embedded instruction

EMBEDDED INSTRUCTION

Using Personalized Video Tutorials Where Students Will Find Them

Angelo Rousos, 2011 [email protected]

WHY USE VIDEO TUTORIALS

Effective for teaching to a wide variety of learning styles. (Nagra & Coiffe, 2010)

Benefits • Helps visual learners • Helps kinesthetic learners • Student-paced

Online video tutorials are...



Asynchronous. (Grassian & Kaplowitz, 2009)

Benefits • Student-controlled and directed • Useful for both distance learners and students whose

primary work time is during off-hours for the library




Both tool and concept-based. (Reece, 2005)

Benefits • Ideal for meeting several ACRL objective

performance indicators for ILI (http://www.acrl.org)

o IR systems use and selection o IL concept knowledge




Uncertainty-reducing and face-saving. (Brumfield, 2008; Radford et al., 2011)

Benefits • Increases knowledge in a manner that preserves face. • Prevents discouragement born of embarrassment.



DEVELOPING EFFECTIVE TUTORIALS

Three Steps to Effective Tutorials 1. Pre-planning (Choosing your tools) 2. Creation process 3. Implementation


Choose Your Tools • Camtasia Studio


Pros Cons 1. Simple, visual editor. 2. Easily segment-able.

1. Fewer editing features. 2. Requires a paid license.


Choose Your Tools • Audacity

Pros Cons 1. Simple, visual editor for

audio. 2. Strong feature list. 3. Free!

1. Adds a step and software tool to the process.

2. Cannot (easily) record simultaneously with video.



Choose Your Tools • Adobe Captivate

Pros Cons 1. Ability to embed

interactive elements directly into the tutorial.

2. Popular for professional-grade tutorials; meaning strong support.

1. Using the higher-power features requires significantly more know-how than other video tools.

2. One of the most expensive options.



Process 1. Plan 2. Storyboard 3. Record 4. Compile 5. Edit 6. Publish



Process 1. Plan

o Write an outline before you begin o Alternatively, record yourself pretending to talk to

a student



Process 2. Storyboard

o Consider drawing a storyboard to plot the synchronization of lesson and video

o University of Illinois: “Scripts are written in a two-column format, with images described in one column and the word-for-word script in the other column.” (Bowles-Terry et al., 2010)



Process 3. Record

o Take several takes. o If you are later combining separately-recorded

video and audio, still read your script to judge timing.



Process 4. Compile

o Put it all together! o This is purely technical, and simply involves

loading the separate takes and files into your editor of choice.



Process 5. Edit

o Add transitions and cut mistakes. o Add your captions; content links; etc



Process 6. Publish

o Export your tutorial in the format of choice This will differ depending on your

implementation choice.



Tips for Successful Tutorials 1. Skip the fluff 2. Keep it short 3. Follow the “Inverted pyramid” 4. Segment whenever possible

(Bowles-Terry et al., 2010)



Implementation • How / Where?

o We'll talk about this in a moment

• Feedback o Iteration



EMBED THEM!

Placing library resources and services so they are naturally encountered at the point of need

makes them more likely to be of value to users. " "

WHAT TO DO WITH YOUR TUTORIALS

Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (2010). Best Practices for Online Video Tutorials in Academic Libraries: A Study of Student Preferences and Understanding. Communications in Information Literacy, 4(1).



Embedding your tutorials • QR codes

QR codes are similar to barcodes; users can scan them with their smartphones to automatically load webpages or other information sources.

Mock-up


A Note About QR Codes


Why should one use QR codes? 1. To send the user away from a digital

information source with a copy of that information o e.g. Bringing a catalog entry into the stacks

2. To give the user dynamic information away from a digital information source o e.g. Sharing a list of available relevant resources

from within the stacks

QUICK RESPONSE CODES



Why link a tutorial through QR? • To send the user away from an information source

with a copy of that information

Using QR Codes allows a user to watch the tutorial on her phone or mobile device, freeing the computer screen for following along (facilitating kinesthetic learning) but requires the user has access to extra technology.


Embedding your tutorials • Lightbox

A Lightbox is a common internet technique for focusing the user's attention on a particular piece of media within a webpage (usually an image).


Mock-up


Embedding your tutorials • Lightbox

Pros Cons 1. Doesn't force the user to

juggle secondary web-pages 2. Using visualization rules to

focus attention by lowering saturation of background

1. Implementing requires some technical know-how and access to the HTML (and hosting web server)

2. Users can't interact with the tool while viewing the tutorial



Sharing your tutorials • Social Media &

Media Sharing Websites Social media is better for sharing non-tool tutorials, such as ones that help improve search strategies or critical research thinking, and might be best used as a repository for elsewhere embedded videos.


http://www.youtube.com/user/bbaker48


Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (2010). Best Practices for Online Video Tutorials in Academic Libraries: A Study of Student Preferences and Understanding. Communications in Information Literacy, 4(1). Brumfield, E. J. (2008). Using Online Tutorials to Reduce Uncertainty in Information Seeking Behavior. Journal of Library Administration, 48(3), 365-377. doi:10.1080/01930820802289417 Grassian, E. S., & Kaplowitz, J. R. (2009). Information Literacy Instruction: Theory and Practice (Second., p. 412). New York: Neal-Schuman Publishers, Inc. Gravett, K., & Gill, C. (2010). Using online video to promote database searching skills: the creation of a virtual tutorial for Health and Social Care students. Journal of Information Literacy, 4(1). Nagra, K. A., & Coiffe, D. J. (2010). Management of Online Tutorials: A Model for a Step-by-Step Approach. Journal of the Library Administration & Management Section, 7(1), 5-17. Radford, M. L., Radford, G. P., Connaway, L. S., & DeAngelis, J. A. (2011). On Virtual Face-Work: An Ethnography of Communication Approach to a Live Chat Reference Interaction 1. The Library Quarterly, 81(4), 431-453. doi:10.1086/661654 Reece, G. (2005). Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials. Research Strategies, 20(4), 482-493. doi:10.1016/j.resstr.2006.12.018

BIBLIOGRAPHY


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