Steven MacCall Elizabeth Aversa

The University of Alabama Library & Information Studies

Introduction• Dr. Elizabeth Aversa

Context for the SLIS Program • Dr. Steven MacCall

Rationale for a Synchronous Option • Dr. Aversa

Administrative Preparation for Student Success Discussion, Questions, & Answers

LIS education suffers geographical imbalance• Number of accredited programs ~60• Programs are mainly in south, east, mid-west• Few programs are in the west (only 2 in CA)

LIS educators have long sought new pedagogical modes to address the imbalance• Faculty traveled to off-campus sites• Correspondence courses via USPS

Early Internet (1970s-1980s)•Early Internet allowed for email to

substitute for the USPS for correspondence type courses

•Lack of bandwidth prevented graphical, audio, and video files over the web

Compressed two-way video networks (1990s)•Delivered live lectures (audio and video) to

locations on the network•Students had to travel to sites on the

network to receive instruction

Blackboard platform /E-learning • Used for secure course websites• Provides access to course support materials

including syllabi, calendars, readings, lecture notes, etc.

Wimba platform for 2-way VoIP• Simulates classroom experience• Students hear live lectures, discussion and

questions with professors and classmates• Chat remains useful but in context of the

live lectures

Real time VoIP-based lecture delivery mode•Provides opportunity for real time

learning•Asynchronous modes of delivery are

strategically deployed during MLIS coursework

Our model is not for everyone•Students must attend classes at

appointed times•Not “self-paced” like many fully

asynchronous LIS degree programs

Course preparation is not onerous due to continuing reliance on the spoken word to deliver course content

Lecturing process is highly transparent Energy in the voice comes through to

students, so the personality of the professor and students remains in evidence

Everyone hears students questions and faculty response (and can cue from the tone of the discussion, questioner’s voice, etc.)

As new technologies come on line, professors can add diverse media as they see fit, but one size is not expected to fit all

Examples include open source blogs and wikis hosted by UA OIT

E-learning for face-to-face and DE courses

E-learning is populated by university registration system (Banner)

E-learning course website governs student access to Live Classroom

However, E-learning and Wimba are managed by different units at UA

Straightforward for those who were proficient with predecessor system(Web-CT)

But, those who had not used a course management system had to learn

Using live two-way VoIP (Wimba) meant that all course content did not have to be ready the first day of class!

Simple steps to enter Wimba room• Through E-learning• Students need no reminder

Familiar “hand raising” function is key for managing Live Classroom during lectures

Use of familiar PPT, graphical exhibits, or websites is facilitated by application sharing and thus allows faculty to replicate face-to-face teaching experience

Lack of non-verbal cues to modulate class comprehension as a whole and student questions individually

Class lectures can take longer than in face-to-face delivery mode

Net congestion

Moving an ALA-accredited program to online delivery

Assuring faculty well being• Transition from physical classroom• Changing communication patterns

Maintaining/enhancing student well being

Concern for the possibility of increased faculty workload that could be caused by increased e-mail and discussion board traffic

Concern with maintaining student engagement during courses

Interest in framing research that would enable faculty to improve student learning while maintaining reasonable faculty workloads

SLIS culture and values•Close-knit community•Personalized program•Communicative faculty and students•Selective admissions

Faculty experience University support

SLIS benefits from strategic adoption of online education.

SLIS benefits from previous experience with two-way compressed video delivery of instruction

SLIS benefits from providing a full master’s program to a highly selective audience of limited size

Planned

Integrated

Monitored

Fair assignments in work load

Initial compensation for conversions

Time to learn

Laubach model “Each on Teach One”

Provide an understanding of the program

Planning to avoid student isolation

Helping avoid distractions of competing adult responsibilities

Collaborating to solve technological problems

Ads and marketing start the process

Continuous correspondence means a lot

Calls to the uncertain assure understanding

Cohort concept On-campus boot camp orientation Availability of extracurricular

activities and professional association chapters

Town Hall meetings Mixed modality electives integrate

on-campus students and broaden the students’ networks

Live lecture classes Attendance policies Group responsibilities 24/7 break out rooms for discussion,

group work, planning meetings, and socializing

Archives are available if distractions occur

Real time tech support during class sessions

Tech consulting at orientation and throughout the program for individual problems

Peer assisting is part of learning community concept

Library support

2005 Pioneer Cohort• Admitted 43• Retained 42 in year 2

2006 Second Wave Cohort• Admitted 44• Retained 40 in year 2

2007 Three’s a Charm (Purple Cast) Cohort• Admitted 41 • Retained 38 in year 2

2008-2010 have same retention rates; some still in program – 40 admitted for 2011!

Commencement returnees

Alumni activities

Graduates taking leadership roles and

Community concern as evidenced in recent tornado in Tuscaloosa

Steven MacCall, Associate Professor & SLIS DE Coordinator Elizabeth Aversa, Professor & Director

Phone 204-348-4610

School of Library & Information StudiesUniversity of AlabamaBox 870252Tuscaloosa, AL 35487

Program description at http://www.slis.ua.edu