The document provides guidelines for designing effective e-learning objects and asynchronous instruction. It discusses best practices from sources like the Association of College and Research Libraries (ACRL) and Project Information Literacy. These include establishing learning outcomes, developing content that limits cognitive load, and ensuring accessibility for all students regardless of location. The document then outlines steps for instructional design using the ADDIE model of analysis, design, development, implementation and evaluation. Examples are provided for each step, with a focus on incorporating principles of multimedia learning and usability testing.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
CHIP Project: Personalized Museum Tour with Real-Time Adaptation on a Mobile ...Lora Aroyo
For more information visit our website: http://chip-project.org
This is a presentation of a MSc thesis by Ivo Roes, performed within the CHIP project, entitled:
Personalized Museum Tour with Real-Time Adaptation on a Mobile Device with Multi-Point Touch Interface
The CHIP project is a collaborative effort between the Rijksmuseum Amsterdam, VU University Amsterdam and Eindhoven University of Technology
http://chip-project.org
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
CHIP Project: Personalized Museum Tour with Real-Time Adaptation on a Mobile ...Lora Aroyo
For more information visit our website: http://chip-project.org
This is a presentation of a MSc thesis by Ivo Roes, performed within the CHIP project, entitled:
Personalized Museum Tour with Real-Time Adaptation on a Mobile Device with Multi-Point Touch Interface
The CHIP project is a collaborative effort between the Rijksmuseum Amsterdam, VU University Amsterdam and Eindhoven University of Technology
http://chip-project.org
A talk for final year Computer Science Undergraduates at Oxford Brookes University. Eportfolios are not necessarily 1 tool, but how you use (or mash up) repositories, tools and presentations to collect, curate, select and present evidence in support of claims: I can do that job, I am qualified for that course and so on.
The liaison librarian: connecting with the qualitative research lifecycleCelia Emmelhainz
A discussion of user needs in anthropology and ways in which academic liaison librarians could support the lifecycle of qualitative research in a holistic way.
A talk for final year Computer Science Undergraduates at Oxford Brookes University. Eportfolios are not necessarily 1 tool, but how you use (or mash up) repositories, tools and presentations to collect, curate, select and present evidence in support of claims: I can do that job, I am qualified for that course and so on.
The liaison librarian: connecting with the qualitative research lifecycleCelia Emmelhainz
A discussion of user needs in anthropology and ways in which academic liaison librarians could support the lifecycle of qualitative research in a holistic way.
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.
Content Cell-Store at College 1.0.0 (Don Bosco College, Yelagiri Hills)James Maria
As educational throng institutions, colleges are providing number of programs and increase of student and staff strengths, the need for learning increases (with more and more stale contents pushed to students that least support knowledge quest and relying on paper industries and logistics), excessive reliance on classroom talks/notes for latest knowledge update, that makes learning very high school-like in higher educational institutions. The gap between the ICT impact on culture and educational institutions is overt for the mainstream Higher Educational Institutions.
Students often find the education as job preparation, rather than identity, values and knowledge formation for research, innovation and social responsibilities. Establishing a local content cell and store in the college is a right direction to grow knowledgebase, learning content locally with support of external sources.
This would provide students decide on the content they choose to plan and learn. Serving learning activities using ICT and students availing it for responsible usage will make them accountable for what they consume, providing analytics for modeling knowledge content, learning behaviors and new fields of research in education for life with new job roles in campus. This proposal furnishes the need for content cell (production unit) and online content store in the college with features and recommends roadmap for actions, financial sustainability (low-scale infrastructural support and college/institution community sponsorship) and rationale for this initiative.
It could be less than Rs. 100,000 and 100 days project. Project result is: converting numerous centers at campus into single-cloud window: Content Cell-Store. i.e. Content Cell (office) Content Store (Online).
Prepared on April 11, 2015 by James VM, Don Bosco College, Yelagiri Hills.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Teaching data management in a lab environment (IASSIST 2014)IUPUI
Equipping researchers with the skills to effectively utilize data in the global data ecosystem requires proficiency with data literacies and electronic resource management. This is a valuable opportunity for libraries to leverage existing expertise and infrastructure to address a significant gap data literacy education. This session will describe a workshop for developing core skills in data literacy. In light of the significant gap between common practice and effective strategies emerging from specific research communities, we incorporated elements of a lab format to build proficiency with specific strategies. The lab format is traditionally used for training procedural skills in a controlled setting, which is also appropriate for teaching many daily data management practices. The focus of the curriculum is to teach data management strategies that support data quality, transparency, and re-use. Given the variety of data formats and types used in health and social sciences research, we adopted a skills-based approach that transcends particular domains or methodologies. Attendees applied selected strategies using a combination of their own research projects and a carefully defined case study to build proficiency.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Educational Technologies: What should you be thinking about next?Jason Zagami
Zagami, J. (2013). Educational Technologies: What should you be thinking about next? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/educational-technologies-what-should-you-be-thinking-about-next?
Presentation for Teacher Education Industry Advisory Group (TEIAG) by Dr Jason Zagami, 6 August 2013, at the Queensland Academy for Health Sciences, Queensland, Australia.
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
(Nov 2008) Preparing Future Digital CuratorsCarolyn Hank
Event: Practical Applications of Digital Curation Education panel at the Fall 2008 Meeting of the Mid-Atlantic Regional Archives Conference, Silver Spring, MD, November 7, 2008. With Helen R. Tibbo, Sayeed Choudhury, and Kenneth Thibodeau
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
part of the Webinar: Putting Emerging LIS Competencies into Education and Practice: Challenges and Opportunities.
November 19th, 2020 15:00 - 16:30 CEST via Zoom.
Presentation from the RethinkIt Conference Jan 2018
https://guides.library.oregonstate.edu/studio
https://rethinkitlibrariesforanewag2018.sched.com/event/CynO/breakout-session-1a-transforming-physical-library-spaces-and-places
Presented at the Oregon Library Association Conference 2016 in Bend, OR
by Beth Filar Williams, Carol Sevin, Annie Downey, Joe Marquez
Library buildings offer users an often overwhelming array of services and resources which aren't always obvious or easy to find. This leads to wayfinding frustrations and service fail points for our users. This presentation will cover basic wayfinding concepts, low-cost tools and methods for uncovering problems that deliver high impact solutions, and how these concepts are related to service design thinking in libraries.
Presentation for Designing for Digital 2016 Conference
https://d4d2016.sched.org/
Library buildings offer users an often overwhelming array of services and resources which aren’t always obvious or easy to find, leading to wayfinding frustrations and service fail points for our users. This presentation will cover basic wayfinding concepts, tools and methods for uncovering problems, and low cost, high impact solutions.
Presentation at ACRL 2015 Conference
Virtual work is often the more environmentally sustainable choice and requires sustainable practices! Learn about the main challenges in leading online teams, strategies for organization and coordination, and online tools useful for collaboration. This panel discussion will feature four librarians who have led and participated in online teams for ACRL, ALA, various state/local committees, and within their own institutions. You will leave this session prepared to join or lead a successful online team.
Panel presentation for the Distance Library Services Conference, Denver 2014
http://libguides.cmich.edu/dls2014/ataglance/panels
Erin Davis, Becky Thoms | Utah State University
Jennifer Hill | Johns Hopkins University
Beth Filar Williams | University of North Carolina Greensboro
Embedded librarianship has been a buzzword for many years now, but librarians have struggled with how to make this process scalable. How do you effectively reach the most students, while still providing meaningful information and interactions? Join us in this panel discussion as we explore three different libraries’ approaches to making embedding in online courses scalable by partnering with faculty early on in the course development process. Through interactive polling, audience members will also share their own experiences and questions for a lively discussion!
Presentation for LIS630, spring 2014
Most information is from the Horizon Report 2014 for Higher Ed: http://www.nmc.org/publications/2014-horizon-report-higher-ed
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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. Best Practices & Guidelines
Project Information Literacy (PIL) reports
http://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 of
Instruction by Clark & Mayer (3rd ed)
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. 1) Limit Extraneous Processing
•Contiguity principle - alignment
•Modality principle – audio narration
•Redundancy principle – graphics &
(audio OR text)
•*Coherence principal - uncluttered
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
7. 2) Limit Essential Processing
•Continuous segments, chunks of
information
•Student Learning Outcomes;
Pre-training, pre-test, pre-assess
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
9. 3) Foster Generative Processing
•Multimedia principle – use interpretive
or transformational graphics
•Personalization; conversational style
•Interactive, real examples, practices
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
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. Instructional Design
… the systematic planning of instruction including
needs assessment, development, evaluation,
implementation, and evaluation of materials and
practices.
• 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. ADDIE
Analyze
Design
Develop
Implement
Evaluate
For more information on ADDIE: http://ed.isu.edu/addie/
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. Analyze
hat 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. Analyze
Information Literacy Standards
Student Learning Objectives
• Identify
• Select
• Evaluate
• Synthesize
• Cite
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
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. Design
Design using Kuhlthau's 6 Stages of Information Search
Process
1. Task Initiation
2. Topic Selection
3. Pre-focus Exploration
4. Focus Formulation
5. Information Collection
6. Closure/Presentation
Kuhlthau, C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. Westport, Conn: Libraries
Unlimited.
20. Design
Create
Incorporate Evaluate
Bloom’s
Taxonomy Analyze
Apply
Understand
Remember
Overbaugh, R. & Schultz, L. “Bloom’s Taxonomy.” http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
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. 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. Develop PATH Database Use
• Allows dynamic quizzes
• Allows tracking user progress
Modules
Questions
Users Answers
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. Implement
Implement 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. 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!
31. 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/
32. 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.html
General 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
33. 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
34. Dynamic! File Name
http://library.uncg.edu/research/tutorials/video.aspx?f=CQPA&t=UsingCQPubl
icAffairsDatabase
Title of Tutorial And pushed out the transcript!