{"id":84,"date":"2011-11-01T15:16:00","date_gmt":"2011-11-01T02:16:00","guid":{"rendered":"http:\/\/deborahfitchett.com\/blog\/?p=84"},"modified":"2011-11-01T15:16:00","modified_gmt":"2011-11-01T02:16:00","slug":"online-tutorials-lianza11-rs2","status":"publish","type":"post","link":"https:\/\/deborahfitchett.com\/blog\/2011\/11\/online-tutorials-lianza11-rs2\/","title":{"rendered":"Online tutorials #lianza11 #rs2"},"content":{"rendered":"<p><strong>Fiona Salisbury<\/strong> La Trobe University<br \/><strong>More than a quiz: a new approach for empowering first year university students to navigate scholarly information<\/strong><\/p>\n<p>Curriculum renewal 2009-2012 organised around undergrad curriculum design (integrating into every subject), defining assessment standards (early feedback for students), curriculum mapping, coordinating first-year services.<\/p>\n<p>Created two learning objects for information literacy.<br \/>#1 inquiry\/research quiz (designed to be delivered in LMS) with videos, questions &#8211; if they get it wrong the avatar explains the answer and links to more information. Each question addresses a learning outcome based on NZ standards.<\/p>\n<p>8 subjects trialed the quiz &#8211; all different approaches, but all completed in first weeks and then revisited later. Sometimes voluntary; sometimes integrated as a hurdle; sometimes the mark was recorded and low marks would go on to an Academic Skills workshop.  3000 students completed it with final results of 80-90%. (Multiple tries were allowed.) Where voluntary, completion rate was 30-60%.<\/p>\n<p>For many, trial and error without guidance is a frustrating and negative experience.<\/p>\n<p>Very good feedback from students (eg going back to re-view videos when stuck searching) and academics (re student learning outcomes, quality of referencing). Has let library break complex skills down into manageable chunks for first-year students.  No dictating to academics exactly how they do it, and no academics asking them for endless customised courses. Time student spends depends on their prior knowledge (15min &#8211; 5 hours, mostly 1 hour).<\/p>\n<p>Want to continue developing learning objects to support infolit outcomes.  Role would be less about customised classes for first year and more supporting staff.<\/p>\n<p><strong>Meg Cordes<\/strong><br \/><strong>Elements in common? Antipodean online tutorials and overseas\u2019 literature<\/strong><\/p>\n<p>Online tutorials &#8211; usually interactive teaching tools delivered over the internet. Can be flash, video, text-based (older)&#8230;  Universities moving towards screencapture and interactive and away from text-based.<\/p>\n<p>Gap Hypothesis &#8211; that published literature not used by tutorial developers &#8211; specifically researching the hypothesis that there was no significant difference in features being used in tutorials developed based on literature.<\/p>\n<p>Most common content: assistance (&#8216;help&#8217;, where else you can go), audio, interactivity, modularity, navigation aids.  Considered the principle of least effort &#8211; does modularity have an effect on how easy a tutorial is to use?<\/p>\n<p>Frequency of elements in the literature &#8211; eg interactivity comes up over 70% of the time, modularity and navigability over 60%. Frequency in tutorial sample is 40%, 30% and 90% respectively.  However didn&#8217;t reach statistical significance of literature, and had limited search to library journals. Mostly studied uni libraries (not polytech libraries).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Fiona Salisbury La Trobe UniversityMore than a quiz: a new approach for empowering first year university students to navigate scholarly information Curriculum renewal 2009-2012 organised around undergrad curriculum design (integrating into every subject), defining assessment standards (early feedback for students), curriculum mapping, coordinating first-year services. Created two learning objects for information literacy.#1 inquiry\/research quiz (designed [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[],"tags":[73,92],"_links":{"self":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/84"}],"collection":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/comments?post=84"}],"version-history":[{"count":0,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/posts\/84\/revisions"}],"wp:attachment":[{"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/media?parent=84"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/categories?post=84"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/deborahfitchett.com\/blog\/wp-json\/wp\/v2\/tags?post=84"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}