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LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
LITA: Taking Your Workshops to the Web
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LITA: Taking Your Workshops to the Web

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    • 1. Taking Your Workshops to the Web<br />LITA Education Committee<br />6/25/2011<br />ALA Annual Conference<br />
    • 2. 8:00 – 8:30 am Introductions<br />8:30 – 9:00 am Tool Review<br />9:00 – 9:45 am Online Workshop Design<br />9:45 – 10:00 am Break<br />10:00 – 11:00 am Introducing Interactivity<br />11:00 – 11:30 am Looking ahead<br />11:30 – noon Questions<br />Workshop Schedule<br />6/25/2011<br />ALA Annual Conference<br />
    • 3. Two ways to participate:<br />GoToWebinar (8:00 am – 10:00 am)<br />Reserve your Webinar seat now at:https://www2.gotomeeting.com/register/691475794<br />System Requirements<br />PC-based and Macintosh®-based attendeesRequired: JavaScript™ and Java™ enabled<br />No mobile options<br />For Online Participants<br />6/25/2011<br />ALA Annual Conference<br />
    • 4. Two ways to participate:<br />Adobe Connect(10:00 am – 11:00 am)<br />No reservation required:http://amigos.adobeconnect.com/lita/<br />System Requirements<br />PC-based, Macintosh, and Linux attendeesRequired: Adobe® Flash® Player 10.1<br />Mobile attendees<br />Apple devices: iOS 3 or 4, created for Apple iPhone; compatible with Apple iPad and iPod Touch (3G or 4G connection recommended)<br />Android™ devices: Android 2.2; Adobe AIR® for Android; compatible with HTC Nexus One and Motorola Droid (3G or 4G connection recommended)<br />For Online Participants<br />6/25/2011<br />ALA Annual Conference<br />
    • 5. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Viewer Window<br />2. Control Panel<br />
    • 6. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Viewer Window<br />2. Control Panel<br />
    • 7. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Viewer Window<br />2. Control Panel<br />
    • 8. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Viewer Window<br />2. View in Fullscreen Mode<br />
    • 9. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Full-screen View<br />2. Control Panel<br />
    • 10. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Full-screen View<br />2. Hide Control Panel<br />
    • 11. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar Interface<br />1. Full-screen View<br />2. Hidden Control Panel<br />
    • 12. Presenters<br />Danielle CunniffPlumer,Texas State Library and Archives Commission<br />Christine PetersonAmigos Library Services<br />Cody Hanson,University of Minnesota Libraries<br />Introductions<br />6/25/2011<br />ALA Annual Conference<br />
    • 13. What kind of library do you work in?<br />Academic library<br />Public library<br />School library<br />Special library<br />Student/Consultant/Other<br />6/25/2011<br />ALA Annual Conference<br />Getting to Know You: Poll<br />
    • 14. What types of online instruction are you interested in?<br />Information literacy<br />Library database training<br />Other library skills<br />Professional development<br />General technology<br />6/25/2011<br />ALA Annual Conference<br />Poll #2<br />
    • 15. What is your biggest concern about online instruction?<br />Technological problems<br />Limited interactivity<br />No body language<br />Boring content<br />6/25/2011<br />ALA Annual Conference<br />Poll #3<br />
    • 16. To develop education programs relating to library and information technology<br />To act as a clearinghouse for preconferences and pre-midwinter workshops.<br />To research, propose, and monitor LITA&apos;s web-based educational offerings. <br />To encourage research on education matters pertaining to technological subjects. <br />LITA Education Committee<br />6/25/2011<br />ALA Annual Conference<br />http://connect.ala.org/node/65133<br />
    • 17. Charge for 2011-2012:<br />6 webinars <br />4 web courses<br />Regional Institutes<br />In-person workshops at Midwinter, Annual<br />Proposals accepted at http://www.ala.org/ala/mgrps/divs/lita/litaevents/education/proposalform.cfm<br />LITA Education Committee<br />6/25/2011<br />ALA Annual Conference<br />http://connect.ala.org/node/65133<br />
    • 18. Webinar<br />1-2 hours in length<br />Typically live; sometimes recorded<br />Typically one-way communication (limited interactivity)<br />Audience size varies depending on license; often can exceed 100 students<br />6/25/2011<br />ALA Annual Conference<br />Types of Online Education<br />
    • 19. Workshop<br />Multi-day; usually 8-12 hours of content<br />Typically live; sometimes recorded<br />Primarily one-way communication but may offer interactivity through chat, discussion fora<br />Audience size varies but rarely more than 50; 15-25 considered optimal<br />6/25/2011<br />ALA Annual Conference<br />Types of Online Education<br />
    • 20. Course<br />May include 12-36 hours of content (semester length)<br />Typically live with some asynchronous components<br />Mix of one-way communication and interaction<br />Audience size varies but rarely more than 20; 8-15 considered optimal<br />6/25/2011<br />ALA Annual Conference<br />Types of Online Education<br />
    • 21. Online Discussion<br />Can be extended for any length of time<br />Asynchronous discussion through course management system or other forum<br />Also can be done in some blogging systems that support threaded comments<br />Audience can be any size<br />6/25/2011<br />ALA Annual Conference<br />Types of Online Education<br />
    • 22. Simulcasting/Streaming Video<br />Usually limited to 1 hour sessions; sometimes may last for full day<br />One-way broadcast of a live event<br />Audience size depends on system used; many limit number of simultaneous viewers <br />6/25/2011<br />ALA Annual Conference<br />Types of Online Education<br />
    • 23. What format of online instruction appeals to you most?<br />Webinar<br />Online workshop<br />Online course<br />Online discussion<br />Simulcast/Streaming Video<br />6/25/2011<br />ALA Annual Conference<br />Poll #4<br />
    • 24. 6/25/2011<br />ALA Annual Conference<br />Product Families<br />
    • 25. What online learning tools have you used?<br />Web conference tools (WebEx, Skype, Wimba, GoToMeeting)<br />Webinar tools (Adobe Connect, GoToWebinar, etc.) <br />Course management systems (Moodle, Blackboard)<br />6/25/2011<br />ALA Annual Conference<br />Poll #4<br />
    • 26. 6/25/2011<br />ALA Annual Conference<br />Web Conference Tools<br />Common Tools:<br />WebEx<br />Adobe Connect 8<br />GoToMeeting<br />Skype (Video chat)<br />Tinychat (Video chat)<br />Characteristics:<br />Best for small groups<br />Freemium options<br />Features:<br />Voice interaction<br />Application sharing<br />Chat<br />Annotation &amp; drawing tools<br />Webcams &amp; video (new!)<br />Mobile device support<br />
    • 27. 6/25/2011<br />ALA Annual Conference<br />Web Conference Tools<br />Source: Lifehacker, June 8, 2010http://lifehacker.com/5558512/best-web+based-conferencing-tool-webex<br />
    • 28. 6/25/2011<br />ALA Annual Conference<br />WebEx<br />
    • 29. 6/25/2011<br />ALA Annual Conference<br />GoToMeeting<br />
    • 30. 6/25/2011<br />ALA Annual Conference<br />Webinar Tools<br />Common Tools:<br />Adobe Connect 8<br />GoToWebinar<br />Elluminate<br />ReadyTalk<br />iLinc<br />Characteristics:<br />Up to 1,000 attendees<br />Primarily broadcast<br />Features:<br />Chat<br />Some with instructor only<br />Slide sharing<br />For some, slides must be uploaded to server<br />Application sharing (varies)<br />Registration and participant management<br />
    • 31. 6/25/2011<br />ALA Annual Conference<br />ReadyTalk<br />
    • 32. 6/25/2011<br />ALA Annual Conference<br />GoToWebinar<br />
    • 33. 6/25/2011<br />ALA Annual Conference<br />Elluminate<br />
    • 34. 6/25/2011<br />ALA Annual Conference<br />Adobe Connect<br />
    • 35. 6/25/2011<br />ALA Annual Conference<br />iLinc<br />
    • 36. Plan the Workshop<br />Determine learning objectives<br />Accommodate learning styles<br />Develop the Workshop<br />Storyboards and Slides<br />Supplemental Content<br />Teach the Workshop<br />Production Considerations<br />Evaluate the Workshop<br />Lessons Learned<br />6/25/2011<br />ALA Annual Conference<br />Designing the Online Workshop<br />
    • 37. Clay, Cynthia. Great Webinars: How to Create Interactive Learning That Is Captivating, Informative and Fun. Seattle, Wash: Punchy Pub, 2009. <br />Smith, Susan S. Web-based Instruction: A Guide for Libraries. Third edition. Chicago: American Library Association, 2010.<br />Dupuis, Elizabeth A. Developing Web-Based Instruction: Planning, Designing, Managing, and Evaluating for Results. New York: Neal-Schuman Publishers, 2003. <br />ACRL Instruction Section, Instructional Technologies Committee. Tips for Developing Effective Web-Based Library Instruction. 24 June 2011. Available online at http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/tipswebbasedinstruction.cfm<br />6/25/2011<br />ALA Annual Conference<br />Resources<br />
    • 38. Outline the objectives and outcomes clearly to establish purpose and realistic expectations.<br />Outcomes address the larger overall goal(s) of student learning. <br />Objectives address actions or learning behaviors that will result from the instruction. <br />Keeping this tip in mind helps to avoid the use of technology for technology&apos;s sake.<br />6/25/2011<br />ALA Annual Conference<br />ACRL Tips on Pedagogy<br />http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/tipswebbasedinstruction.cfm<br />
    • 39. A = Affective<br />Uses the power of feelings and emotions to engage and reinforce learning<br />Example Objective Statements:<br />Proposes methods to investigate authenticity<br />Resolves apparent contradictions between sources<br />Questions reliability of possible sources<br />6/25/2011<br />ALA Annual Conference<br />Learning Objectives<br />
    • 40. B = Behavioral<br />Acquires desired skills (AKA psychomotor)<br />Example Objective Statements:<br />Constructs a bibliographic citation<br />Navigates through a complicated website<br />Revises work based on instructor feedback<br />6/25/2011<br />ALA Annual Conference<br />Learning Objectives<br />
    • 41. C = Cognitive<br />Demonstrates knowledge and understanding <br />Example Objective Statements:<br />Identifies the components of a bibliographic citation<br />Integrates materials from multiple sources into a coherent argument<br />Explains criteria for selection of a primary source<br />6/25/2011<br />ALA Annual Conference<br />Learning Objectives<br />
    • 42. 6/25/2011<br />ALA Annual Conference<br />STAR and SMART<br />Specific<br />Tangible<br />Attainable<br />Results-oriented<br />Specific<br />Measurable<br />Attainable<br />Relevant<br />Timely<br />
    • 43. Provide a clear, intuitive structure that: <br />reflects the objectives of the instruction <br />allows for different learning styles <br />permits the student to self-pace and remediate<br />Incorporate contemporary language and topics, be as succinct as possible, and don&apos;t be afraid to entertain.<br />6/25/2011<br />ALA Annual Conference<br />ACRL Tips on Pedagogy<br />http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/tipswebbasedinstruction.cfm<br />
    • 44. 6/25/2011<br />ALA Annual Conference<br />Learning Styles<br />
    • 45. Web Content Accessibility Guidelines 2.0<br />Principles:<br />Information and user interface components must be presentable to users in ways they can perceive<br />User interface components and navigation must be operable by the user<br />Information and the operation of the user interface must be understandable by the user<br />Content must be robust enough that a wide variety of user agents can interpret it, including assistive technologies<br />6/25/2011<br />ALA Annual Conference<br />Accessibility<br />
    • 46. Include active learning techniques to foster student-computer, student-student and/or student-instructor interaction. Some techniques to consider incorporating include: <br />developing tools to aid in student self-assessment and feedback <br />providing occasion for discussion <br />creating collaborative opportunities to enhance comprehension of concepts being taught <br />6/25/2011<br />ALA Annual Conference<br />ACRL Tips on Pedagogy<br />http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/tipswebbasedinstruction.cfm<br />
    • 47. 6/25/2011<br />ALA Annual Conference<br />Interaction by Learning Style<br />Clay, p. 60<br />
    • 48. Use outlines, storyboards<br />Break content into manageable chunks<br />For online courses, aim for 30-60 slides per hour (more is better)<br />6/25/2011<br />ALA Annual Conference<br />Developing the Course<br />
    • 49. Identify supplemental content<br />Slide handouts<br />Exercises<br />Additional reading<br />Bibliographies<br />6/25/2011<br />ALA Annual Conference<br />Developing the Course<br />
    • 50. Eliminating exercises<br />Testing knowledge with polling questions<br />Limiting participant chat<br />Not allowing questions until the end<br />Making the presentation overly fomal<br />Reading off a series of bullet-points or directly from a script<br />6/25/2011<br />ALA Annual Conference<br />Repurposing errors<br />Clay, pp. 106-107<br />
    • 51. Use standard PowerPoint<br />Avoid Web 2.0 presentation techniques<br />Avoid animation and visual effects<br />Use common fonts<br />Be cautious with embedded audio and video<br />6/25/2011<br />ALA Annual Conference<br />Avoid Potential Issues<br />
    • 52. Test the presentation in advance<br />Be sure that entire slide can be seen in the participant’s window<br />Check for missing or modified content <br />Check colors, fonts, and other design elements to make sure that they are rendered cleanly<br />6/25/2011<br />ALA Annual Conference<br />Avoid Potential Issues<br />
    • 53. Assemble a team<br />6/25/2011<br />ALA Annual Conference<br />Presenting the Workshop<br />
    • 54. Be familiar with the interface<br />Run a complete practice session if possible without students<br />Check on slide formatting<br />Identify timing issues<br />6/25/2011<br />ALA Annual Conference<br />Presenting the Workshop<br />
    • 55. 6/25/2011<br />ALA Annual Conference<br />Instructor Interfact<br />Instructor View<br />
    • 56. 6/25/2011<br />ALA Annual Conference<br />Instructor View<br />
    • 57. 6/25/2011<br />ALA Annual Conference<br />Instructor View<br />
    • 58. Be familiar with the interface<br />Beta test the workshop before going live<br />Find students from friends, co-workers, students<br />Offer free tuition, coffee shop cards – whatever works!<br />Emphasize interactive elements and exercises to discover weaknesses<br />6/25/2011<br />ALA Annual Conference<br />Presenting the Workshop<br />
    • 59. Evaluation<br />Include an evaluation that directly references the stated learning objectives<br />Pre- and post-test questions are useful<br />Limit the number of questions<br />5-7 questions are effective<br />Tie student completion certificate to evaluation completion if possible<br />6/25/2011<br />ALA Annual Conference<br />After the Workshop<br />
    • 60. Technology Fail<br />Common issues:<br />Insufficient bandwidth<br />System outage<br />Incorrect equipment<br />Remedies<br />Make sure that you have technical support<br />Test the system repeatedly<br />6/25/2011<br />ALA Annual Conference<br />Lessons Learned<br />
    • 61. Participant Fail<br />Common issues:<br />Students have problems with headphones/microphones<br />Students cannot see the slides/chat/poll/status area<br />Students do not participate in chat-based discussion<br />6/25/2011<br />ALA Annual Conference<br />Lessons Learned<br />
    • 62. Participant Fail<br />Remedies<br />Provide clear instructions at the beginning of the workshop<br />Tell students how to contact technical support (telephone as well as online)<br />Improve exercises and be patient<br />6/25/2011<br />ALA Annual Conference<br />Lessons Learned<br />
    • 63. Instructor Fail<br />Remedies<br />Practice, practice, practice<br />“Apprentice” with an experienced instructor<br />Use the two-computer approach<br />6/25/2011<br />ALA Annual Conference<br />Lessons Learned<br />
    • 64. 6/25/2011<br />ALA Annual Conference<br />Two-Computer Approach<br />
    • 65. 6/25/2011<br />ALA Annual Conference<br />Questions?<br />
    • 66. Adobe Connect (10:00 am – 11:00 am)<br />No reservation required:http://amigos.adobeconnect.com/lita/<br />System Requirements<br />PCs and Macintoshes: Do a System Checkhttp://na1cps.adobeconnect.com/common/help/en/support/meeting_test.htm(You don’t need to install the software)<br />Apps (mobile devices): Check your app store<br />6/25/2011<br />ALA Annual Conference<br />Break<br />

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