6. E-learning: Tips, Tricks, and Tools of the Trade, Susan Kane, Harvard Office of Information Systems
- Susan Kane presented a wide range of tools and approaches to online instruction. She began with a brief introduction, asking which tools attendees had used in the past (see list below), to get a sense of our backgrounds/levels of experience. Then she dove into the "why?" questions. While there is nothing wrong with teaching face-to-face, particularly if instruction is an accepted and promoted part of your institution's culture, there are sometimes barriers to instruction delivery. They include scheduling conflicts, poor attendance at sessions when offered independent from a class (particularly when not tied to grades), and users may prefer to have things available online to be viewed and reviewed at their convenience. The benefits of online instruction are the flexibility of when the content is delivered (at user's convenience), reusability of tutorials when applicable, users may go a their own pace (supporting multiple learning styles when well done), instructor consistency (when delivering in-person instruction to multiple sections, some information may be accidentally excluded, creating inconsistency), and ease of standardized scoring, and that these technologies and the way information is presented is becoming more and more native to today's users. Drawbacks include a disconnect between students and librarian, potential for learner distraction (i.e. checking other web pages or doing other things while the instruction session is happening), watching tutorials can be boring, high-speed internet is usually required to successfully run online tutorials, computer proficiency, software updates "fix" or cement content (making it harder to update content). There is a trade-off between face-to-face instruction and online instruction. Face-to-face may require complex scheduling, man power, and cooperation from faculty, etc. Online instruction may be perceived as time-saving; however, production and maintenance is quite costly when examining the staff time it takes. An interesting figure presented was, for every hour of training you are trying to convert to online presentation/format you will spend between 49-127 hours in production. 49-127 production hours/1 hour of product. Making content reusable can help alleviate some of this strain, but then you risk lowering the relevance or context which may make it less valuable to the user. Kane recommends being as specific as possible within your goals for reusability. By determining what does and does not need to be taught in context, you are allowing for the potential of greater reusability.
- Determine what you are starting with. Notes from an in-person lecture? PowerPoint slides? A website or other documents? Nothing?
- Determine your goals. Does everyone agree (what are others' expectations)? What are your limitations on staff time or policy objectives? Service objectives? How much content is presented and how interactive will it be? What are the key objectives (choose one or two).
- Do you have the tools to accomplish what you want? The hardware, software, staff time (assumption is that this will save time, but people often forget about the behind-the-scenes work in producing the content), expertise, and delivery platform?
- Will you need to convert the files to another format in order to deliver the content (i.e. post to Moodle, etc.)?
- Why reinvent the wheel? Will some of your older content work with your new software (i.e. pulling in PowerPoint slides)?
- How easy is it to add audio, what is the quality like, and how can you edit as necessary?
- What are the costs associated with what you are using? Several options are free or quite reasonable, but do the free products offer you the flexibility you need? Are the more complex programs too complicated and clunky? Find that balance.
