Distribute and advertise
Look and Feel
Video vs Text
Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (2010). BEST PRACTICES FOR ONLINE VIDEO TUTORIALS IN ACADEMIC LIBRARIES: A study of student preferences and understanding. Communications in Information Literacy, 4(1), 17-28. Retrieved from http://search.proquest.com/docview/763599877?accountid=2909
A storyboard is a graphic organizer in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing ... [an] interactive media sequence.
It forces you to:
Storyboarding allows you to create flow of learning:
A storyboard may be a sketch made by hand, a Word table or a spreadsheet. Sample storyboard.
Elements that can be used in a storyboard:
Cognitive Load Theory (CLT)
Mismanagement of multimedia elements can overwhelm and impair the learner’s capacity to process info by introducing distraction, redundancy, and other principles outlined by CLT theorists.
Ways to reduce cognitive load in eLearning
When it is not feasible to remove all the embellishments in a multimedia lesson, cognitive load can be reduced by providing cues to the learner about how to select and organize the material:
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.
ACT-R (Adaptive Character of Thought) theory: Declarative and Procedural Knowledge
Declarative Knowledge = facts, terms and other specific “chunks” of info. They precede many of the screencasts in tutorials as “pre-training” sections: introducing terms, helping understand larger objectives. “Chunks” introduced early in a tutorial help students be less distracted by unfamiliar facts when more complex procedures, concepts etc. are introduced – one of the ways to reduce/eliminate cognitive overload.
Recommendation based on this theory
ARCS Model of Motivational Design
The illustration below lists some strategies which may be used to improve the general motivational aspects.
Image source and additional information: Keller: ARCS Model Motivational Design Cheat Sheet
Mikkelsen, S., & McMunn-Tetangco, E. (2014). Guide on the side: Testing the tool and the tutorials. Internet Reference Services Quarterly, 19(3), 271-282. doi:10.1080/10875301.2014.948252
Guide-on-the-Side (GOTS) open source software is emerging as a popular new platform for library tutorials. Unlike video tutorials, GOTS tutorials provide an active learning experience for students. This research sought to determine student preference for passive video screencast tutorials versus interactive GOTS tutorials. In addition, the study compared creation time for GOTS versus video screencast tutorials, an important consideration in the adoption of this technology. Findings suggest that students are evenly split on tutorial preference, largely based on their individual learning styles. Furthermore, results showed that GOTS tutorials take significantly longer to create than simple screencasts, but may save time in the long-run because they are easily edited. [ABSTRACT FROM AUTHOR]
3 Takeaways (R. Roberts)
Scales, B., Nicol, E., & Johnson, C. (2014). Redesigning comprehensive library tutorials theoretical considerations for multimedia enhancements and student learning. Reference & User Services Quarterly, 53(3), 242-252. doi:10.5860/rusq.53n3.242.
When the Washington State University Library Instruction Team undertook a complete redesign of its two most central online tutorials, the task to incorporate multimedia challenged us to adopt newer pedagogical models into our information literacy curriculum. Drawing from several recent designs and learning theories, including cognitive load, Mayer's theory of multimedia learning, Anderson's theory of ACT-R cognitive architecture, and others, we successfully updated and implemented the new tutorials and conducted a user experience assessment project. This article explores learning theories, reflects on their actualization within the video learning objects of the new tutorial, and examines students' responses to the redesigned tutorial. [ABSTRACT FROM AUTHOR]
Mestre, L.S. (2012). Student preference for tutorial design: a usability study. Reference Services Review, 40(2), 258-276. doi:10.1108/00907321211228318
Purpose - This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web-based tutorial with screenshots. Design/methodology/approach - This qualitative study asked 21 students from diverse backgrounds and learning styles to take two learning style inventories prior to a usability study. The students then went through two short tutorials (a static web page tutorial with screenshots and a Camtasia screencast (video) tutorial, as well as a pre- and post-test and debriefing for each. The "think aloud" protocol was used as their movements and voices were recorded using the Camtasia software. Findings - The results of this study indicate that across all learning preferences students performed much better in recreating tasks when they used a static web page with screen shots than they did after viewing a screencasting tutorial. Practical implications - Suggestions are offered for ways to create tutorials that are effective for multiple learning styles that will fit into a student's workflow. Originality/value - Results of this study may help inform other librarians in ways to effectively design tutorials and learning objects to meet student needs. [ABSTRACT FROM AUTHOR]
Gonzales, B. M. (2014). Online tutorials and effective information literacy instruction for distance learners. Journal of Library and Information Services in Distance Learning, 8(1-2), 45-55. doi:10.1080/1533290X.2014.898011
As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular beneﬁt is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies ﬁnd online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction. [ABSTRACT FROM AUTHOR]
2 Takeaways (R. Freeman)