Instruction librarians are constantly looking for ways in which they can reach more students with fewer resources. Often times the sought after solution to this problem is to move instruction to an asynchronous online environment through the creation of e-learning objects. Yet this technology solution often comes with a hefty price tag that includes software license fees, training, and technology support. Many rapid authoring tools and other innovative teaching technologies used in the creation of e-learning objects simply cost more than many library department budgets can afford. This presentation will demonstrate ways in which software applications can be utilized beyond their intended purposes to develop e-learning objects. Presentation attendees will leave inspired to creatively start thinking about how they too can use their existing technology applications beyond the initial stated purpose for e-learning object creation. As a result, librarians and others will begin to see ways in which they too can meet the demands for asynchronous online learning while working within budgetary constraints.

Presented at AAAS-Pacific Division Library Symposium 2018

The design of information literacy instruction and the building of it are two distinct skillsets and processes; yet all too often everything gets mashed together, creating needless confusion and stress. In this book Turnbow, an instructional designer, and Roth, an instructional technologist, suggest a better way to organize the work. They shed light on the people, processes, and resources required to create a sustainable portfolio of online instruction. With the goal of fostering conversations in your library about the most streamlined and effective ways to get the work done.

Demystifying the instructional design and development process used to create online learning objects, this book will help you understand how instructional design principles and approaches can benefit your learners.

The tutorial environment presents specific limitations with regards to assessment and evaluation. Designers of online information literacy tutorials often will never meet their learners. They may be students who have been assigned a tutorial but who never actually speak to a librarian or they may be self-guided learners who are accessing self-help tutorials in order to learn how to do a task. The removal of an instructor presence creates limitations for formative and summative assessment. Using the experience of instructional design librarians who have created and evaluated over twenty online tutorials, taken by over 10,000 students, you will learn how to assess learning that occurs asynchronously online when learning analytics is not available and changes in student behavior as a result of learning is unobservable. 

Presented at ALA Annual 2019

Handout link bit.ly/EdBeforeTech

The design of information literacy instruction and the building of it are two distinct skillsets and processes; yet all too often everything gets mashed together, creating needless confusion and stress. In this book Turnbow, an instructional designer, and Roth, an instructional technologist, suggest a better way to organize the work. They shed light on the people, processes, and resources required to create a sustainable portfolio of online instruction. 

Demystifying the instructional design and development process used to create online learning objects, this book will help you understand how instructional design principles and approaches can benefit your learners.

This poster explores how librarians can evaluate students’ perceptions of their ability to apply skills about how to evaluate and use primary sources taught via an online tutorial for a large-scale (250+ students each quarter) writing program course that does not provide access to student work products. We reviewed data from a writing program course taught in two quarters with a combined enrollment of 574 students. Students completed an online tutorial where they learned skills required to analyze primary sources and an evaluation to determine their perception of the effectiveness of the tutorial format to teach these skills. Our data show students preferred the online tutorial format and 75% feel very confident or confident about their ability to analyze a primary source after completing the tutorial. This is significant because only 50% were able to demonstrate their abilities in completing the tutorial activities. While we are pleased students have confidence to proceed with analyzing a primary source on their own, we don’t want them to overestimate their abilities. The analysis of student responses to questions where they applied their learning revealed key areas in which we can focus on improving our instruction. We plan to work with faculty and our librarian colleagues to make revisions to the tutorial content to close this gap. This project revealed the value of having an evaluation of student perception of their ability to complete tasks in addition to an assessment of student work. It provides additional information to librarians about content areas where students are feeling more or less confident compared to their demonstrated abilities.