Tutorials are dauntingLearning software & method / processIt’s always easier to edit than to create from scratch – lots of great resources out there
Nobody wants to watch you type and scroll…
The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. The ADDIE model is at the very core of instructional design and is the basis of instructional systems design (ISD). There are various adaptations of the ADDIE model but it generally consists of five cyclical phases—Analysis, Design, Development, Implementation, and Evaluation. These processes represent a dynamic, flexible guideline for building effective courses and training materials.
Information Literacy Instruction in Zero Gravity: Online Learning in Academic Libraries"
Information Literacy in Zero Gravity:Online Learning in Academic Libraries Mary McMillan, Marymount College Katherine Becvar, College of San Mateo Beth Wrenn-Estes, San Jose State University, SLIS Lesley Farmer, CSU Long Beach
Creating Online Video Tutorials for Community College Students Katherine Becvar Adjunct Reference Librarian College of San Mateo
Some good ideas I encountered along the way • Recycle content to reduce the workload • Present concepts, not interfaces • Evaluate the needs of YOUR students / users – what are the gaps? • Sequence vs. Standalone
Recycle (content) = Reduce (work) Working with existing content versus Creating your own tutorials from scratch “Reinventing the Wheel” by flicker user conskeptical
Recycle (content) = Reduce (work) CSM Worldcat Tutorials CSM CLIP Tutorials (made from scratch) (recycled & rebranded)>10-15 hours per tutorial (plus captions!) CLIP = Collaborative Library Instruction Project <6 hours to edit and caption each one Good content! Not very interesting
Present concepts, not interfaces Murphy’s Law of Video Tutorials : “As soon as you post your how-to tutorial, they will change the interface.” “Our Computers” by flickr user aranarth
Present concepts, not interfacesHow-to / interface tutorials should be quick-and-dirty (don’t spend too much time on them)Conceptual tutorials teaching higher-order skills should bewhere you spend your time
Evaluating the needs of YOUR students / users•Surveys (not so good) =•they don’t know what they don’t know•Observations and/or Reference Questions (better) =•identifying the gapsAt CSM:Lots of reference questions about in-text citations =emphasized that topic in the tutorials
Sequence vs. Standalone How to give a sense of sequence, while at the same time allow each tutorial to stand alone?“Jump sequence” by flickr user tricky “Hiking, Tromoso” by flickr user GuideGunnar
Sequence vs. StandaloneAt CSM: YouTube Playlist & a LibGuide
Taking Information Literacy Weightless:Creating Engagement Through Active Course Design Mary McMillan Marymount College, Rancho Palos Verdes, CA Director of Library Services Assistant Professor, Information Literacy email@example.com
Online Course Design Case Study:Marymount College – ID230 Information Literacy Why ID230 Online? College “dipping toes” into distance education Librarian experience with online Capstone learning / technology Other Courses ID230: Info Literacy Belief that IL could be taught effectively online ENG112: English Composition Compensation to develop & ID117: Freshman Seminar teach online version of required course
ADDIE Instructional Design Model AnalyzeImplement Evaluate Design Develop
Step 1: We AnalyzedWhat are the project parameters?• Platform: Desire2Learn (campus LMS)• 8-week, fully online course, 1-unit• Stand-alone to be taught by multiple librarian instructorsWho are our learners?• Undergraduates with little to no online learning experience• Required for Liberal Arts degree• Accustomed to easy access to personal supportWhat are our learning objectives?• SLO1: Apply an understanding of how information is produced and disseminated in order to select appropriate sources for information need• SLO2: Construct and implement effectively-designed search strategies• SLO3: Analyze information sources in order to determine credibility with regard to• authority, objectivity and timeliness
Step 2: We DesignedA unifying architecture:DddA consistent “storyboard”: Identified standard structure of modules, arranged in a logical sequence Determined weekly content as specified by learning objectives Planned learning activities and a detailed assessment plan Drafted a course syllabus
Step 3: We Developed Engagement through active learning Prepared online Created learning objects content and for skill practice. assembled learning Integrated educational materials resources from shared repositories. (e.g.MERLOT).Paid attention to cognitiveload by chunking material Developed discussionand exercises questions and detailed assignment instructions Incorporated multimedia, info-graphics, and tutorials
Continuously: We Evaluate• Attainment of student learning outcomes as demonstrated through assessment measures• Feedback received from student evaluations• Course structure, content, materials and activities AND FROM THESE…• Revise learning activities or content where needed• Adjust instructional strategies• Re-evaluate…
Lessons Learned Try It Avoid ItEstablishing and following course objectives and Designing it as you goassessment measurementsChunking content / Keeping text to a minimum Overusing text causing need for screen scrollingUsing smart graphics & visual media Using images that are purely decorativeIntegrating active learning objects Overusing Powerpoints and online readingsPaying close attention to course navigation Over-depending on navigation in LMSWriting clear directions and establishing patterns Assuming students will know what to doof course activityResponding to students promptly Neglecting to set clear expectations for response timeframesGrading discussions Expecting students to participate in optional discussionsDeveloping a personal presence in the course Letting the class “teach itself”Preparing for a significant time commitment Assuming teaching will be less work because its online
Constant Attention - Best Practices for Faculty in Online Distance Learning ProgramsBeth Wrenn-Estes, MLISSan Jose State UniversityInstructor, School of Library and Information Sciencebwestes@mac.com,https://slisapps.sjsu.edu/facultypages/view.php?fac=wrenn_estesb
Sloan-C Quality ScorecardThe Sloan Consortium (Sloan-C) is a consortium of institutions and individuals committed to quality online learning.The Sloan-C Quality Scorecard for the Administration of Online Education Programs is a tool for assessing andmeasuring the quality of online programs. Administrators of online programs can use this scorecard to evaluateprogram strengths and weaknesses.The scorecard lists 70 specific indicators, which are grouped into the following nine areas of quality: Institutional Support Technology Support Course Development and Instructional Design Course Structure Teaching and Learning Social and Student Engagement Faculty Support Student Support Evaluation and Assessment The School of Library and Information Science uses this tool to evaluate and continuously improve the quality of our program. In the summer of 2012, SLIS administrators completed the first overall review of the program using the scorecard.They wrote the rationale and provided evidence to support the scores for each of the 70 quality indicators.The SLIS initial scorecard total was 196, a number that is categorized in the "exemplary" range by Sloan-C.
COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN (11) Guidelines regarding minimum standards are used for course development, design, and delivery of online instruction (such as course syllabus elements, course materials, assessment strategies, faculty feedback). (12) Technology is used as a tool to achieve learning outcomes in delivering course content. (13) Instructional materials, course syllabus, and learning outcomes are reviewed periodically to ensure they meet program standards. (14) Courses are designed so that students develop the necessary knowledge and skills to meet learning objectives at the course and program level. These may include engagement via analysis, synthesis and evaluation. (15) Learning objectives describe outcomes that are measurable. (16) Selected assessments measure the course learning objectives and are appropriate for an online learning environment. (17) Student-centered instruction is considered during the course-development process. (18) There is consistency in course development for student retention and quality. (19) Course design promotes both faculty and student engagement. (20) Current and emerging technologies are evaluated and recommended for online teaching and learning. (21) Instructional design is provided for creation of effective pedagogy for both synchronous and asynchronous class sessions. (22) Curriculum development is a core responsibility for faculty (i.e., faculty should be involved in either the development or the decision making for the online curriculum choices).
PEER AND STUDENT EVALUATION Peer Evaluation Faculty evaluation performed by one of the full-time faculty Student Evaluation SOTES (Student Opinion of Teaching Effectiveness)
BRINGING IT ALL TOGETHER Administrators review Sloan Scorecard on regular basis – make recommendations – use for Strategic Planning Director looks for patterns in student comments and data (SOTES). Looking at instructor strengths and weaknesses – makes recommendations Administrators and faculty alike work on strategic plan and review data from scorecard, SOTE trends and faculty/student surveys to improve course design and best practices in general Recommendations are transformed into needed training for faculty and students
On-going training All new faculty take an course that introduces them to SLIS online pedagogy, exemplary course design and technology and systems SLIS hosts a Faculty Institute each May where part time and full time faculty come together for training and networking Constant training support through: 1) T3 Training Series (through our web conferencing tool Collaborate) 2) YouTube Videos on various subjects (visit YouTube.com/sjsu.slis) 3) Colloquia (visit http://slisweb.sjsu.edu/about-slis/ colloquia/Spring%202012) 4) Trained staff available to faculty and students
Online Professional Development: Grounding eLearning For Practitioners Dr. Lesley Farmer California State University, Long Beach Librarianship Program Coordinator Lesley.Farmer@csulb.edu
Online PD Aspects Self-pacing/locus of control Hands-on experimenting Practical transfer of learning Lesson sandbox Blogging reflection and commenting Cheerleaders
CSLA’s 23ThingsAs a Webtutorial set of9 modules –and structurefor member-developedaddedtutorials
PD Aspects Self-pacing/locus of control Hands-on experimenting Practical transfer of learning Lesson sandbox Blogging reflection and commenting Cheerleaders
Strategies for Optimizing PD… Map tech competences among library staff Develop expertise directory Create a clearinghouse of free PD