First day - online vs. F2F

Earlier this week I was pleased to meet with my students for the first day of the fall semester. On Wednesday, August 17, 2011, I introduced three sections of students to the F2F version of LIS 1600 University Library & Research Skills. I saw 120 students (40 in each of the sections). Most are first semester freshmen, some upperclassmen. Before each class began, several of us chatted in a friendly way - I asked the usual questions, where are you from, what's your major, etc. It was as pleasant as it is every semester. Then, as class start time approached and I began to take roll, almost all students seemed to shut down. "ok, I will just let this teacher drone on and what she says will just kind of flow around me. I might absorb a little bit, but not much. I have heard all this first day blathering before." Occasionally, a hand full would chuckle at my jokes, but for the most part the all just sat there struggling to look as if they were listening. No one asked questions even when I called for them periodically. No one had any comments when I asked who did something interesting during summer break. Most did write down the assignment since I prompted them to get out their planner and do so. So, I talked for 45 minutes and when I dismissed them, they picked up their back packs and left. I know this semester will be like every other over the past 14 years of teaching. Over time, we will get to know one another and I will be asking them to STOP talking and listen to me! But for now, it feels as if I won't have any impact on any of them.

Then came my afternoon class meeting. This semester I am teaching one of my online sections with a little bit of a twist. It is 16-weeks instead of 8; there will be three online class meetings using Adobe Connect; and we are having one F2F orientation meeting Wednesday, August 17, 2011. This section has 50 students enrolled instead of 40. I hadn't really thought about what to expect prior to meeting, but if I had, I would have expected the same passive "is she done talking yet?" attitude. Boy, was I surprised. Several talked, many asked questions - and good, thoughtful, questions about how this online thing was gonna work. They didn't wait for me to call for questions, they interrupted, politely, but they asked what they needed an answer to, when they needed the answer. It was lively and invigorating. Questions were asked by one student, and I could see relief and understanding on many faces. We negotiated points for the three f2f meetings.

I know what I will do differently in spring 2012. First, we will meet in a room where students can have computer access and set up their account for the web-based textbook and log in to Bb and explore. We will also practice using Adobe Connect. The fear of the unknown is overwhelming to some students. The idea of be responsible for looking at the week's assignments and complete the work without prompting is a very foreign concept to students. There is so much written about digital natives, millenials, and tech-savy teenagers. I am not so sure about this idea...Yes, of course, they know enough to get by with email and Facebook and the occasional google search, but the comfort level with unfamiliar technology is very low for most students.

College freshmen and research projects (part two)

All right, now to the flip-side of college freshmen and research projects. Many have told me that they were initially shocked at the fact that they had choices as to topic and project format. They tell me that they appreciate this freedom of choice. YAY!

So, what kinds of projects am I seeing now? Well, I am still getting some papers and powerpoints (see my previous post), but more and more are creative:

textmapping several chapters from a music theory textbook

video depicting an overview of Van Gogh's life

board game using famous art works

video of rap song describing the Black Plague

Map with points plotted and annotated about a specific USAF squad during WWII; the journey through Missouri by Lewis and Clark; and airports where the student pilot had landed

a scrapbook diary about the volcanic eruption of Mt. Krakatoa, Indonesia August 26 - 28, 1883 -- from the point of view of the volcano

a scientific experiment about the rate of fluid absorption in soil at crime scenes

a lesson plan geared toward lower elementary students about AIDS/HIV

many, many children's books about a wide range of topics

....to name a few.

Students submit these projects with pride in their work and stories of the process of planning, creating, and completing the project. They are interested and engaged. They crave feedback and an audience. They enjoy seeing their classmates' work. They learn about the topic they have researched and how to manage information. They are successful!

By extension, I am encouraged to continue my current path. As my students' learning evolves, so does my teaching. I am excited and hopeful for what will come as student confidence grows and even more amazing tools are developed. I can't wait to see what happens next!

College freshmen and research projects (part one)

For the past few semesters I have gradually expanded the type of project my students may submit to share information gleaned from their research. I have also given them free rein concerning the choice of topic. (Oh sure, I often have to give some guidance as to how to narrow the broad topic, but that is a different story....) The current list of choices:

write a formal ten-page research paper

create a PowerPoint slide show

shoot and edit a video

make a collage, diorama, or visual display board

conduct a debate or panel discussion

demonstrate a process with an oral presentation

design and create a children’s book

prepare a brochure or flyer

produce an interactive game

write and administer a quiz

design and administer a survey

design and develop a web site

write a song about the topic and perform it

write a scene for a play

create a graphic timeline of the major points

create a museum box

write a blog as a person (real or imagined) from your research

create a scrapbook

create a glog

develop and execute a scientific experiment

textmap a book and annotate

TwHistory reenactment

illustrate and caption a graphic novel

develop a social networking site

conduct a skype session interview with an expert

create a photo slide show with your own narration

plot points on a map and caption

make a movie poster

write and illustrate an editorial/political cartoon

develop a wiki

My feeling is that this is a pretty nice list of options: Creativity, collaboration, technology abound. I allow freedom of expression and personal preference. It seems like a great way to get students interested and actively involved. They can take responsibility for their own learning as they choose the ultimate outcome.

The dilemma? Students sometimes still fall back to familar territory and choose to write a ten-page paper or create a powerpoint presentation. Now, in theory, I have no problem with these two ways to share information, but they seem to me to be "been there, done that" and the least creative options on the list. Students admit that they would like to try something else, but they are comfortable with writing a paper "because [they] know how to do that." (That point is debatable} For some, it is just that they have done it and gotten a decent enough grade and that is all they want from my class too.

What to do? Some suggest that I remove these two choices from the list. Hmmm, not sure about this. Sometimes they make sense -- a little bit. What about those students who are technology-challenged? (yes, there are still some of those!) The solution for this situation seems to me to be to offer feedback and discussion about choices. Offer ideas and suggestions about how a more creative project can be successfully completed. Help students become aware of tools available to them to create these kinds of projects. What about those students who want to do something more creative, but have no idea where to begin? Well, I have found the solution to that problem! The College of Education Student Computer Lab of which I am director, will begin offering one-on-one tutorials for various Web 2.0 tools and other technology-based resources.

I feel pretty good about how I am addressing these issues. I am hoping for success with the solutions I have been able to identify. The next post will highlight recent examples of students' projects!

Happy trails!

What do librarians do?

Wonderful video.....http://www.youtube.com/watch?v=cPF12jD6F-s

Day one

Wow this is one major project. I hope it all goes well!!