Melissa Beck Presenters

Bio: Melissa Beck Presenters is an academic researcher. The author has contributed to research in topics: Teleconference & Information sharing. The author has an hindex of 1, co-authored 1 publications receiving 5 citations.

Like a Haven in the Shifting Economic Sands: Making the Most of Web Conferencing Tools

Abstract: Web conferencing software can be a useful tool for training sessions or other kinds of information sharing across distances. Background information on why participants in the University of California system Cooperative Online Serials (CONSER) Funnel use Web conferencing software is shared. Results of an informal survey and information gleaned from session audience on the topic of Web conferencing software are also discussed.

Definition and History of Online Professional Development

Abstract: There exists a consensus on the importance of teacher professional development. This chapter provides a knowledge base for environments, describes the benefits, best practices, and sources for quality online professional development. The attributes associated with online professional development can be examined within the framework of web conferencing, web cast, and online teaching and learning. An annotated bibliography and extensive glossary related to online professional development are included in this chapter. DOI: 10.4018/978-1-4666-1963-0.ch010

Training and instructional strategies for the use of web conferencing in nursing education

Abstract: Many students and faculty in online programs communicate concerns about limited faculty and student interaction and increased feelings of isolation. With recent improvements in availability and costs, Web conferencing has become easily accessible, reliable, and economically viable for academic institutions and students. However, there is little in the nursing literature on how to train faculty and students in its use or how best to use the technology for Key Points •Effective training of faculty and students in the use of Web conferencing •Web conferencing protocol and etiquette •Student-centered collaborative learning and tutoring through Web conferencing instructional purposes. The purpose of this article was to describe effective training and instructional strategies in the use of Web conferencing for nursing programs. In developing a training program, one must consider the environment for the training to take place, the number of participants to include in a training session, and the essential content to be covered. Through the use of appropriate instructional strategies, Web conferencing can be an excellent medium for community building, student-centered collaborative learning, and student tutoring. In the past, asynchronous learning, or sharing information outside the constraints of time and place, has dominated many online nursing programs. Students are attracted to these programs primarily because of the convenience they allow in continuing their education within flexible time frames while balancing work and home responsibilities. The hours and expense of commuting to campus are eliminated. However, many students communicate concerns about limited faculty and student interaction and increased feelings of isolation in online programs. Faculty also expresses dissatisfaction with the lack of faceto-face interaction with their students in the online environment and the challenge of maintaining effective communication and engagement with the learners. We recently addressed these concerns through the addition of Web conferencing software to online and blended programs. With improvements in availability and costs, Web conferencing has become easily accessible, reliable, and economically viable for academic institutions and students. Web conferencing users are able to draw on the Internet to connect via voice, video, and with a common workspace to share and generate information.

Librarians’ Preference of Virtual Meeting Platforms

Abstract: Virtual participation in professional organization and other committee meetings outside of one’s home institution continues to increase as time and money for travel to these events decreases. As the profession moves into a model of increased virtual communication, questions arise as to the best platform and tools to be used for the most effective method of communication. This study seeks to determine which platforms are currently being used, which platforms are preferred by organizers and participants and which platforms will best serve the needs of the committee. Results of this study on preferences for virtual platforms can help individuals and organizations make decisions on the best tools for this method of communication. Introduction The ability to communicate with colleagues has changed drastically with the advent of new technologies. Meetings that were once only held face to face can now include members from different locations and time zones. While teleconferencing allowed for communication across locations and time zones, videoconferencing and web conferencing have provided for more robust interactions with images of attendees and features such as document and screen sharing. Current conferencing platforms provide as close to a face to face experience as technologically possible. The videoconferencing platforms of today are quite different than the first one, dubbed the Picturephone, introduced at the 1964 World’s Fair by the AT&T Corporation (Sprey 42). Affordability and practicality limited the widespread distribution of this technology, which did eventually become more affordable and more widely used during the 1980’s. During the 1990’s, videoconferencing became even more affordable and widely used, especially with the introduction of desktop video systems (Sprey 42). The 2000’s show even greater adoptions of these technologies as meetings go beyond desktops to mobile devices and applications. Videoconferencing can be broadly defined by as “two or more remote locations engaging in face to face communications” (Sprey 41). While this definition reflects the technology of the time the article was written, it still applies to today’s internet videoconferencing, or web conferencing. The videoconferencing platforms reviewed in this study all provide the ability to have more than two remote locations connect with face to face communications. Many of these platforms provide additional features which include the ability to share screens and collaborate on documents. These platforms provide a great opportunity for libraries to collaborate and communicate, especially in regards to group and committee work outside one’s institution. Decreased travel funds, scheduling and time away from the office all contribute to a need to strengthen virtual participation in library organization committees. As co-chairs of a committee which traditionally met in person at conference, the authors sought alternatives to this due to their own travel limitations as well as those of the other committee members. In using a specific means of virtual communication (Google Hangouts), the authors began to wonder what other tools were being used to meet virtually and whether there was a strong preference of virtual communication within the profession. Identifying what platforms are being used for professional communication that does not take place face-to-face is important in determining whether the current tools are meeting the needs of the groups and committees. This study seeks to identify preferences and perhaps even determine, or at least suggest consistency of use within the profession. With so many platforms available, this study seeks to identify those which will be most useful and valuable to librarians in their library committee work. The results of this study might suggest that library organizations should consider focusing on specific virtual platforms in order to accommodate a variety of needs for committee work.

Training with Technology: How Information Technology Enhanced the RDA Training Experience at the University of Pittsburgh

Abstract: To prepare for the nationwide adoption of RDA cataloging rules, the task was taken at the University Library System of the University of Pittsburgh to provide RDA training to librarians and staff with cataloging duties. This article discusses the trainers’ experience, particularly in regards to the role information technology played in the training. It also recounts the experience of teaching a library school RDA class that included both in-person and online participants. Throughout these training and teaching opportunities, facilitating online participation and creating a web site for training documentation put into focus the importance of technical support and ensuring long-term access to online materials. While using information technology to teach and train has become commonplace to the point of necessity, it is important to not lose sight of the objectives of education that precede the latest technological innovations.