Creating Online Tutorials: Five Lessons Learned

In the fall of 2005, two librarians, a legal research and writing program director, and an instructional technologist at Wayne State University received a grant to create online tutorials introducing novices to the basics of legal research. Tutorials were planned on subjects that the library and the legal research and writing program had traditionally covered jointly via library workshops, coordinated with classroom instruction for first-year law students. Since the mission of the law library is to support campus-wide activity and to assist members of the general public with legal research needs, the content of the tutorials was designed to serve multiple audiences.With a year to finish the tutorials in time for the next incoming class, the group began work toward the completion of seven tutorials on a shoestring budget of $4,000. Since the completion of the tutorials, librarians have asked us directly or made general calls for information looking for ideas about tools, costs, and the process of beginning similar projects. Our response to this question has not been to chronicle our journey but, rather, to share a few lessons we learned from the process

International Conference on Dublin Core and Metadata Application 2004

The International Conference on Dublin Core and Metadata Applications took place on October 11-14, 2004 in Shanghai, China. It was the fourth in a series of expanded Dublin Core conferences that included a conference, tutorials and workshops. Prior to the first in this series of conferences held in Tokyo in 2001, eight Dublin Core workshop series had been held in various North American and European countries starting in 1995. These workshops and conferences have provided a forum where researchers and practitioners can exchange new ideas and demonstrate the development of metadata standards and applications from practical aspects

Creating Online Tutorials using Wink: the CARLI Experience

The Consortium of Academic and Research Libraries in Illinois (CARLI) supports an Instruction Team made up of representatives from member libraries. One of the duties of the team is to create and present workshops and forums on topics of interest to instruction/reference librarians throughout the consortium. The Instruction Team has presented four well-received Online Tutorial Creation Workshops using “Wink” software. The workshops include sessions on best practices of tutorial creation, analysis of both good and bad tutorials available online, time for scriptwriting and storyboarding, a presentation of the Wink software used for creating tutorials, and practice screencasting using Wink. While workshop participants have gone on to develop Wink tutorials for end users, related to the Voyager OPAC, CARLI consortium staff have begun a series of Wink tutorials for library staff, related to SFX administration. Using Wink for both end users and library staff is an effective method to present brief tutorial demonstrations for frequently asked questions. Our presentation will be a condensed version of our Online Tutorial Creation Workshop: we will include a brief demonstration of Wink, an overview of what does and does not work well in a Wink tutorial, and hints for success based on our experience using Wink

Small-group teaching in geography.

The manual guides staff in geography departments through the purposes, advantages and disadvantages of small-group teaching as an educational device in geography degrees. The manual covers issues of authority, roles, syllabus, learning outcomes and skills. It highlights areas of potential difficulty and how to cope with these. There is a wide range of examples of how small-group teaching can be used with different types of material, students at different stages, and to achieve a variety of learning outcomes and skills

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

Identifying Chinese Secondary Teachers' Needs for Professional Development Abroad

China is at a crucial point for reforming its education system and seeks professional development abroad for selective secondary teachers. In this study, 13 experienced Chinese physics teachers undertook an intensive four-week professional development program in Australia. Early discussion with the participants and two surveys (i.e., mid-evaluation and end-evaluation surveys) aimed to gather qualitative responses for determining their needs for professional development. Data highlighted the essential nature of school visits for observing teaching practices, accurate translations, and the inclusion of physics-based excursions. Yet, apart from addressing personal and social needs, it was concluded future professional development must focus on delivering advanced content knowledge related specifically to the Chinese Curriculum Standards, and current pedagogical approaches and theories that branch beyond the transmission approach employed in China. The information in this study aims to assist other tertiary institutions conducting professional development programs for Chinese teachers

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase