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Library Instruction for Distance Students: Learning from Past Experiences

Library Instruction for Distance Students: Learning from Past Experiences. Rae Jesano, George Hack, Nancy Schaefer, Linda Butson, Mary Edwards, Nita Ferree Health Science Center Libraries University of Florida. Library Instruction for Distance Students. Background on Distance Learning

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Library Instruction for Distance Students: Learning from Past Experiences

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  1. Library Instruction forDistance Students:Learning from Past Experiences Rae Jesano, George Hack, Nancy Schaefer, Linda Butson, Mary Edwards, Nita Ferree Health Science Center Libraries University of Florida

  2. Library Instruction forDistance Students • Background on Distance Learning • Historical perspectives • Current activities • Future plans • Conclusions

  3. Degree Programs Served

  4. Current UF Distance Programs • Audiology • Forensic Sciences • Forensic Toxicology • Nursing • Occupational Therapy • Working Pharmacist PharmD • Traditional PharmD at Remote Sites

  5. UF Distance Programs:Future Plans • More programs • Physical Therapy • Public Health • Broaden geographical scope • Gain accreditation in other states • Globalization

  6. Library Instruction:Historical Perspectives

  7. Face-to-Face Instruction • Types • On-campus orientations • Off-campus orientations • Problems • On-campus • Information overload for students • Lack of time • Off-campus • Coverage for traveling librarian • Both • Inconsistency

  8. Program or Course Pages • Links to HSC Libraries’ website • Electronic handouts or documents • Problems • Out of date/incorrect information • Librarian couldn’t update information • Librarian couldn’t access information

  9. Library-Hosted Tutorials & Help • In conjunction with face-to-face • Standard help sheets, webpagesand tutorials • Problems • Not linked to program/course pages • Students unaware of existence

  10. Course Integrated Video Stream • Course integrated videotaped lectures • 55 minutes • Problems • No direct video feed to computer • Too long • Students didn’t watch or understand • Demonstrated by student questions

  11. Course IntegratedNarrated PowerPoint • Labor intensive • Too long • Students didn’t watch or comprehend • Spent time answering basic questions • Answered questions covered • Students had trouble printing out for reference

  12. Library Instruction: Current activities

  13. Distance Learning Librarian • Works with Liaison Librarian, Program Faculty and Library’s Education Coordinator • Distance Learning Portal • General information • Links to HSC Libraries’ tutorials • Program-specific pages • www.library.health.ufl.edu/distance/

  14. Education Coordinator • PhD - Educational Technology • Coordinates with librarians and faculty • Works with librarians • Technology • Instructional design • Creates packaging for tutorials • www.library.health.ufl.edu/george/OT/

  15. Online Flash Tutorials • Modular • Program/Course Integrated • General Library tutorials • Advantages • Easier to navigate • More appealing to students • Easier to update • Disadvantage • Initially time-intensive to create

  16. Library Instruction: Future Plans

  17. Modular Instruction • Breaking down large units into chunks • Gives learners more control of time • Gives learners control of sequence • Learners can skip previously mastered skills

  18. Increase Interactivity • Increase navigation controls during online presentations • Require learners to navigate through tutorials instead of only viewing • Limit the use of passive delivery such as slideshows, streaming video, or static screenshots coupled with text

  19. Distributed Practice • Skills must be practiced over time to maximize learning • Avoid the one-shot orientation to using library resources • Develop skills over time with a combination of online tutorials and other asynchronous methods

  20. Simplify Learning Objectives • Don’t try to teach higher level skills before learners are ready • Online tutorials should focus on the lower level cognitive skills • Higher level skills should be taught through human interaction, instead of interaction with technology

  21. Conclusions

  22. Conclusions • Library instruction for distance learners is a constantly evolving product • We need to rely on all our resources • Personnel and new technology • We need to continue to evaluate this service based on feedback and student questions

  23. Rae Jesano MSLS, AHIP Health Science Center Libraries PO Box 100206 University of Florida Gainesville, FL 32610-0206 Phone: 352-392-9175 Rae@library.health.ufl.edu

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