PA Info Lit Summit 2016: LibGuides
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From Database Dumps to Top-Notch Teaching Tools: Designing Targeted Research Guides with Users in Mind
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PA Info Lit Summit 2016: LibGuides
- 1. From Database Dumps to Top-Notch Teaching Tools: Designing Targeted Research Guides with Users in Mind Liz Johns | emjohns@jhu.edu | @emjohns1988 Librarian for Education at Johns Hopkins University Baltimore, MD
- 2. While you’re waiting... Choose a research guide that you want to develop or redevelop. You’ll use that guide as a focus for today’s activities. Submit the name/topic of the guide in the poll. Respond to Poll: Web: Go to pollev.com/lizjohns Text: Text LIZJOHNS to 22333. Then text the name of your guide.
- 3. From Database Dumps to Top-Notch Teaching Tools: Designing Targeted Research Guides with Users in Mind Liz Johns | emjohns@jhu.edu | @emjohns1988 Librarian for Education at Johns Hopkins University Baltimore, MD
- 4. GOAL To take a logical, evidence-based approach to LibGuides content development.
- 5. Learning Objectives Utilize Mayer’s SOI model to develop user- centered, pedagogically sound research guides. Critically analyze content and structure of a pedagogically sound research guide. Organize content in a research guide based on logical and evidence- based needs.
- 6. Today ï¿Intro to Constructivist Learning Theory ï¿Intro to the SOE Model ï¿Developing/Redeveloping Guides Using the SOI Model ï¿Q&A
- 7. Constructivist Learning Theory Learners can construct meaning from well-designed instruction.
- 8. Key Features of Constructivism Emphasis on big concepts Learning is interactive, builds upon what student already knows Process is as important as the product
- 9. Big Concepts Product + Process Interactive
- 12. Mayer’s SOI Model Select Organize Integrate
- 14. Choose a guide Choose a research guide that you want to develop or redevelop. You’ll use that guide as a focus for today’s activities. Submit the name/topic of the guide in the poll. Respond to Poll: Web: Go to pollev.com/lizjohns Text: Text LIZJOHNS to 22333. Then text the name of your guide.
- 15. Activity: Audiences Activity 1: Define Audience(s) On index cards, write down the different audiences for your guides. One audience per card. Ed.D Students Education Faculty Non-education students doing education research
- 16. Activity: Audiences Activity 2: Prioritize audiences Label each audience: Most frequent Most important Most needy Possible audience, less of a focus. Ed.D Students Education Faculty Non-education students doing education research * ! *
- 17. Top 3-4 Pick 3-4 audiences. Who will you design for?
- 18. Mayer’s SOI Model Select Organize Integrate
- 19. SOI Model: Selection Resource/Content Selection
- 20. Activity 3: Select Resources/Content Complete the chart Most important Most frequently used Most asked about Most important to you -ERIC -Education Journals -PsycINFO -SocAbs -ERIC -Education Journals -PsycINFO -Google Scholar -Google Scholar -ERIC -JSTOR -Catalyst -DSM5 -Psychological Tests -ERIC -Education Journals -PsycINFO -SocAbs
- 21. Activity 4: Map Resources to Audiences Ed.D Students SOE Faculty Non-education students doing education research *
- 22. Anything not mapped? Set it aside.
- 23. SOI Model: Organization Create an outline
- 24. Activity 5: Rapid Design Create an outline for your guide (traditional outline, wireframes, drawing, etc.) Does not have to follow your current organization and structure. Include notes about headings, format, graphics.
- 25. SOI Model: Integration Help the learner make sense of the material
- 26. Add meaning Examples? Images? Models? Captions? Multimedia? Think: What more is needed?
- 27. Reflect & Analyze Ensure your guide is strong
- 28. Activity 6: Discuss 1.Pair up. 2.Partner 1 explain outline. 3.Partner 2 ask questions, make suggestions. GOAL: Understand the why of the design. Switch. Four minutes per person.
- 29. SOI Tips Specific ways to select, organize and integrate
- 30. Select Highlight the most important info for the learner ï¿Keep guides focused ï¿Pick a reasonable scope ï¿Eliminate irrelevant info ï¿Be concise ï¿Provide a summary
- 31. ï¿Headings ï¿Italics/Boldface ï¿Bullets ï¿Visuals/graphics /icons ï¿Repetition ï¿White space ï¿Captions Select Highlight the most important info for the learner
- 32. Less is More
- 33. ï¿Determine a logical structure ï¿Use outlines and bullets, rather than large chunks of text Organize Arrange information into a coherent form.
- 35. ï¿Cue prior knowledge ï¿Illustrations with captions ï¿Animation with narration ï¿Examples Integrate Put information together with enhanced techniques.
- 36. Rules of Three 3
- 37. Retention + Transfer Students should not only remember, but be able to apply new knowledge.
- 38. Create Evidence-based Guides Use your library’s data and statistics to determine audiences and resources. Use research-based best practices to organize and integrate information.
- 39. Disclaimer This is not the only learning theory that can be used to develop online learning tools. It is a theory; not a fact. Use methods that work best for you.
- 40. GOAL To take a logical, evidence-based approach to LibGuides content development.
- 41. Recommended Reading Mayer, R. E. (1999). Designing instruction for constructivist learning. In Reigeluth, C.M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (141-159). Mahwah, NJ: Lawrence Erlbaum Associates.
Editor's Notes
- Very quickly get an intro to constructivist learning theory and Mayer’s SOI model. There is a lot of literature out there about this, and we’re not going to get too far into it. I just want to give the basics so we get the general idea, but we’re going to spend much more time applying the model and seeing it in action.
- Emphasis on big concepts Learning is interactive and builds upon what the students already know Process is as important as the product
- The learner is able to make sense of the material. Can both retain the information (for example, write down what they remember from a learning activity) and transfer the information (answer questions that ask them to use the information in a different way). Example in text: Read paragraph about Formation of Lightning Retention: explain how lightning forms Transfer: Suppose there are clouds in the sky but there is no lightning. Why not? What causes lightning? What could you do to reduce the intensity of a lightning storm? Through this learning process, students identify the important info from the passage, organizes it into a coherent representation in their mind, and integrates it with existing models.
- For creating LibGuides, we are both the instructor and the instructional designer.
- This is a cognitive process that students go through. They select the important info on their own, organize it in their own head, and integrate it when asked to do so. But Mayer applies this theory and model to instructional design. I am taking the SOI model and applying it to how we can design research guides. We are going to go through the model and create a better learning experience for our learners. We are going to select the important information, organize it, and integrate it to help the use make sense of and use the information on the guide.
- Use data to help you determine your audiences.
- Use data to support this!
- Now this is where we are really going to get into the SOI Model.
- Use evidence and data to support this.
- Selecting the most important information for the most important people.
- Understanding that you may have to work within the confines of your libguides platform. What goes on top? What can be further down? What’s on the first page? What’s on the second page? Is there a second page?
- This is homework.
- Make the most out of the model. Use these tips to better select, organize, and integrate information to create strong libguides.
- If you can search in Ebsco, you can search in Proquest
- If this ends up not working for you, or you find a better method, go for it! And I’d love to hear about it. This seemed to be the most logical way to approach it at my institution, and it works for me and my users as far as I know. I do plan to do some usability studies at some point, testing the use of this model. Experiential learning, problem-based learning, discovery-based learning all might work too. But for the purpose of research guides, this seemed to be the best approach. We are using other methods and theories to influence our development of other online learning tools.