The document discusses Sandra Chambers Gallipeau's co-op experience working in the Learning and Curriculum Support department at the University of Guelph Library. It provides an overview of her responsibilities, which included assisting with the Learning Objects Project Team. The rest of the document outlines best practices for developing learning objects, including following instructional design models, considering learning styles and standards, and ensuring objects are authentic and engaging for users. Evaluation of learning objects is also emphasized.

1. MLIS Co-op Experience
University of Guelph
Library
Sandra Chambers Gallipeau
MLIS Candidate
Western University
FIMS Student FIMS Student Conference
June 23, 2012

2. I am going to talk about …
 Co-op in the University of Guelph Library
 What is a learning Object?
 Review of the literature
 Review of websites
 Creating Learning Objects
Agenda

3. I could talk about…
 Learning and Curriculum Support
 Research help desk & Virtual Reference
 User eXperience Boot camp
 Learning Objects Project Team
My co-op experience

4. Digital entity that can be
used and reused to support
the process of learning and
education
Definition

5.  PowerPoint
 Tutorial
 Online module
 Research Guide
 Podcast
 YouTube Video
 Quizzes
 Animated cartoon
 Digital Learning Materials
Examples

6.  Animation, voice, captioning and testing
functionality
 Multiple ways to view: QuickTime, Flash
and MP4 for podcasts
Camtasia
Captivate
Jing
CamStudio
Focus - Screen Casting

7. Review of the literature

8. • Interoperable
• Reusable
• Accessible
• Durable
• Standardized
• Manageable
(STOILESCU, D. 2008)
Important Characteristics

9. Pedagogy
Learning styles
and online
learning objects
(Mestre, L. S., 2010)

10.  Consistent features make learning objects
more intuitive:
• Language
• Colour scheme
• Common introductions and endings
• 10-15 second introduction with images of
members of the library
• Closed captioning and ability to export to text
• Step-by-step instructions
• Combined visual and audio
• Chunked
(Mestre, L. S., 2010)
Standardize

11.  Authentic
 Constructive
 Scaffolding
 Learning outcomes
 Challenge, interest, motivation to learn
 Feedback
(Myers and Nulty, 2009)
Design Principles

12. • Ontario Council of University
Libraries (OCUL)
• Vendors
• Large sharing repositories
Review of websites

13. OCUL Websites
Findings
OCUL Institutions

14. Example:
 ProQuest Support & Training Tutorials
 http://www.proquest.com/en-
US/support/training/tutorials.shtml
 EBSCO
 http://support.epnet.com/training/tutorials.p
hp
Vendors

15.  MERLOT – Multimedia Educational Resource
for Learning and Online Teaching
http://www.merlot.org/merlot/index.htm
◦ Example: Incorporating Sources into Your Research
Paper (ADOBE CAPTIVATE)
 CAREO - Campus Alberta Repository of
Educational Objects
http://theguide.ntic.org/display_lo.php?oai_id=oai%3Aeureka.ntic.org%3A4c99175
698cbe7.29003580
 Wisconsin Online Resource Center
http://wisc-online.com
 CLIP - Cooperative Library Instruction
Project http://www.clipinfolit.org/
Sharing Repositories

16. In just 7 hours…
You can design, develop and implement
a quick-and-dirty
learning object

17. Why?
◦ Create a 5 minute screen cast with minimal
features
◦ Introduce the range of learning objects
Simple Learning Object

18. Why?
◦ Record a live presentation or lecture
◦ Self directed module selection
◦ Learn at their own pace
◦ Catch up from an absence or review content
Complex Learning Object

19. ADDIE
Instructional
System
Design
Design Considerations

20.  Statement of the problem
 Set goals and develop learning
objectives
Things to consider:
 Audience
 Learning environment
 Accessibility issues
Analyze

21.  Gather resources and write the lesson
plan
 Create the assessment piece
Things to consider:
 Authentic assessment
 Accommodate learning
barriers
Design

22.  Develop the learning object
 Test and debug
Things to consider:
 Barriers due to technology
and/or learner barriers
Develop

23.  Training - learn the software
 Placement – YouTube, Library website,
courseware
Things to consider:
 Story board for flow
 Record voice for timing
 Start with basic
components
Implement

24.  Formative evaluation
 Summative evaluation
Things to consider:
 Did they learn what they
were supposed to learn?
 What worked well?
 How can it be improved?
Evaluate

25.  Identify the tutorial’s objectives and
requirements
 Consider learning styles
 Use standards and competences
 Authentic – solve real problems
 Collaboration with campus partners and
librarians inside and outside the organization
 Increase user engagement
 Evaluation and Assessment
Best Practices for learning object development

26.  Blummer, B. A. Best practices for creating an online tutorial: A literature review.
Journal of Web Librarianship, 3(3), 199-216.
 Cechinel, C., Sánchez-Alonso, S., & García-Barriocanal, E.Statistical profiles of
highly-rated learning objects. Computers & Education, 57(1), 1255-1269.
 Mestre, L. S. Matching up learning styles with learning objects: What's
effective?(author abstract)(report). Journal of Library Administration, 50(7-8), 808.
 Meyers and Nulty. How to use (five) curriculum design principles to align authentic
learning environments, assessment, students' approaches to thinking and learning
outcomes. Assessment & Evaluation in Higher Education, 34, 5, 2009.
 Nash, S. S. (2005). Learning objects, learning object repositories, and learning
theory: Preliminary best practices for online courses. Interdisciplinary Journal of
Knowledge and Learning Objects, 1, 217. Retrieved from
http://ijklo.org/Volume1/v1p217-228Nash.pdf
References

27. Thank you!
Sandy.gallipeau@gmail.com
@sgallipeau