getting to the heart of online instruction and training
DESCRIPTION
Preconference from OLA 2012TRANSCRIPT
Getting to the heart of online instruction and training
Getting to the heart of online instruction and training
MEREDITH FARKASMEREDITH FARKAS
http://www.flickr.com/photos/65484951@N00/147942902/
Who am I?
Head of Instructional Services at Portland State
Former Distance Learning Librarian
Faculty for online MLIS program
Creating online learning objects since 2004, conducting webinars since 2006
Author of “Social Software in Libraries” (2007)
http://www.flickr.com/photos/trucolorsfly/2401196653/
Agenda
Introduction
Instructional design and planning
Technology options for online instruction and assessment
Making content available to your users
http://www.flickr.com/photos/8242100@N07/1020783996/
Tell me!
Name
Place of work
Your instruction or training situation
Something you are hoping to learn from this preconference
Online instruction doesn’t have to be “less than”
Online instruction doesn’t have to be “less than”
•Not limited by librarian, patron, student or faculty member’s schedules
•Instruction can take place in small chunks
•Instruction can be provided at logical points in a student’s work/research process than all at once
•We can cover more than in a 1-hour session
Online instruction doesn’t have to be “less than”
Online instruction doesn’t have to be “less than”
•Students can customize their learning experience based on what they already know
•Lessons can be viewed as many times as necessary
•Librarians can create multiple learning experiences that appeal to different learning styles
What do you hope to accomplish?What do you hope to accomplish?
WHAT ARE YOUR GOALS?WHAT ARE YOUR GOALS?
Things to ask yourselfThings to ask yourself
•Who is your audience?•What are your learning outcomes?•Don’t pack too much into one object•What is the purpose of the learning object?
•Supplement F2F teaching, replace, or both?
Things to ask yourselfThings to ask yourself
•What resources are available?•Tech, staff time, funding, etc.
•What are the skill levels of those creating online learning objects/experiences?
•What is your timeline?•Can you reuse other content or must
you start from scratch?
http://www.flickr.com/photos/87919923@N00/3283877050/
http://www.flickr.com/photos/7200854@N05/4053123799/
Don’t be Lame!
http://www.umuc.edu/library/libhow/research_tutorial_starting.cfm
http://www.twu.edu/library/tutorial/information/
ALWAYS LIST LEARNING OBJECTIVESALWAYS LIST LEARNING OBJECTIVES
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ASSESS, ASSESS, ASSESSASSESS, ASSESS, ASSESS
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Needs assessment for patronsNeeds assessment for patrons
•Talk to reference librarians and look at chat transcripts, reference stats
•Survey faculty•Patron need surveys•Focus groups•Websites statistics•Usability testing•Qualitative/observational research
Needs assessment for StaffNeeds assessment for Staff
•Staff skills assessment•Talk to volunteers and/or work study students
•Survey staff
Are the things people have trouble with best
addressed by instruction?
Are the things people have trouble with best
addressed by instruction?
Example: http://www.library.wisc.edu/research-tips/videos/jstor-access.html
Instructional design process
Instructional design process
Good learing outcomes are Measurable
Good learing outcomes are Measurable
Good learing outcomes Match the level (bloom’s)
Good learing outcomes Match the level (bloom’s)
Good learing outcomes are Balanced Good learing outcomes are Balanced
Good learing outcomes are Measurable
Good learing outcomes are Measurable
Building an outcomeBuilding an outcome
Outcomes: before and afterOutcomes: before and after
Students will Students will
Come up with keywords for their paper topic
Develop topic-relevant keywords in order to search with maximum flexibility and
effectiveness
Learn how to evaluate sources
Critically evaluate different types of sources in order to select sources with quality
appropriate to the information need
Problem outcomesProblem outcomes
•Develop topic-relevant keywords in order to locate scholarly sources
• Find scholarly psychology articles in order to successfully complete a paper in PSY 101
•Evaluate sources in order to write good papers
•Define, identify and formulate controlled vocabulary in order to conduct successful searches online
Your turn!Your turn!
•Think of a learning object or training module you’d like to develop
•Develop 1-3 learning outcomes that describe what essential things participants should be able to do after going through your training/object
Learning StylesLearning Styles
• Some are questioning their existence http://bit.ly/nhjH2i
• Visual, aural, reader/writer, kinesthetic• Kolb
• Assimilator - Can easily understand abstract ideas and assimilating a variety of info and making it logical.
• Converger - Use experimentation to learn
• Diverger - Strong imagination, can see things from a variety of perspectives
• Accommodator - Need concrete examples
Strategies for meeting the needs of diverse learners
Strategies for meeting the needs of diverse learners
•Incorporate problem-based and active learning
•Incorporate case studies or simulations
•Include multiple sensory options•Offer multiple delivery modes•Make content modular
•You’ll never meet everyone’s needs 100%
AccessibilityAccessibility
•Make yourselves aware of ADA requirements
•If you use software, make sure it creates ADA-compliant content
•Transcripts, alt tags on images, ability to be read by a text-to-speech program
•New rules: can’t wait until you have a disabled student/patron to adapt
Mobile AccessibilityMobile Accessibility
•Use of mobile devices is growing•More people accessing library via
mobile device•Develop with small screens in mind•Avoid the need to type•Avoid rollovers•NO FLASH!
Cognitive load theoryCognitive load theory
•People’s ability to process information is divided into two channels, verbal and visual
•The brain can only process a limited amount if info from each channel at once.
•Do not make your patrons split their attention.
•Worst practices http://www.library.gsu.edu/files/research/113/scholarlypopular.swf
You can’t do it aloneYou can’t do it alone
•Borrow, borrow, borrow•ANTS http://ants.wetpaint.com •CLIP http://clipinfolit.org •PRIMO http://bit.ly/BIhD9 •YouTube•Vendor tutorials
•ALWAYS give credit
http://www.flickr.com/photos/drachmann/327122302/
learning object: a reusable instructional resource, usually digital,
developed to support learning
learning object: a reusable instructional resource, usually digital,
developed to support learning
Types of learning objects for patrons
Types of learning objects for patrons
•Demonstrating library services•Resource how-to’s•Information literacy•Research in a specific subject
Evaluating technologiesEvaluating technologies
•What technologies are your audience familiar with?
•What technologies will not require your audience to learn something new, download something, etc?
•What technologies will really meet user needs and your goals?
Evaluating technologiesEvaluating technologies
•Find a balance
•Consider long-term sustainability
High Impact Low Impact
High Cost Low Cost
More Effort Less Effort
For StaffFor Staff
•How do staff currently learn what you’re trying to teach? •What isn’t working?
•What are the barriers to staff continuing education?
•How much support will there be for training in terms of time?
For studentsFor students
•Talk to faculty, TA’s, etc. and look at syllabi
•Find out what technologies students use and faculty teach with
•Find out how students communicate in class
•Do online courses have synchronous components?
for public library patronsfor public library patrons
•What instructional content currently exists? •What isn’t working?
•What are the barriers to online patron education?
http://www.flickr.com/photos/drachmann/327122302/
Technologies for online learning
Technologies for online learning
Printable documentsPrintable documents
•PDFs are better than Word docs•Good for short, discrete instruction• Good for things that people
frequently ask at the reference desk•Include images and screenshots to
illustrate and break-up text•Should not be the only form of
instruction on some topics
Static HTML tutorialsStatic HTML tutorials
Pros
1. Relatively easy to create2. Easy for students to skim, scan and skip around3. Easy for students to try out resources side-by-side4. Easy to update
Pros
1. Relatively easy to create2. Easy for students to skim, scan and skip around3. Easy for students to try out resources side-by-side4. Easy to update
Cons
1. Text-heavy2. No interactivity, less engaging3. Not as useful for aural and kinesthetic learners
Cons
1. Text-heavy2. No interactivity, less engaging3. Not as useful for aural and kinesthetic learners
Tutorials with basic interactivityTutorials with basic interactivity
•Often have to click on something or take some small action to have the tutorial advance
•Rollover actions•Not so great examples: Notre Dame,
PSU and PSU•Good example: Daemen Library
tutorials with basic interactivitytutorials with basic interactivity
Pros
1. Relatively easy to create2. Easy for students to skim, scan and skip around3. Easy for students to try out resources side-by-side4. Easy to update5. Might be able to use some interactive components for assessment purposes
Pros
1. Relatively easy to create2. Easy for students to skim, scan and skip around3. Easy for students to try out resources side-by-side4. Easy to update5. Might be able to use some interactive components for assessment purposes
Cons
1. Text-heavy2. Not as useful for aural and kinesthetic learners3. If interactive components are not meaningful, it may just annoy the user4. Frequently not mobile-friendly
Cons
1. Text-heavy2. Not as useful for aural and kinesthetic learners3. If interactive components are not meaningful, it may just annoy the user4. Frequently not mobile-friendly
Approaches to the “research tutorial”Approaches to the “research tutorial”
ExamplesExamples
• Not great• http://osulibrary.orst.edu/instruction/tutorials/ • http://pilot.scc.losrios.edu/pilot/ http://www.c
lark.edu/Library/iris/index.shtml • Better
• http://www.csulb.edu/projects/surf/ • http://library.uncg.edu/tutorials/index.aspx
http://guides.boisestate.edu/power • http://www.lib.ncsu.edu/lobo/
OK, now let’s remember that our target audience for these
are not librarians
OK, now let’s remember that our target audience for these
are not librarians
The modular research toolkit approach
The modular research toolkit approach
Pros
1. Can provide a variety of learning experiences using different tools.2. Doesn’t need to be covered in a single class session.3. Easy for faculty to integrate into their courses and assess.4. Can be packaged for different needs/audiences
Pros
1. Can provide a variety of learning experiences using different tools.2. Doesn’t need to be covered in a single class session.3. Easy for faculty to integrate into their courses and assess.4. Can be packaged for different needs/audiences
Cons
1. Requires strong collaboration with faculty
Cons
1. Requires strong collaboration with faculty
Subject/course guidesSubject/course guides
•Guide research in a specific subject or course assignment
•Tend to have a lot of links out to resources
•Also known as pathfinders, research guides
Tools for creating Subject/course guides
Tools for creating Subject/course guides
•HTML (and HTML editors)•LibGuides•Library ala Carte•Subjects Plus•Drupal•Wikis•Blogs•Social bookmarking
Examples of course/subject guides
Examples of course/subject guides
•Library ala Carte and here•Subjects Plus•Drupal and here •Wikis and here
Course/Subject Guide do’sCourse/Subject Guide do’s
Course/Subject Guide do’sCourse/Subject Guide do’s
Course/Subject Guide do’sCourse/Subject Guide do’s
Course/Subject Guide do’sCourse/Subject Guide do’s
Course/Subject Guide don’tsCourse/Subject Guide don’ts
Course/Subject Guide don’tsCourse/Subject Guide don’ts
Course/Subject Guide don’tsCourse/Subject Guide don’ts
Course/Subject guidesCourse/Subject guidesPros
1. Easy to create2. Tailored to specific students/subjects3. Consistent look and feel4. Can offer various types of learning experiences within a guide5. Often offers places to connect with a librarian6. In some cases, can easily reuse content
Pros
1. Easy to create2. Tailored to specific students/subjects3. Consistent look and feel4. Can offer various types of learning experiences within a guide5. Often offers places to connect with a librarian6. In some cases, can easily reuse content
Cons
1. No or little interactivity2. Text-heavy3. Requires significant staff time to update as the number of guides grows4. Tools like LibGuides can be abused5. Usability of guides rarely assessed
Cons
1. No or little interactivity2. Text-heavy3. Requires significant staff time to update as the number of guides grows4. Tools like LibGuides can be abused5. Usability of guides rarely assessed
http://www.flickr.com/photos/drachmann/327122302/
BlogsBlogs
•Organized in reverse chronological order
•Static and chronological pages•Searchable•Can have multiple authors•Can have comments open•RSS-enabled
Blogs in librariesBlogs in libraries
•Research guide/subject-related instruction•Ohio University Business Blog
http://www.library.ohiou.edu/subjects/businessblog/
•Sharing departmental knowledge•Reference at Newman Library Blog
http://blsciblogs.baruch.cuny.edu/newmanreference/
Blogs in TeachingBlogs in Teaching
•Reflective learning•Learning 2.0•Web 2.0 class
•Teaching tool for learning about scholarly communication•Blogs are far more approachable
to undergrads than peer-reviewed journals
WikisWikis
•Content management system•Makes it easy for multiple people to
develop and edit pages together•Content is organized by hyperlinks
Wiki in LibrariesWiki in Libraries
•Norwich University Research Guides http://library2.norwich.edu/guide/
•Davis Wiki http://daviswiki.org/•Antioch University New England Staff
Training and Support Wiki http://www.seedwiki.com/?wiki=antioch_university_new_england_library_staff_training_and_support_wiki&page=
Social bookmarkingSocial bookmarking
•Web-based space to collect and share web links
•Uses in teaching and learning•Subject guides•Resource sharing/collaboration•Independent inquiry
ScreencastingScreencasting
•Video taken of your desktop•Call outs, captioning, highlighting•Can include quizzes, interactive
components
Screencasting SoftwareScreencasting Software
$$$(>50)
$$(<50)
Free
-Camtasia (Mac + Windows)-Captivate (Mac + Windows)-ScreenFlow (Mac)
-iShowU (Mac)-SnagIt (Mac + Windows)
-Screenr (Mac + Windows)-Screencast-O-Matic (Mac + Winows)-CamStudio-Wink
Screencasting examplesScreencasting examples
•SUNY Geneseo•Penn State•Auburn•Harvard•Crossett Library•King County Library System•University of Washington
Screencasting best practicesScreencasting best practices
•Under 5 minutes (ideally under 3)•Break screencasts up with
navigation so people can get just what they need
•Storyboard and/or write a script•Make sure the script sounds natural
•Make sure you film at the resolution you want the final product to be •640x480px for YouTube
Screencasting best practicesScreencasting best practices
•Don’t bury the lede!!!•Avoid jumping around the page •Match audio with screen actions•With talking, one speed doesn’t fit all•Make sure sound quality is good (
example)•Do it all in one take, even if you
have to record multiple versions in that one take
ScreencastingScreencasting
Pros
1. Appeals to diverse learning styles2. Visually engaging3. Interactivity can be integrated4. Quizes can be integrated
Pros
1. Appeals to diverse learning styles2. Visually engaging3. Interactivity can be integrated4. Quizes can be integrated
Cons
1. Time-consuming to create and update2. Have to be short3. Difficult for students to skim, scan and skip around4. Difficult for students to apply what they’re learning while they watch
Cons
1. Time-consuming to create and update2. Have to be short3. Difficult for students to skim, scan and skip around4. Difficult for students to apply what they’re learning while they watch
Video SoftwareVideo Software
•Software•A huge variety•Plenty of free and low-cost options•$$
• iMovie•Pinnacle Studio
•$$$•Final Cut Pro (Mac)•Adobe Premiere (Windows)•Video Studio
Video Hosting (also applies to screencasts)
Video Hosting (also applies to screencasts)
•Your own server•Make sure you have sufficient
bandwidth!!!•YouTube•Vimeo•blip.tv•Screencast.com•All are free, but free versions usually
have limits
Video ExamplesVideo Examples
•MSU Billings•Otis College•Orange County Library System•University of Tennessee•Kimbel Library•University of Arizona•College of DuPage Library
Video pros and consVideo pros and cons
Pros
1. Can be very engaging
Pros
1. Can be very engaging
Cons
1. Time-consuming to create2. May need frequent updating as things about the library or its resources/services change3. Must be short4. Can be cheesy5. No way to really put active learning exercises into a video
Cons
1. Time-consuming to create2. May need frequent updating as things about the library or its resources/services change3. Must be short4. Can be cheesy5. No way to really put active learning exercises into a video
Making a one-minute videoMaking a one-minute video
•Nail down the 3-5 points you can make in one-minute
•Develop brief talking points •Introduce, highlight, wrap-up
•Not a tutorial. Doesn’t teach them how to use. Shows them WHY they’d want to use
So you think you can make a one-minute video?
So you think you can make a one-minute video?
Web conferencingWeb conferencing
•Allows for synchronous online instruction for one or many users
•Possible uses•Guest speakers•Training or instruction session•Office hours/research consultations
Web conferencing SoftwareWeb conferencing Software
• Features• VoIP or call-in• Text chat• Polling• Display of slides• Whiteboards• Screensharing• Web tours• Web cams• Sub-rooms for group work
Web conferencing SoftwareWeb conferencing Software
• Popular options• Blackboard Collaborate (used to be
Elluminate and Wimba)• Adobe Connect • Skype• BigBlueButton• Zoho Meeting• TokBox• GoToMeeting• WebEx• Microsoft Live Meeting
web conferencingweb conferencing
Pros
1. Can provide tailored instruction to students in real-time2. Live interaction with a librarian builds connection3. Questions can be asked/answered4. Can add interactive components5. Can be recorded for later viewing
Pros
1. Can provide tailored instruction to students in real-time2. Live interaction with a librarian builds connection3. Questions can be asked/answered4. Can add interactive components5. Can be recorded for later viewing
Cons
1. Requires synchronous attendance2. Students may not have the requisite technologies3. While active learning is possible, it’s rarely used in web conferencing4. Staff time5. Cost of technology
Cons
1. Requires synchronous attendance2. Students may not have the requisite technologies3. While active learning is possible, it’s rarely used in web conferencing4. Staff time5. Cost of technology
Recording instruction sessionsRecording instruction sessions
•Can do with web conferencing software
•Some classrooms are setup for capturing the lecturer and their screen
•Panopto•Example
•Different to sit through a lecture in-person vs. viewing a recording
Embedded librarianEmbedded librarian
•Librarians embedded in classes •Online, it usually happens in
discussion boards•Provides instruction & reference
help•Sometimes students are required to
contact the librarian, sometime the librarian just has a discussion board where they can ask questions
Embedded librarianEmbedded librarian
Pros
1. Promotes deeper connections with students2. Librarian can provide instruction at logical points in the term rather than all at once
Pros
1. Promotes deeper connections with students2. Librarian can provide instruction at logical points in the term rather than all at once
Cons
1. Extremely time-consuming and unsustainable for all but a few classes2. Requires significant collaboration with faculty
Cons
1. Extremely time-consuming and unsustainable for all but a few classes2. Requires significant collaboration with faculty
electronic gameselectronic games
• Must outline measurable learning outcomes on which to base in-game play/assessment
• Pros: Can potentially engage students more than any other instruction tool, games are 100% active learning
• Cons: Extremely difficult to produce a good one, highest costs in time and $$$.
electronic gameselectronic games
• Industry Island • Carnegie Mellon’s Games• Plagiarism Game• Quarantined• Bioactive• Library Craft• Lemontree
so...Where’s the active learning?
so...Where’s the active learning?
• Find ways for users to practice what they’re learning while or immediately after they’re learning
• With web conferencing: Have students “drive”
• With asynchronous: CATs, have them do something and enter it into a web form, have questions that they answer as they go
• My favorite: University of Arizona’s “Guide on the Side”
AssessmentAssessment
Usability testingUsability testing
•Before you roll out the object•Get a few members of your target
audience to try it out.•Record what they’re doing•Ask them to think out loud as
they go through•You still may need to make changes
after it’s rolled out if your other assessments suggest changes are needed
Peer ReviewPeer Review
•Ask your colleagues for feedback•Many learning object repositories
(like MERLOT) have peer-review functionality
Assessment of useAssessment of use
•Look at stats•Google Analytics, AWStats, etc.•Many hosting sites provide their
own analytics•How many uses•Devices used to access (mobile?)
•Find out what classes are using it (survey faculty) & make it easy for them to tell you.
Assessment of EfficacyAssessment of Efficacy
•Activities that require students to demonstrate learning•Part of the learning object•Quiz, CAT, self-assessment, pre-
test/post-test, survey•As part of a class•Requires collaboration w/ faculty
•How will you analyze results?
http://www.flickr.com/photos/drachmann/327122302/
Making your instructional content
findable
Making your instructional content
findable
But how do people
find this awesomeness?
But how do people
find this awesomeness?
why would patrons be coming here?
why would patrons be coming here?
I need 3 articleson global warming
I’m looking for thebook “The
Awakening.”
I searched for mytopic in JSTOR and
couldn’t findanything
How do I cite thisin APA format?
I found this articlebut I’m not sureif it’s scholarly
I’m looking for topographical maps
of Chile
Finding a specificbook in the
catalog tutorial
How do we get them
from this to this?
I’m looking for thebook “The
Awakening.”
FindBooks
I want a specific book
I’m lookingfor books on
a topic
Finding a specific
book in the catalog
Findingbooks in the
catalog
Developinga searchstrategy
Are you lookingfor a specific book
or books on atopic?
Findingbooks in the
stacks
I’m looking for thebook “The
Awakening.”
But Don’t just stick it on a “tutorials” page
But Don’t just stick it on a “tutorials” page
GET IN THEIR FLOWGET IN THEIR FLOW
http://www.flickr.com/photos/yogendra174/5980718184
Where might patrons look for help on your library’s website?
Where might patrons look for help on your library’s website?
•Ask a Librarian page•Any help type of pages•Research guides•Databases page (and inside
databases)•Catalog •Websites pages for specific services
(ILL, gov docs, etc.)
Finding the pain pointsFinding the pain points
•Web stats•Where do patrons get frustrated and
leave the site?•Reference transcripts and stats•Talk to colleagues•Survey patrons•Usability testing•Ethnographic research
Go where your users are: Learning objects...
Go where your users are: Learning objects...
• in the Learning Management System (LMS)
•on an Intranet• in any local social networks or
relevant community websites•on Facebook•on mobile devices• in computer labs (on the desktop)
Connect the physical world with Digital
research help
Connect the physical world with Digital
research help
QR CodesQR Codes
•Short for Quick Response•Originally developed for inventory
control•Need a QR code reader to read•Scan a QR code to access info or take
action
QR Code Generators and readersQR Code Generators and readers
Uses of QR codesUses of QR codes
Uses of QR codesUses of QR codes
Uses of QR codesUses of QR codes
Uses of QR codesUses of QR codes
getting outside of the librarygetting outside of the library
•Fliers and posters that link to instructional content
•Put them where users might have information needs outside of the library•Buses, business support
organizations, daycare centers, community centers, high schools, academic department offices, student lounges, computer labs, etc.
QR Code tipsQR Code tips
•Can also use shortened URLs (bit.ly, tinyurl, etc.) or both
•Make sure it’s going to mobile-friendly content
•QR code size: ideal = 1.5 inch sq. some can work as small as 0.4 in.Some QR code generators provide usage stats
Why it’s critical to know your users
Why it’s critical to know your users
Reach out to those who influence your audience’s
information behavior
Reach out to those who influence your audience’s
information behavior
MarketingMarketing
•Recommend during reference transactions
•Recommend during F2F instruction sessions
•Make them visible on the library website•Branding?
•Link related learning objects together
Closing tipsClosing tips
• Learn everything you can about your users
• In academic libraries: work closely with faculty and academic computing/CTL/etc.
• For training: learn where your colleagues are and determine where they need to be
• Even with unmediated instruction, make sure it’s easy for patrons to get help from a human being
Closing tipsClosing tips
• Choose the technology that is the right fit for the need, for the audience, and given your own constraints
• Place instruction at your users’ points of need
• Give patrons’ choices. Let them determine the order in which they wish to learn
• Integrate active learning as much as possible
Questions?Find me at
meredith.wolfwater.com/wordpress
mgfarkas (at) gmail.comflickr, twitter: librarianmerfacebook: meredithfarkas
Questions?Find me at
meredith.wolfwater.com/wordpress
mgfarkas (at) gmail.comflickr, twitter: librarianmerfacebook: meredithfarkas
http://www.flickr.com/photos/trucolorsfly/2401196653/