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From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

From Add-On to Mainstream: Applying Distance Learning Models for ALL Students. Robert Zai III & Threasa L. Wesley. Not counting resources (collections, facilities, and the like), what assistance does your university’s on- and off-campus students need?.

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From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

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  1. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students Robert Zai III & Threasa L. Wesley

  2. Not counting resources (collections, facilities, and the like), what assistance does your university’s on- and off-campus students need? From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  3. How does your library deliver these programs to your on- and off-campus students? From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  4. If distance was not a factor, what would be your preferred method of delivery for all students? From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  5. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  6. Embedded Librarian Pilot Originally Conceived… From Add-On to Mainstream: Applying Distance Learning Models for ALL Students to “overthrow the “tyranny” of the 50-minute, one-shot session; as a follow-up for face-to-face information literacy instruction; only for on-campus classes; to provide subsequent reference assistance, and to post notes and links covered in class; and, designed to focus all interaction to the Discussion Boards.

  7. Embedded Librarian Pilot Originally Sought to Work with… • 10 total classes spanning disciplines and course levels; • professors that extensively and actively use Blackboard; and, • professors that also utilize face-to-face library instruction. However, we… • only successfully recruited 8 classes; • scrambled to find 2 more professors; and, • elected to add 2 distance courses for an even 10. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  8. The Second Pilot Came to be after… • 2 distance professors from the original pilot requested the service in the following semester; and, • we easily found 8 more distance classes. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  9. Semester Totals

  10. Pedagogical Advantages • Programming Via Distance Learning Technology vs. the 50-Minute, One-Shot Session • Duration of the assignment or the semester • Vs. one-shot session • All of the needed concepts at the needed depth • Vs. 3 major concepts covered, and taught to the middle • Multiple presentation styles, accommodating all learning styles • Vs. Single presentation style, addressing a couple of learning styles • Student paced learning • Vs. librarian paced learning From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  11. Pedagogical Advantages • Programming Via Distance Learning Technology vs. the 50-Minute, One-Shot Session • Contextual, need-based learning • Vs. front-loaded, “everything you need to know” learning • All materials recorded and reviewable throughout the research process as needed • Vs. “a one time presentation, don’t be tardy or absent, and you better take notes” • Reviewing all of the course documents (syllabus, assignments, readings, etc...) • Vs. library instruction request, detailing session need From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  12. Organizational AdvantagesWhich Translates to Instructional Expansion • Using University provided &supported technology is cost- and time-efficient for the library, course instructors, and students. • Each library faculty member reaches more classes and students. • The pool of library faculty who can participate in instruction & reference is broadened. • Sharing of our best resources for each class and student is facilitated. • The visibility and standing of information literacy curriculum is enhanced. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  13. Distance Learning Models for All Students at NKU • More Pedagogically Sound Instructional Methodology. • More Realistic Presentation of the Role of Research in Scholarship & Learning Advancement. • Wider & Deeper Distribution of Information Literacy Curriculum. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students

  14. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students Questions? Comments?

  15. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students • Threasa Wesley • wesley@nku.edu • (859) 572-5721 • Robert Zai III • zair1@nku.edu • (859) 572-6658 • http://www.nku.edu/~zair1/

  16. From Add-On to Mainstream: Applying Distance Learning Models for ALL Students Robert Zai III & Threasa L. Wesley

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