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Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos
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Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos

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  • Discuss the libraries that were investigated:-Ferris State University Big Rapids, Michigan-University of Illinois at Urbana-Champaign-Florida Atlantic University-University of Tennessee LibrariesWhere to find the bibliography?
  • -Made a through file naming convention
  • -short and to the point (Anderson & Mitchell, 2012; Bolorizadeh, Brannen, Gibbs, & Mack, 2012; Bowles-Terry, Hensley, & Hinchliffe, 2010; Ergood, Padron, & Rebar, 2012)-modular (Anderson & Mitchell, 2012)
  • -important information introduced at the beginning of the video (Bowles-Terry et al., 2010)-clean straightforward manner, can be utilitarian rather than overly flashy (Bowles-Terry et al., 2010)-standardization through the use of a common introductory slide and a final slide with a summary of the video’s most important points (Ergood et al., 2012)
  • -Include captions to not only meet accessibility standards, but also for viewers who do not have access to computer speakers as well as English language learners who might benefit from processing the information both visually and aurally (Bowles-Terry et al., 2012; Ergood, Padron, & Rebar, 2012)
  • Rather than having a dashboard where one can just attach the video and publish, we broke the process into multi-part steps. On one hand, this makes it easier on the library staff who can walk through each step, refer to instructions without jumping off screen, as well as prevent publishing if required fields aren’t filled – like the check list.
  • The real advantage of breaking the process into multiple parts is that it allows developers granular control over how the content is displayed and which content is displayed for what circumstance. Note: If anyone asks, the black part is PHP, and the white part is the JSON (pronounced “Jason”) data that can be used to dynamically syndicate content.You can show what pieces of content you want per device. For example, mobile users won’t necessarily need to download the video so this option could be removed for mobile users.
  • While several studies (Anderson & Mitchell, 2012; Bowles-Terry, Hensley, & Hinchliffe, 2010; Mestre, 2010) encouraged librarians to create multiple formats which would appeal to students’ various learning styles, a recent study by Mestre (2012) found that students actually preferred and performed better when using a static web page tutorial as opposed to a screencast tutorial. In their article Bolorizadeh, Brannen, Gibbs, and Mack (2012), also highlight the increasing use of mobile devices. As mobile use increases, librarians should ensure that their videos will be mobile friendly.
  • -Point of need (Bolorizadeh, Brannen, Gibbs, & Mack, 2012; Bowles-Terry, Hensley, & Hinchliffe, 2010; Ergood, Padron, & Rebar, 2012) -We also needed a centralized location so that libraries are aware of all the available videos Bowles-Terry, Hensley, and Hinchliffe (2010)
  • - Ability to link-to or embed them. Both can be dynamic, i.e., if a user is browsing through subject databases, the website can query LibraryLearn to see if there are any topically relevant videos, and if there is a match bring that video right to the user.
  • -“Projections for the next 5–10 years are that the majority of the population will have mobile access and that smartphone ownership will eventually match PC ownership, which currently included 80% of the population in the U.S. (Smith, 2010). In addition, mobile devices will become the primary method of Internet access (Rainie & Anderson, 2008).” (Bolorizadeh, Brannen, Gibbs, & Mack, 2012)-Needed to move videos into non Flash format-Wanted a mobile first design
  • Staff feedback was collected through a free online service called Red Pen. Once screenshots were uploaded, staff could click on the image and leave comments. At the end of the Fall semester, the platform will go live to students and the working group will begin to focus on usability testing with students.
  • Transcript

    • 1. Distance Learning On Demand: Creating a Student-Friendly Platform for Instructional Library Videos FACRL 2013 #LibraryLearn
    • 2. Project Leaders Michelle Keba Distance & Instructional Services Librarian Nova Southeastern University Jamie Segno Reference/Outreach Librarian Nova Southeastern University Michael Schofield Evaluating Video Best Practices Transformational Change Designing the Video Platform Web Services Librarian Nova Southeastern University FACRL 2013 #LibraryLearn
    • 3. Outline • Overview of Nova Southeastern University Libraries & Students • Instructional Video Best Practices that Shaped Our Platform • How We Implemented Changes FACRL 2013 #LibraryLearn
    • 4. Nova Southeastern University FACRL 2013 #LibraryLearn
    • 5. NSU Libraries FACRL 2013 #LibraryLearn
    • 6. NSU Students Undergrad Graduate Professional (NSU Office of Institutional Effectiveness, 2013) FACRL 2013 #LibraryLearn
    • 7. NSU Students Distance (International) Distance (National) Local (NSU Office of Institutional Effectiveness, 2013) FACRL 2013 #LibraryLearn
    • 8. Distance Students FACRL 2013 #LibraryLearn
    • 9. The Problem User Experience & Content Creation Procedures FACRL 2013 #LibraryLearn
    • 10. Inconsistencies FACRL 2013 #LibraryLearn
    • 11. Our Solution LIBRARYLEARN Learn to use the library like a pro View short videos by NSU Librarians FACRL 2013 #LibraryLearn
    • 12. FACRL 2013 #LibraryLearn
    • 13. FACRL 2013 #LibraryLearn
    • 14. FACRL 2013 #LibraryLearn
    • 15. FACRL 2013 #LibraryLearn
    • 16. Review of the Literature FACRL 2013 #LibraryLearn
    • 17. Best Practices • Video Management • Length • Location • Content FACRL 2013 #LibraryLearn
    • 18. Managing Videos: Inventory FACRL 2013 #LibraryLearn
    • 19. Managing Videos: File Storage FACRL 2013 #LibraryLearn
    • 20. Managing Videos: File Naming FACRL 2013 #LibraryLearn
    • 21. Length FACRL 2013 #LibraryLearn
    • 22. Content FACRL 2013 #LibraryLearn
    • 23. Accessibility • ADA-Compliant Captions – Providing text alternatives makes the audio information accessible to people who are deaf or hard of hearing. This also gives the search engines something to digest. – Camtasia exports .SRT, and that’s fine for now, but the future standard is WebVTT (.vtt). – The track element has okay support • Chrome 23, IE 10, Opera 12.10, Safari 6. – Not Firefox (yet). – Support will get better. – Example <video> <source src=―/your/video.webm‖ > <source src=―/your/video.mp4‖ > <track kind=“subtitles” src=“/your/video.srt” srclang=“en” label=“English”> </video> FACRL 2013 #LibraryLearn
    • 24. Content Modeling: the Pieces of the Puzzle Rather than having a dashboard where one can just attach the video and publish, we broke the process into multi-part steps. FACRL 2013 #LibraryLearn
    • 25. Content Modeling: Granular Control The real advantage of breaking the process into multiple parts is that it allows developers granular control. FACRL 2013 #LibraryLearn
    • 26. Appealing to Multiple Learning Styles FACRL 2013 #LibraryLearn
    • 27. Location FACRL 2013 #LibraryLearn
    • 28. Dynamically Created Locations FACRL 2013 #LibraryLearn
    • 29. Device Agnostic FACRL 2013 #LibraryLearn
    • 30. Implementing Change • • • • Build a Working Group Communicate Effectively Meet Project Deadlines Document Final Procedures FACRL 2013 #LibraryLearn
    • 31. Building a Working Group FACRL 2013 #LibraryLearn
    • 32. Building a Working Group FACRL 2013 #LibraryLearn
    • 33. Communication FACRL 2013 #LibraryLearn
    • 34. Communication FACRL 2013 #LibraryLearn
    • 35. Timeline FACRL 2013 #LibraryLearn
    • 36. Timeline FACRL 2013 #LibraryLearn
    • 37. Knowledgebase FACRL 2013 #LibraryLearn
    • 38. Beta FACRL 2013 #LibraryLearn
    • 39. Beta FACRL 2013 #LibraryLearn
    • 40. Beta FACRL 2013 #LibraryLearn
    • 41. Contact Us Michelle Keba Distance & Instructional Services Librarian @MichelleKeba Nova Southeastern University Jamie Segno Reference/Outreach Librarian Nova Southeastern University Michael Schofield js1830@nova.edu @gollydamn Web Services Librarian Nova Southeastern University FACRL 2013 www.librarylearn.com #LibraryLearn
    • 42. References • • • • • • • American Library Association. (2009). ALA’s core competences of librarianship. Retrieved from http://www.ala.org/ala/educationcareers/careers/corecomp/corecompetences/finalcorecompstat09. pdf Anderson, S. A., & Mitchell, E. R. (2012). Life after TILT: Building an interactive information literacy tutorial. Journal of Library & Information Services in Distance Learning, 6(3-4), 147–158. doi:10.1080/1533290X.2012.705106 Bass, B.M. (1998). Transformational Leadership: Industrial, Military, and Educational Impact. Hillsdale, NJ: Erlbaum. Bolorizadeh, A., Brannen, M., Gibbs, R., & Mack, T. (2012). Making instruction mobile. The Reference Librarian, 53(4), 373–383. doi:10.1080/02763877.2012.707488 Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (2010). Best practices for online video tutorials in academic libraries: A study of student preferences and understanding. Communications in Information Literacy, 4(1), 17–28. Retrieved from http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path[]=Vol42010AR1&path[]=112 Burns, J.M. (1978). Leadership. New York, NY: Harper & Row. Clark, J. (2013). Developing a Digital Video Library with the YouTube Data API. code{4}lib, 20. Retrieved from http://journal.code4lib.org/articles/7847 FACRL 2013 #LibraryLearn
    • 43. References • • • • • • • • Curphy, G. (2008). A guide to building high performing teams. Retrieved from Curphy Consulting website: http://www.leadershipkeynote.net/articles/index_a10.htm Düren, P. (2013). Leadership in libraries in times of change. IFLA Journal, 39(2), 134-139. Ellis, S., & Callahan, M. (2012). Prototyping as a Process for Improved User Experience with Library and Archives Websites. code{4}lib, 18. Retrieved from: http://journal.code4lib.org/articles/7394 Ergood, A., Padron, K., & Rebar, L. (2012). Making library screencast tutorials: Factors and processes. Internet Reference Services Quarterly, 17(2), 95–107. doi:10.1080/10875301.2012.725705 Germano, M.A. (2011). Library leadership that creates and sustains innovation. Library Leadership & Management, 25(1), 1-14. Grigorik, I. (2013). High Performance Browser Networking (Early Release. Raw & Unedited). O’Reilly Atlas. Retrieved from http://chimera.labs.oreilly.com/books/1230000000545 Hicks, D., & Given, L. (2013). Principled, transformational leadership: Analyzing the discourse of leadership in the development of librarianship’s core competences. Library Quarterly, 83(1), 7-25. Matthews, B. (2012). Think Like a Startup: a whitepaper to inspire library entrepreneurialism. VTechWorks, Virginia Tech University Library. Retrieved from: http://vtechworks.lib.vt.edu/handle/10919/18649 FACRL 2013 #LibraryLearn
    • 44. References • • • • McGrane, K (2012). Content Strategy for Mobile. New York: A Book Apart. Mestre, L. S. (2010). Matching up learning styles with learning objects: What’s effective? Journal of Library Administration, 50(7-8), 808–829. doi:10.1080/01930826.2010.488975 Mestre, L. S. (2012). Student preference for tutorial design: A usability study. Reference Services Review, 40(2), 258–276. doi:10.1108/00907321211228318 Office of Institutional Effectiveness, Nova Southeastern University. (2013). 2013 Fact book. Retrieved from https://www.nova.edu/publications/factbook/2013 FACRL 2013 #LibraryLearn
    • 45. Appendix A: Things the Web Person Should Know about HTML5 Video • HTML5 Video has pretty good support, but without a Flash fallback it cuts out old browsers (like IE8). We decided we were okay with this. That’s not a small decision. – Refer to www.caniuse.com to see browser support, i.e., type ―video‖ or ―flexbox.‖ Some HTML5 Video players do Flash fallbacks better than others, i.e., MediaElements.js. – MediaElements.js is now included by default with WordPress 3.6+ • At this stage, for wide browser support, videos have to be exported in multiple formats. We went with mp4 and webm. – Between the two, we support Internet Explorer 9+, FireFox, Chrome, Safari [desktop and iOS], Android browser, Opera, Opera Mini, Blackberry, IE Mobile. – Why not OGG? WEBM has much wider current and future support. • Make sure your web server supports the proper MIME Types for your video formats (mp4, webm, ogv, etc.) and caption files (srt, vtt). FACRL 2013 #LibraryLearn
    • 46. Appendix A: Things the Web Person Should Know about LibraryLearn • • It’s just a blown-out WordPress Theme. Hopefully you’re not a Drupal Library . Uses the MediaElements.js bundled with WordPress 3.6+, but you can add support using the MediaElements plugin for previous versions. – We mostly use this to make sure the videos look the same regardless of browser and, in the future, the potential for custom skins. Unless you’re using it for Flash Fallback, it has no affect on the videos’ playability. • • Will support workflows for just linking-up and embedding existing YouTube, Vimeo, Adobe Captivate videos, or if videos—like ours—are hosted on a different in-house server. Freely downloadable in April. www.librarylearn.com FACRL 2013 #LibraryLearn

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