Dual Forms of Interaction: Using Rise and Google Forms to Create an Asynchronous, Scalable Module and Evaluate Effectiveness

Poster Description: The pandemic presented an opportunity to transform traditional one-shot library instruction for foundational learning courses at Penn State. Penn State librarians pivoted to an asynchronous module which allowed them to maintain a presence in a required rhetoric and composition class in a way that is inherently scalable with insights into student thinking.

Poster: View website hosting narrated PowerPoint presentation or access this presentation as a Word document.

Presenters Names: Dawn Amsberry, Penn State; Anne Behler, Penn State; Victoria Raish, Penn State; Emily Rimland, Penn State

Presenter Bios: Dawn Amsberry is an instruction librarian at Penn State University and serves as the Libraries liaison to the English as a Second language program. Her research interests are diversity and inclusion in libraries, library services for international students, and accessibility for library users with disabilities. Her email is dua4@psu.edu.

Anne Behler is an Information Literacy Librarian and Instruction Coordinator at Penn State, where she leads curriculum development for foundational information literacy instruction. Behler’s research interests include digital badges, experiential learning, library orientations, and leadership. Behler is active in ACRL and the Council for Adult and Experiential Learning (CAEL.)

Victoria Raish is the Online Learning Coordinator at Penn State. Her research interests are qualitative research, particularly phenomenography, as well as the student lived experience. She works with all sorts of technologies for learning but always puts the science of how people learn first. She is active within DOLS and within IMS Global.

Emily Rimland is an Information Literacy Librarian and Learning Technologies Coordinator at Penn State. Her research interests include teaching and learning with technologies, focusing on digital badges. She founded the ACRL Digital Badge Interest Group and has been a Teaching and Learning with Technology Faculty Fellow. Her email is emily@psu.edu.

11 replies on “Dual Forms of Interaction: Using Rise and Google Forms to Create an Asynchronous, Scalable Module and Evaluate Effectiveness”

Great presentation, thank you for sharing! For those without Rise we did a similar project using LibWizard which also worked great.
-Bernadette Mirro, Marymount University

How did you choose the software? Do you think it was the best available for this project?

Hi Ruth – thanks for the question. We had some team members who had experience with Rise, so that was a big factor in selecting it. The fact that there was existing expertise and didn’t require learning a new application was key. Objectively, it’s hard to say if it was the best, but it’s definitely comparable to similar software and in fact may allow for more rapid development than some others e.g. Captivate.

Did you need to secure informed consent from students to analyze their content? (And if so, how did you get those terrific number?)

Like the Word document option, hope you will include image descriptions in your future work!

Great question, Nancy! No, we did not need informed consent. We did run our study through our IRB to insure that this was not necessary. Because this data is collected for the primary purpose of product improvement and development, as well as our own understanding of what is working well for our students, that was not deemed necessary. One thing we do before looking at the data is remove any identifiers, just to be safe. If there are any images/pieces of the module you are interested in viewing, please feel free to email directly – we are happy to share.

Hi, all,

We’re experimenting with Rise and Articulate at my university to meeting similar teaching and learning goals, so thanks for sharing this project! I really love the use of the Google Form as a research process log since the responses can be emailed to students and leaves plenty of room for them to flesh out their ideas.

Thanks for sharing!

Thanks, Grace! Feel free to contact us if you have any questions about the project. The Google Forms research log is a great tool that has allowed us to access student responses to evaluate for assessment purposes.

More a comment than a question 😀 Loving the idea of a Google Forms research log and imagining ways to incorporate that in some of my instruction. My pandemic instruction has focused in particular on developing modules within our LMS (iCollege) and using features like the discussion forums and quizzes for interactivity (watch a short video of me teaching a skill, then the students trying out the skill and writing about their results in a discussion forum for smaller classes, responding to a quiz for larger classes). I’m not familiar with Rise, but I’m liking the idea of a Google Form research log as a way of allowing students to work through their process more privately than a discussion forum would permit. Something I’ve been thinking about has been teaching students how to develop “elevator speeches” about their research, particularly when a topic may have strong personal meaning to them — how to move from talking about a potentially personally sensitive project (this is because I’ve taught several freshman Honors seminars on the history of dating, which usually leads students to pick personally freighted research topics) to identifying ways to talk about this research publicly in a way that feels safe for them. Loving the research log as a potential way to help students make that shift. Thank you!

Hi Jill – thanks for the comment! Seems like the google form has some potential for your use case!