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Designing Effective Library Tutorials

Book Description

Learning styles are highly relevant for students in the online environment. Designing Effective Library Tutorials provides examples of, and steps for, how to create tutorials that match learning styles, based on usability studies of students from various cultural groups and styles of learning. The book presents studies, practical suggestions, and examples to assist librarians and faculty as they develop online programs for students from diverse learning styles. Research on learning style preferences in the online environment emphasizes the need to provide a variety of methods that include text, aural, visual, and kinesthetic examples. Geared for the practitioner working in online learning, the book summarizes current literature, and presents best practices for designing effective online tools for diverse learners, including suggestions for assessment of learning objects.

This title is structured into twelve chapters, covering: The learning style debate: do we need to match up learning styles with presentation styles? Overview of learning style theories and learning style results from various studies; The intersection of culture and learning styles; The need for learning object development; Current practice: categories and features of library tutorials; Effective design of learning objects; Pedagogical considerations for tutorials; Interactivity options for tutorials; Assessment of learning objects; The value and process of usability studies; Marketing learning objects for broad visibility; and a section on resources.

  • Provides results from usability studies conducted with students that assess learning style and the resulting effectiveness of tutorials based on their preferred style
  • Compares approaches and software used by librarians and educators to create tutorials, along with examples of pitfalls and benefits of each for various learning styles
  • Incorporates examples of ways to use software while including learning objects to match learning style

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. List of figures, tables and charts
  6. Acknowledgements
  7. About the author
  8. Introduction: matching online learning and tutorial design with learning styles - the student perspective
  9. Chapter 1: The learning styles debate: do we need to match up learning styles with presentation styles?
    1. Abstract:
    2. Introduction
    3. Learning gains?
    4. Are learning styles measurable?
    5. Criticisms of tailoring instruction based on learning styles
    6. Does knowing a student’s learning style make teachers more effective?
    7. Should we match teaching style to the content being taught?
    8. Solutions and compromises regardless of the controversy
    9. Conclusion
  10. Chapter 2: Overview of learning style theories and learning style results from the Mestre study
    1. Abstract:
    2. Introduction
    3. Learning style models and inventories
    4. Discussion
    5. Conclusion
  11. Chapter 3: The intersection of culture and learning styles
    1. Abstract:
    2. Introduction
    3. Some examples of the relevance of culture and learning styles
    4. Global and analytical learners
    5. Culturally responsive instruction
    6. Suggestions for accommodating various cultural and learning styles
    7. Conclusion
  12. Chapter 4: The need for learning object development
    1. Abstract:
    2. Introduction
    3. Learning objects, web-based instruction, and tutorials
    4. Benefits of learning objects
    5. Tutorials for teaching faculty
    6. Challenges of creating learning objects
    7. Overview of the faculty’s or librarian’s role in creating tutorials
    8. Access to existing tutorials
    9. Students’ perceptions of learning objects
    10. Personalization
    11. Conclusion
  13. Chapter 5: Current practice: categories and features of library tutorials
    1. Abstract:
    2. Introduction
    3. Web-based tutorials with screenshots
    4. Tutorials created with screencasting software
    5. Podcasting/vodcasting
    6. Mobile applications
    7. Videos
    8. Montages
    9. Conclusion
  14. Chapter 6: Effective design of learning objects
    1. Abstract:
    2. Introduction
    3. Involving the stakeholders
    4. Designing for quality instruction
    5. Developing goals and the design plan
    6. The script
    7. Navigation and consistency across tutorials
    8. Designing for different ability levels
    9. Other technical considerations
    10. Accessibility
    11. Assessment of the learning object
    12. Conclusion
  15. Chapter 7: Pedagogical considerations for tutorials
    1. Abstract:
    2. Introduction
    3. Meaningful content
    4. Modular design
    5. Cognitive science applied to instruction design
    6. Models for integrating good pedagogy into tutorials
    7. Getting help with integrating effective pedagogy in multimedia
    8. Conclusion
  16. Chapter 8: Interactivity options for tutorials
    1. Abstract:
    2. Introduction
    3. What qualifies as being interactive?
    4. Interactivity and active learning
    5. Planning for interactivity
    6. Interactive activities
    7. Developing effective questions
    8. Seeking help
    9. Multimedia suggestions
    10. Pick and choose options
    11. Concerns about adding multimedia
    12. Learning style considerations
    13. A checklist for considering multimedia interaction
    14. Conclusion
  17. Chapter 9: Assessment of learning objects
    1. Abstract:
    2. Introduction
    3. How is success measured?
    4. Methods of assessment
    5. Steps for assessment
    6. Assessment and maintenance of tutorials
    7. Conclusion
  18. Chapter 10: The value and process of usability studies
    1. Abstract:
    2. Introduction
    3. Definitions of usability testing
    4. Purpose of usability testing
    5. Methods
    6. Guidelines for usability testing
    7. Process for performing usability studies
    8. Resources needed for usability testing
    9. Iterative testing and analysis
    10. Conclusion
  19. Chapter 11: Marketing learning objects for broad visibility
    1. Abstract:
    2. Introduction
    3. The message
    4. Working with faculty to promote tutorials and websites
    5. Social network tools
    6. Making resources more visible
    7. Suggestions for promoting, linking, and embedding learning objects
    8. Other resources
    9. Conclusion
  20. Chapter 12: Resources
    1. Abstract:
    2. Learning style inventories
    3. Repositories and sites for hosting learning objects and tutorials
    4. Organizations and websites devoted to online learning
    5. Storyboarding sites
    6. Free CGI scripts on the Internet
    7. Scripts for usability studies
    8. Screen capture tools
    9. Screencasting tools, including screencasting help, open source tools, and commercial software
    10. General software for creating learning objects
    11. PowerPoint/Flash conversion
    12. Images (image sites, image capturing and editing tools)
    13. Audio
    14. Video and software to integrate photos, videos, and audio (video editing and other software)
    15. Puzzles, games, and activities
    16. Simulation, scenario, and animation tools
    17. Mobile applications
    18. Testing and assessment tools
    19. Eye tracking software and equipment
  21. Appendix 1: Survey to librarians: conducted by Lori Mestre, University of Illinois at Urbana-Champaign
  22. Appendix 2: Learning style tutorial usability questions/script for ERIC, ORR, interactive tutorials (Group A)
  23. Appendix 3: Learning style tutorial usability questions/script for ORR, ERIC, interactive tutorials (Group B)
  24. Appendix 4: Guidelines and procedures for creating tutorials in Camtasia
  25. Appendix 5: Marketing communication plan
  26. Appendix 6: Suggestions for multimedia inclusion
  27. Index