Blending in DLIS:

Applying technologies to students learning

Department of Library and Information Studies (DLIS) at the University of the West Indies in Jamaica has always been open to

British, American, and Caribbean influences in the “evolution and

strengthening of the teaching programs in the regional library school”.

Mohamedali, Ownali “Adapting to Changes: DLIS Experiences in the Caribbean.”

Journal of Education for Library and Information Science

45.2 (2004): 98-110.

DLIS has been responsive to “international trends in library education and manpower

requirements of the countries in the English speaking Caribbean”, upgrading and restructuring its programs to meet

demands. ”

Mohamedali, Ownali “Adapting to Changes: DLIS Experiences in the Caribbean.”

Journal of Education for Library and Information Science

45.2 (2004): 98-110.

One such trend

The move from just

“chalk and talk” to…

the embracing of online delivery

and in particular, BLENDED LEARNING!

In keeping with our tradition

of responding to regional and international advances and

changes, DLIS has adjusted its programmes to provide greater flexibility and student-centred

education in librarianship

While DLIS does not yet offer distance learning degree programmes

We are experimenting with the technologies associated with

distance learning.

In doing so, we are re-designing educational products and services to meet the new environment and the changing demands of our learners.

Today, learning at DLIS has adopted blending or blended learning.

our faculty members are innovating and applying technology in teaching and learning.

This presentation willIntroduce

the concept of blended learning

Discuss from DLIS perspective• current blending practices in DLIScurrent blending practices in DLIS• issues and challenges from student & issues and challenges from student &

faculty perspectivesfaculty perspectives• new technologies and opportunitiesnew technologies and opportunities

Concept of Blended learning:

A Review from the Literature

Blended Learning

“ The concept of "blending" grew out of the successes and failures of e-learning. Although some instruction is appropriate for online delivery, there are still many contexts in which it appears that learning is best served by some combination of classroom, Web-based training (WBT), synchronous online delivery, or other electronic resources.”

Felicia DouglisEducational Technology DepartmentSan Diego State University

http://coe.sdsu.edu/eet/articles/blendlearning/index.htm

Blended learning is

That “combination of classroom, Web-based training (WBT), synchronous online delivery, or other electronic resources.”

Felicia DouglisEducational Technology DepartmentSan Diego State University

Blended Learning

“ Blended learning is a continuous process, rather than just a "learning event." Providing blended solutions allows for flexibility, not only of multiple delivery methods, but for learning to take place over time.”

Felicia DouglisEducational Technology DepartmentSan Diego State University

http://coe.sdsu.edu/eet/articles/blendlearning/index.htm

Blended Learning made possible by combinations of factors

Web

Distance Learning

Learning Theory & Research

Other

called Course Management Software or VLE.

Web Software specific for teaching and learning?

Yorkshire and Humber Grid for Learning Foundation (YHGfL)

Professor Stephen Heppell writes:

“ VLEs are helping to make sure that their learning is not confined to a particular building, or restricted to any single location or moment.”

“ Technological change and innovation are forces that have spurned numerous efforts to instruct students in better, easier, more efficient manner than lecture and classroom discussion.”

Fincher, Cameron. "Learning theory and research." Teaching and learning in the college classroom. Eds. K. A. Feldman and M. B. Paulsen. 2nd ed. Boston, MA: Pearson

Custom Publishing, 1998. 57-80.

(Fincher 60)

Web Impact on Learning Theory

“ Many of these efforts have taken the form of individualized, self-paced modes of instruction in which learner achieves a mastery of specific units and/or modules before proceeding to advanced or more specialized units.”

Fincher, Cameron. "Learning theory and research." Teaching and learning in the college classroom. Eds. K. A. Feldman and M. B. Paulsen. 2nd ed. Boston, MA: Pearson

Custom Publishing, 1998. 57-80.

(Fincher 60)

Blended Instructional Systems are designed to• be self-paced – on learners time • break down the learning task into manageable

units• use classroom lecture for motivational

purposes only• provide detailed assignments for active

learners• provide frequent testing and immediate

feedback

Fincher, Cameron. "Learning theory and research." Teaching and learning in the college classroom. Eds. K. A. Feldman and M. B. Paulsen. 2nd ed. Boston, MA: Pearson

Custom Publishing, 1998. 57-80.

(Fincher 60)

Current blending practices & technologies

DLIS applications

Our VLE

DLIS uses UWI Mona’s VLE in a number of ways.

• Upload lecture notes• Provide links to Web readings & electronic

materials• Monitor student motivation & engagement

with course material• For Communication

The DLIS Use ofThe DLIS Use of

Blended learning“reinforces what has been taught in class”

Online delivery does not replace lecturesRather

Face to Face lectures allow for elaboration on the points

Not everything on PowerPoint

• benefit students who are not good note takers

• provide 24/7 access to lecture content

• Allow Part-Time students having trouble getting time off from work to access content

PowerPoint Presentation on the Web via OURVLE

Possibilities for Possibilities for •Emailing entire class•Making class announcements•Providing feedback on student assignments

Sending messages easily & conveniently

Communication on the Web via OURVLE

Possibilities for Possibilities for Streaming multimedia

•Graphics•Sound•Video

Can be incorporated in presentations

Forces one to be better prepared for Forces one to be better prepared for lectures.lectures.

As you prepare Online presentations, you logically think through the course presentation rather than go to class & talk from your head.

Better Lesson Planningor Instruction Design

Everything will not necessarily be learnt in the time allotted.

Since introducing CDs, student performance have increased

remarkably.Consultation time has also been Consultation time has also been greatly reduced.greatly reduced.

CD-ROM tutorials

Make use of :•screen capture •creation of annotations.•assigning of captions•recording voice or voice overs for each screen

Provide students with step by step instructions.•Students can play over the CD if they missed a step.

CD-ROM tutorials

For Students

Student comments

Ayaana – Post Graduate Student MLIS programme

Student comments

Julian – Full Time Post Graduate Student MLIS programme

Challenges & Issues with Blending

The perspective from students & faculty

Student comments

Ayaana – Post Graduate Student in the MLIS programme

Student comments

Julian – Full Time Post Graduate Student in the MLIS programme

One would have thought there would be less paper use.

The opposite is true, as students tend to print out everything and not make notes online.

With Content Online

Very Time consuming to create

“Hundreds of hours spent creating CD

Need to plan what will be seen, heard and create a story board,

[such planning] “is not an easy thing to do”.

CD-ROM tutorials

New Technologies and Opportunities

How will DLIS respond?

New Technologies

The implementation of new technologies to VLE

• DimDim Web Conferencing

• UWI TV

DimDim – web conferencing software

DimDim – web conferencing software

DimDim – web conferencing software

DimDim – web conferencing software

UWI TV – Web Broadcasting possibilities

Western Jamaica Campus

Will we use Blended Learning to deliver LIS education to Western Jamaica?

Will we offer LIS education or even continuing LIS education via Open

Campus?