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?