The document discusses Sandra Chambers Gallipeau's co-op experience working in the Learning and Curriculum Support department at the University of Guelph Library. It provides an overview of her responsibilities, which included assisting with the Learning Objects Project Team. The rest of the document outlines best practices for developing learning objects, including following instructional design models, considering learning styles and standards, and ensuring objects are authentic and engaging for users. Evaluation of learning objects is also emphasized.
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 Objects
Agenda
3. I could talk about…
Learning and Curriculum Support
Research help desk & Virtual Reference
User eXperience Boot camp
Learning Objects Project Team
My co-op experience
4. Digital entity that can be
used and reused to support
the process of learning and
education
Definition
5. PowerPoint
Tutorial
Online module
Research Guide
Podcast
YouTube Video
Quizzes
Animated cartoon
Digital Learning Materials
Examples
6. Animation, voice, captioning and testing
functionality
Multiple ways to view: QuickTime, Flash
and MP4 for podcasts
Camtasia
Captivate
Jing
CamStudio
Focus - Screen Casting
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
14. Example:
ProQuest Support & Training Tutorials
http://www.proquest.com/en-
US/support/training/tutorials.shtml
EBSCO
http://support.epnet.com/training/tutorials.p
hp
Vendors
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 objects
Simple 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 content
Complex Learning Object
20. Statement of the problem
Set goals and develop learning
objectives
Things to consider:
Audience
Learning environment
Accessibility issues
Analyze
21. Gather resources and write the lesson
plan
Create the assessment piece
Things to consider:
Authentic assessment
Accommodate learning
barriers
Design
22. Develop the learning object
Test and debug
Things to consider:
Barriers due to technology
and/or learner barriers
Develop
23. Training - learn the software
Placement – YouTube, Library website,
courseware
Things to consider:
Story board for flow
Record voice for timing
Start with basic
components
Implement
24. Formative evaluation
Summative evaluation
Things 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 Assessment
Best 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: What's
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.pdf
References
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).