I just read this interesting article from C&R Libraries about a flipped infolit class.
The flipped classroom: Assessing an innovative teaching model for effective and engaging library instruction
College & Research Libraries News
vol. 75 no. 1 10-13
Also of interest:
Four quick flips: Activities for the information literacy classroom
Ilka Datig and Claire Ruswick
College & Research Libraries News
vol. 74 no. 5 249-257
I am happy to announce the launch of a new batch of tutorials on YouTube, the first of which is on PMB, the print measurement bureau:
This video follows a new template I have devised for my blended learning initiative to bring information literacy to my students. I want to replace my in-class lectures with self-mediated learning at home and hands-on exercises in class.
I often get asked about how I create these so I want to share my process with you. I currently have an earlier set of videos on my personal channel but I want to reshoot all of them following the process I outline below. These will be available on a new dedicated YouTube channel.
I have been a business librarians for over a decade and I have delivered hundreds of library training sessions on locating valuable information. My main community is comprised of students taking the Entrepreneurship class at Concordia Univeristy’s John Molson School of Business. Seeing that there are over 30 sections a year of the Entrepreneurship course and only one of me, I was not able to meet the demand for dedicated instruction on locating business information.
For more information on the background of this project, please watch this 45 minute lecture I gave in April 2013.
I have bought some gear to test various methods of creating tutorials. Of all these toys, I find that two are essential: my 15-inch MacBook laptop (actually, any Mac will do as long as there is enough disk-space and processing power) as well as a professional-grade table-top microphone, the Yeti from Blue Microphones in my case. On my Mac, I find all the software I need to produce the videos and I find that one needs an external microphone as the one included on the Macs sounds poor on a higher quality system such as one using a public announcement (PA) system in a classroom.
Also, I use an external keyboard and mouse when shooting my video. I find that taping on the laptop’s keyboard or using the track-pad makes the screen wobble. Because that is where the video camera shoots from, it makes the video seem like you are on a boat. I prod my laptop on an old dictionary and work from an USB keyboard & mouse.
No, I do not use any special software to screen-capture, I just use good old QuickTime. If you look at the “File” menu on the software, you find that you can launch a “New screen capture” and “New video” right from QuickTime. I just do both at the same time! I shoot a “High” quality video of my talking head with the MacBook’s camera and the Yeti mic as well as a soundless “High” quality screen-capture video. Both with QuickTime, at the same time.
This gives me 2 video files, which I then mix, match and edit in iMovie, also included for free on my MacBook. In iMovie, you have to go to the preferences to enable the advanced tools and then, you can create the image-in-image effect by draging one file to the other in the video editing screen. I also really want to experiment with blue-screens, which I will do with a 5 dollar tarp from Canadian Tire…
The trick is to “merge” the two video files in iMovie and then to edit the scenes from this main stream. I try to say out-loud when I click somewhere, to help learners follow what I am doing on-screen. This also assists with post-production. If you want to edit a part out, you can right-click on the spot you want to cut out to “split” it, you just have to do it at the same spot for both files… I will probably do a training video on how to do this soon…
Another trick is to go to your Mac’s preferences and change the size of the mouse cursor. I find it is easier to follow if your pointer is huge. In the preferences, access the “accessibility” options and you can toggle the size of the cursor.
Tone, look & feel
It took me a while to experiment with the look and feel of my videos. I got much help from Concordia’s Center for Teaching & Learning on my first set. Then, I tried different venues and modes to shoot them myself. I tried to lecture-capture in the classroom, but I could never get the sound or the lighting right. Also, the flow was off – there is nothing worse than a 60 minute lecture, with bad sound and lighting when FaceBook and other digital distractions are just a click away.
I find the best ones come from a relaxed and personal tone. I try to be myself and imagine I am explaining this to a distant friend or colleague. Warm and close, but still professional. Some personality is good, as you want your learners to feel they are interacting with a person.
I shoot the videos in my home office as I find the backdrop much nicer – those are my graphic novels and other fun readings I keep there. I also have better lighting with 2 windows on the corner of my home, which I supplement with 2 inexpensive LED reading lamps, one aimed at my face and a closer one pointed on my table in front of me. I find that my neighborhood a better and quieter place to shoot my videos than a bustling university library located in downtown Montreal. I also feel comfortable and relaxed, which helps.
I don’t fully script my videos, but I do prepare a summary or plan of what I want to cover. Reading text in a video sucks, feels and looks awkward. I’d rather jot down a few reading notes and ad-lib the rest. If I stumble or stater during the shoot, I usually signal to myself to exclude that bit by covering the camera – this trick makes it easy to pick up these error in the post-production.
I divide my videos in multiple parts.
First, I have a “pitch” where I explain what we will be covering in the video. This cannot exceed 30 seconds. If it does, I cut it down.
Then, I have a “first title” screen. It provides for my credentials and link to the library’s business research portal. This is about 6 seconds long. The text is fixed on the screen for that period. Should students want to read it further, they can pause it then.
Immediately following the title screen, I have a “second title” screen where I name the video and provide a more specific link on the library website to a specialized guide. This is also about 6 seconds long. The text flies from left-to-right with the link on the bottom.
During the two title screens, I play a loop of music a really awesome colleague of mine donated from his DJ console.
Then, I usually have a screen focus on my face for about a minute, to give more details of the resource I will explain. Then, I turn on the image-in-image feature and I guide users in using a resource. I may leave the image-in-image mode during the body of my video to mix things up a bit and break the flow. I aim to provide 2 or 3 topics for a maximum of 2-3 minutes each.
The last 30 seconds of a video are used to quickly recap what we have covered and perhaps offer an option to offer links to additional videos on my channel. YouTube allows you to add links to videos from the Dashboard of a video.
I then have my credentials on the screen again for about 6 seconds, followed by another 6 seconds with the video title and dedicated link on the library website. I make sure to paste the link to the dedicated page on the library website about the resource in the first line of the video’s description. YouTube makes that link active, so YouTube always points to the library website. I have another music loop during this part, slightly different from the one in the introduction, thanks to my awesome DJ-librarian friend.
I then have an “extro” screen branded to Concordia University, a few seconds long. A little branding goes a long way!
My videos will never exceed 10 minutes. It it must, I split the video – it is better to have two 8 minute videos than a long 15 minute one.
It takes me about 30 minutes to shoot a video, and anywhere from 2 to 4 hours for post-production. That means that I can whip out a video in half a day, including rendering time as well as uploading it to YouTube. I could make longer videos, but I find that 10 minutes or less is probably an unwritten rule for keeping an undergrad’s attention on the Internet.
I organize a stream of videos through playlists on YouTube.
I hope to work closely with course coordinators to further integrate these videos in the curriculum for capstone courses. For example, they can become part of assignments or additional materials included on the course’s online management system. I am focusing on a few course for now, to maximize the reach, but I can certainly roll the videos out to more niche courses. Or, I can use the time I free up from servicing the core courses to provide for more presence for higher undergrad or grad courses.
I feel this is a new way to service our communities while allocating resources more efficiently. It is also fun and motivating to see your statistics rack up. I may not reach the status of KPop stars, but I will certainly reach more students.
UNESCO, it seems, is quite interested in media and information literacy (MIL). It just released an “Assessment Framework for Media and Information Literacy” to assist countries in devising effective MIL strategies. According to the United-Nations agency:
A central component of UNESCO’s Media and Information Literacy strategy, the Global MIL Assessment Framework would enable Member States to carry out comprehensive assessments of the information and media environment, and to monitor at the regional and national level the extent to which citizens have acquired MIL competencies, particularly targeting teachers in service and training. This evidence-based information will subsequently help Member States monitor the effectiveness of the implementation of education and ICT policies in developing 21st century capacities, and help to design new strategies and action-oriented plans that fit best within country-specific contexts and conditions.
The publication presents an overall assessment framework composed of two tiers: country readiness, and assessment of competencies. It also includes a plan for national adaptation as well as concrete suggestions for data collection, analysis and application. It is intended as a living document to be further tested, adjusted and adapted to national needs and circumstances by its users – policy decision makers, teachers and local professional communities in information, media and education.
The 150+ page document is available for free in PDF format from UNESCO .
In fact, UNESCO has launched an open repository under creative commons licences for all of their publications and more !
A great video from PBS’s Idea Channel taking a more critical view at “digital natives” a meme coined by Mark Prensky during the turn of the century:
This being said, Prensky later coined the phrase “digital wisdom”
Here is the comment I left on the PBS Idea Channel’s page for this video:
Having been a librarian at Concordia University for over a decade, I have spent my entire career with what some would call “digital natives” but, and I must stress this, my office is often the scene of a young learner “coming out” quite emotionally about their lack of knowledge of digital technologies. I have taught research skills to over 10000 undergrads so far and I hope to reach a few orders of magnitude more. I have found a shift in how students approach researching – perhaps they are better at manipulating a mouse – but the underlying issue of ignorance of how information is created, spread and used is still a dire impediment to many. Thank you for highlighting how a catchy meme may ring false upon further consideration.
Noted this project from the USA fly by my twitter feed:
Project Information Literacy is a national study about early adults and their information-seeking behaviors, competencies, and the challenges they face when conducting research in the digital age.
They have a cool infographic:
As well as a channel on Ypoutube.
This just in:
The MAGIC of Web Tutorials: How One Library (Re)Focused its Delivery of Online Learning Objects on Users
Amanda Nichols Hessa
Journal of Library & Information Services in Distance Learning
Volume 7, Issue 4, 2013
Oakland University (OU) Libraries undertook an assessment of how to leverage its resources to make online tutorials more focused on users’ needs. A multi-part assessment process reconsidered Web tutorials offerings through the lenses of faculty and staff feedback, literature review, and an analysis of other universities’ online tutorial offerings. From there, OU’s e-Learning and Instructional Technology Librarian developed the MAGIC guidelines (Manageable, Available, Geared at users, Informative, Customizable) to resituate OU Libraries’ online tutorials and place users at the center. Putting MAGIC into practice meant integrating Web tutorials at points-of-need, identifying and sharing essential information, and engaging students in the learning whenever possible.
Keywords: Web tutorials, online learning objects, university libraries, online learning, library services, information literacy
I like big ideas. I really like big ideas that solve some of the theoretical issues that I worry about. That’s why I had to follow a thread that come through my RSS feeds… “Unified Theory of Information” – has a nice ring to it, no? Like leafs blown onto my yard by a chance gust of wind, I had to follow them to the tree.
First came the post, an item from a table of content from a scholarly journal:
Claudio Gnoli, Riccardo Ridi, (2014) “Unified Theory of Information, hypertextuality and levels of reality“, Journal of Documentation, Vol. 70 Iss: 3
Quick Google searches have given me these threads:
- The group behind this epistemological idea: Unified Theory of Information (UTI) Research Group – Association for the Advancement of Information Sciences
- This 20-question long essay explaining the concept by Wolfgang Hofkirchner, a central figure behind UTI.
Man, I’ll have to stop searching… I keep stumbling on these awesome pockets of ideas !!! More later on the UTI (I am not certain it is of immediate interest to my doctoral dissertation, but definitely worth keeping on my radar screen).
I really enjoyed Margaret Heffernan’s TED talk on willful blindness. It reminds me that somethings, we are collectively guilty of not seeing the truth, not acknowledging information, essentially being completely biased to a collective reality.
From a different feed, I stumbled on this Fast Company article on the 8 tricks our minds play on us :
1. We surround ourselves with information that matches our beliefs
2. We confuse selection factors with result (the cause rather than the consequence)
3. We worry about things we already lost (sunk cost)
4. We incorrectly predict odds
5. We rationalize purchases we do not want (internalizing cognitive dissonance)
6. We make decisions based on the anchoring effect ( rather than making a decision based on pure value for investment (time, money, and the like), we factor in comparative value–that is, how much value an option offers when compared to another option.)
7. We believe our memories more than facts
8. We pay attention to stereotypes than we think we do
With regards to number 6, Belle Beth Cooper highlights the TED talk by Dan Arielyon, a behavioral economist, cognitive illusions (“: Are we in control of our own decisions?”)
Reading this title makes me smile – Indeed, many students still like face-to-face because we are human after all !
Why Some Students Continue to Value Individual, Face-to-Face Research Consultations in a Technology-Rich World
Trina J. Magi and Patricia E. Mardeusz
College & Research Libraries
vol. 74 no. 6 605-618
On the MOOC thread, I noticed this session on Library related MOOCs.