My Distance Learning Journey @ Laguna

September 13, 2008 was a great day for me; I wake up at 3:00am (so early) being a “Manilenyo” I am excited every time I have out of town trip. Finally “natuloy din kami”.

The trip is enjoying, as well as we learn. The UPOU lecturers discuss how distance learning evolve, the course management component of Moodle allow an array of course activities like forums journals, quizzes, choices, surveys, assignments, chats, and discussion boards. For me the distance learning is a big help for everyone because you can earn a degree without attending classes at Universities and you can share your experiences and learn from each other. Although at UP in final examination you have to go to the designated area for you to take your exam so in this case you have to review all that you’ve learn. After the discussion, I developed interest on distance learning but honestly I have to think twice because it’s not just an easy task for me one of the disadvantages is that if you don’t have PC at home and make sure you have a connection on the internet.

After Open U we headed to the Kamayan sa palaisdaan at Bae, Laguna we have lunch and it’s really a great food grabe nakapag extra rice pa ako. I have so much fun in this activity I mean it, I would like to thank all of you especially Ms. Sharon you’ve done a good job. Lahat ng pressure sa work, studies, family nawala lahat for the meantime. This class 260 batch 08-09 I’ am so proud that I belong to this class that we are all 24.

SQL - Raymond Created

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insert into Raymond (first, last, age, office, contact, email, blog) values ('Nonet', 'Angeles', 31, 'Marikina City Library', 09205226113, 'nhete_angeles at yahoo.com', 'nicenhet.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Kareen', 'Banal', 21, 'Rizal Library-Ateneo de Manila', 09192401359, 'blue_hyacinth at yahoo.com', 'kareenjb.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Joan', 'Beliran', 24, 'PHIVOLCS', 09205882656, 'dizaph at yahoo.com', 'jellyace28.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Jen', 'Bolina', 26, 'UP ITTC', 09175099336, 'jbbolina at ittc.up.edu.ph', 'jenbolina at blogspot.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Jertrude', 'Capito', 26, 'House of Representatives', 09167834217, 'coffeegirl at gmail.com', 'coffeegirl2004.blogspot.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Melvin', 'Chua', 25, 'UP Engineering Library I', 09179671803, 'melvinchua2006 at yahoo.com', 'manilahistoryblog.blogspot.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Joan', 'Dadang', 22, 'PLDT', 09282225651, 'dadang_anchs at yahoo.com', 'jitteryjoan.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Mylene', 'De Leon', 41, 'BPI-Head Office (Makati)', 09053530204, 'deleonmylene at yahoo.com', 'mellowmylene.blogspot.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Judy Ann', 'Emano', 24, 'C and E Publishing, Inc.', 09179612223, 'janno5 at yahoo.com', 'judyann05.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Jeremy', 'Flores', 25, 'San Beda College', 09054149105, 'aco314 at yahoo.com', 'jollyjem.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Maribel', 'Maligsa', 26, 'Castillo Laman Law Library', 09178039963, 'muhbelle_0711 at yahoo.com', 'mabel.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Erlinda', 'Malinis', 58, 'National Kidney and Transplant Institute', 09275177770, 'lynda_m05 at yahoo.com', 'lyndamalinis.blogspot.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Leona Rica', 'Manalo', 22, 'Manresa School', 09159874451, 'leonaricam at yahoo.com', 'lerima.wordpress.com');
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insert into Raymond (first, last, age, office, contact, email, blog) values ('Ronnaveth', 'Padagdag', 27, 'Grace Christian College', 09178167829, 'bbchoi_2309 at yahoo.com', 'respectfulronn.blogspot.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Maria Cristina', 'Nabaunag', 24, 'Rizal Library-Ateneo de Manila', 09277174571, 'mctnabaunag at yahoo.com', 'territorialtina.wordpress.com');
insert into Raymond (first, last, age, office, contact, email, blog) values ('Freya Faye', 'Perez', 24, 'Colegio de San Juan de Letran-Calamba', 09153411434, 'freyafaye_14 at yahoo.com', 'freyafaye0514.wordpress.com');
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insert into Raymond (first, last, age, office, contact, email, blog) values ('Michael', 'Villanueva', 28, 'ESA Library', 09179187884,'bruno98a at yahoo.com', 'jutero420.wordpress.com');



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Distance learning for today’s librarian

The Authors

John W. Ellison, John W. Ellison is Associate Professor, Department of Library and Information Studies University at Buffalo, Buffalo, New York (Ellison@acsu.buffalo.edu)

Abstract

Describes the nature of distance learning and its increasing use in the present and for the future. Approaches for libraries to support distance learning are indicated and the importance of libraries of all kinds becoming involved with support for distance learners stressed. The application of distance learning to education and training for librarians is discussed.

"Distance learning" and "distance education" has been applied interchangeably by nearly everyone in a variety of institutions, academic units, government agencies and the media. It is defined differently depending on who delivers the content, creates or develops the technology and systems used to transmit learning to learners. In the simplest terms, distance learning is any method of organizing and delivering instruction that does not require the learner to be with or near the instructor. Therefore, delivery may be by paper and pencil via the mail, listservs, radio, interactive video, television, WebBulletinBoards, or other delivery systems on the drawing boards.

Learners, and they can be students in schools, college students, employees in businesses, librarians on the job, and so on, receive distance learning instruction in realtime, such as television, radio, interactive video or live on-line Internet instruction and are in synchronous educational learning environments. Those learners receiving instruction according to their own schedules are in asynchronous educational learning or self-paced environments. The learner in asynchronous environments does not have to be any place at a particular time to receive instruction. This being said, some distance learning courses follow a combination of both synchronous and asynchronous methods. How instruction is delivered depends on what the instructor feels is best for the content and learners, and the available technology for both the institution and learner.
Here is an example of delivering distance learning using a mix of methods: A course can be delivered in a television studio live before a group of learners and simultaneously broadcast over ISDN lines to learners in several designated distant locations. Still another group of learners in the same course can receive their total course content over a WebBulletinBoard via a series of class notes and interaction with the professor and their classmates. All of the learners can also have access to the professor during online office hours (chat room) for a designated period of time once or twice each week. This is just one combination of methods available to those delivering distance learning in today’s teaching environments.
In addition to the above delivery systems, instructors can create RealAudio clips. Learners can access these clips on WebBulletinBoards over the Internet. CD-ROMs can be made and mailed to learners. online course evaluations (weekly and by semester) can be developed to measure the success of learning for short periods of time like a week or for an entire course. Live delivery of instruction over the Internet is now possible where the learner can listen to the instructor over his or her own computer and immediately ask questions on a WebBulletinBoard that the instructor can read and respond during a live presentation. Specially designed class resources (digital libraries) can be created so learners can access library resources directly from their computer. In addition the testing of learners over the distance learning delivery systems makes it possible for the learner to take 100 percent of a course by distance learning.
Distance learning is so new that most instructors are still experimenting with the various delivery methods to determine one or a combination of techniques that work best for their course content and type and level of learners. There is no question that learner response in both the degrees of learning and attitude toward a course helps point the instructor in the direction as to what should be used and how it is modified to meet the needs of learners. This is not an easy task when clearly technology is getting ahead of instructional development.
Libraries are faced with the task of helping to provide distance learners with the resources and access to resources like never before in the history of the profession. Learners are all over the world in all types and sizes of communities. They often need finger-tip access to resources never before delivered by small libraries in isolated communities. One can make the case that institutions and organizations providing instruction should furnish such resources or access. This is true and should be the case, but local citizens usually provide the basis of support for local libraries. To completely ignore distant learner needs, and the numbers using distance learning, may not be a wise decision by a local library looking for additional support. In the same vein, those families committed to home schooling their children deserve extensive support from local libraries

Certainly, the major resources and access should be provided by the institution delivering the instruction. Often institutions provide a distance learning librarian who works directly with learners taking such courses and instructors delivering content. Some institutions have developed extensive distance learning library Web pages giving immediate access to the OPAC; serial indexes and sometime actual articles along with on-line reference collection learners can access over their computers. Comprehensive interlibrary loan units act to borrow materials and deliver them directly to the home of the learner via FAX, mail or other facsimile.
New librarians must be prepared to work with distance learners in nearly all types of libraries. Not only educational institutions, but also businesses and industry are also providing extensive distance learning courses, workshops and seminars. An education major may need access to the school library media center to read and view materials for a young adult literature course, while a middle manager from a company may call upon her public library to access resources on a Leadership Seminar she is taking. A production-line worker may visit the community college library to review research on assembly efficiency. Distance learners live in the communities served by libraries supported by tax dollars and these libraries must be prepared to meet the needs of these unique citizens.

Every new librarian entering the field should be prepared to conduct formal needs assessments in the type of library community in which they work. This means time and effort must be expended to survey various aspects of the library community to determine not only their information needs, but also the format and level required by this user population. It will not be acceptable in the future to sit in isolation of the library community, regardless of the type of library, and arbitrarily determine the information needs of that community. As painful as it may seem for some in librarianship, technology makes all of us reconsider our priorities based to some degree on the demands placed upon us.

One of the best ways for librarians in the field, and those entering the field, to develop their understanding and appreciation for distance learning is for them to take a course as a distance learner. There is nothing like first-hand experience and walking in another’s shoes to gain knowledge not found in books, video and other resources. Learning first hand what it is to organize one’s time, meet deadlines, work with limited resources or resources that require a Herculean effort to obtain can give a librarian a whole new perspective to the developing area of distance learning.

We are just now beginning to see continuing education and staff development activities offered via distance learning for working librarians in the field. Most of these efforts on the market are workshops, seminars and short courses over the Internet or interactive video. These distance learning opportunities can be an advantage for busy librarians since they do not require driving long distances or leaving their office or home to take advantage of updating themselves. Another and more critical advantage is that the person giving the instruction can be anywhere in the world and have several other experts on the subject working with learners without the expense and time required to bring everyone together in one location.

Distance learning over the Internet is radically changing the way we deliver education and provide instructional resources for the learner. Librarians must be at the forefront of this effort to deliver quality access, environments and resources that meet the needs of the distance learner. The old way of doing things in libraries like developing collections, organizing materials and servicing the user will not occommodate learning needs today.

INTEGRATED LIBRARY SYSTEMS

Evaluating ILS Systems: What Matters to Patrons?

Three vendors responded to our RFP: Endeavor, Ex Libris, and Sirsi. In addition to the traditional elements of evaluation--review of the vendor responses to the RFP, verification of the responses through visits and calls to existing customers, demos by the vendors, and follow-up questions to the vendors--the Evaluation Team worked with the Functional Sponsors to add patron input to the process. We invited faculty and students to attend vendor demos but found, as expected, that few were able to attend. Clearly, we needed to pursue other methods for gathering faculty and student assessment.
Our patron partners pointed out that some of our survey questions were 'rather obscure.'
Another good source of input was queries by faculty and graduate students to their colleagues at other universities where the three vendor systems were used. Talking to other librarians is a time-honored and effective way to gather information about the strengths and weaknesses of a system, since colleagues will often speak candidly about their experiences. The same is true when faculty ask faculty, or grad students ask grad students. As is often the case with other librarians, faculty and student perceptions of a new system are colored by what system was in use before. Allowing for that bias, the perceptions of patrons who use a particular system are invaluable--direct, unfiltered, and based on their daily needs.
Our final method for gathering user input was holding a series of focus groups to discuss trade-offs among the three systems. There is no one vendor system that has only strengths, so every system selection involves weighing the relative importance of strengths and weaknesses. The Evaluation Team distilled the major trade-offs and reviewed them with the library staff and patrons. For the user review, we hosted a faculty and student focus group where we demonstrated the differences that we believed would have the most impact on them.

What Would We Do Again?

All of these consultation and outreach methods helped us raise campus awareness of the ILS selection process and gave faculty and students a way to feel engaged in the decision. We would probably repeat all of them for that purpose alone. Some of the methods, though, yielded input that had particular impact on our decisions and approach.
• The Functional Sponsors were excellent partners, and we would recommend such a faculty and student advisory group to any university library that's evaluating and selecting a system. To be effective, the members of such a group should be active library users who care about the outcome, should reflect a mix of disciplines and areas of expertise, and should be sufficiently experienced to bring perspective and credibility to the group.
• Tapping faculty expertise on technology and database design was very helpful and we would recruit such advice again. To be most effective, such an expert should have a mix of scholarly and real-world perspective. We were fortunate to have a faculty member who had extensive consulting experience with corporate clients as well as impressive scholarly credentials.
• Having faculty and students test drive the systems deployed at other institutions was a wonderful way to involve patrons in concrete evaluations. To be more effective, if we did this again we might structure the feedback survey more tightly, and we might be more aggressive in recruiting test drivers.
• Having people conduct "reference checks" among their colleagues at other universities was very helpful. We asked only the Functional Sponsors to participate in this process. To be more effective, we would want to recruit more faculty and graduate students to get a broader set of comments.

Understanding Patrons' Views Influenced Our Selection

This assessment process reaffirmed for us that involving patrons in system selection is both crucial and challenging. By focusing on the real differences among the systems and asking faculty and students questions that reflected their approach to the catalog, we were able to elicit thoughtful feedback. With a committed, talented user advisory group and a willingness to see the system selection process through their eyes, you, too, can turn your patrons into valuable partners in the system evaluation and selection process.