Loading the Bases: Teaching with Technology and Multimedia ...

This program was sponsored by Medical Informatics Section, Complementary and Alternative Medicine SIG, Libraries in Curriculum SIG, Osteopathic Libraries, Outreach SIG.

Windup and the Pitch: Delivering Instruction Using Videos ? by Carol Shannon, Nadia Lalla, and Anne Perorazio

This presenter was talking to us about the creation of online tutorials.? They first did a campus survey to see what sort of support they had access to and found that there was a nice multimedia service center which is now part of the library. They decided to go with Jing, Captivate and Camtasia but actually haven?t ever used Captivate. They have a nice studio and they also have some folks with tutorial creating materials into their offices.? They used School of Information students to create some videos for some of their most popular reference questions. They went with Jing because of its simplicity. You can record up to five minutes of video, but you can?t edit them.? For more polished tutorials, they decided to go with Camtasia which is pretty easy to use. If you start this, plan well. Know your purpose and your audience. This will affect things like length and scripting. Consider having long and short videos for different preferences of your audience. ?They weren?t going to use students for videos at first, but found that timewise, it made sense. They have now decided to hire a student specifically to work on creating video tutorials for them.? They will also have some of the students that they know have a desire to do this work help with the project. As far as storage, their campus is getting a video content management system that they can use in the future.? They do look at statistics from things like YouTube. There is a took within YouTube which will let you see how long people actually watch your video rather than just clicking on them. They are currently placing their tutorials on their LibGuides, and they have a specific channel with playlists for their users. They also place things on their institutions private video hosting site.? They are planning to recreate their M1 class as videos and increase the number of videos in all their other programs. You can find more information on creating tutorials on their guide here http://guides.lib.umich.edu/videotutorials

Cracker Jack Instruction: Creating, Implementing, and Managing a No-Budget Online Continuing Education Course ? by Maureen Knapp, Amy Blevins, Jamie Blanck, Wayne Loftus, Melissa Rethlefsen, Luke Rosenburger, Suzanne Shurtz, and Julie Gaines

The idea behind this project was to be able to offer a free online course on mobile technologies. She wanted to do this because mobile resources had exploded while the budgets to actually take CE courses were very small. There was definitely a need for more than just a webcast. Maureen Knapp was a member of the Social Networking Taskforce a few years ago and they had also done some online instructions, so she followed that model to a create a free, module based online course with reflection activities to ensure that people actually learned during the CE class. Her next step was to identify people to help take on this large project. She watched folks at the 2010 meeting to see who was doing things that matched up with the topics she wanted to cover in this course. She also contacted some of her techy library friends to see if they would help. In the end, seven people signed up to develop six modules. Each person was asked to develop instructional material and a learning activity for their module. The last thing to do was to get the money. It?s about $150 through MLA to get the course set up for CE credit and after talking with sections, SIGs and Chapters, Maureen was able to get South Central Chapter to pay the CE fee (which later won South Central a Chapter award). Several tools were used to run the course: Delicious for link management, Google Groups for discussion, Google Spreadsheets and forms and Survey Monkey.? The course was put together inside of Google Sites. There were good and bad things about using Google sites. The good was that it was free, had built in analytics, easy to use templates, sharing capability and it?s generally accessible. The bad: No simple way to comment, some coding required, and there was a learning curve with downloading and completing the workbooks. For promotion, you can email Elizabeth Lund and she will put information into MLA Focus for you.? Maureen also promoted it on Medlib, Facebook and etc. Over 500 people signed up to take the course, but only 82 people actually completed the coursebook.? The least helpful things on the course were none, the ereader assignment and the section on creating mobile sites. Challenges for the course were learning styles, deadlines and scheduling, secure environments and online discussion. These were mostly taken care of with the second round of the course. The benefits were that we had doctors and nurses sign up for the class as well as people from other countries. The schedule was flexible, so it was easier for people to work on the course even if they needed to take vacation.? The Spring course has about 250 participants and 20 workbooks have come back in. Instructors were required to answer questions through Google Sites or Google Groups during their module. Some did this after.? One issue with this was that there were no alerts out there to let instructors know that a comment had been made. The instructors had to look at Google Docs to see if people were putting up comments. Maureen would not do that again. http://sites.google.com/getmobilized is where the course lives and people are welcome to go through the content. It will be up for a long time, but there are no plans to run the course for CE credit again (unless someone wants to pay for it, that is).

Blended Learning in Action: Custom Designing an Extensible Online Tutorial to Enhance Interactive Classroom Content in a Medical Decision Making Course ? by Jim Brucker, Stephanie Kerns, Pamela Shaw and Linda O?Dwyer

Blended learning is the incorporation of online/asynchronous content that?s given to a student before the in-person classroom experience.? This model is what the presenters decided to use to create a library instruction session within a medical decision making class.? They decided to teach their course using a case based scenario. So, you give students a clinical case and then the students break the case down into topics that they can then search on. This didn?t turn out great. The first case was too simple and there was only one case for the students.? They wanted to encourage students to explore topics, but it ended up being too confusing and they were having problems following the flow of the tutorials.? They decided to scrap the first effort completely and started over.? Instead of having just one case, they had several. They took out the exploratory part of the assignment and created more dynamic content that could be changed by the individual instructors.? This made the material reusable and extensible. The modules contain feedback for the students as they are progressing through the tutorial. Data is collected on the students work and used within the face to face session. Instead of using the students work as a discussion point, the continued work in the class. So, the student focused on searching the topics that they had created or picked out before the session.? Seemed like there was a nice blend of answers and scores, and there was more time for hands-on practice during the course. They were also happy that they could reuse this content for their PA students.? Jim did a lot of programming to design these modules, but you don?t need to get that intense. You can use the tools you have at hand, like a course management system.? You can also distribute and collect the exercises the old fashioned way with handouts and email rather than the web-based feedback model.? You do need to research you materials and treat your class as if it were a screenplay (but not like the screenplay for Gigli or Jack and Jill). Make sure you?re assignment isn?t too easy or people will get bored. ?You don?t have to make up your own cases. You can get clinical vignettes from USMLE or text books. The next steps involve building a library of cases, simplifying the admin interface, carrying out longer term analysis and having a post-class blended assessment.

rock and roll hall of fame severe weather wichita national weather service weather radar brian wilson storm chasers