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Cstoller Form3

This document discusses revisions to an Information Literacy course. The course is currently a one credit, five week course for undergraduate freshmen taught traditionally in a classroom. An online or hybrid version is needed to serve returning non-traditional undergraduate students. Traditional students may not see the need for the course while non-traditional students returning to complete their degrees would benefit from an online/hybrid option. The instructor finds activities requiring guidance frustrating and feedback to be time consuming. Better organization of resources and self-directed activities are desired changes.

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81 views1 page

Cstoller Form3

This document discusses revisions to an Information Literacy course. The course is currently a one credit, five week course for undergraduate freshmen taught traditionally in a classroom. An online or hybrid version is needed to serve returning non-traditional undergraduate students. Traditional students may not see the need for the course while non-traditional students returning to complete their degrees would benefit from an online/hybrid option. The instructor finds activities requiring guidance frustrating and feedback to be time consuming. Better organization of resources and self-directed activities are desired changes.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Form 3: Course Revision Thoughts

Description: What is this course about? Where/how will it be taught?


Information Literacy is a one credit five week course for undergraduate students. This
course enables the student to meet specific competencies in liberal arts. Traditionally the
course is taken by freshmen in a traditional classroom with computers and support from a
learning management system. An online or hybrid version of this course is needed to
provide for returning non-traditional undergraduate students.
Learners: Who are the learners? What do you know about them that might make a
difference in what you design? (Think about age, prior knowledge, familiarity with
technology)
The traditional students are mainly freshmen, who may not see a need for the course (there
is an option to test-out of the course). They are familiar with the technology they use daily
but experience has shown not necessarily with technology for the professional world or for
further study.
Returning non-traditional students are the target audience for an online or hybrid version.
Like the traditional face-to-face version, there is an options to test out of the course. Many
of these students are older and completing their education while working in various job
positions.
Things that are working well in my course. This can be related to what or how you teach,
how students respond, or about the technology. What do you like about teaching this
course?
Activities in the course with the direction/guidance from the instructor, desire more selfdirected learning tasks.
Things that Id like to change about my course. Again, what drags you down? It could be
technology, disinterested students, lack of discussion, etc.
There is a lot of content with significant number of links to video clips, online tutorials, etc.
I would like a better way to organize resources and have better self-directed activities for
the students.
The most frustrating or irritating aspect of my course as I am currently teaching it is:
Activities require considerable direction/guidance from the teacher difficulty
assisting individual students within time frame
Without probing questions and scaffolding to individual students, student work is
superficial
The most time consuming aspect of my course as I am currently teaching it is:

Rechecking links
Providing meaningful feedback

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

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