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Systemic Progress in Teaching and Learning"Where's the Library for this Course?" Moving the Library to Where the Students AreMonday, January 27, 2003 John T. Harwood, Senior Director, Teaching and Learning with Technology, The Pennsylvania State University Loanne Snavely, Head of University Libraries Instructional Programs, The Pennsylvania State University Every university library has developed a collection of resources to support faculty and students. Paper versions of guides to appropriate resources in the libraries' collections, variously called library guides, "on-focus series," or "how-to-locate series," have now been turned into Web-based guides. These documents have one thing in common: they are not easily distributed to, or found by, students when they need them. As a result, students do not acquire the kinds of research skills—we call it information fluency—that they need and instead rely on commercial search engines and the uneven resources of the Web. With the adoption of course management systems, universities have an extraordinary opportunity to place critical library resources onto students' desktops. This presentation describes how four units at Penn State collaborated to ensure that within a year, every section of every course that uses ANGEL, our Course Management System, will have easy access to library guides appropriate to that course, and that the e-reserves will be "pushed" to the students' desktops. By doing this project collaboratively, we answer the question posed by David Cohen in a recent "EDUCAUSE Review" article: "Course Management Software: Where's the Library?". The answer is, the library is where the courses are being taught. Related article from NLII 2002-2003 Annual Review: "Winning Systems: New Ways of Looking at Students and Resources Lead to Improvements in How We Deliver Education"
Sunday, January 26, 2003 Ubiquitous Distributed Learning and Global CitizenshipMonday, January 27, 2003 Michael B. Sperling, Provost & Dean of Faculty, Manhattanville College This presentation will focus on an innovative program of ubiquitous distributed learning at Fairleigh Dickinson University. Several on-line courses and their associated pedagogies will be demonstrated, and initial assessment data will be reviewed. We believe it provides a study model for other higher education institutions committed to promoting systemic progress in teaching and learning. In April 2000, Fairleigh Dickinson adopted a new mission: to prepare students as global citizens who can function and succeed across cultures and environments in an increasingly interdependent world. Global citizenship is a complex issue. What does it mean? Is it a process or an outcome? Part of our unique answer has been to require that all undergraduates take one online course per year of study, and to build a global virtual faculty program where international scholars and practitioners partner with our on-site faculty in online courses. Global education and online learning are no longer merely provocative ideas that a few niche institutions need consider. Today virtually all institutions of higher learning must reckon with their implementation in some form, even if they are not using them as guiding constructs. Key systemic impacts that can be generalized to other institutions include reevaluating pedagogical design, promoting responsibility in students, and developing global awareness. |
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