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designing e-learning
objects
bethfilarwillia
ms
Coordinator of Li
brary Services fo
r
Online & Dista
nce Learning
UNCG
ACRL Guidelines:(Association of College & Research Libraries)
• Guidelines for Instruction Programs in Academic Librarieswww.ala.org/acrl/standards/guidelinesinstructionstates you must “establish asynchronous e-learning modes as well as f2f”
• Information Literacy Competency Standards for Higher Edhttp://www.ala.org/acrl/standards/informationliteracycompetencystates you must “develop learning outcomes in building your content”
• Standards for Distance Learning Library Serviceshttp://www.ala.org/acrl/standards/guidelinesdistancelearningstates that “all students are entitled to the library services & resources regardless of geographic location”
Best Practices & Guidelines
Project Information Literacy (PIL) reportshttp://projectinfolit.org/publications/Research on how students learn, research anxiety, information overload, etc.
“84% getting started with research”“66% defining a topic”
Recommended Reading: E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
Cognitive Load
• During complex learning activities, your finite working memory (WM) must be able to process the information & interactions before meaningful learning can continue.
• Consider…. Limiting extraneous processing Limiting essential processing Fostering generative processing
1) Limit Extraneous Processing
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
• Contiguity principle - alignment
• Modality principle – audio narration
• Redundancy principle – graphics & (audio OR text)
• *Coherence principal - uncluttered
Let’s watch some examples!
2) Limit Essential Processing
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
•Continuous segments, chunks of information
• Student Learning Outcomes; Pre-training, pre-test, pre-assess
EXAMPLES
3) Foster Generative Processing
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)
• Multimedia principle – use interpretive or transformational graphics
• Personalization; conversational style
• Interactive, real examples, practices
EXAMPLES
EXAMPLES
Self Directed Asynchronous Learning
Relevant, engaging tasks Appropriate multimedia tools Choice of appropriate learning level Interaction Support for using technologies Ongoing feedback/help
Instructional Design
… the systematic planning of instruction including needs assessment, development, evaluation, implementation, and evaluation of materials and practices.
• Everybody Teaches! Creating Effective Online e-Learning Experiences http://idforlibraries.pbworks.com/w/page/7495719/FrontPage
• What is Instructional Design by Lauren Pressleyhttp://www.slideshare.net/laurenpressley/what-is-instructional-design-presentation
ADDIE
AnalyzeDesignDevelopImplementEvaluate
For more information on ADDIE: http://ed.isu.edu/addie/
Analyze• What is existing?
• guides, mini-tutorials, videos, tips, IM help • Need assessment
• Stats, assessments/surveys, what’s possible • Learner analysis
• Who is the intended audience/users• Learning outcomes• Task analysis
Analyzehat is existing? • Need assessment
• Statistics, assessments, surveys, PIL reports, usability studies, what’s possible?
• Learner analysis• Who is the intended audience/users?
• Task analysis• Backwards design, pre-requisites, technology skills
or computer requirements• Create learning outcomes…
Analyze
Information Literacy Standards Student Learning Objectives
• Identify• Select• Evaluate• Synthesize• Cite
Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Analyze
The student will be able to ….
Define a research question and concepts that describe the information need.
Identify and select resources appropriate to the research topic. Construct and implement an effective online search strategy. Evaluate information quality based on specific criteria. Synthesize and apply key ideas gathered from the literature. Properly document and cite sources.
Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Design
1. Task Initiation 2. Topic Selection 3. Pre-focus Exploration 4. Focus Formulation 5. Information Collection 6. Closure/Presentation
Kuhlthau, C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. Westport, Conn: Libraries Unlimited.
Design using Kuhlthau's 6 Stages of Information Search Process
IncorporateBloom’s Taxonomy
CreateEvaluate
Analyze
Apply
Understand
Remember
Overbaugh, R. & Schultz, L. “Bloom’s Taxonomy.” http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Design
Storyboard tasks, with SLOs, into modules/segments
Create pre/post assessments, quizzes, activities – using the SLOs
Remember: Cognitive overload & 9 principles for e-learning
Design
multimediacontiguitycoherencemodality
redundancypersonalizationsegmentingpretraining
Develop• Use existing content (or updated)• Create new content
• OR use Creative Commons Licensed materialshttp://uncg.libguides.com/content.php?pid=140286&sid=1197983
• Implement Learner Control • Content sequencing (non linear)
• Pacing (user control of learning)
• Access to learner support (exercises, IM chat help)
• Add ADA compliance (transcripts or closed captioning)
• Determine Hosting/Backend:• Website (HTML?), Libguide, dynamic database driven,
LAMP, etc….
Database Use• Allows dynamic quizzes• Allows tracking user progress
Users
Questions
Answers
Modules
Develop PATH
Develop… PATH Technologies Used & Alternatives
Code Database
• ASP.NET (server side code)
• jQuery (client side code)
• PHP/Perl/Python • MooTools, Javascript• No code, just HTML
Alternate Options:
• Architecture on MS SQL Server
• T-SQL statements
Alternate Options:• MySQL • MySQL SQL statements• Not hardcoded, not
dynamic
Implement
Implement developed design …and go live!
Promote Multi access points Show in f2f sessions Push to students via email, in online courses, in LMS Market through other librarians
Evaluate• Usability testing• Review embedded quizzes, polls, and
assessments • Embed a student survey – “what do you think?” • Will faculty assign as part of class/grade?
… continuous cycle!
Evaluate PATHUsability testing this semester!
Other Tutorial Resources• UNCG tutorials: http://library.uncg.edu/tutorials/ • PRIMO (Peer-Reviewed Instructional Materials Online Database):
http://www.ala.org/cfapps/primo/public/search.cfm • ANTS (Animated Tutorial Sharing Project):
http://ants.wetpaint.com/• NCSU “Big Picture” tutorials:
http://www.lib.ncsu.edu/tutorials/bigpicture.html • U of Arizona “Guide on the Side”:
http://www.library.arizona.edu/applications/quickHelp/tutorial/searching-jstor
• Tutorial example in a LibGuide: http://libguides.ocls.cmich.edu/lit_review
• Kimbell Library Cartoon Tutorials: http://coastal.edu/library/videos/
HTML5 Video Basics• A standard way to embed <video>• Lossy video codec for web- most common: H.264, Theora, or VP8• More info: http://diveintohtml5.info/video.html
General Video Containers:• MPEG4 (.mp4) Apple’s QuickTime• Flash (.flv) Adobe Flash • Ogg (.ogv) open standard/non platform specific ;video
“Theora,” audio “Vorbis”• WebM (.webm) non platform specific; VP8 video codec ,
Vorbis audio codec• Audio Video Interleave (.avi) from Microsoft, officially
doesn’t support video/audio codec or metadata
• Create with Camtasia or Adobe Premier• For (non PATH tutorials) add Irma Intro & Ask
Us ending• Create .avi - archival • Create .FLV • Use Miro Video Convertor:
WebM, Theora/OGV, MP4• Transcript (PDF); tweak using MAGpie • GIVE ALL FILES SAME NAME
My HTML5 Video Steps
http://library.uncg.edu/research/tutorials/video.aspx?f=CQPA&t=UsingCQPublicAffairsDatabase
File Name
Title of Tutorial
Dynamic!
And pushed out the transcript!
Questions or Thoughts?
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