates
• 171 student/faculty ration

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Need for Undergraduate Instruction

• Anecdotal feedback from students
• Feedback from librarians instructional staff
• NSSE Survey students note little growth in
  library /research skills

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Challenges to Undergraduate Instruction

• No required introduction to use of library
  resources/research strategies
• Limited time within existing classes for library
  instruction
• Not enough librarians/classroom space to reach
  every class

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Online Instruction

• Minimize need for instructional facilities
• Prevent schedule conflicts with other
  classes/activities
• Provide online support through call center
  software used for reference

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OBOR Grant Opportunity
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Reaching the Gameboy Generation

• Todays students expect
• Less long, sequential presentation of information
• Multimedia used to deliver information
• Education and entertainment are not mutually
  exclusive

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Hardware/Software

• Server to house E-learn
• Macromedia Flash, Fireworks
• Snagit
• Blackboard CourseInfo

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Development Phase

• Content team develops script containing text
  information together with ideas for images
• Design team conveys information in script, with
  goal of minimizing text needed

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Components

• Understanding Information
• Finding Books
• Finding Articles
• Finding News
• Searching the Web

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Initial Delivery

• Contacted sample group of incoming students via
  campus email
• Enrolled students in Blackboard course management
  software
• Checked students machines to ensure they had
  software needed

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Student Software Requirements

• Shockwave
• Audio card
• Java?

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Feedback from Trials (2003)

• First round (50 students) " didn't like the
  timed element of the screens they want to control
  the pace"
• Second round (88 students) positive responses.

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Challenges

• Lack of course credit for completing work
• Frequent changes
• Developing advanced, subject specific modules to
  build on core competencies

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