Designing Learning Objects Designing Learning Objects Designing Learning Objects 1.
Designing e-Learning Objects
-
Upload
beth-filarwilliams -
Category
Education
-
view
2.075 -
download
0
description
Transcript of Designing e-Learning Objects
![Page 1: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/1.jpg)
designing e-learning
objects
bethfilarwillia
ms
Coordinator of Li
brary Services fo
r
Online & Dista
nce Learning
UNCG
![Page 2: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/2.jpg)
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”
![Page 3: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/3.jpg)
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)
![Page 4: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/4.jpg)
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
![Page 5: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/5.jpg)
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
![Page 6: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/6.jpg)
Let’s watch some examples!
![Page 7: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/7.jpg)
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
![Page 8: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/8.jpg)
EXAMPLES
![Page 9: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/9.jpg)
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
![Page 10: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/10.jpg)
EXAMPLES
![Page 11: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/11.jpg)
EXAMPLES
![Page 12: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/12.jpg)
Self Directed Asynchronous Learning
Relevant, engaging tasks Appropriate multimedia tools Choice of appropriate learning level Interaction Support for using technologies Ongoing feedback/help
![Page 13: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/13.jpg)
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
![Page 14: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/14.jpg)
ADDIE
AnalyzeDesignDevelopImplementEvaluate
For more information on ADDIE: http://ed.isu.edu/addie/
![Page 15: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/15.jpg)
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
![Page 16: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/16.jpg)
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…
![Page 17: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/17.jpg)
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
![Page 18: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/18.jpg)
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
![Page 19: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/19.jpg)
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
![Page 20: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/20.jpg)
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
![Page 21: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/21.jpg)
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
![Page 22: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/22.jpg)
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….
![Page 23: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/23.jpg)
Database Use• Allows dynamic quizzes• Allows tracking user progress
Users
Questions
Answers
Modules
Develop PATH
![Page 24: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/24.jpg)
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
![Page 25: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/25.jpg)
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
![Page 26: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/26.jpg)
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!
![Page 27: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/27.jpg)
Evaluate PATHUsability testing this semester!
![Page 28: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/28.jpg)
![Page 29: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/29.jpg)
![Page 30: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/30.jpg)
![Page 31: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/31.jpg)
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/
![Page 32: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/32.jpg)
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
![Page 33: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/33.jpg)
• 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
![Page 34: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/34.jpg)
http://library.uncg.edu/research/tutorials/video.aspx?f=CQPA&t=UsingCQPublicAffairsDatabase
File Name
Title of Tutorial
Dynamic!
And pushed out the transcript!
![Page 35: Designing e-Learning Objects](https://reader033.fdocuments.us/reader033/viewer/2022061115/54583a7faf79590b088b537d/html5/thumbnails/35.jpg)
Questions or Thoughts?