Research Guides: HCL Learning Objects Lab: . . . . . . . . . . . . Ask

LOL Guidelines

About Learning Objects Lab

Copyright

Obtaining Permissions

Pedagogy: Design Phases

Production and Support

Publication Options

Repurposing and Reuse

Suggest a Learning Object

Page Index

Browse by Goal: Ask

Help students direct their attention toward experts who can provide answers to their research questions, or help students articulate their inquiries effectively through language use and other strategies. “Ask” falls within the “receiving phenomena” category in Bloom’s Affective Domain, is an example of “learning how to learn” in Fink’s Taxonomy of Significant Learning, and is germane to each of the five Information Literacy Competency Standards. See “Browse by Goal” for more information.

EMBEDDED CHAT WIDGET

Add a chat widget to a course iSite or your LibGuide to enable students to chat with you in real time over the web. To build your own, see HELPFUL TIPS, below.
Example:

Type: Widget

Learning Goals: Especially recommended to help students ask research questions or interact with a librarian, among other things.

Estimated Production Time: 1-2 hours

Recommended Software: Meebo, AIM

Publication Options: Can be integrated into HCL LibGuides, FAS course iSites, and most other web pages by simply adding a bit of HTML code.

Experts, Consultants, & Collaborators: Kerry Masteller, Liza Vick, Ramona Islam (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

HELPFUL TIPS:

Instructional Design Tips
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To begin, consult Pedagogy: Design Phases.

This learning object is most germane when:
- The learners whom you're trying to reach are comfortable with instant messaging.
- The learners whom you're trying to reach are likely short of time to visit you for a research consultation.
- The learners whom you're trying to reach are likely to require assistance at unpredictable times or throughout the semester/year.
Pedagogical Style Guide:
- Add a welcoming photograph of yourself next to the widget.
- Situate the chat widget where targeted learners and researchers are most likely to encounter it.
- If possible, indicate the days and times when you're likely to be monitoring the chat interface, then stick to the schedule. Also, indicate alternative contact information.
- Maintain a professional tone (no need to use text messaging slang yourself, unless you're comfortable with it), remember to conduct a reference interview (even if in condensed form), and make an effort to gather identifying information from the inquirer for follow-up purposes.
Resources:
- Internet Slang Dictionary.
Technical Development Tips
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Because this is a flash-based service, it may not work on iPhones. It is recommended that you also consider adding a GoogleTalk option in your LibGuides profile for the convenience of mobile users.

LIBRARIAN PROFILE WIDGET

Create a librarian profile topic box in iSites and share it into a course iSite to let students know who their library research contact or liaison is and how to get in touch. Including your photograph adds a personal touch and is highly recommended. To build your own, see HELPFUL TIPS, below.

Example: iSites:

Type: Widget

Learning Goals: Especially recommended to help students ask for research assistance, interact with a librarian, and value librarian expertise.

Estimated Production Time: 15 min.

Recommended Software: for image editing - Photoshop or Fireworks; for embedding - No special software required (use iSites or LibGuides)

Publication Options: This topic box can, with faculty permission, easily be added to course iSites. LibGuides, by default, have a librarian profile box.

Experts, Consultants, & Collaborators: TBA (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

HELPFUL TIPS:

Instructional Design Tips
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To begin, consult Pedagogy: Design Phases.

This learning object is most germane when:
- You hope to raise students' awareness of personalized library research support.
- There is an opportunity to promote research support within library research guides or in "borrowed" space, (i.e., course websites and other academic web pages).
- You want to present a friendly face and a welcoming message to a group of students.
Pedagogical Style Guide:
- Choose a photo of yourself that projects professionalism and affability, or that suits your audience and encourages students to seek out your assistance and expertise.
- Add a welcoming message.
- Include all relevant contact information.
Resources:
- For an examination of the value of personalization, read about the Personal Librarian Program at Drexel University.
Technical Development Tips

LIVE QUESTION TOOL

Live Question Tool is a web-based service that lets audience members at a presentation post questions for the speaker. As questions are added, other participants can submit comments and cast votes for the questions they hope to see answered first. To build your own, see HELPFUL TIPS, below. Also Try: http://www.tricider.com/ and http://atg.fas.harvard.edu/technology-categories/classroom-participation-and-polling
Example:

Type: Classroom Response System

Learning Goals: Especially recommended to help students anonymously ask questions during class (in hopes that they will receive answers that help them better understand the content), give feedback, and interact with the teacher and one another. Due to its novelty and interactivity, it also has special potential for helping students get excited about or value their learning, among other things. Caveat: Avoid usage when teaching material that requires focus and concentration or serious reflection.

Estimated Production Time: 10-15 min.

Recommended Software: No special software required. To create one, see the Live Question Tool Creation Area. See also: Piazza

Publication Options: N/A

Experts, Consultants, & Collaborators: TBA (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

HELPFUL TIPS:

Instructional Design Tips
more...less...
To begin, consult Pedagogy: Design Phases.

This learning object is most germane when:
- Checking for student comprehension is important.
- Students are not comfortable speaking up to ask questions.
- Knowledge is distributed unevenly across members of the class and that knowledge needs to be shared efficiently.
- Class content requires neither focused concentration nor deep reflection (due to the risk of divided attention/distraction).
Pedagogical Style Guide:
- Before using, ensure that all students have access to a device, with a keypad, that can access the Internet during class.
- It is most effective when used in a classroom that offers dual projection; one screen for your content and the other for the Live Question Tool backchannel.
- Invite a colleague into your class to monitor questions on the computer, which will free you up to teach.
- When possible, answer questions orally and ask your colleague who is monitoring questions to record the answers.
- Welcome any oral questions heartily, or students may assume they are allowed only to type their questions.
- Time permitting: After class, save the session as a PDF (from within Adobe Acrobat Professional), send a copy to the students, and answer their unanswered questions via e-mail.
- The anonymity of the tool encourages student participation. This is mainly good news, but there can be a dark side if real world "griefers" may be in your class. Thus, it's helpful to integrate it with care.
Resources:
- ELI, 2009. 7 Things You Should Know about Live Question Tool.
- EDUCAUSE, 2010. 7 Things You Should Know About Backchannel Communication .
Technical Development Tips

TodaysMeet

Pair up students and allow them to share their ideas with the full class (and document for future use) by typing those ideas into TodaysMeet.