1. designing
e-learning
objects

2. ACRL Guidelines:
(Association of College & Research Libraries)
• Guidelines for Instruction Programs in Academic Libraries
www.ala.org/acrl/standards/guidelinesinstruction
states you must “establish asynchronous e-learning modes as well as f2f”
• Information Literacy Competency Standards for Higher Ed
http://www.ala.org/acrl/standards/informationliteracycompetency
states you must “develop learning outcomes in building your content”
• Standards for Distance Learning Library Services
http://www.ala.org/acrl/standards/guidelinesdistancelearning
states that “all students are entitled to the library services & resources
regardless of geographic location”

3. Best Practices & Guidelines
Project Information Literacy (PIL) reports
http://projectinfolit.org/publications/
Research on how students learn, research anxiety,
information overload, etc.
“84% getting started with research”
“66% defining a topic”
Recommended Reading:
E-learning and the Science of
Instruction by Clark & Mayer (3rd ed)

4. Cognitive Load
• During complex learning activities, your finite
working memory (WM) must be able to
process the information & interactions before
meaningful learning can continue.
• Consider….
 Limiting extraneous processing
 Limiting essential processing
 Fostering generative processing

5. 1) Limit Extraneous Processing
•Contiguity principle - alignment
•Modality principle – audio narration
•Redundancy principle – graphics &
(audio OR text)
•*Coherence principal - uncluttered
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)

6. Let’s watch some examples!

7. 2) Limit Essential Processing
•Continuous segments, chunks of
information
•Student Learning Outcomes;
Pre-training, pre-test, pre-assess
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)

8. EXAMPLES

9. 3) Foster Generative Processing
•Multimedia principle – use interpretive
or transformational graphics
•Personalization; conversational style
•Interactive, real examples, practices
From E-learning and the Science of Instruction by Clark & Mayer (3rd ed)

10. EXAMPLES

11. EXAMPLES

12. Self Directed Asynchronous Learning
 Relevant, engaging tasks
 Appropriate multimedia tools
 Choice of appropriate learning level
 Interaction
 Support for using technologies
 Ongoing feedback/help

13. Instructional Design
… the systematic planning of instruction including
needs assessment, development, evaluation,
implementation, and evaluation of materials and
practices.
• Everybody Teaches! Creating Effective Online e-
Learning Experiences
http://idforlibraries.pbworks.com/w/page/7495719/FrontPage
• What is Instructional Design by Lauren Pressley
http://www.slideshare.net/laurenpressley/what-is-instructional-design-
presentation

14. ADDIE
Analyze
Design
Develop
Implement
Evaluate
For more information on ADDIE: http://ed.isu.edu/addie/

15. Analyze
• What is existing?
• guides, mini-tutorials, videos, tips, IM help
• Need assessment
• Stats, assessments/surveys, what’s possible
• Learner analysis
• Who is the intended audience/users
• Learning outcomes
• Task analysis

16. Analyze
hat is existing?
• Need assessment
• Statistics, assessments, surveys, PIL reports, usability
studies, what’s possible?
• Learner analysis
• Who is the intended audience/users?
• Task analysis
• Backwards design, pre-requisites, technology skills or
computer requirements
• Create learning outcomes…

17. Analyze
Information Literacy Standards 
Student Learning Objectives
• Identify
• Select
• Evaluate
• Synthesize
• Cite
Association of College and Research Libraries. (2000). Information literacy competency standards for higher
education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

18. Analyze
The student will be able to ….
 Define a research question and concepts that describe the
information need.
 Identify and select resources appropriate to the research
topic.
 Construct and implement an effective online search strategy.
 Evaluate information quality based on specific criteria.
 Synthesize and apply key ideas gathered from the literature.
 Properly document and cite sources.
Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved
from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

19. Design
Design using Kuhlthau's 6 Stages of Information Search
Process
1. Task Initiation
2. Topic Selection
3. Pre-focus Exploration
4. Focus Formulation
5. Information Collection
6. Closure/Presentation
Kuhlthau, C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. Westport, Conn: Libraries
Unlimited.

20. Design
Create
Incorporate Evaluate
Bloom’s
Taxonomy Analyze
Apply
Understand
Remember
Overbaugh, R. & Schultz, L. “Bloom’s Taxonomy.” http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

21. Design
 Storyboard tasks, with SLOs, into modules/segments
 Create pre/post assessments, quizzes, activities – using
the SLOs
 Remember:
 Cognitive overload & 9 principles for e-learning
multimedia redundancy
contiguity personalization
coherence segmenting
modality pretraining

22. Develop
• Use existing content (or updated)
• Create new content
• OR use Creative Commons Licensed materials
http://uncg.libguides.com/content.php?pid=140286&sid=1197983
• Implement Learner Control
• Content sequencing (non linear)
• Pacing (user control of learning)
• Access to learner support (exercises, IM chat help)
• Add ADA compliance (transcripts or closed captioning)
• Determine Hosting/Backend:
• Website (HTML?), Libguide, dynamic database driven,
LAMP, etc….

23. Develop PATH Database Use
• Allows dynamic quizzes
• Allows tracking user progress
Modules
Questions
Users Answers

24. Develop… PATH Technologies Used & Alternatives
Code Database
• ASP.NET (server side • Architecture on MS SQL
code) Server
• jQuery (client side code) • T-SQL statements
Alternate Options: Alternate Options:
• PHP/Perl/Python • MySQL
• MooTools, Javascript • MySQL SQL statements
•No code, just HTML • Not hardcoded, not dynamic

25. Implement
Implement developed design …and go live!
 Promote
 Multi access points
 Show in f2f sessions
 Push to students via email, in online courses, in LMS
 Market through other librarians

26. Evaluate
• Usability testing
• Review embedded quizzes, polls, and
assessments
• Embed a student survey – “what do you think?”
• Will faculty assign as part of class/grade?
… continuous cycle!

27. Evaluate PATH
Usability testing this semester!

31. Other Tutorial Resources
• UNCG tutorials: http://library.uncg.edu/tutorials/
• PRIMO (Peer-Reviewed Instructional Materials Online Database):
http://www.ala.org/cfapps/primo/public/search.cfm
• ANTS (Animated Tutorial Sharing Project):
http://ants.wetpaint.com/
• NCSU “Big Picture” tutorials:
http://www.lib.ncsu.edu/tutorials/bigpicture.html
• U of Arizona “Guide on the Side”:
http://www.library.arizona.edu/applications/quickHelp/tutorial/searching-jstor
• Tutorial example in a LibGuide:
http://libguides.ocls.cmich.edu/lit_review
• Kimbell Library Cartoon Tutorials: http://coastal.edu/library/videos/

32. HTML5 Video Basics
• A standard way to embed <video>
• Lossy video codec for web- most common: H.264, Theora, or VP8
• More info: http://diveintohtml5.info/video.html
General Video Containers:
• MPEG4 (.mp4) Apple’s QuickTime
• Flash (.flv) Adobe Flash
• Ogg (.ogv) open standard/non platform specific ;video
“Theora,” audio “Vorbis”
• WebM (.webm) non platform specific; VP8 video codec ,
Vorbis audio codec
• Audio Video Interleave (.avi) from Microsoft, officially
doesn’t support video/audio codec or metadata

33. My HTML5 Video Steps
• Create with Camtasia or Adobe Premier
• For (non PATH tutorials) add Irma Intro & Ask
Us ending
• Create .avi - archival
• Create .FLV
• Use Miro Video Convertor:
WebM, Theora/OGV, MP4
• Transcript (PDF); tweak using MAGpie
• GIVE ALL FILES SAME NAME

34. Dynamic! File Name
http://library.uncg.edu/research/tutorials/video.aspx?f=CQPA&t=UsingCQPubl
icAffairsDatabase
Title of Tutorial And pushed out the transcript!

35. Questions or Thoughts?