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Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
Fims student conference2012_sandygallipeau
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Fims student conference2012_sandygallipeau

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These are my slides from the presentation I made at the FIMS Student Conference in 2012. I discussed Learning Objects for Information Literacy Instruction, what a learning object is, suggested some …

These are my slides from the presentation I made at the FIMS Student Conference in 2012. I discussed Learning Objects for Information Literacy Instruction, what a learning object is, suggested some products that can be used, provided an overview on my review of the literature, discussed design principles using the ADDIE model, suggested some best practices and reviewed some sharing repositories.

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  • Desire2Learn, e-portfolios, course design and learning theory
  • Where to find them and why use themJing has a 5 minute maximum
  • Where to find them and why use themJing has a 5 minute maximum
  • What is ADDIE – and why use it
  • Resources include the product you will use to create the screencast, lesson plan can be a power power or story board works well
  • Resources include the product you will use to create the screencast, lesson plan can be a power power or story board works well
  • Was it successfulInclude a way for students to contact you to ask questions about the learning object which is separate from the email for evaluation-post in on YouTube and you will get feedback
  • I am heading back to Western for the final term of my MLIS. I will be taking a course I which we will be creating podcasts, tutorials, and other materials using a variety of open-source and proprietary technologies such as Audacity and Camtasia (LIS 9713 Internet Broadcasting).
  • Transcript

    • 1. MLIS Co-op Experience University of Guelph Library Sandra Chambers Gallipeau MLIS Candidate Western University FIMS Student FIMS Student Conference June 23, 2012
    • 2. I am going to talk about … Co-op in the University of Guelph Library What is a learning Object? Review of the literature Review of websites Creating Learning ObjectsAgenda
    • 3. I could talk about… Learning and Curriculum Support Research help desk & Virtual Reference User eXperience Boot camp Learning Objects Project TeamMy co-op experience
    • 4. Digital entity that can be used and reused to support the process of learning and educationDefinition
    • 5.  PowerPoint Tutorial Online module Research Guide Podcast YouTube Video Quizzes Animated cartoon Digital Learning MaterialsExamples
    • 6.  Animation, voice, captioning and testing functionality Multiple ways to view: QuickTime, Flash and MP4 for podcasts Camtasia Captivate Jing CamStudioFocus - Screen Casting
    • 7. Review of the literature
    • 8. • Interoperable• Reusable• Accessible• Durable• Standardized• Manageable (STOILESCU, D. 2008)Important Characteristics
    • 9. Pedagogy Learning styles and online learning objects (Mestre, L. S., 2010)
    • 10.  Consistent features make learning objects more intuitive: • Language • Colour scheme • Common introductions and endings • 10-15 second introduction with images of members of the library • Closed captioning and ability to export to text • Step-by-step instructions • Combined visual and audio • Chunked (Mestre, L. S., 2010)Standardize
    • 11.  Authentic Constructive Scaffolding Learning outcomes Challenge, interest, motivation to learn Feedback (Myers and Nulty, 2009)Design Principles
    • 12. • Ontario Council of University Libraries (OCUL)• Vendors• Large sharing repositoriesReview of websites
    • 13. OCUL Websites FindingsOCUL Institutions
    • 14. Example: ProQuest Support & Training Tutorials http://www.proquest.com/en- US/support/training/tutorials.shtml EBSCO http://support.epnet.com/training/tutorials.p hpVendors
    • 15.  MERLOT – Multimedia Educational Resource for Learning and Online Teaching http://www.merlot.org/merlot/index.htm ◦ Example: Incorporating Sources into Your Research Paper (ADOBE CAPTIVATE) CAREO - Campus Alberta Repository of Educational Objects http://theguide.ntic.org/display_lo.php?oai_id=oai%3Aeureka.ntic.org%3A4c99175 698cbe7.29003580 Wisconsin Online Resource Center http://wisc-online.com CLIP - Cooperative Library Instruction Project http://www.clipinfolit.org/Sharing Repositories
    • 16. In just 7 hours… You can design, develop and implement a quick-and-dirty learning object
    • 17. Why? ◦ Create a 5 minute screen cast with minimal features ◦ Introduce the range of learning objectsSimple Learning Object
    • 18. Why? ◦ Record a live presentation or lecture ◦ Self directed module selection ◦ Learn at their own pace ◦ Catch up from an absence or review contentComplex Learning Object
    • 19. ADDIE Instructional System DesignDesign Considerations
    • 20.  Statement of the problem Set goals and develop learning objectivesThings to consider: Audience Learning environment Accessibility issuesAnalyze
    • 21.  Gather resources and write the lesson plan Create the assessment pieceThings to consider: Authentic assessment Accommodate learning barriersDesign
    • 22.  Develop the learning object Test and debugThings to consider: Barriers due to technology and/or learner barriersDevelop
    • 23.  Training - learn the software Placement – YouTube, Library website, coursewareThings to consider: Story board for flow Record voice for timing Start with basic componentsImplement
    • 24.  Formative evaluation Summative evaluationThings to consider: Did they learn what they were supposed to learn? What worked well? How can it be improved?Evaluate
    • 25.  Identify the tutorial’s objectives and requirements Consider learning styles Use standards and competences Authentic – solve real problems Collaboration with campus partners and librarians inside and outside the organization Increase user engagement Evaluation and AssessmentBest Practices for learning object development
    • 26.  Blummer, B. A. Best practices for creating an online tutorial: A literature review. Journal of Web Librarianship, 3(3), 199-216. Cechinel, C., Sánchez-Alonso, S., & García-Barriocanal, E.Statistical profiles of highly-rated learning objects. Computers & Education, 57(1), 1255-1269. Mestre, L. S. Matching up learning styles with learning objects: Whats effective?(author abstract)(report). Journal of Library Administration, 50(7-8), 808. Meyers and Nulty. How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, 5, 2009. Nash, S. S. (2005). Learning objects, learning object repositories, and learning theory: Preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 217. Retrieved from http://ijklo.org/Volume1/v1p217-228Nash.pdfReferences
    • 27. Thank you! Sandy.gallipeau@gmail.com @sgallipeau

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