Distance Learning on Demand: Creating a Student-Friendly Platform for Instructional Library Videos

transcript

FACRL 2013 #LibraryLearn

Distance Learning On Demand:

Creating a Student-Friendly Platform for Instructional Library

Videos

Project Leaders

Michelle KebaDistance & Instructional Services LibrarianNova Southeastern University

Jamie SegnoReference/Outreach LibrarianNova Southeastern University

Michael SchofieldWeb Services LibrarianNova Southeastern University

Evaluating Video Best Practices

Transformational Change

Designing the Video Platform

Outline

• Overview of Nova Southeastern University Libraries & Students

• Instructional Video Best Practices that Shaped Our Platform

• How We Implemented Changes

Nova Southeastern University

NSU Libraries

NSU Students

Undergrad

Graduate

Professional

(NSU Office of Institutional Effectiveness, 2013)

NSU Students

Distance(International)

Distance(National)

(NSU Office of Institutional Effectiveness, 2013)

Distance Students

The Problem

User Experience & Content Creation Procedures

Inconsistencies

Our Solution

LIBRARYLEARNLearn to use the library like a proView short videos by NSU Librarians

Review of the Literature

Best Practices

• Video Management• Length• Location• Content

Managing Videos: Inventory

Managing Videos: File Storage

Managing Videos: File Naming

Length

Content

Accessibility• ADA-Compliant Captions

– Providing text alternatives makes the audio information accessible to people who are deaf or hard of hearing. This also gives the search engines something to digest.

– Camtasia exports .SRT, and that’s fine for now, but the future standard is WebVTT (.vtt).

– The track element has okay support• Chrome 23, IE 10, Opera 12.10, Safari 6.

– Not Firefox (yet).– Support will get better.

– Example <video> <source src=“/your/video.webm” > <source src=“/your/video.mp4” > <track kind=“subtitles” src=“/your/video.srt” srclang=“en” label=“English”></video>

Content Modeling: the Pieces of the PuzzleRather than having a dashboard where one can just attach the video and publish, we broke the process into multi-part steps.

Content Modeling: Granular ControlThe real advantage of breaking the process into multiple parts is that it allows developers granular control.

Appealing to Multiple Learning Styles

Location

Dynamically Created Locations

Device Agnostic

Implementing Change

• Build a Working Group• Communicate Effectively• Meet Project Deadlines• Document Final Procedures

Building a Working Group

Communication

Timeline

Knowledgebase

Contact UsMichelle KebaDistance & Instructional Services LibrarianNova Southeastern University

Jamie SegnoReference/Outreach LibrarianNova Southeastern University

Michael SchofieldWeb Services LibrarianNova Southeastern University

@MichelleKeba

@gollydamn

js1830@nova.edu

www.librarylearn.com

References• American Library Association. (2009). ALA’s core competences of librarianship.

Retrieved from http://www.ala.org/ala/educationcareers/careers/corecomp/corecompetences/finalcorecompstat09.pdf

• Anderson, S. A., & Mitchell, E. R. (2012). Life after TILT: Building an interactive information literacy tutorial. Journal of Library & Information Services in Distance Learning, 6(3-4), 147–158. doi:10.1080/1533290X.2012.705106

• Bass, B.M. (1998). Transformational Leadership: Industrial, Military, and Educational Impact. Hillsdale, NJ: Erlbaum.

• Bolorizadeh, A., Brannen, M., Gibbs, R., & Mack, T. (2012). Making instruction mobile. The Reference Librarian, 53(4), 373–383. doi:10.1080/02763877.2012.707488

• Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (2010). Best practices for online video tutorials in academic libraries: A study of student preferences and understanding. Communications in Information Literacy, 4(1), 17–28. Retrieved from http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path[]=Vol4-2010AR1&path[]=112

• Burns, J.M. (1978). Leadership. New York, NY: Harper & Row.• Clark, J. (2013). Developing a Digital Video Library with the YouTube Data API.

code{4}lib, 20. Retrieved from http://journal.code4lib.org/articles/7847

References• Curphy, G. (2008). A guide to building high performing teams. Retrieved from Curphy

Consulting website: http://www.leadershipkeynote.net/articles/index_a10.htm• Düren, P. (2013). Leadership in libraries in times of change. IFLA Journal, 39(2), 134-

139. • Ellis, S., & Callahan, M. (2012). Prototyping as a Process for Improved User

Experience with Library and Archives Websites. code{4}lib, 18. Retrieved from: http://journal.code4lib.org/articles/7394

• Ergood, A., Padron, K., & Rebar, L. (2012). Making library screencast tutorials: Factors and processes. Internet Reference Services Quarterly, 17(2), 95–107. doi:10.1080/10875301.2012.725705

• Germano, M.A. (2011). Library leadership that creates and sustains innovation. Library Leadership & Management, 25(1), 1-14.

• Grigorik, I. (2013). High Performance Browser Networking (Early Release. Raw & Unedited). O’Reilly Atlas. Retrieved from http://chimera.labs.oreilly.com/books/1230000000545

• Hicks, D., & Given, L. (2013). Principled, transformational leadership: Analyzing the discourse of leadership in the development of librarianship’s core competences. Library Quarterly, 83(1), 7-25.

• Matthews, B. (2012). Think Like a Startup: a whitepaper to inspire library entrepreneurialism. VTechWorks, Virginia Tech University Library. Retrieved from: http://vtechworks.lib.vt.edu/handle/10919/18649

References• McGrane, K (2012). Content Strategy for Mobile. New York: A Book Apart.• Mestre, L. S. (2010). Matching up learning styles with learning objects: What’s

effective? Journal of Library Administration, 50(7-8), 808–829. doi:10.1080/01930826.2010.488975

• Mestre, L. S. (2012). Student preference for tutorial design: A usability study. Reference Services Review, 40(2), 258–276. doi:10.1108/00907321211228318

• Office of Institutional Effectiveness, Nova Southeastern University. (2013). 2013 Fact book. Retrieved from https://www.nova.edu/publications/factbook/2013

Appendix A: Things the Web Person Should Know about HTML5 Video

• HTML5 Video has pretty good support, but without a Flash fallback it cuts out old browsers (like IE8). We decided we were okay with this. That’s not a small decision.

– Refer to www.caniuse.com to see browser support, i.e., type “video” or “flexbox.” Some HTML5 Video players do Flash fallbacks better than others, i.e., MediaElements.js.

– MediaElements.js is now included by default with WordPress 3.6+

• At this stage, for wide browser support, videos have to be exported in multiple formats. We went with mp4 and webm.

– Between the two, we support Internet Explorer 9+, FireFox, Chrome, Safari [desktop and iOS], Android browser, Opera, Opera Mini, Blackberry, IE Mobile.

– Why not OGG? WEBM has much wider current and future support.

• Make sure your web server supports the proper MIME Types for your video formats (mp4, webm, ogv, etc.) and caption files (srt, vtt).

Appendix A: Things the Web Person Should Know about LibraryLearn

• It’s just a blown-out WordPress Theme. Hopefully you’re not a Drupal Library .

• Uses the MediaElements.js bundled with WordPress 3.6+, but you can add support using the MediaElements plugin for previous versions.

– We mostly use this to make sure the videos look the same regardless of browser and, in the future, the potential for custom skins. Unless you’re using it for Flash Fallback, it has no affect on the videos’ playability.

• Will support workflows for just linking-up and embedding existing YouTube, Vimeo, Adobe Captivate videos, or if videos—like ours—are hosted on a different in-house server.

• Freely downloadable in April. www.librarylearn.com