Getting to the Heart of Online Instruction and Training

transcript

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

Tell me!

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”

•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”

•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?

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

ASSESS, ASSESS, ASSESSASSESS, ASSESS, ASSESS

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

Good learing outcomes are Measurable

Good learing outcomes Match the level (bloom’s)

Good learing outcomes are Balanced Good learing outcomes are Balanced

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

•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

•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?

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

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

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

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

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

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

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

•HTML (and HTML editors)•LibGuides•Library ala Carte•Subjects Plus•Drupal•Wikis•Blogs•Social bookmarking

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 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

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

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)

-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

1. Appeals to diverse learning styles2. Visually engaging3. Interactivity can be integrated4. Quizes can be integrated

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)

•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

1. Can be very engaging

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?

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

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

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

1. Promotes deeper connections with students2. Librarian can provide instruction at logical points in the term rather than all at once

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?

• 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?

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?

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?

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

Awakening.”

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?

•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...

• 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

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

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/

Getting to the Heart of Online Instruction and Training

Education