“reflective summary”

This semester I have worked with Susan Smith, Head of Information Technology, and Kevin Gilbertson, Webmaster, of the Z. Smith Reynolds Library, to create learning objects to support our LIB100, Accessing Information in the 21st Century, course.

This class is worth one credit hour and is an elective for Wake Forest University students. Our goal was to create quick and fun modules that could be used to illustrate simple library research concepts. 

The three we chose to focus on were broadening and narrowing a topic, truncation, and Boolean searching.  We chose to do this by making a game where one could move cards around from broadest to narrowest, use a “Family Feud” style game to illustrate truncation, and make a slot machine to demonstrate varying attributes of different Boolean terms.

Along the way, we planned for me to meet several objectives.  These were:

1. Spend time reading articles, books, and appropriate websites dealing with online pedagogy and distance education.
2. Learn to use specfific software that will incorporate proper online pedagogy.  Software may include: Camptasia, Demobuilder, and/or Captivate.
3. Output up to 5 learning objects to enhance the Z. Smith Reynolds LIB100 information literacy program.
4. Work with Z. Smith Reynolds reference librarians and LIB100 course instructors to ensure the learning objects are appropriate for their use.
5. Hold a small focus group to test Learning Objects.

I did read Susan’s book, Web-Based Instruction: A Guide for Librarians, as well as a number of articles and websites.  Though I don’t have the grasp of the subject that I would if I had taken coursework in the topic I did learn many principles that were useful in designing our learning objects.   

I was already familiar with Camptasia and Demobuilder, so I focused on learning Captivate for the first half of the practicum.  I feel fairly comfortable working in Captivate and am amazed at the power the program offers.  It is clearly designed to develop online learning experiences, and I particularly appreciate the branching and feedback options.

As powerful as Captivate is, though, there are some drawbacks.  Boolean Slots (the game I made using Captivate) grew to over 100 slides which impacts loading speed of the game as well as de-bugging time for me.  Every time I had to make a single change I’d have to go through the program, slide by slide, to make the change universally.  Around this time Kevin gave me a copy of Flash.

I used Flash to make Truncation Feud and the Narrowing and Broadening Your Topic games.  From the beginning I was impressed with the power Flash offers and I am now considering buying a student copy for myself.  I would not say that I became as familiar with Flash as I did with Captivate because Flash is much more complex.  I was able to get Flash to interact with the user’s mouse behavior and with the user’s text, but it was a battle each time I had to learn something new.  I am not a programmer, so I had to find information in the “help” section of the program, discussion boards, and Z. Smith Reynolds library books.  This being said, I picked up what I learned fairly quickly, and if I could devote a week or two to learning it, I think I would feel comfortable with the software.  

I was able to complete three learning objects (described below) for this practicum.  These were the original five that Susan, Kevin, and I discussed and they all ended up fairly close to what we originally described. 

The two goals that I don’t feel I met in the spirit of the objectives were to work with reference librarians and to hold focus groups.  We never had an opportunity to set up a meeting with the reference librarians.  By the time a learning object was in form enough to show people, it was too late in the semester.  I did, however, show a few of them to a few librarians when I was able to chat with them for a few minutes.  The feedback was mostly positive, but I did get the feeling that we would need to really market the learning objects to them.  We would also need to explain exactly how they could fit into their classes. 

I didn’t get to hold focus groups in the spirit of the objectives, either, for the same reasons.  However, along the way I would show the games to anyone who would look at them.  I got some very good feedback from a Wake Forest University Faculty member as well as from friends and family.

I am hoping to be able to work on these two objectives in the way we originally intended in the time between semesters.  It’s much quieter in the library then, so we can get time with librarians more easily and the students who are working are often happy to do something rather than just sit at a quiet desk. 

This practicum was extremely useful for me.  Though technology is one of my hobbies, I haven’t officially participated in this aspect of technology in a library before.  I have learned that I’m a pretty quick learner when it comes to simple code, but that I do need to devote blocks of time to researching.  I’ve learned that I really like pedagogy and would like to have spent more time focusing on that.  

last hours of the practicum

Tonight I put in two hours to look over drafts and improve timing for all three learning objects (now online).  They all work on my machine, and the timing is much better than it was yesterday.

I haven’t done focus groups with students or librarians.  I’ll talk with Susan about that.  However, I have booked all 90 hours, and feel good about what I’ve learned in the process.  The “reflective summary” will follow this post.

It’s nice to do a practicum at my place of work.  Even though I’m finished with the UNCG part of the project, I can keep working on them if we feel they’ll be useful to support the LIB100 program.  Hopefully we can do some follow up after this semester is over (we’re all quite busy right now grading papers, doing an environmental scan, and still doing our “day” jobs).

Truncation Feud

Today I finished learning what I needed about text, and put together a skeleton of the Truncation Feud game.  I spent a few hours trying to figure out how to get an image (big, red, “X”s) to show up if the player gets an answer wrong, but no matter what strategy I tried, I couldn’t get the image to display.  I eventually settled on small, red, “X”s to show up on the screen permanently throughout a player’s game.

The timing isn’t finalized–by any means–but it’s a skeleton.  At this point all three Learning Objects (Boolean Slots, Broadening & Narrowing, and Truncation Feud) are in draft phase.  I’m also at almost 90 hours.  My plan is to get up early tomorrow to do a dry run-through of each of the games.  Hopefully the corrections won’t take too much time.  I’m a little worried about getting feedback from students and library staff by the end of the practicum, but I know I can get it after the fact if I need to.

I’ll check in again after making updates.

notebook record

Directly from the Policies and Procedure Manual:

NOTEBOOK RECORD

1. Select a notebook for your keeping your log and other notes. The notebook should have:
   • copies of your Objective Planning Forms
   • a log of activities
   • a reflective summary
   • copy of final narrative report on achievement of objectives
   • copy of final self evaluation form. Don’t include plans, diagrams, handouts, etc. unless they are relevant to obtaining objectives.
2. The notebook is to be shared with your faculty supervisor. It is not necessary that you share it with your library supervisor although you may wish to do so.
3. Your log should be a narrative, possibly in outline form, of your daily activities at the practicum site. A description of what, who with, when, how long, why, etc.
4. In your reflective summary you will want to comment on some (not necessarily all) of the activities in the log entries. What did you learn? What problems were encountered? How successful were you? What would you do differently?

developing objectives

Directly from the policies and procedure manual:

GUIDELINES FOR DEVELOPING OBJECTIVES

1. Objectives should be developed for professional tasks or responsibilities. While much of the activity in a library may be at the support staff level, this experience will be most valuable in your professional development if you concentrate your efforts on professional tasks.
2. Use your previous library experience, LIS course work, conferences with your advisor or practicum coordinator as sources for ideas for setting objectives. Once identified, they should be discussed with the supervising librarian. She/he may have additional suggestions, revisions, or deletions to discuss.
3. Use one copy of the Objective Planning Form for each objective. Total hours completed should equal a minimum of 90. It is recommended that you select between 3-5 objectives for each experience … use this as a guide only, you may have more or fewer.
4. As you are planning your objectives, think about opportunities for you faculty supervisor to either contact you or meet with you. Discuss these options with your supervisor.
5. When advisable and possible, it is recommended to plan visits to other library/information center sites, including exemplary or successful programs, and other types of libraries. These visits will allow you broader opportunities to observe and discuss with other professionals.
6. In the final narrative report on objectives, each objective should be summarized along with an analysis and discussion of progress made or achievement. Any problems or barriers should be included in the discussion.

and the fall semester begins…

The fall semester began on Monday, so I’m considering where I am and where I need to go in this project.

To get started, I’ll need to fill out the practicum application form.  (I might have done this, I’ll need to check with Dr. Carmichael to see if he has it on file.)
The course catalog has this to say of practicums. So, it looks like I need to develop some goals/objectives,fill out the Objective Planning Form for each of these goals, and plan to write an analytical paper on my experience in which each goal or objective will be summarized along with an evaluation and analysis/discussion of progress made or achievement. Any problems or barriers should be included in the discussion.

I also need to keep the following tasks in mind:

• Maintain regular communications with the faculty supervisor and the supervising librarian.
• Keep a log of practicum experiences to include entries for all time periods worked.

The LIS policies and procedure manual has this to say about practicum experiences.  In addition to what’s listed above, I’ll need to have completed the following paperwork:

• Written schedule
• Written activities log
• Written objectives and planning for completion
• Written report on objectives achievement
• Evaluation form from supervising librarian
• Self-evaluation form

It also says that I’ll need to have a final conference with faculty supervisor and an evaluation by supervising librarian (see Practicum Evaluation Form).

The UNC-G semester runs for about 15 more weeks.  I’ll be gone for about 2.5 in October for my wedding.  That leaves about 12 weeks for the practicum.  To complete 90 hours, I will need to spend approximately 7.5 hours a week on the practicum beginning this week.

checking in

It’s been a while since I’ve checked in.  Mostly I’ve just been playing with Captivate (yay!) which I got early in July.  I’ve created a skeleton of the Boolean Slots game that we’re producing, and tonight I’m going to put more time into seeing if I can create loops within that rather than add more slides.

UNC-G’s semester officially begins on the 14th, so it’s time to get busy!

possibilities for learning objects

Module 1: Keywords

• Give a sentence: let them pull out the main words. Feedback.
• Synonyms: let them enter them in on their own. Feedback.
• Broaden/Narrow: let them move around cards like the in-class activity. Feedback.

Module 2: Boolean Searching

• Quick video intro of moving Boolean circles
• &/or/not radio buttons & lighting up Boolean circles
  
• End with posing questions, response. Feedback.

Module 3: Truncation

• Explain concept with “friend*”
• Let them fill out keywords for one or two of the truncated keywords above. Feedback.
• Let them truncate one or two of the keywords above.

Module 4: Guided Keyword

• Quick video for the title & author search.
• Guided keyword: let them try using words & skills from above.
  • Given only the sentence
  • Goal: see if understand drop down options
  • Goal: see if understand radio box option
  • Feedback includes links to earlier modules
• Maybe couch feedback in “had you considered this synonym? If not, consider using the keyword exercise.”

Lib100 replan meeting notes

I don't have a part in replannning any classes for this course, so my notes are really just a few brainstorms around general class topics.

Intro Class

Info timeline

• Move information along the timeline?
• Use something like TILT's LC organization, but use timeline info?

Choosing a Topic

broadening a topic:

• could a flash game be useful for this?
  • Maybe moving bubbles around to show progression from specific to broad and vice versa?
  • this includes buying into the "gaming" generation… maybe include "distracter" bubbles and give minimal instructions
  • Maybe "level 1" could be about putting them in order and "level 2" could be about matching them to the right type of paper?
• Maybe a very structured game in which students enter text and they get a correct/incorrect response with feedback?

Database I

• What is a database? How is it different from Google & Scholar?
• Pit Google Scholar against Databases, show pros and cons of each.

Do something around the idea of vendors or engines

• Specify: Ebsco data searchable via their engine or via Grokker
• Specify: Ebsco as a vendor that provides a number of databases
• Don't get too deep into this
• Maybe use with an analogy? Ebsco, the vendor, similar to country, while databases are similar to states?
• Maybe a family tree?
• How to make this interactive? Can they do something in "real life" on half of a split screen and enter information in on the other half to get feedback?

recap of first meeting

Today I got together with Susan and Kevin to get an idea of where we're going with this project. I was lucky to be able to stay for part of a LIB 100 revamping meeting afterwards wtih Susan, Kevin, Erik, Giz, Mary, and Caroline. Here are my notes:

next actions:

• Send really awesome "flipped" LIB100 article to Mary, Susan, Giz, Erik, Caroline, and Kevin. What was that again?
• Find library tutorial links and email to Susan and Kevin (pay attention to interactive tutorials dealing with the catalog.)
• Create a draft tutorial for the catalog. Include: subject heading, format, limiting, sorting. It's going to be challenging to make the info lit points b/c you can't really "fail" with guided keyword the way you can with author or title.
• Send draft to Susan and Kevin for consideration.
• Talk with Roz to find out what is needed for journal finder tutorial.

After this we'll look into "fun" tutorials.

Some ideas to consider:

• Susan currently uses movie clips to reiterate what is taught in class.
• Interactivity would be a good addition.
• Text based answer and response as close to real time as possible.
• I will have access to Susan & Erik's current class. Check out syllabus for interesting areas for future tutorials.
• Look at the revamp lib 100 paperwork.

If we create a text-based feedback exercise:

• Make one, see how it goes over with current LIB 100 teachers.
• What do you want to test?
• Maybe this could take the edge of grading.

Start with a proof of concept.

Software to look into:

• hot potatoes
• demobuilder: catalog and journal, not interactive
• web + javascript: allows for interaction
• camtasia: can it be interactive?
• flash (Kevin and I will use after July 1)

Sources for fun tutorials

• Revamp lib 100 paperwork
• Susan & Erik's Blackboard syllabus
• Web 2.0 technologies
• Privacy issues
• Classification & folksonomies
• Political and economic dynamics of information
• and, social epistemology (just kidding!)

Update: the "flipped" article is:
Manuel, K. (2002). Teaching Information Literacy to Generation Y [Electronic Version]. Journal of Library Administration, 36, 195-217. Retrieved 5/22/06.