FROM RECOMMENDATIONS TO REALITY: DESIGNING EFFECTIVE ONLINE TUTORIALS LOEX 2014 | May 8 – May 10 | Grand Rapids, MI Lindsey McLean Instructional Design Librarian Loyola Marymount University [email protected] Twiter: @lmclean001 DESIGN & TEACHING RECOMMENDATIONS A framework for effective tutorial design TUTORIAL DESIGN & TEACHING RECOMMENDATIONS INSTRUCTIONAL VISUAL / TECHNICAL • Plan • Visual Clarity • Incorporate Active Learning • Information Clarity • Embed Communication • Clear Navigation • Pedagogy • User Control • Testing / Assessment • Technical Considerations • Accessibility PART I: INSTRUCTIONAL Applying the instructional recommendations PLANNING Advance planning is essential when developing online tutorials. Tutorials are difficult to overhaul once they are finished so planning will help to you understand your audience and their IL needs. Knowing this will shape the content of the tutorial and help you deliver meaningful instruction. PEDAGOGY The basic principles of good library instruction in face-toface environments are transferrable to online tutorials. Utilize these principles to help guide the content and maintain best practices in your online tutorial. ACTIVE LEARNING According to the ACRL Instructional Technologies Committee (2008), “Web tutorials should include interactive exercises such as simulations or quizzes.” Interactivity, multimedia, and game-like quality are identified as essential components in an effective online tutorial. Passive and Active Learning Passive RECEIVING INFORMATION AND IDEAS Active EXPERIENCES: • Doing • Observing REFLECTION • On what one is learning and how one is learning • Alone & with others Diagram reproduced from : Fink, L. Dee. Creating Significant Learning Experiences. 2003. ACTIVE LEARNING According to the ACRL Instructional Technologies Committee (2008), “Web tutorials should include interactive exercises such as simulations or quizzes.” Interactivity, multimedia, and game-like quality are identified as essential components in an effective online tutorial. EMBED COMMUNICATION Embed multiple forms of communication within the tutorial. This communication can range from emailing with a librarian with a question, providing feedback on the tutorial’s usefulness, or commenting for the benefit of other students. TESTING / ASSESSMENT Including tests in an online tutorial both promote interactivity and active learning and assess the user’s performance. Make sure that you follow best practices for constructing test questions for the greatest impact on learning. PART II: VISUAL & TECHNICAL Applying the visual & technical recommendations VISUAL CLARITY The design of the tutorial should be minimal, clear, and visually consistent throughout. The goal is to enable the user to focus on learning the content of the tutorial instead of becoming distracted or confused by complicated design elements. INFORMATION CLARITY Users of the tutorial should be presented with clear and concise information throughout the tutorial. It is recommended that information within the tutorial should be divided into multiple modules with each module covering one distinct topic. INFORMATION CLARITY Users of the tutorial should be presented with clear and concise information throughout the tutorial. It is recommended that information within the tutorial should be divided into multiple modules with each module covering one distinct topic. CLEAR NAVIGATION Consistent, clear, and highly visible navigation is essential to an effective online tutorial. Users should be able to move through the tutorial both linearly and non-linearly without becoming confused about their place within the tutorial or the tutorials content. before… USER CONTROL The users of your tutorial should have some control over how they use it. By designing the tutorial to embed user control, the users can decide what they learn based on their own needs as well as how they learn it based on their learning style. after… TECHNICAL CONSIDERATIONS The tutorial should function properly in as many technological environments as possible because users will be utilizing various devices and browsers and have varying access to bandwidth and software. The back-end of the tutorial has to take as many of these variables into consideration as possible. Image via Brad Frost: http://bradfrostweb.com/blog/post/this-is-the-web/ TECHNICAL CONSIDERATIONS The tutorial should function properly in as many technological environments as possible because users will be utilizing various devices and browsers and have varying access to bandwidth and software. The back-end of the tutorial has to take as many of these variables into consideration as possible. ACCESSIBILITY The tutorial should be accessible to all of the potential users of that tutorial. PUTTING IT ALL TOGETHER What I have learned from planning, building, and implementing an online information literacy tutorial. THE DESIGN & TEACHING RECOMMENDATIONS None of these design and teaching recommendations for online tutorial design are mutually exclusive. Some of them are even contradictory. As the designer it is up to you to apply them in a way that best suits the project goal. FACULTY ARE YOUR USERS TOO If you are building a tutorial for use in a course that is not your own, you have to balance the needs of the students as well as the needs of the faculty. THERE WILL BE PROBLEMS Do user testing before implementation, but plan on doing revisions Be prepared for technology failure (Browsers, LMS, etc.) Create a plan for dealing with problems. Provide fast and comprehensive “customer service” LINKS DESIGN RECOMMENDATIONS http://tinyurl.com/kscc2ea LION”S GUIDE TO RESEARCH & THE LIBRARY TUTORIAL http://library.lmu.edu/research/researchtutorials/ ACTIVE LEARNING EXERCISE LIBGUIDE http://libguides.lmu.edu/onlinetutorialactivities REFERENCES Appelt, Kristina M. and Kimberly Pendell. "Assess and Invest: Faculty Feedback on Library Tutorials." College & Research Libraries 71.3 (2010): 245-253. ALA Journals. Web. 5 November 2012. Betrancourt, M. “The animation and interactivity principles in multimedia learning.” Cambridge handbook of multimedia learning (Ed.) R. E. 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