Designing effective library tutorials: a guide for accommodating multiple learning styles
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Chandos Publ.
2012
|
| Ausgabe: | 1. pupl. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXII, 338 S. Ill. 24 cm |
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Datensatz im Suchindex
| _version_ | 1804150231710826496 |
|---|---|
| adam_text | Contents
List of figures, tables and charts
xi
Acknowledgements
xv
About the author
xvii
Introduction
xix
1
The learning styles debate: do we need to match up learning styles
with presentation styles?
1
Introduction
1
Learning gains?
4
Are learning styles measurable?
5
Criticisms of tailoring instruction based on learning styles
8
Does knowing a student s learning style make teachers more
effective?
9
Should we match teaching style to the content being taught?
9
Solutions and compromises regardless of the controversy
11
Conclusion
13
References
15
2
Overview of learning style theories and learning style results
from the
Mestre
study
19
Introduction
19
Learning style models and inventories
20
Discussion
27
Conclusion
29
References
30
Designing
Effective
Library Tutorials
The intersection of culture and learning styles
33
Introduction
33
Some examples of the relevance of culture and learning styles
34
Global and analytical learners
40
Culturally responsive instruction
42
Suggestions for accommodating various cultural and learning
styles
44
Conclusion
48
References
49
The need for learning object development
55
Introduction
55
Learning objects, web-based instruction, and tutorials
56
Benefits of learning objects
57
Tutorials for teaching faculty
58
Challenges of creating learning objects
60
Overview of the faculty s or librarian s role in creating tutorials
61
Access to existing tutorials
64
Students perceptions of learning objects
66
Personalization
69
Conclusion
72
References
73
Current practice: categories and features of library tutorials
77
Introduction
77
Web-based tutorials with
Screenshots 78
Narrated PowerPoints
87
Tutorials created with screencasting software
89
Podcasting/vodcasting
92
Mobile applications
95
Videos
95
Montages
98
VI
Contents
Conclusion
101
References
101
6
Effective design of learning objects
103
Introduction
103
Involving the stakeholders
104
Designing for quality instruction
105
Developing goals and the design plan
107
The script
114
Navigation and consistency across tutorials
119
Designing for different ability levels
130
Other technical considerations
134
Accessibility
135
Assessment of the learning object
136
Conclusion
137
References
137
7
Pedagogical considerations for tutorials
141
Introduction
141
Meaningful content
142
Modular design
144
Cognitive science applied to instruction design
153
Models for integrating good pedagogy into tutorials
160
Getting help with integrating effective pedagogy in multimedia
165
Conclusion
165
References
166
8
Interactivity options for tutorials
171
Introduction
171
What qualifies as being interactive?
172
Interactivity and active learning
174
Planning for interactivity
176
vii
Designing Effective Library Tutorials
Interactive activities
177
Developing effective questions
182
Seeking help
187
Multimedia suggestions
188
Concerns about adding multimedia
195
Learning style considerations
195
A checklist for considering multimedia interaction
198
Conclusion
198
References
200
9
Assessment of learning objects
205
Introduction
205
How is success measured?
205
Methods of assessment
210
Steps for assessment
216
Assessment and maintenance of tutorials
217
Conclusion
220
References
221
10
The value and process of usability studies
223
Introduction
223
Definitions of usability testing
224
Purpose of usability testing
225
Methods
226
Guidelines for usability testing
229
Process for performing usability studies
230
Resources needed for usability testing
235
Iterative testing and analysis
239
Conclusion
244
References
245
11
Marketing learning objects for broad visibility
247
Introduction
247
viii
Contents
The message
248
Working with faculty to promote tutorials and websites
249
Social network tools
250
Making resources more visible
252
Suggestions for promoting, linking, and embedding learning objects
255
Other resources
260
Conclusion
260
References
261
12
Resources
263
Learning style inventories
264
Repositories and sites for hosting learning objects and tutorials
265
Organizations and websites devoted to online learning
268
Storyboarding sites
269
Free CGI scripts on the Internet
270
Scripts for usability studies
270
Screen capture tools
271
Screencasting tools, including screencasting help, open
source tools, and commercial software
273
General software for creating learning objects
276
PowerPoint/Flash conversion
279
Images (image sites, image capturing and editing tools)
280
Audio
282
Video and software to integrate photos, videos, and audio
(video editing and other software)
284
Puzzles, games, and activities
285
Simulation, scenario, and animation tools
286
Mobile applications
287
Testing and assessment tools
287
Eye tracking software and equipment
289
Designing
Effective
Library Tutorials
Appendix
1:
Survey to librarians
291
Appendix
2:
Learning style tutorial usability questions/script (Group A)
297
Appendix
3:
Learning style tutorial usability questions/script (Group B)
303
Appendix
4:
Guidelines and procedures for creating tutorials in Camtasia
309
Appendix
5:
Marketing communication plan
311
Appendix
6:
Suggestions for multimedia inclusion
315
Index
319
List of figures, tables and charts
Figures
2.1
Kolb s Four Dimensions
22
4.1
LibGuide for learning objects at the University of
Illinois
62
4.2
LibGuide example from the University of Illinois
63
4.3
Video introduction from the University of Illinois
69
5.1
Static web page with
Screenshots
from Sonoma State
University
79
5.2
Learning object LibGuide from the University of
Illinois
80
5.3
LibGuide used as a tutorial from the University of
Washington Health Sciences Library
81
5.4
Screencast tutorials with
Screenshots
from the
University of Wisconsin Milwaukee
82
5.5
Video of graphic characters with live people
interacting
-
from Fairfield University
84
5.6
Option to play a game based on the video
-
from
Fairfield University
84
5.7
Challenges for a tutorial
-
from Fairfield University
85
5.8
Choices for questions
-
from Fairfield University
85
5.9
Plagiarism tutorial from the University of Texas
Libraries
86
5.10
Narrated PowerPoint from the University of Illinois
88
5.11
Enhanced podcast from the University of Illinois
93
Designing
Effective
Library Tutorials
5.12
Videos from the undergraduate library, University of
Illinois
96
5.13
Gaming collection video, University of Illinois
96
5.14
Harry Potter exhibit montage, University of Illinois
98
5.15
Black History Month exhibit, University of Illinois
99
5.16
UGL rap video for instruction, University of Illinois
100
6.1
Storyboard example from Usability Net
112
6.2
Storyboard with branching from The eLearning Coach
113
6.3
Hot tip example
117
6.4
Example of directing attention to important elements,
University of Illinois
118
6.5
Opening web page for a tutorial from California
State Library
126
6.6
Internal examples of consistency in design from
California State Library
127
6.7
Example of consistent navigation and pop-ups for
additional information from California State Library
127
6.8
Example of a consistent introductory screen,
University of Illinois
129
6.9
Example of a consistent closing screen, University
of Illinois
129
6.10
Options for the novice and the expert from the
University of Arizona
132
6.11
Feedback for an ERIC quiz from the University of Illinois
134
7.1
Character choice from S0k
&
Skriv
(Search and Write)
149
7.2
Character choice from You Quote It, You Note It,
Vaughan Memorial Library
149
7.3
Character choice from Research Basics, University
of Arizona
150
7.4
Narrowing a topic scenario from Research Basics,
University of Arizona
152
7.5
Student interaction in scenarios from the University
of Arizona
153
xii
List of figures, tables and charts
7.6
Too many simultaneous elements in a tutorial
155
7.7
Example of a title page between sections to cue a
change in topic, University of Illinois
158
7.8
Example of grayed-out area to help focus attention on
the main topic
159
7.9
More highlighting of specific features
159
7.10
Snoring character introduction, Vaughan Memorial
Library
160
7.11
Conceptual framework for tutorials from the University
of Maryland
162
8.1
Example of branching from the University of Arizona
University Libraries
179
8.2
Example of a drag and drop exercise from Eastern
Washington University
181
8.3
Example of feedback from the University of Newcastle
183
8.4
Correct response to a quiz from the University of
Illinois
184
8.5
Example of incorrect response feedback from the
University of Illinois
185
8.6
Ability to type in a phrase from the University of Texas
Libraries
186
8.7
Forms that require students to type from the University
of Texas Libraries
187
8.8
Email option form, the University of Texas Libraries
187
8.9
Icons to indicate extra information available on a topic
188
8.10
Rutger s University Library tutorial choices
189
8.11
Use of clickable objects from a Vaughan Memorial
Library tutorial
190
8.12
Example of a choice of pathway in a module from
Stony Brook University
191
8.13
Example of an extra-help pop-up from Stony Brook
University
191
8.14
Clickable map example from the university library
at Sonoma State University
192
xiii
Designing
Effective
Library Tutorials
8.15
Navigation options from the University of California
Irvine
193
8.16
Example of pop-ups for exercises from the University
of Arizona University Libraries
194
8.17
Carle Clinic tutorials
194
10.1
Usability testing design flow chart
239
11.1
Example of social networking at the undergraduate
library, University of Illinois
251
11.2
Example of page source showing metatags
252
11.3
Example of table tent content highlighting mobile
apps from the University of Illinois
256
11.4
Example of a bathroom stall flyer from the University
of Illinois
257
11.5
Example of an embedded tutorial
videoclip
in a
LibGuide from the University of Illinois
258
Tables
2.1
Families of learning styles
28
2.2
Similar categories in
ILS
and VARK
28
3.1
Global vs. analytical learning styles
40
6.1
Example of a chart for evaluating design
106
8.1
Adaptivity in Learning Management Systems Focusing
On Learning Styles, from Graf
(2007) 196
10.1
Example of common themes based on the
Mestre
study
(2010) 241
A5.1 Marketing checklist for tutorials
312
A6.1 Suggestions for multimedia inclusion
315
Chart
6.1
Story board planning example
110
xiv
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| spelling | Mestre, Lori Verfasser aut Designing effective library tutorials a guide for accommodating multiple learning styles Lori S. Mestre 1. pupl. Oxford [u.a.] Chandos Publ. 2012 XXII, 338 S. Ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Information retrieval Information literacy / Study and teaching (Higher) Cognitive learning Library users / Effect of technological innovations on Informationskompetenz (DE-588)4614795-0 gnd rswk-swf Bibliothek (DE-588)4006439-6 gnd rswk-swf Tutorium (DE-588)4514991-4 gnd rswk-swf Informationsvermittlung (DE-588)4161680-7 gnd rswk-swf Bibliothek (DE-588)4006439-6 s Informationsvermittlung (DE-588)4161680-7 s Informationskompetenz (DE-588)4614795-0 s Tutorium (DE-588)4514991-4 s DE-604 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025911323&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Mestre, Lori Designing effective library tutorials a guide for accommodating multiple learning styles Information retrieval Information literacy / Study and teaching (Higher) Cognitive learning Library users / Effect of technological innovations on Informationskompetenz (DE-588)4614795-0 gnd Bibliothek (DE-588)4006439-6 gnd Tutorium (DE-588)4514991-4 gnd Informationsvermittlung (DE-588)4161680-7 gnd |
| subject_GND | (DE-588)4614795-0 (DE-588)4006439-6 (DE-588)4514991-4 (DE-588)4161680-7 |
| title | Designing effective library tutorials a guide for accommodating multiple learning styles |
| title_auth | Designing effective library tutorials a guide for accommodating multiple learning styles |
| title_exact_search | Designing effective library tutorials a guide for accommodating multiple learning styles |
| title_full | Designing effective library tutorials a guide for accommodating multiple learning styles Lori S. Mestre |
| title_fullStr | Designing effective library tutorials a guide for accommodating multiple learning styles Lori S. Mestre |
| title_full_unstemmed | Designing effective library tutorials a guide for accommodating multiple learning styles Lori S. Mestre |
| title_short | Designing effective library tutorials |
| title_sort | designing effective library tutorials a guide for accommodating multiple learning styles |
| title_sub | a guide for accommodating multiple learning styles |
| topic | Information retrieval Information literacy / Study and teaching (Higher) Cognitive learning Library users / Effect of technological innovations on Informationskompetenz (DE-588)4614795-0 gnd Bibliothek (DE-588)4006439-6 gnd Tutorium (DE-588)4514991-4 gnd Informationsvermittlung (DE-588)4161680-7 gnd |
| topic_facet | Information retrieval Information literacy / Study and teaching (Higher) Cognitive learning Library users / Effect of technological innovations on Informationskompetenz Bibliothek Tutorium Informationsvermittlung |
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