1. Creating Tutorials for the Web: A Designer’s Challenge Module 2: Pedagogy

2. Pedagogy pedagogy n. the principles, practice, or profession of teaching. (Source: The Collins English Dictionary © 1998 HarperCollins Publishers) Tutorials should aim to solve pedagogical problems

3. Solving Pedagogical Problems Learning transfer principles - linking new knowledge with previous knowledge - students compare what they already know that relates to new knowledge - teaching for this type of knowledge or skill transfer increases the likelihood that learning will occur

4. Solving Pedagogical Problems Learning Transfer Principles Example: Let's say you were creating a tutorial to help users select and use article databases... Many users are familiar with the telephone directory, white pages (a list) and with the yellow pages (an index). Users are familiar with using the yellow pages to locate information for a specific subject. An image of the white pages and the yellow pages could be included in the tutorial, and the user may then visualize the difference between these. This previous knowledge can then be compared to new knowledge, the article index, which may be used to locate information (in this case magazine or journal articles) on a specific subject

5. Solving Pedagogical Problems Scholarly Processes - linking theory to analogous situations or concepts - shows the relationship between information and utilization

6. Solving Pedagogical Problems Scholarly Processes Example: In the tutorial, you could use assign the user the task of finding an article that reviews a top box office movie. In this situation, the user is presented with an everyday situation demonstrating an unmet need (how to find an article on a specific topic in an unknown journal). This unmet need can then be used to introduce the concept of an article index

7. Solving Pedagogical Problems Question Analysis – content that teaches the student how to: - assess the nature of a question - determine the components of the information need - identify appropriate information resources - modify information utilization

8. Solving Pedagogical Problems Question Analysis Example: You can create an activity where users analyze/brainstorm their topic and determine keywords, and synonyms. The tutorial can demonstrate how the same keywords, when used to search different databases, lead to different results; this also leads to an awareness of different electronic tools being appropriate for different questions.

9. Solving Pedagogical Problems Navigation and Structure - navigation refers to how to manipulate an information resource - structure refers to how an information resources is constructed

10. Navigation and Structure Example: The user will have analyzed their topic for keywords and will then use those keywords to search the index, and then retrieve an article, the student is gaining knowledge of navigation of the index in question (for example an EBSCOhost database), and could also be introduced to an alternative database, Gale's Expanded Academic ASAP. The telephone directory analogy used used in learning transfer principles helps to explain the structure of the resource in this case. The user is introduced to the index and physically uses it to find citations and fulltext articles.

11. Solving Pedagogical Problems Credibility - using criteria to establish the credibility of an information resource leads to more effective identification of relevant resources Validity - measures of validity will help students to determine if the amount of information gathered is sufficient Substantiation - this helps students to use information better

12. Solving Pedagogical Problems Credibility Example: Let's say you are trying to teach users how to find book reviews in your tutorial... You could explain the difference between published book reviews in databases and book reviews found at an online bookstore Website such as Amazon.com. Explain the difference between book reviews from a scholarly versus a popular publication. You could cite examples. Validity Example: Using the example of searching for book reviews - demonstrate successful search process and results. Locate two reviews and determine their full text availability in the database or collection. The tutorial could provide alternatives to the database resource featured in tutorial (subject-specific databases, or print resources that can be used for older books, etc.). Provide contact information for additional assistance if required Substantiation Example: Again the book review topic...The tutorial could demonstrate a successful database search to find two book reviews. Within the tutorial show how to locate reviews in full text. Give a demonstration which limits the search to scholarly results.

13. Elements of Good Teaching Instruction must meet the perceived need Practice or active learning is involved Collaborative learning is included Variety of media to appeal to different learning styles Educational objectives exist so both teacher and student are aware of rationale for instruction

14. Elements of Good Teaching Concepts are taught in addition to “the mechanics” Provision is made for follow up instruction Assessment occurs so teacher can gauge effectiveness of teaching and make any necessary adjustments

15. Active Learning Principles Active learning is very compatible in an online learning environment Allows for connections between familiar experiences and new information Creates opportunities to apply concepts to problems Can provide experiences for critical thinking and creative action

16. Active Learning Principles Equilibration - connecting the familiar to the new Group activity - collaboration to determine what is known and can be done Reinforcement - motivation for the learning process Application - confirms learning and positions student for learning transfer

17. Characteristics of the Learner Multi-tasking - reliance on experimentation - non-linear approaches to comprehension Collaborative Short attention spans Impatient or inattentive to extended text Visually stimulated Activity oriented

18. Learning Styles Not about “is this person smart?” but, “how is this person smart?” People perceive and process information differently - heredity - upbringing - environmental factors

19. Learning Styles Concrete perceivers - learn through direct experience, by doing, acting, sensing, and feeling Abstract perceivers - take in information through analysis, observation, and thinking. Adapted from: http://www.funderstanding.com/learning_styles.cfm

20. Learning Styles Active processors - make sense of an experience by immediately using the new information Reflective processors - make sense of an experience by reflecting on and thinking about it Adapted from: http://www.funderstanding.com/learning_styles.cfm

21. Learning Styles Assimilator - like to learn using abstract conceptualization and reflective observation (lecture, papers, analogies) and like to ask such questions as "How does this relate to that?" Training approach - case studies, theory readings, and thinking alone. Their strengths lie in their ability to create theoretical models. They tend to be less interested in people and less concerned with practical applications of knowledge. They are often more concerned with abstract concepts. Theorists are often found in research and planning departments. This learning style is more characteristic of basic science and mathematics than applied sciences. Taken from: http://www.nwlink.com/~donclark/hrd/learning/styles.html#kolb

22. Learning Styles Converger - like to learn using abstract conceptualization and active experimentation (laboratories, field work, observations). They ask "How can I apply this in practice?" Training approach - peer feedback; activities that apply skills; trainer is coach/helper for a self-directed autonomous learner. The pragmatist's greatest strength is in the practical application of idea. They tend to be relatively unemotional. They prefer to deal with things rather than people. They tend to have narrow technical interests and quite often choose to specialize in the physical sciences. Taken from: http://www.nwlink.com/~donclark/hrd/learning/styles.html#kolb

23. Learning Styles Accomodator - like to learn using concrete experience and active experimentation (simulations, case study, homework). They tell themselves "I'm game for anything." Training approach - practicing the skill, problem solving, small group discussions, peer feedback; trainer should be a model of a professional, leaving the learner to determine her own criteria for relevance of materials. Their strengths lie in doing things and involving themselves in new experiences. They are called accommodators because they excel in adapting to specific immediate circumstances. They tend to solve problems intuitively, relying on others for information. Accommodators are often found working in marketing and sales. The accommodator is at ease with people but is sometimes seen as impatient and pushy. This learner's educational background is often in technical or practical fields such as business. Taken from: http://www.nwlink.com/~donclark/hrd/learning/styles.html#kolb

24. Learning Styles Divergers - like to learn using reflective observation and concrete experience (logs, journals, brainstorming). They like time to think about the subject. Training approach - lectures with plenty of reflection time; trainer should provide expert interpretation - taskmaster/guide; judge performance by external criteria. Their strengths lie in an imaginative ability. They tend to be interested in people and emotional elements. People with this learning style tend to become counselors, organizational development specialists and personnel managers. They have broad cultural interests and tend to specialize in the arts. This style is characterizes individuals from humanities and liberal arts backgrounds. Taken from: http://www.nwlink.com/~donclark/hrd/learning/styles.html#kolb