1. Creating Tutorials for the Web: A Designer’s Challenge Module 1: Online learning considered

2. What is a Tutorial? “Any period of tuition or training; a printed account or explanation of a subject intended for private study.” Oxford English Dictionary User Education Research Instruction Library Instruction Library Orientation Bibliographic Instruction

3. Why a Tutorial? Inform users about library services, resources and materials Encourage library users to become more self- sufficient patrons Reinforce “teaching” that happens at the reference desk and other one-on-one situations Easier to reach a wider audience at once

4. Tutorial Formats Person to person One-to-one Group Lectures Demonstrations Interactive/hands on Peer tutoring

5. Tutorial Formats contd. Workbooks Handouts Pathfinders Guides Self-paced audio ONLINE TUTORIALS!

6. Growth of Online Tutorials - Reasons Patron demand Increasing number of electronic resources Increase in variety and formats of all resources Increase in number of instruction sessions Better technology proficiency among librarians reducing reliance on institution’s Webmaster or design team

7. Growth of Online Tutorials - Reasons Augment and customize help screens in databases Don’t require a person to give answers Anytime, anywhere access Dramatic increase in patrons with Internet access Cost effective for distance education and multiple locations

8. Growth of Online Tutorials - Reasons More customizable than a “one-size-fits-all” approach of database help screens Multiple, simultaneous users Not mandatory like some instruction/ training sessions - only if you need it Act as a reinforcement or follow up to in person training Self-guided, self-paced

9. “Traditional” Versus Online - Advantages Personal approach Immediate response and feedback Possible to deviate from sample/set examples Able to tailor content on-the-fly to match abilities of the audience Can make follow-up appointments

10. “Traditional” versus Online - Considerations Facilitator and audience must be physically present (whether in the same classroom or via video conferencing) Facilities may not always allow for patrons to experience a hands on approach to the material (lack of a computer classroom) Sessions usually have set start and end times Volume of material may be overwhelming or too brief in depth of coverage

11. Online versus “Traditional” - Advantages Access to the material anytime, anywhere Does not require an instructor nor special physical facilities Lessons are self-paced A hands on experience is provided Lesson can be repeated until concept is mastered Assessment can be built into the lesson

12. Online versus “Traditional” - Considerations There isn’t a person to ask for help or directions Can be a challenge to self-motivate Some high-end presentations and graphics can overburden older hardware and software Requires that patrons have some basic computer skills

13. Getting to Online Decide what is suitable for an online tutorial Should print guides be maintained in conjunction with an online counterpart? Will instruction sessions be replaced or augmented with an online tutorial? Who will create the tutorial? What level of expertise and equipment will be required to create and maintain the online tutorials?

14. Components of the Online Tutorial Clearly stated goals and objectives Curriculum & Pedagogy - content Assessment Evaluation

15. Components - Goals and Objectives Tutorial topic is defined precisely Stated purpose of the tutorial is clearly outlined Outcomes of the tutorial are listed - by the end of this lesson you will be able to….

16. Components - Content: Curriculum & Pedagogy This is the learning opportunity to ensure a high degree of relevance to the stated goals and objectives Easy to follow and should be presented in a logical and sequential order Avoid jargon – if necessary provide a glossary Provide necessary details and instructions on how to complete the assignment Offer links to additional help or contacts

17. Components - Assessment Assessment is necessary to determine if the student has mastered the lesson(s) of the tutorial as set out in the outcomes Adequate to assess just one of the outcomes – not necessary to cover each one Assessments can be in the form of: - surveys - sample exercises - multiple choice tests - questions and answer formats - true/false statements

18. Components - Evaluation Evaluation examines if the goals of the tutorial have been met Assessment must be complete before evaluation can take place Evaluations can be in the form: - anecdotal evidence - correlations between goals and assessment results - user surveys - user feedback through forms/interviews/focus groups etc