Norberto Cruz Córdova, MBA

Norberto Cruz Córdova, MBA

Graduado de Bachillerato en Ciencias en Computadoras, de la Universidad de Puerto Rico, Recinto de Bayamón. Cuenta con una Maestría en Administración de Empresas con especialidades en Technology Management y E-business de University of Phoenix. Cursa estudios doctorales en el área de Proyectos, a través de la Fundación Universitaria Iberoamericana (FUNIBER).

Cuenta con más de 16 años de experiencia en áreas de tecnología gubernamental. Actualmente, es el Director Auxiliar del Área de Sistemas de Información de la Oficina de Ética Gubernamental de Puerto Rico.

En su faceta civil es el Presidente del Capítulo de Puerto Rico del Internet Society, entidad global con la misión de promover el desarrollo abierto, la evolución y el uso de Internet para todas las personas del mundo.

Es colaborador en diversas áreas de tecnologías en periódicos y blogs en Puerto Rico y Latinoamérica.

 

 

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El diseño instruccional: herramienta de integridad y promotor de calidad en EaD

General Description of the Project:
A través de la alineación planificada del currículo en línea y un diseño instruccional integrado se ha creado un proceso de producción de contenidos que garantizan el rigor académico y la integridad de los cursos en línea; garantizando que se cumple con el tiempo lectivo entre otras cosas. Hemos diseñado un proceso riguroso de diseño que integra cuatro instancias de control de calidad y desde donde se transforma el contenido en actividades pertinentes para los estudiantes. La distribución de los tiempos por unidad de aprendizaje es proporcional y balanceada para que el estudiante invierta el tiempo prudente, pero necesario para la adquisición de competencias y no desborde en exceso el tiempo, al punto de desertar. Los tiempos son validados a través de un instrumento creado para este fin. Nuestro diseño instruccional es uno ágil, intuitivo y accesible logrando que la tecnología no sea una barrera para el estudiante y redundando en una deserción mínima por curso.

Description of the Technology(ies) Used:
Para el proceso de alineación curricular utilizamos archivos planos que nos permiten recopilar la información que posteriormente será trasladada a plantillas de diseño. A través de un wireframe único diseñamos cada unidad de curso, que posteriormente pasamos al LMS- Canvas. Las diversas validaciones en las instancias de calidad, incluyendo el instrumento con el que se valida el tiempo lectivo (en unidades Carnegie) es uno en Excel.

Highlights:

  • Diseño de cursos en línea en cumplimiento con el tiempo lectivos.
  • Aumento en la retención de los estudiantes.
  • Aumento en la satisfacción de los estudiantes.
  • Distribución de tiempos y actividades.
  • Controles de calidad.

 

 

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Enhancing the Culture of Care and Redefining In Loco Parentis

General Description of the Project:
At Borough of Manhattan Community College (BMCC) we dedicate much of our time ensuring that our students are provided with the tools and support to enable them to develop in all of the ways that bring success for them. So much so that a “Culture of Care” philosophy has been embedded into our current strategic planning process. This approach has been the foundation of our holistic approach to services, resources, and programs within Student Affairs and is now spreading throughout the campus as a focus to enhance student success. Within Student Affairs, we have established practices in providing services, resources, and programs that address barriers to our student’s education. For example, through our Single Stop office, we have been able to provide wrap-around services to address the needs of food insecurity, emergency funds, housing insecurity and homelessness, book advances, childcare resources, immigration, and health insurance.

As we establish these services, resources, and programs, we do so by taking the traditional definition of in loco parentis (in place of the parents) in higher education and redefining what it means. Using the definition outlined on the Center for Parenting Education website, there is a dual role for parents: that of nurturer and that of providing structure. In the structure role of in loco parentis, the parent provides direction, imposes rules, uses discipline, sets limits, establishes and follows through with consequences, holds the child accountable for their behavior, and teaches values. The parent provides the guidance that helps the child to change, grow, and mature. Responsible behavior, in line with the children’s maturity levels, is taught and expected. In the nurture role the parent takes care of the child’s basic needs, such as food, medical care, shelter, clothing, as well as give love, attention, understanding, acceptance, time, and support.
(https://centerforparentingeducation.org/library-of-articles/discipline-topics/role-of-parents/)

Historically, in loco parentis in higher education could be defined as filling the structure-setting role of the parent, but now has become less of a focus for institutions. However, we at BMCC operate in the in loco parentis mode which enables us to respond to the nurturing needs of the student. This proposal highlights our approach of serving in loco parentis by centering our attention on nurturing and caring for our students.

In the past when students headed off to college, some of these parental responsibilities were expected to be transferred to the institution. Throughout the history of higher education, in loco parentis has been a constant and evolving role of the institution. Up until the 1960’s the in loco parentis doctrine allowed universities to exercise great discretion in developing the character of their students without having to consider their students’ constitutional rights. During the civil rights era, the recognition of constitutional rights of students, and litigation forced a change in the relationships of universities with their students. A new role was established as courts held that universities were mere bystanders to student activities and absolved them of liability in negligent actions brought by injured students. Later, courts recognized a duty of care based on the close relationship that universities have with their students. Public and private institution embraced this close relationship and became facilitators of student development through the work of their student affairs offices. Recent court cases and university policies suggest that universities, as facilitators of student development, will continue to remain involved in student life, but students will be deemed by some courts to have a higher level of responsibility over their actions than in the past. (Lee, P. (2011). The curious life of in loco parentis in American universities. Higher Education in Review, 8, 65-90).

However, the need to establish a nurturing and caring role has become a more prevalent need of college students. More and more research and information is showing that these basic nurturing needs are impacting student retention and success. Research on college students and food insecurity, housing insecurity, homelessness, hours worked, the need for financial aid, emergency financial needs, transportation challenges, immigration matters, mental health, and legal assistance has shown that when students arrive at college they may be in need of these basic needs to succeed.

BMCC has a long history of providing care and assistance to students with personal and life matters outside of their academic pursuits. At BMCC our culture of care is designed to help students succeed but also provide services and resources to meet their basic needs, both inside and outside of the classroom. Understanding the basic needs as outlined in Maslow’s Hierarchy of Need (1943), BMCC is pushed to fill gaps to ensure that students have their needs met, for without meeting these basic needs, students may not be able to focus on their academic endeavors. As Maslow outlines in his hierarchy, the needs are: physiological, safety, belonging, esteem, and self-actualization. In most cases, the basic needs in the hierarchy must be satisfied before individuals can attend to needs higher up.

Despite being a large institution of 25,500 students, we strive to create an environment that gives the campus a small college feel that cares about each student. To address the sense of belonging, the college has enhanced the traditional resources and services (i.e. Veterans Resource Center, Women’s Resource Center, Peer Mentoring, Early Childhood Center) with new cohort programs (i.e. DREAMERS, CREAR Futuros Peer Mentoring, and Panther Partner first generation). In addition, at BMCC, technology is utilized to help identify the needs of students, and resources and programming is designed accordingly. BMCC has been moving away from the “build it and they will come” model of providing services for students and creating programs to best meet the needs of our diverse and changing student population using approaches that are based on assessment and observation of students enrolled at the college. We have designed small-customized retention-focused programs, services, and cohorts called boutiques in an effort to fit the needs of the student body. This approach is augmented with wraparound services, removes obstacles, connects students with services, builds a growth mindset and a sense of belonging in college, with the goal of improving retention and success along with impacting the student’s sense of worth and self-esteem.

Description of the Technology(ies) Used:
Through the use of technology, we have been better able to identify students with specific needs, which in the past, would have posed some difficulty. We have identified populations of students with homogeneous issues, using PeopleSoft/CUNYfirst and in collaboration with our institutional research office. PeopleSoft allows us to group students into need-specific groups. In one example, we used our PeopleSoft/CUNYfirst system to identify students in good standing with a dramatic drop in their GPA. We mine the data to find out who they are. Once we have identified our students, our next step is to reach them. To accomplish this, BMCC uses Hobson’s Retain, a Customer Relations Management (CRM) tool. Hobson’s helps us to assess the effectiveness of the communication by reporting open rates and click-through rates. With this information, we can assess whether we are reaching our students. We then use this information to determine whether an alternate outreach plan should be devised. Once we have reached our students, where we initiate one-on-one conversations to determine how best to serve them. We then meet with the students to determine the causes of the drop in GPA and to learn about intervening factors with the goal of guiding students back to their previous level of academic achievement. Furthermore, we have used PeopleSoft/CUNYfirst to help us identify the ethnicity of the students we serve, for those who choose to report this information.

Highlights:
Focusing on a culture of care has a positive impact on the lives and success of our students both inside and outside of the classroom.

 

 

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What Can a Culture of Hispanic STEM Success Look Like?

General Description of the Project:
The UHD Scholars Academy academic unit has an 18-year history of creating a culture of STEM success bridging to Advanced Degree programs. This presentation will outline key components which create the bridges along with recurring activities acting to build and sustain Hispanic students’ skill, competence, and confidence levels envisioning the next step in their workforce career.
Presenters will offer “how to” explanations related to programmatic components, data collection, enlisting non-grant funded PhDs into participation. Additionally, on-campus student research opportunities will be outlined and described with sample agendas and programs distributed. Finally, data driven outcomes related to the successes will be provided.

Description of the Technology(ies) Used:
MS Excel spreadsheets and Access Database; Banner, PeopleSoft, Social Networks: LinkedIn, FaceBook;

Highlights:
Longitudinal data of known current levels of current bridges and data collection methods will be shared, thus providing a mechanism application aspect to the presentation. As an example of current levels of success in the last 15 months (2017 – 2018) over 8 PhDs and 3 MDs have completed their advanced degrees. More data such as this will be shared. Further, the role of social media in data collection will be reviewed.

 

 

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Principios fundamentales para desarrollar una oferta académica en línea de calidad

General Description of the Project:
Expondremos los principios fundamentales y las metodologías que National University College ha utilizado durante los Últimos años en el desarrollo de sus programas académicos, para que los mismos estén alineados con la misión y visión de que tenemos como institución educativa, con las competencias que nos hemos comprometido a desarrollar en los estudiantes a través de nuestros programas académicos y los estándares de las agencias que nos acreditan.

Description of the Technology(ies) Used:
Durante la construcción de nuestros programas educativos utilizamos diversas tecnologías de información y comunicación como Share Point, Go To Meeting, Big Blue Buton, Canvas, Turnitin entre otras.

Highlights:
Entre los aspectos que se destacan en la presentación están los siguientes:
– Principios claves para una oferta en línea de calidad
– Oferta académica – ¿Qué estamos ofreciendo? ¿Es lo que los estudiantes necesitan?
– Currículo – ¿Cómo desarrollamos un currículo de calidad que satisfaga las demandas del mundo laboral actual?
– Planificación efectiva – Métricas de producción, ciclos de producción y control de presupuesto
– Metodologías para el desarrollo y supervición
– Inclusión de profesionales con peritaje en cada área
– Evaluación formativa y sumativa de los procesos
– Resultados y sellos de calidad

 

 

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Portafolios electrónicos para la educación a distancia

General Description of the Project:
En el programa graduado de la Facultad de Educación se propone, un doctorado en tecnología del aprendizaje en la modalidad a distancia que requiera un portafolio electrónico. Los diversos propósitos del portafolio electrónico van desde, gestionar el avalúo del desempeño del futuro profesional; de promover el desarrollo efectivo y evidenciar el dominio de las competencias del profesional.

El interés de la institución para implementar el portafolio electrónico como proceso de avalúo, es una innovación tecnológica educativa que promueve la metacognición en el profesional que se desarrolla en el programa graduado dentro de los ambientes virtuales de aprendizaje.

El portafolio como producto es una herramienta tecnológica, tanto para la institución como para el profesional, de promover internacionalmente el programa graduado, demostrando las características, las estrategias y la efectividad, del programa y del profesional.

Description of the Technology(ies) Used:
El portafolio electrónico se realiza en la tecnología de un espacio digital o página web, nuestra propuesta es en la aplicación de Google Site. Se sugiere un formato que contenga unas partes importantes que todo portafolio debe incluir. El formato digital es una propuesta que se puede personalizar en algunas áreas, pero con un contenido específico que demuestre el perfil del profesional que el programa desarrolla.

Se propone un área de información personal donde incluya el resumé con sus metas académicas y profesionales. Un área donde se identifican las competencias profesionales que desarrolla el programa doctoral. En esta área el participante del programa doctoral a distancia demuestra el domino de las competencias, contextualizando y justificando con las evidencias de los cursos aprobados o de sus experiencias relacionadas a la profesión. Se propone, además, para lograr la metacognición, un proceso reflexivo que conlleva la autoevaluación y la evaluación de los pares en las actividades que se generen dentro de los seminarios que apoyan y promueven el desarrollo del portafolio electrónico en el programa graduado de tecnologías del aprendizaje en un ambiente a distancia.

Highlights:
Reformular las funciones y responsabilidades de los profesores y de los estudiantes en el proceso de enseñanza-aprendizaje en la educación a distancia.

 

 

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Guías para el apoyo de un estudiante a distancia no tradicional

General Description of the Project:
La literatura habla de un estudiante a distancia que para ser exitoso debe tener un perfil específico. Sin embargo, la experiencia que tenemos como institución nos ha llevado a conocer un perfil diferente del estudiante que opta por esta modalidad. Durante esta conferencia se discutirá los mitos y realidades del perfil del estudiante en línea. Además, se presentará el modelo de apoyo al estudiante en línea que National University College – Division Online para retener al estudiante que rompe con los paradigmas de lo que debe ser, según la literatura, un estudiante en línea.

Description of the Technology(ies) Used:
Para la implementación de este modelo de apoyo y retención para el estudiante en línea se utilizan diversas herramientas tecnológicas que van encaminadas hacia el logro de las metas del estudiante, entre las que se encuentran:

  • Share Point – para comunicación entre los asesores académicos y seguimiento al estudiante
  • Big Blue Button – para las videoconferencias semanales de la facultad con sus estudiantes.
  • Canvas – sistema de gestión educativa
  • Turnitin – herramienta para la prevención de deshonestidad intelectual.

Highlights:
Entre los aspectos que se destacan en la presentación están los siguientes:

  • Perfil del estudiante a distancia descrito en la literatura
  • Perfil del estudiante a distancia no tradicional
  • Modelo de apoyo al estudiante a distancia de National University College – División Online
  • Implementación del modelo de apoyo
  • Resultados de retención por curso
  • Educación a distancia para la inclusión social

 

 

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First Comes Technology in Identifying Hispanic and Latinx Students in Need: Then Comes Familia for Retention and Persistence Gains

General Description of the Project:
In previous years, Eastern Connecticut State University presented at HETS’ conferences positive statistics involving the use of technology in creating an environment on campus allowing for improved first-year retention rates, availability of academic support, and increased rates of persistence to graduation in four years, with special successes in our minority populations. This technology is squarely based in the Academic Affairs side of the University.

Most of the current minority population at Eastern is Hispanic and Latinx students (including multi-race identifications). Predictive modeling and use of advising technology increased the ability to reach out to students across campus and create positive outcomes. In the fall of 2018, Eastern achieved a FTFT retention rate of 80% for the first time ever, concurrent with a rising Hispanic and Latinx retention number. Hispanic and Latinx GPA averages for all students (except FTFT and non-matriculated students) in the spring of 2019 also demonstrate a very narrow achievement gap.

Fall 2019      Number      GPA
All                   4,781         3.08*
White              3,125         3.15
Hispanic           272          3.05
+Multi-race      726          3.05
Black                 475          2.72
+Multi-race      562          2.75
Asian                184          3.07
+ Multi-race     227          3.05
* GPA does not include FTFT and Non-Matriculated students.

The earlier academic support technology mentioned above is only half of our story. Because Eastern is not considered a Hispanic-Serving Institution (HIS) and given that the University has not yet developed a robust on-line presence because of its on-campus, traditional liberal arts convention, the University must find new and better ways to apply the use of technology in serving our Hispanic and Latinx students. Within the Student Affairs Division, other technological advances and software monitors our students’ behavior and aids Student Affairs staff members in meeting the personal (versus academic) needs of the student body, thus also contributing to increased rates for retention and persistence to graduation. For as much time as students spend in class and working on their homework, most of their time on campus occurs outside-the-classroom, where much student development and learning also occur.

Several major technological systems have been built or purchased to contribute Student Affairs influence over student retention and persistence to graduation. These systems include eLife, Maxient (includes Student Conduct and Tell Somebody efforts), and Not Anymore. These technologies have been used to bolster efforts in the Student Affairs Division that assist staff members quickly assess student issues, address satisfaction of life on campus, and affect persistence to graduation. Additionally, reporting capabilities through Eastern’s WebFocus programs now allow Student Affairs staff the ability to quickly evaluate and address student issues with remaining holds on their student accounts, thus preventing them from registering for the following semester.

What is the real story behind the use of these technologies? While Eastern employs technology in various ways, connecting students to faculty, staff and the campus itself, the real difference in the student experience is one-on-one interactions: It is the “human” factor and the personal touch between staff and students making the real difference in student lives. Technology is the tool used for connections; people make the difference.

For Hispanic and Latinx students, the personal touch may be the real reason students are able to cope with academic and personal pressures and move forward in their journey toward a successful and timely graduation. For Hispanic and Latinx students, their campus familia, and the different personal support structure answers their needs after they leave their immediate families to attend school away from home.

Description of the Technology(ies) Used:
Four major technological systems built or purchased commercially contribute to Student Affairs’ influence over student retention and persistence to graduation. These systems include eLife, Maxient (includes Student Conduct and Tell Somebody efforts), and Not Anymore Title IX training for students. Additionally, Student Affairs implements WebFocus reports to inform actions of the Occupancy Management Group (OMG) focused on assuring students do not lose Housing and register for subsequent semesters on time.

1. “eLife,” a computer-based system specifically built for Housing and Resident Life issues, plus Student Activities monitoring, offers a central location for information shared among staff on student interactions and student engagement with campus sponsored programs. The system specifically allows staff to also identify and engage those students who may not be participating in some (or any) activities. The system is used as a tool to locate the problem, and staff intervene personally afterwards.

2. “Maxient” is a software used for managing behavioral record from Student Conduct issues and tracking students through the administrative and reconciliation process. It also allows for the integration of several campus offices including Student Conduct, Dean of Students, Counseling & Psychological Services, Health Services, and Campus Police. Easy and effective communication results in the ability to address student issues quickly.

3. Eastern’s “Tell Somebody” electronic alert system now allows faculty, staff and students to alert the Student Intervention Team (SIT) of students in distress. The program is also a part of the “Maxient” package. The team includes staff members from the Dean of Students Office, the Police Department, the Counseling & Psychological Services Center, The AccessAbility Office, Residence Life, and the Wellness Promotion Office. Once a report is made, members of the team have necessary information to take immediate steps in assisting a students who may be suffering academic issues, attendance issues, financial troubles, or other items keeping them from being successful students.

4. An online Title IX/Sexual Awareness Misconduct prevention software, “Not Anymore,” yielded a 100% compliance rate for all resident students. This software allows for many students to complete training without having to physically be present in a classroom or attend meetings for which they may not be able to get to.

5. “WebFocus” & “Occupancy Management Group” (OMG) reporting. “WebFocus” programs used on campus now allow staff to sift through troves of Banner tables, giving staff the ability to use technology to quickly reach out to and monitor specific populations on campus in order to engage those students more fully in student life on campus.

Highlights:
The use of technology in producing opportunities for one-on-one student interaction is just the first step in truly serving the college student. What makes the difference in use of the technologies as tools, is the people and the personal touch resulting from the use of technology! For instance, Student Activities may make announcements about events taking place on campus through Instagram and Facebook, but that service is a conduit to in-person activities. We now exist in an age whereby concerned members of the community can speak out and get help for someone they are concerned about, without having to divulge their own personal information. While power in their ability to gain information and make electronic connections with students, the technology is simply a tool for connecting people. When considering Hispanic and Latinx push factors in higher education, it is wise to remember that Hispanic youth make up no less than one-fifth of the U.S. population, yet are worse off in every measure of academic achievement at the primary, secondary and postsecondary levels (Desmond, & Turley, 2009, p. 311). Hispanic and Latinx students gain the most through social connections with family and then the support they receive in school, from other people who create the personal dynamic and caring relationships with students. Desmond and Turley (2009) propose that for all of the pull factors Hispanic and Latinx students experience, familism might be the real way students are conditioned because in the paradigm the network of relatives in many ways outshines the needs of the one. In fact, the family may be the single greatest factor in a student’s life that aids them in “overcoming negative experiences associated with minority status” (Desmond, & Turley, 2009, p. 314).

Eastern has worked hard with its Hispanic and Latinx students to create an environment whereby faculty, staff and friends are able to build a new family on campus, a new support structure of an extended network of persons available to counsel and coach students through their trials and give them supportive pats on the back during their successes. The campus community has assisted these students build special student groups attending to their needs and continues to recognize them in awards ceremonies that celebrate their academic achievements. Technology bridges the gap, but people help students cross the bridge.

References

Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes. Review of Educational Research, 85(2), 249-274.

Desmond, M., & Lopez-Turley, R. N. (2009). The role of familism in explaining the Hispanic-White college application gap. Social Problems, 56(2). 331-334.

Erdogan, B. H., & Ozerbas, M. A. (2016). The effect of the digital classroom on academic success and online technologies self-efficacy. Journal of Educational Technology & Society, 19(4), 203 -212.

 

 

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Uso de recursos digitales para apoyar el Aprendizaje basado en proyectos en línea

General Description of the Project:
El aprendizaje basado en proyectos es un enfoque centrado en el alumno a través del cual los estudiantes desarrollan y aplican conocimientos y habilidades al participar en actividades del mundo real y, en muchos casos, problemas o desafíos reales. En persona y en línea, los estudiantes a menudo trabajan en grupos pequeños para lograr un objetivo común o resolver un problema. El modelo de aprendizaje colaborativo en línea (OLC) (Harasim, 2012) enfatiza el valor del discurso en entornos en línea como un gran contribuyente al aprendizaje efectivo. Sin embargo, esto no siempre se logra fácilmente. Cuando las actividades de colaboración se extienden a entornos de aprendizaje en línea , los profesores a menudo se enfrentan a las siguientes preguntas:
¿Cómo podemos fomentar el compromiso entre los estudiantes en un entorno en línea ?
¿Cómo podemos apoyar a los estudiantes que trabajan en grupos para que se comuniquen y colaboren de manera efectiva entre ellos y con el instructor?
¿Cómo podemos empoderar a los estudiantes para crear un producto colaborativo si no están sentados cara a cara?
¿Cuáles son algunas formas óptimas de evaluar el aprendizaje en línea basado en proyectos?
¿Cuáles son algunos recursos digitales y mejores prácticas pedagógicas que pueden ayudar a los instructores a diseñar, facilitar y evaluar el aprendizaje en línea basado en proyectos para garantizar una experiencia de aprendizaje productiva para sus estudiantes?
Se presentará el rediseño de un curso incorporando las mejores prácticas pedagógicas para diseñar el aprendizaje basado en proyectos en línea y una variedad de recursos digitales abiertos disponibles.

Description of the Technology(ies) Used:
Google Suite, Learning Management System y recursos digitales abiertos.

Highlights:
El rediseño del curso incorporando el uso de G Suite, LMS y recursos digitales abiertos.

 

 

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Adopting the Embedded Librarianship Model to Improve Students’ Research and Informational Literacy Competences in Online Courses and Other Digital Spaces

General Description of the Project:
The embedded librarianship model is based on the collaborative and active work of librarians in diverse educational spaces. Under this model, librarians create partnerships with academic departments, professors, instructional designers, administrative staff, and students to collaborate in the integration and facilitation of experiences that help them develop and improve their informational literacy competences. This session includes strategies for planning, implementing, and evaluating the embedded librarianship model in online learning environments, based on a department led initiative to adopt the model at undergraduate, graduate, and doctoral levels. Several approaches to embedding and collaborating will be discussed. Students that participated in the first phase of the project expressed having increased their knowledge and skills for searching, qualifying, and presenting information. The most significant lesson learned was that the scope of implementing this model in online courses was too broad. Therefore, the institution should adopt and implement design and instructional strategies that encourage and reinforce the development of informational literacy competences throughout the curriculum. A third iteration of the project was implemented in the Fall term of 2019 in a research course at graduate level. This time the Librarian was embedded – along a Statistics professor – in an application called Slack. The instructor of the course created dedicated channels for discussions and inquiries about APA style, search for information, the concept paper, and other related topics. He also facilitated synchronous workshops to help students select and delimitate their research topic, search for information and interpret the literature.

Description of the Technology(ies) Used:
The following technologies were used in this project:
– Blackboard Learn: The institution’s Learning Management System for online courses.
– Blackboard Collaborate Ultra: The videoconferencing app used for the workshops
– Wikipedia: The page students used to familiarize themselves with the selected topic.
– Google Scholar and Library Databases: Used for locating information.
– Slack: Productivity app used for creating the course’s workspace outside the LMS.
– Doodle: Web-based app used to probe student availability for synchronous meetings.
– Calendly: Web-based app used to sign up for the workshops

Highlights:
The lessons learned are highlighted in the previous section. Highlights of the presentation include:
– Explaining the purpose and benefits of adopting the embedded librarianship model
– Discussing the requisites for implementing the model
– Presenting how the model was implemented over time

 

 

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