Open Educational Support for Marketing and Management courses at JMSB
As one of the librarians taking care of the John Molson School of Business at Concordia University, I am responsible for supporting two of the five departments, namely Marketing and Management. Over a decade ago, I embarked on an initiative to transform my library service, leveraging blended pedagogy to provide Open Educational Resources for my community. Learning to use a library and trusted resources is the original (dare I say canonical) experiential learning activity. This simple fact is sometimes forgotten…
In short, my pedagogical delivery strategy involves curating a set of short videos (5 to 10 minutes), hosted on YouTube and embedded in an instructional website. These videos cover using specific databases to empower learners to succeed in their classroom activities. These videos also provide insight on search strategies and skills applied to the Canadian business environment. Students can discover these videos and corresponding web pages through direct links in the Moodle instance for their course, through subject guides on the library website or, more improbably, by searching on the Internet. I currently have about three dozen videos in active use.
JMSB provides for some distinct challenges in devising a library learning program. An entering cohort of new students has around 1500 undergraduates. Class sizes are capped at 60, which means that a required course would have up to 55 sections a year, spread over 5 semesters (fall and winter, as well as 3 spring/summer terms). In the past, I would strive to visit as many course-sections as humanly possible, sometimes providing up to 5 library lectures per day. These 60 to 90 minute lectures were provided to a handful of select courses, so each time a teaching faculty would request a library lecture, I would attempt to secure a visit in all sections. Other librarians would pitch in. My records would indicate that we would only visit about a third of course-sections as many teaching faculty would not allocate classroom time for our visits, for a handful of courses.
As I gained experience with my community, I became increasingly aware that the 60-90 minute lecture was neither systematic, nor sustainable. Blended learning, in the form of embedded video lectures on course-related websites, was the strategy I determined to be the most appropriate.
Given the current context, this asynchronous pedagogical strategy is more than necessary.