Accessibility of Vendor-Created Video Tutorials for People with Disabilities

Many video, screencast, webinar, or interactive tutorials are created and provided by vendors for use by libraries to instruct users in database searching. This study investigates whether these vendor-created database tutorials are accessible for people with disabilities to see whether librarians can use these tutorials instead of creating them in-house. Findings on accessibility were mixed. Positive accessibility features and common accessibility problems are described, with recommendations on how to maximize accessibility

Interactive Tutorials For Upper Level Quantum Mechanics Courses

This thesis explores the ongoing need for interactive tutorials in the upper level undergraduate Quantum Mechanics course. It first summarizes the development and evaluation of tutorials at the introductory physics level by others, and then challenges the belief that upper level students do not need this type of intervention by citing research in student difficulties in learning Quantum Mechanics. Physics Education research shows that there are common student misconceptions that persist even in the upper level undergraduate courses such as Quantum Mechanics. Cognitive research serves as a guide for effective curriculum design. A description of the iterative process for developing and evaluating the tutorials is discussed. The development and evaluation of "The Time Evolution of a Wave Function" Quantum Interactive Learning Tutorial (QuILT) is described in detail. Finally, the success of the QuILT in reducing the common misconceptions about time evolution is discussed

An evaluation of scaffolding for virtual interactive tutorials

Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. We discuss our approach to Web-based scaffolding based on the cognitive apprenticeship and activity theories. We suggest a set of four scaffold types that have made our scaffolding-supported virtual interactive tutorial successful. We present a novel evaluation approach for virtual tutorials that is embedded into an iterative, evolutionary instructional design

Interactive student engagement using wireless handheld devices

This paper presents an initial design of a pilot wireless Classroom Communication System (CCS) used for continuous and interactive engagement of students aiming at enhancing student critical thinking, extending attention span and enabling better student assessment. The system was designed mostly for engineering students and is intended to be used in lectures, tutorials or laboratories. The design should ultimately enable students to use, amongst other software, standard engineering packages such as MATLAB, PSpice, or Electronic WorkBench to construct designs, perform simulations and obtain answers to design problems using just wireless handheld pocket PCs. The system is based upon a CSCW system originally designed to be used anytime during lectures or tutorials and may involve the guidance and personal intervention of a lecturer or tutor. It is intended to support several modes and allows group or one-to-one personal tutoring. The system may also serve as a means of assessing individual student performance and in assisting lecturing staff with other task

When the world grows smaller: Renewing instruction methods for international students

Please note: This is a conference proceeding from an interactive session at the 2008 LOEX Conference. Abstract: With globalization diversifying our university culture, American universities are welcoming an increasing population of international students. Librarians are searching for innovative instruction ideas that adapt to international learning styles while crossing cultural and language barriers. This interactive session taught using the Cephalonian method will combine audience participation, visuals and music in an effort to demonstrate and generate ideas among participants. Framed by the overhaul of the University of Illinois’ ESL instruction program, we’ll talk about characteristics of learning styles of international students, share ideas on pioneering instruction segments including online tutorials and games and discuss authentic assessment strategies.published or submitted for publicationis peer reviewe

Pengembangan Multimedia Tutorial Interaktif Microsoft Office Word

This study aimed to: 1) produce interactive multimedia products Microsoft Office Word that fulfilled the criteria of a good instructional media, including instructional criteria, material criteria, and presentation criteria; 2) find out the effectiveness of an interactive tutorials of Microsoft Word  on learning the Microsoft Word; 3) determine the efficiency of an interactive tutorials of Microsoft Word on learning the Microsoft Word. The research conducted in SMP Negeri 4 Gedongtataan, SMP Negeri 2 Gedongtataan, and SMP Negeri 3 Gedongtataan.The results of this study were: 1) interactive tutorials Microsoft Word had the required criteria on a learning media; 2) interactive tutorials Microsoft Word effectively improved student achievement with an average value of learning outcomes was 75.96; 3) learning materials in creating a simple document using interactive tutorials had an efficiency of savings time with a ratio more than 1.Penelitian ini bertujuan: 1) dihasilkanya produk multimedia interaktif Microsoft Office Word yang memenuhi kriteria media pembelajaran yang baik mencakup kriteria pembelajaran (instructional criteria), kriteria materi (material review), dan kriteria penampilan (presentation criteria); 2) diketahuinya efektivitas tutorial interaktif Microsoft Word pada pembelajaran materi microsoft word; 3) diketahuinya efisiensi tutorial interaktif Microsoft Word pada pembelajaran materi Microsoft Word. Penelitian dilakukan di SMP Negeri 4 Gedongtataan, SMP Negeri 2 Gedongtataan dan SMP Negeri 3 Gedongtataan..Hasil penelitian ini adalah: 1) tutorial interaktif microsoft word memiliki kriteria yang dibutuhkan pada sebuah media pembelajaran; 2) tutorial interaktif microsoft word efektif meningkatkan prestasi belajar siswa dengan nilai rata-rata hasil belajar siswa 75,96; 3) pembelajaran materi membuat sebuah dokumen sederhana menggunakan tutorial interaktif memiliki efisisensi berupa penghematan waktu dengan rasio lebih dari 1

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Sustaining Educational Reforms in Introductory Physics

While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well understood. We present a study of the hand-off of Tutorials in Introductory Physics from initial adopters to other instructors at the University of Colorado, including traditional faculty not involved in physics education research. The study examines the impact of implementation of Tutorials on student conceptual learning across eight first-semester, and seven second-semester courses, for fifteen faculty over twelve semesters, and includes roughly 4000 students. It is possible to demonstrate consistently high, and statistically indistinguishable, student learning gains for different faculty members; however, such results are not the norm, and appear to rely on a variety of factors. Student performance varies by faculty background - faculty involved in, or informed by physics education research, consistently post higher student learning gains than less-informed faculty. Student performance in these courses also varies by curricula used - all semesters in which the research-based Tutorials and Learning Assistants are used have higher student learning gains than those semesters that rely on non-research based materials and do not employ Learning Assistants.Comment: 21 pages, 4 figures, and other essential inf