ACRL Guidelines: (Association of College & Research Libraries)• Guidelines for Instruction Programs in Academic Libraries www.ala.org/acrl/standards/guidelinesinstruction states you must “establish asynchronous e-learning modes as well as f2f”• Information Literacy Competency Standards for Higher Ed http://www.ala.org/acrl/standards/informationliteracycompetency states you must “develop learning outcomes in building your content”• Standards for Distance Learning Library Services http://www.ala.org/acrl/standards/guidelinesdistancelearning states that “all students are entitled to the library services & resources regardless of geographic location”
Best Practices & GuidelinesProject Information Literacy (PIL) reportshttp://projectinfolit.org/publications/Research on how students learn, research anxiety,information overload, etc. “84% getting started with research” “66% defining a topic”Recommended Reading:E-learning and the Science ofInstruction by Clark & Mayer (3rd ed)
Cognitive Load• During complex learning activities, your finite working memory (WM) must be able to process the information & interactions before meaningful learning can continue.• Consider…. Limiting extraneous processing Limiting essential processing Fostering generative processing
1) Limit Extraneous Processing •Contiguity principle - alignment •Modality principle – audio narration •Redundancy principle – graphics & (audio OR text) •*Coherence principal - unclutteredFrom E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
Let’s watch some examples!
2) Limit Essential Processing •Continuous segments, chunks of information •Student Learning Outcomes; Pre-training, pre-test, pre-assessFrom E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
3) Foster Generative Processing •Multimedia principle – use interpretive or transformational graphics •Personalization; conversational style •Interactive, real examples, practicesFrom E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
Self Directed Asynchronous Learning Relevant, engaging tasks Appropriate multimedia tools Choice of appropriate learning level Interaction Support for using technologies Ongoing feedback/help
Instructional Design… the systematic planning of instruction includingneeds assessment, development, evaluation,implementation, and evaluation of materials andpractices.• Everybody Teaches! Creating Effective Online e- Learning Experiences http://idforlibraries.pbworks.com/w/page/7495719/FrontPage• What is Instructional Design by Lauren Pressley http://www.slideshare.net/laurenpressley/what-is-instructional-design- presentation
ADDIE Analyze Design Develop Implement EvaluateFor more information on ADDIE: http://ed.isu.edu/addie/
Analyze• What is existing? • guides, mini-tutorials, videos, tips, IM help• Need assessment • Stats, assessments/surveys, what’s possible• Learner analysis • Who is the intended audience/users• Learning outcomes• Task analysis
Analyzehat is existing?• Need assessment • Statistics, assessments, surveys, PIL reports, usability studies, what’s possible?• Learner analysis • Who is the intended audience/users?• Task analysis • Backwards design, pre-requisites, technology skills or computer requirements• Create learning outcomes…
Analyze Information Literacy Standards Student Learning Objectives • Identify • Select • Evaluate • Synthesize • CiteAssociation of College and Research Libraries. (2000). Information literacy competency standards for highereducation. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Analyze The student will be able to …. Define a research question and concepts that describe the information need. Identify and select resources appropriate to the research topic. Construct and implement an effective online search strategy. Evaluate information quality based on specific criteria. Synthesize and apply key ideas gathered from the literature. Properly document and cite sources. Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Design Design using Kuhlthaus 6 Stages of Information Search Process 1. Task Initiation 2. Topic Selection 3. Pre-focus Exploration 4. Focus Formulation 5. Information Collection 6. Closure/PresentationKuhlthau, C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. Westport, Conn: LibrariesUnlimited.
Design Create Incorporate Evaluate Bloom’s Taxonomy Analyze Apply Understand RememberOverbaugh, R. & Schultz, L. “Bloom’s Taxonomy.” http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Design Storyboard tasks, with SLOs, into modules/segments Create pre/post assessments, quizzes, activities – using the SLOs Remember: Cognitive overload & 9 principles for e-learning multimedia redundancy contiguity personalization coherence segmenting modality pretraining
Develop• Use existing content (or updated)• Create new content • OR use Creative Commons Licensed materials http://uncg.libguides.com/content.php?pid=140286&sid=1197983• Implement Learner Control • Content sequencing (non linear) • Pacing (user control of learning) • Access to learner support (exercises, IM chat help)• Add ADA compliance (transcripts or closed captioning)• Determine Hosting/Backend: • Website (HTML?), Libguide, dynamic database driven, LAMP, etc….
Develop PATH Database Use • Allows dynamic quizzes • Allows tracking user progress Modules Questions Users Answers
ImplementImplement developed design …and go live! Promote Multi access points Show in f2f sessions Push to students via email, in online courses, in LMS Market through other librarians
Evaluate• Usability testing• Review embedded quizzes, polls, and assessments• Embed a student survey – “what do you think?”• Will faculty assign as part of class/grade?… continuous cycle!
Evaluate PATHUsability testing this semester!
Other Tutorial Resources• UNCG tutorials: http://library.uncg.edu/tutorials/• PRIMO (Peer-Reviewed Instructional Materials Online Database): http://www.ala.org/cfapps/primo/public/search.cfm• ANTS (Animated Tutorial Sharing Project): http://ants.wetpaint.com/• NCSU “Big Picture” tutorials: http://www.lib.ncsu.edu/tutorials/bigpicture.html• U of Arizona “Guide on the Side”: http://www.library.arizona.edu/applications/quickHelp/tutorial/searching-jstor• Tutorial example in a LibGuide: http://libguides.ocls.cmich.edu/lit_review• Kimbell Library Cartoon Tutorials: http://coastal.edu/library/videos/
HTML5 Video Basics• A standard way to embed <video>• Lossy video codec for web- most common: H.264, Theora, or VP8• More info: http://diveintohtml5.info/video.htmlGeneral Video Containers:• MPEG4 (.mp4) Apple’s QuickTime• Flash (.flv) Adobe Flash• Ogg (.ogv) open standard/non platform specific ;video “Theora,” audio “Vorbis”• WebM (.webm) non platform specific; VP8 video codec , Vorbis audio codec• Audio Video Interleave (.avi) from Microsoft, officially doesn’t support video/audio codec or metadata
My HTML5 Video Steps• Create with Camtasia or Adobe Premier• For (non PATH tutorials) add Irma Intro & Ask Us ending• Create .avi - archival• Create .FLV• Use Miro Video Convertor: WebM, Theora/OGV, MP4• Transcript (PDF); tweak using MAGpie• GIVE ALL FILES SAME NAME
Dynamic! File Name http://library.uncg.edu/research/tutorials/video.aspx?f=CQPA&t=UsingCQPubl icAffairsDatabaseTitle of Tutorial And pushed out the transcript!