LITA: Taking Your Workshops to the Web

transcript

ALA Annual Conference

Taking Your Workshops to the

LITA Education Committee

6/25/2011

8:00 – 8:30 am Introductions 8:30 – 9:00 am Tool Review 9:00 – 9:45 am Online Workshop Design 9:45 – 10:00 am Break 10:00 – 11:00 am Introducing

Interactivity 11:00 – 11:30 am Looking ahead 11:30 – noon Questions

Workshop Schedule

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Two ways to participate:1. GoToWebinar (8:00 am – 10:00 am)

Reserve your Webinar seat now at:https://www2.gotomeeting.com/register/691475794

System Requirements PC-based and Macintosh®-based attendees

Required: JavaScript™ and Java™ enabled No mobile options

For Online Participants

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Two ways to participate:2. Adobe Connect (10:00 am – 11:00 am)

No reservation required:http://amigos.adobeconnect.com/lita/

System Requirements PC-based, Macintosh, and Linux attendees

Required: Adobe® Flash® Player 10.1 Mobile attendees

Apple devices: iOS 3 or 4, created for Apple iPhone; compatible with Apple iPad and iPod Touch (3G or 4G connection recommended)

Android™ devices: Android 2.2; Adobe AIR® for Android; compatible with HTC Nexus One and Motorola Droid (3G or 4G connection recommended)

For Online Participants

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ALA Annual Conference 6/25/2011

GoToWebinar Interface1. Viewer Window

2. Control Panel

2. View in Fullscreen Mode

GoToWebinar Interface1. Full-screen View

2. Control Panel

2. Hide Control Panel

2. Hidden Control Panel

Presenters

Danielle Cunniff Plumer,Texas State Library and Archives Commission

Christine PetersonAmigos Library Services

Cody Hanson,University of Minnesota Libraries

Introductions

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What kind of library do you work in? Academic library

Public library

School library

Special library

Student/Consultant/Other

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Getting to Know You: Poll

What types of online instruction are you interested in? Information literacy

Library database training

Other library skills

Professional development

General technology

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Poll #2

What is your biggest concern about online instruction? Technological problems

Limited interactivity

No body language

Boring content

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Poll #3

To develop education programs relating to library and information technology

To act as a clearinghouse for preconferences and pre-midwinter workshops.

To research, propose, and monitor LITA's web-based educational offerings.

To encourage research on education matters pertaining to technological subjects.

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http://connect.ala.org/node/65133

Charge for 2011-2012: 6 webinars

4 web courses

Regional Institutes

In-person workshops at Midwinter, Annual

Proposals accepted at http://www.ala.org/ala/mgrps/divs/lita/litaevents/education/proposalform.cfm

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http://connect.ala.org/node/65133

Webinar 1-2 hours in length

Typically live; sometimes recorded

Typically one-way communication (limited interactivity)

Audience size varies depending on license; often can exceed 100 students

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Types of Online Education

Workshop Multi-day; usually 8-12 hours of content

Typically live; sometimes recorded

Primarily one-way communication but may offer interactivity through chat, discussion fora

Audience size varies but rarely more than 50; 15-25 considered optimal

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Course May include 12-36 hours of content

(semester length)

Typically live with some asynchronous components

Mix of one-way communication and interaction

Audience size varies but rarely more than 20; 8-15 considered optimal

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Online Discussion Can be extended for any length of time

Asynchronous discussion through course management system or other forum Also can be done in some blogging

systems that support threaded comments

Audience can be any size

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Simulcasting/Streaming Video Usually limited to 1 hour sessions;

sometimes may last for full day

One-way broadcast of a live event

Audience size depends on system used; many limit number of simultaneous viewers

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What format of online instruction appeals to you most? Webinar

Online workshop

Online course

Online discussion

Simulcast/Streaming Video

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Poll #4

Product Families

What online learning tools have you used? Web conference tools

(WebEx, Skype, Wimba, GoToMeeting)

Webinar tools (Adobe Connect, GoToWebinar, etc.)

Course management systems (Moodle, Blackboard)

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Poll #4

Web Conference Tools

Common Tools: WebEx

Adobe Connect 8

GoToMeeting

Skype (Video chat)

Tinychat (Video chat)

Characteristics: Best for small groups

Freemium options

Features: Voice interaction

Application sharing

Annotation & drawing tools

Webcams & video (new!)

Mobile device support

Web Conference Tools

Source: Lifehacker, June 8, 2010http://lifehacker.com/5558512/best-web+based-conferencing-tool-webex

GoToMeeting

Webinar Tools

Common Tools: Adobe Connect 8

GoToWebinar

Elluminate

ReadyTalk

Characteristics: Up to 1,000 attendees

Primarily broadcast

Features: Chat

Some with instructor only

Slide sharing

For some, slides must be uploaded to server

Application sharing (varies)

Registration and participant management

ReadyTalk

GoToWebinar

Elluminate

Adobe Connect

Plan the Workshop Determine learning objectives Accommodate learning styles

Develop the Workshop Storyboards and Slides Supplemental Content

Teach the Workshop Production Considerations

Evaluate the Workshop Lessons Learned

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Designing the Online Workshop

Clay, Cynthia. Great Webinars: How to Create Interactive Learning That Is Captivating, Informative and Fun. Seattle, Wash: Punchy Pub, 2009.

Smith, Susan S. Web-based Instruction: A Guide for Libraries. Third edition. Chicago: American Library Association, 2010.

Dupuis, Elizabeth A. Developing Web-Based Instruction: Planning, Designing, Managing, and Evaluating for Results. New York: Neal-Schuman Publishers, 2003.

ACRL Instruction Section, Instructional Technologies Committee. Tips for Developing Effective Web-Based Library Instruction. 24 June 2011. Available online at http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/tipswebbasedinstruction.cfm

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Resources

Outline the objectives and outcomes clearly to establish purpose and realistic expectations. Outcomes address the larger overall goal(s) of

student learning. Objectives address actions or learning behaviors

that will result from the instruction. Keeping this tip in mind helps to avoid the use of

technology for technology's sake.

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ACRL Tips on Pedagogy

http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/projpubs/tipswebbasedinstruction.cfm

A = Affective Uses the power of feelings and emotions to

engage and reinforce learning

Example Objective Statements: Proposes methods to investigate authenticity

Resolves apparent contradictions between sources

Questions reliability of possible sources

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Learning Objectives

B = Behavioral Acquires desired skills (AKA psychomotor)

Example Objective Statements: Constructs a bibliographic citation

Navigates through a complicated website

Revises work based on instructor feedback

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Learning Objectives

C = Cognitive Demonstrates knowledge and understanding

Example Objective Statements: Identifies the components of a bibliographic

citation

Integrates materials from multiple sources into a coherent argument

Explains criteria for selection of a primary source

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Learning Objectives

STAR and SMART

SpecificTangibleAttainableResults-oriented

SpecificMeasurableAttainableRelevantTimely

Provide a clear, intuitive structure that: reflects the objectives of the instruction allows for different learning styles permits the student to self-pace and remediate

Incorporate contemporary language and topics, be as succinct as possible, and don't be afraid to entertain.

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Style Prevalence Instruction Techniques

Visual 60-70% of population Slides, including bullet points; images; diagrams; charts

Auditory 20-30% of population Lecture; group discussion; verbal reinforcement; group activities; reading aloud

Tactile 8-10% of population Copying; writing; drawing; acting; role-playing

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Learning Styles

Web Content Accessibility Guidelines 2.0 Principles:

Information and user interface components must be presentable to users in ways they can perceive

User interface components and navigation must be operable by the user

Information and the operation of the user interface must be understandable by the user

Content must be robust enough that a wide variety of user agents can interpret it, including assistive technologies

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Accessibility

Include active learning techniques to foster student-computer, student-student and/or student-instructor interaction. Some techniques to consider incorporating include: developing tools to aid in student self-assessment

and feedback providing occasion for discussion creating collaborative opportunities to enhance

comprehension of concepts being taught

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Tool Visual Auditory Tactile

Lecture alone Very low Very high Very low

Lecture with slides Very high High Low

Chat discussion Medium Low High

Polling Medium Very low High

Notetaking High Low Very high

Whiteboard annotations High Very low Very high

Status icons Medium Very low Medium

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Interaction by Learning Style

Clay, p. 60

Use outlines, storyboards Break content into manageable chunks

For online courses, aim for 30-60 slides per hour (more is better)

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Developing the Course

Identify supplemental content Slide handouts

Exercises

Additional reading

Bibliographies

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Developing the Course

Eliminating exercises Testing knowledge with polling questions Limiting participant chat Not allowing questions until the end Making the presentation overly fomal Reading off a series of bullet-points or

directly from a script

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Repurposing errors

Clay, pp. 106-107

Use standard PowerPoint Avoid Web 2.0 presentation techniques

Avoid animation and visual effects

Use common fonts

Be cautious with embedded audio and video

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Avoid Potential Issues

Test the presentation in advance Be sure that entire slide can be seen in

the participant’s window

Check for missing or modified content

Check colors, fonts, and other design elements to make sure that they are rendered cleanly

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Avoid Potential Issues

Assemble a team

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Presenting the Workshop

Role Responsibilities

Instructor • Delivers content• Responds to questions

Host or producer

• Monitors chat• Keeps track of timing

Technical support

• Troubleshoots issues• Monitors bandwidth

Be familiar with the interface Run a complete practice session if

possible without students Check on slide formatting

Identify timing issues

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Instructor InterfactInstructor View

Instructor View

Be familiar with the interface Beta test the workshop before going live Find students from friends, co-workers,

students Offer free tuition, coffee shop cards –

whatever works!

Emphasize interactive elements and exercises to discover weaknesses

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Evaluation Include an evaluation that directly

references the stated learning objectives Pre- and post-test questions are useful

Limit the number of questions 5-7 questions are effective

Tie student completion certificate to evaluation completion if possible

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After the Workshop

Technology Fail Common issues:

Insufficient bandwidth

System outage

Incorrect equipment

Remedies Make sure that you have technical support

Test the system repeatedly

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Lessons Learned

Participant Fail Common issues: Students have problems with

headphones/microphones

Students cannot see the slides/chat/poll/status area

Students do not participate in chat-based discussion

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Lessons Learned

Participant Fail Remedies Provide clear instructions at the beginning

of the workshop

Tell students how to contact technical support (telephone as well as online)

Improve exercises and be patient

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Lessons Learned

Instructor Fail Remedies Practice, practice, practice

“Apprentice” with an experienced instructor

Use the two-computer approach

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Lessons Learned

Two-Computer Approach

Questions?

Adobe Connect (10:00 am – 11:00 am) No reservation required:

http://amigos.adobeconnect.com/lita/ System Requirements

PCs and Macintoshes: Do a System Checkhttp://na1cps.adobeconnect.com/common/help/en/support/meeting_test.htm

(You don’t need to install the software) Apps (mobile devices): Check your app store

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