Designing e-Learning Objects

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  • http://idforlibraries.pbworks.com/w/page/46117547/Program%20Content
  • Designing e-Learning Objects

    1. 1. designinge-learning objects
    2. 2. 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”
    3. 3. 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)
    4. 4. 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
    5. 5. 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)
    6. 6. Let’s watch some examples!
    7. 7. 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)
    8. 8. EXAMPLES
    9. 9. 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)
    10. 10. EXAMPLES
    11. 11. EXAMPLES
    12. 12. Self Directed Asynchronous Learning Relevant, engaging tasks Appropriate multimedia tools Choice of appropriate learning level Interaction Support for using technologies Ongoing feedback/help
    13. 13. 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
    14. 14. ADDIE Analyze Design Develop Implement EvaluateFor more information on ADDIE: http://ed.isu.edu/addie/
    15. 15. 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
    16. 16. 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…
    17. 17. 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
    18. 18. 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
    19. 19. 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.
    20. 20. 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
    21. 21. 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
    22. 22. 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….
    23. 23. Develop PATH Database Use • Allows dynamic quizzes • Allows tracking user progress Modules Questions Users Answers
    24. 24. Develop… PATH Technologies Used & Alternatives Code Database • ASP.NET (server side • Architecture on MS SQL code) Server • jQuery (client side code) • T-SQL statements Alternate Options: Alternate Options: • PHP/Perl/Python • MySQL • MooTools, Javascript • MySQL SQL statements •No code, just HTML • Not hardcoded, not dynamic
    25. 25. 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
    26. 26. 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!
    27. 27. Evaluate PATHUsability testing this semester!
    28. 28. 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/
    29. 29. 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
    30. 30. 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
    31. 31. Dynamic! File Name http://library.uncg.edu/research/tutorials/video.aspx?f=CQPA&t=UsingCQPubl icAffairsDatabaseTitle of Tutorial And pushed out the transcript!
    32. 32. Questions or Thoughts?

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