Online Learning Modules

1. Design

1.1. Best practices

1.2. Faculty-identified needs

1.3. Student-identified needs

1.4. Librarian-identified needs

2. Mode of Delivery

2.1. Jenzabar

2.1.1. Pros

2.1.1.1. Student familiarity

2.1.1.2. Faculty familiarity

2.1.2. Cons

2.1.2.1. No one else in the world uses it

2.1.2.2. Will we be using it 5-10 years down the road?

2.2. LibGuides

2.2.1. Pros

2.2.1.1. Easy to embed in class portals

2.2.1.2. Librarians are familiar with it

2.2.1.3. We will always have access to edit modules in the future

2.2.2. Cons

2.2.2.1. ???

3. Modules

3.1. Module 1

3.2. Module 2

3.3. Module 3

3.4. Module . . .

4. Resources

4.1. Videos

4.1.1. Created In-Houes

4.1.2. Existing online

4.2. LibGuides

4.3. Guide on the Side

4.4. Existing Modules

5. Stakeholders

5.1. Librarians

5.2. 1st Yr Learning Communities

5.2.1. Classes

5.2.2. Professors

5.2.3. Committee

5.2.3.1. Susan Freeman

5.3. Faculty

5.4. Students

5.5. Institutional Research

5.5.1. Jasmine Esparza

6. Timeline

6.1. Phase 1

6.1.1. Contact 1st Yr Cttee

6.1.2. Focus Groups

6.1.2.1. Student

6.1.2.1.1. Email for participation?

6.1.2.1.2. Ask student workers for help

6.1.2.2. Faculty

6.1.2.2.1. Email?

6.1.2.2.2. Faculty Mtg.

6.1.3. Research Best Practices

6.1.4. Develop Team

6.2. Phase 2

6.2.1. Compile Focus Groups Results

6.2.2. Plan Modules

6.2.3. Mock up initial modules

6.2.4. Test modules

6.3. Phase 3

6.3.1. Roll out initial modules

6.3.2. Ask for stakeholder evaluations

6.3.2.1. Student perceptions

6.3.2.2. Faculty analysis

6.3.3. Gather data

6.4. Phase 4

6.4.1. Retool initial modules per evaluations and create new ones to address identified gaps

6.5. Phase 5

6.5.1. Roll out final modules

6.6. Phase 6

6.6.1. Ongoing assessment