sustainable pedagogies: creang video tutorials through...
TRANSCRIPT
SustainablePedagogies:Crea3ngVideoTutorialsThroughFaculty‐Student‐LibraryCollabora3on
LisaShamchuk(Librarian)
CherieAnneCoffee
(StudentResearchAssistant)
SharonBra:
(Faculty)
GrantMacEwanUniversity
Outline
• Background– Videotutorialsinlibraries– EDIT202– PilotPartnership
• CreaMngtheVideoTutorial• EvaluaMngthepilot• FuturePlans&Research• QuesMons
VideoTutorialsinLibraries
“AsthelineblursbetweenstudentswhoapproachtheInternetasdistancelearnersandstudentswhopreferonlinelearning,librariesareexpandingtheirinstrucMonalreachandeffecMvenessthroughthecreaMonofonlinetutorials.”(Bowles‐Terry,Hensley&Hinchliffe,2010,p.19)
“Today'sstudentshavegrownupinaheavilymediatedandfast‐pacedonlineenvironment.”(Pressley,2008,p.19)
VideoTutorialsinLibraries
“StudentsrecommendtheuseofmulMplemodaliMesinthedesignoflearningobjects.Theypreferthatthelearningobjectsincludebothimagesandsound,arevisuallyengaging,andareavailableatpoint‐of‐need,withsomewaytopickandchoosesecMonstoreview.”(Mestre,2010,p.827)
VideoTutorialsinLibraries
Challenges• Findability• Timeconsuming&complicatedtocreate• Databaseinterfaceconstantlychanging• Technologyrequirementstocreate/viewvideo
• MarkeMngtoincreasevisibility
VideoTutorialsinLibraries
• Poll:Whousesvideotutorialsintheirlibrary?
• PairedDiscussion:– Howaretutorialsusedinyourlibrary?– Whocreatesyourvideotutorials?
– Whatsocware/toolsareusedtocreate/displaythevideos?
VideoTutorials@MacEwanLibrary
SearchPath:
EDIT202:TechnologyToolsforTeachingandLearning
Context:
• EDIT202InstrucMonalTechnologycourse• GroupscreatevideotutorialaspartoftheirpresentaMononalearningtechnologyi.e.Animoto,JamStudio,Timeglider• Productisshownonce
Problem:HowcouldproductsbemoreusefulgivenpopularityofYouTubevideotutorials?
EDIT202:TechnologyToolsforTeachingandLearning
Problem:HowcouldproductsbemoreusefulgivenpopularityofYouTubevideotutorials?
Solu3on:Partnerwithclientswhoneedvideotutorials.
Thisextendstheusefulnessofthestudents’workbeyondtheimmediatecourse
ExampleofaSustainablePedagogy
SUSTAINABLEPEDAGOGY
“Capacitytoendure”
“Responsiblemanagementofresources”
InEcologycontext‐systemsremaindiverseandproducMveoverMme
ThriN,VigourandResourcefulness
SUSTAINABLEPEDAGOGY
“ThriN,VigourandResourcefulness”
ThriN:AvoidingduplicaMonofeffortandresources
Resourcefulness:Designingstudentprojectsthatbere‐usedbyotherareasoftheMacewancommunity
PilotPartnership
• LiaisonLibrarianshipatitsbest• Facultyingenuity• Studentcourseknowledge+enthusiasm
• TimelinerestricMons
• ChallengeofaccommodaMngdifferentworkloads
EDIT202
• Tools/skillslearnedinEDIT202
Imagefrom:h:p://instruct.ehc.edu/classrooms/User_documenaMon/Equipment_Use.htm
• ReasonsforusingScreencast‐o‐maMc
Screencast‐o‐ma3c.com
Imagesfromwww.screencast‐o‐maMc.com
• Process&CollaboraMon• MeeMngs
• TheVideo
Crea3ngtheVideoTutorial
“Video,meetlibrarywebsite…”
AddedtoEducaMonLibGuidesubjectguide
• TutorialVideostab
“Video,meetlibrarywebsite…”
• Challenges:– PublicvsMacEwanAccountAccess
• Copyright– HosMngthestreamingvideo
• WorkingwithUniversity/LibraryITdepartments• YoutubeChannel?
– Embedding&formaingthevideo
Feedback
• Whoweasked
• Whysoinformal?
• Plansforfuturefeedback
Feedback
Whoweasked• MacEwanlibrarian
• Formerusabilitystudents
• EducaMonstudent
Feedback
Whysoinformal?• Interestedinpreliminaryfeedbacktoshowproof‐of‐conceptgoingforward
• Toimprovefuturetutorials
Plansforfuturefeedback
• IncludefeedbackrequestonEducaMonguide
• ConductsmallfocusgroupsinFall2012
Feedback
Posi3ve“Thewholetutorialwasveryclearandwellputtogether.”
“TheNarratorseemstoknowquiteabitaboutthedatabase.“
“…morethanenoughinformaMonwasprovidedtocompletetherequestedtask.”
Feedback
Recommenda3ons“IthinkitwouldbehelpfultoindicatetheGetItbu:onsandexplainhowtheywork.”
“SubjecttermsaremenMonedbutthenarratordoesnotexplainthevalueofthemorwhatwouldhappenifyouclickedonthem”
“IthinkaPart2tothisvideothatincludesmorein‐depthsearchtechniqueswouldbehelpful.”
FuturePlans
• Pilotsuccess?– Tutorialsuccessfullycreated– Postedtopublic– PosiMveuserfeedback
• OpenupopportunitytomoreEDIT202students?– Create“howto”videosforotherlibraryresources(e.g.otherdatabases,websiteresources,etc.)
FutureResearch
Unan3cipatedoutcome:• Discrepancybetweenintendeduse(librarianperspecMve)andactualuse(student)• Dolibrariansdesigntutorialsthatdirectlysupportstudents’needs?Ordowedesignthemtoalignwithourwayofsearching?
FutureResearch
Researchques3on
“HowcanMacEwanlibrariansdiscoverhowstudentsactuallyusethe
database?”
OpportunityforlibrarianstocollaboratewithCMPT351Usability?
MoreFutureResearch
Arevideotutorialstheanswer?• Only5of21studentspreferredvideotutorialtoastaMcwebpagewithscreenshots.
• 19outof21studentsperformedbe:eronaposttestacerusingthestaMcwebpage,asopposedtothevideotutorial.
Mestre,L.S.(2012).Studentpreferencefortutorialdesign:Ausabilitystudy.ReferenceServicesReview,40(2),258‐276.doi:10.1108/00907321211228318
Ques3ons?
LisaShamchuk:[email protected]
CherieAnneCoffee:[email protected]
SharonBra::Bra:[email protected]
References
Bowles‐Terry,M.,Hensley,M.K.,&Hinchliffe,L.J.(2010).BestpracMcesforonlinevideotutorialsinacademiclibraries:Astudyofstudentpreferencesandunderstanding.Communica6onsinInforma6onLiteracy,4(1),17‐28.Retrievedfromh:p://www.comminfolit.org
Grave:,K.,&Gill,C.(2010).Usingonlinevideotopromotedatabasesearchingskills:ThecreaMonofavirtualtutorialforhealthandsocialcarestudents.JournalofInforma6onLiteracy,4(1),66‐71.Retrievedfromh:p://ojs.lboro.ac.uk
Kroski,E.(2009).That'sinfotainment!SchoolLibraryJournal,55(2),40‐42.Retrievedfromh:p://www.schoollibraryjournal.com
Mestre,L.S.(2010).Matchinguplearningstyleswithlearningobjects:What'seffecMve?JournalofLibraryAdministra6on,50(7),808‐829.doi:10.1080/01930826.2010.488975
Mestre,L.S.(2012).Studentpreferencefortutorialdesign:Ausabilitystudy.ReferenceServicesReview,40(2),258‐276.doi:10.1108/00907321211228318
Pressley,L.(2008).Usingvideostoreachsitevisitors:Atoolkitfortoday’sstudent.ComputersinLibraries,28(6),18‐22.Retrievedfromh:p://www.infotoday.com/cilmag
Tewell,E.(2010).Videotutorialsinacademicartlibraries:Acontentanalysisandreview.ArtDocumenta6on,29(2),53‐61.Retrievedfromh:p://www.arlisna.org/artdoc