Presented date 09 Apr 2013 The Higher Education Technology Agenda (THETA) Conference Hobart, Tasmania Abstract: In order to meet the learning needs of a large number of in-house, flexible learning and distance-learning students from a variety of disciplines, The University of Auckland Library has enhanced the provision of information and academic literacy instruction through the design of online learning environments. Learning Services Librarians, learning designers and subject librarians from The University of Auckland Library have collaborated with faculty, Centre for Academic Development staff, graphic design professionals and web developers to design online courses and tutorials, such as: • Academic Integrity - stand-alone online academic integrity course, compulsory for all new students at the University of Auckland from Semester I 2013; • COMLAW 101: New Zealand’s Legal Framework - curriculum- integrated information literacy online tutorial designed for COMLAW 101: Law in a Business Environment academic course with 2000 students each year; - POPLHLTH 701: Research Methods in Health - curriculum- integrated online information literacy learning environment for postgraduate students completing the POPLHLTH 701: Research Methods in Health course and compulsory assessment activity bearing 15% course mark; - FTVMS 100: Assignment Research Path – curriculum-integrated information literacy online tutorial and compulsory assessment activity (10% course mark) designed for FTVMS 100: Media studies first year undergraduate course with 1000 students each year; - Understanding Your Reading List - generic information literacy online tutorial designed for all first year undergraduate students. The focus of the paper will be on the development framework of online courses, curriculum-integrated and generic tutorials and the analysis of different stages of each project, their collaborative nature and usability testing practices applied (user observation, focus group interviews, surveys) and outcomes. It will introduce CourseBuilder as a web-based tool for the design of online learning environments and activities, its features, functionalities and published outputs. CourseBuilder, developed by the University of Auckland’s Centre for Academic Development, is an authoring tool that provides customisable templates to develop online interactive activities (eg, case studies, reflections and quizzes), import text, insert media, monitor student responses and more. Finally the paper will describe issues and challenges during each development stage, as well as benefits and limitations of using an online learning environment development system. URL http://theta.edu.au/program/presentations-2/posters/the-development-of-online-learning/ Other URL http://theta.edu.au/program/presentations-2/posters/the-development-of-online-learning/ Medium Poster Presentation Status Unpublished

1. CHALLENGES
THE
Integrating academic literacy into
curricula and
meeting learning needs of large
number of students
Accommodating learning needs of
distant-learning students
Courses delivered as combination
of online and in-class modules
Accommodating different learning
styles of students
10,000 new students enrolled
per year
The Development of Online Learning Environments (OLEs)
Presenter:
Neda Zdravkovic
SOLUTION
COLLABORATION
Learning
Services
Librarians
Subject
Librarians
Learning
Designers
Faculty
Subject
Matter
Experts
Learning
Advisors
Web
Developers
Graphic
Designers
Curriculum-integrated online academic
literacy module for POPLHLTH 701:
Research Methods in Health online course
(200 postgraduate distance-learning
students)
Academic credit online course,
compulsory
for all new students
Curriculum-integrated academic literacy
online tutorial and assessment activity
(10% course mark) for FTVMS 100:
Media Studies course
(500 undergraduate students)
POPLHLTH 701:
Research Methods in Health
FTVMS 100:
Assignment Research Path
ACADEMIC INTEGRITY
www.academicintegrity.auckland.ac.nz
Start Introduction
Academic Integrity
Module 2
Avoiding
academic
dishonesty
Module 3
Using and
acknowledging
the work
of others
Module 4
Using
copyrighted
material
correctly
Module 5
Consequences
of academic
dishonesty at
The University
of Auckland
Module 1
Academic
integrity
at university
Are the readings
good enough?
What is the
assignment question
asking me to do?
How do I write
my essay?
Assessment 1a
Where and how
do I find readings
for my assignment?
How do I reference?
OK, you’ve got your assignment
question — what next?
Follow the steps in this tutorial
to complete your assignment.
WHATdoes my research
question really mean?
What do I need
to find out?
What are
the key ideas?
What words describe
the key ideas?
WHERE can I find
quality information?
Databases
for MedSci
Articles and
more
Theses and
dissertations
Google Scholar
Search
Read
Select and
evaluate
HOW can I find
the information I need?
H
th
How do I write
my literature
review? How do I write my
research proposal?
How do I reference?
HOW do I write and
present my research?
INITIATION
Uncertainty
SELECTION
Optimism
ASSESSMENT
Sense
of
Accomplishment
PRESENTATION
Satisfaction
or
Disappointment
COLLECTION
Sense of Direction
Confidence
FORMULATION
Clarity
EXPLORATION
Confusion
Frustration
Doubt
Recommended readings Finding booksRecommended readin Finding booksRecommended readings Finding books
Course Builder’s customisable
templates are applied to develop
interactive activities: online quizzes,
problem-based scenarios,
interactive hotspots and comics,
insert media files -
videos, images, graphics.
LIBRARIES AND LEARNING SERVICES
Usability testing practices applied:
- User interviews using paper prototypes
- User behaviour observation using MORAE software
- Focus group interviews
- Surveys - using SurveyMonkey tool
Results - student feedback received:
- I think these modules are great. After 6 years back at
University as a mature student, this was a great refresher and
helpful for my studies.
- Pretty good online class. It's easy and convenient for me to
understand.
- Very cool way of learning! Interactive, fun and able to stick
it in your head! I was very impressed!
H
NTNT
nt
Based on
Kuhlthau’s (1991)
Information
Search Process
(ISP) , the new
model is
developed as the
base
structure of the
online
assessment
activity.
Kuhlthau, C.C. (1991). Inside the Search
Process: Information seeking from the user’s
perspective.
Journal of the American Society for
Information Science, 42(5), 361-371.
Curriculum
Integrated
Modules
Generic
Tutorials
Academic
Credit
Course
Curriculum
Integrated
Tutorials
Online
Learning
Environments
Designed
Based on results of four subsequent
usability testing rounds, student-
centred, participatory and situated
learning environment is created
accommodating different learning styles
- February 2013
Compulsory academic literacy
assessment activity is
integrated into POPLHLTH 701
online course ( 35% total course
mark).
Assessment sheet is embedded in the OLE using the
Course Builder ‘journal’ functionality. Students follow
online activities to formulate their final answers
and submit them electronically.
Large amount of content is
transformed into visual form
– images, videos, graphics.
Assessment 2 online activity is designed
according to the “assessment for learning”
pedagogy with sequential activities
enabling experiential learning to take place.
Based on results of usability
testing round I, the first version of
the online course is developed in
CourseBuilder platform - June
2012.
PAPER PROTOTYPE - MAY 2012
MARCH 2013
Based on results from final Pilot
testing (2000 students
participated), final version of the
stand-alone course and online test is
released.