Research Guides: HCL Learning Objects Lab: . . . . . . . . . . . . Give Feedback

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: Give Feedback

Help students articulate and share their reactions to and value judgments about particular phenomena, such as instruction received or information presented. Librarians interested in assessing their teaching methods have this goal in mind. “Give Feedback” falls within the “evaluation” and “responding to phenomena” categories in Bloom’s Cognitive and Affective Domains, respectively. When anonymous feedback is compiled and made available to students, it can be an example of “learning about oneself and others” within the “human dimension” category of Fink’s Taxonomy of Significant Learning, “Give Feedback” can also be inferred from standard 3 of the Information Literacy Competency Standards. See “Browse by Goal” for more information.

CHOOSE-YOUR-OWN-ADVENTURE MOVIE

A short, interactive movie created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example: The full movie and accompanying credits are also available.

Type: Video, Classroom Response System

Learning Goals: Especially recommended to help students interact with the learning material, give feedback, value or get excited about featured content, identify or differentiate between information resources, strategize approaches to research (such as critical evaluation, etc.), among other things. Caveat: Use judiciously; this approach requires that students will be motivated to watch an interactive, nonlinear, moving presentation. It may also consume class time.

Estimated Production Time: 2-3 months

Recommended Software: iMovie, Windows Movie Maker, Sony Vegas, or Final Cut, combined with Flash and/or DVD technology. Note: Hardware also recommended (clickers); contact Daniel Jamous (jamous@fas.harvard.edu) at ATG to borrow for use in Lamont B-30, where TurningPoint is already installed.

Publication Options: click to view

Experts, Consultants, & Collaborators: Michael Hemment, Paul Worster, Ramona Islam, Peter Reuell (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:
- It is customized to suit the needs and interests of a very specific audience.
- It will be viewed in a classroom setting with clickers for voting on the next scene.
- Novelty and active engagement is paramount.
- Necessary details can be conveyed concisely.
- People/actors will be featured.
- The entertainment value of your content will balance nicely with its educational value.
- Content will be delivered through storytelling or a problem solving scenario.
- Information presented cannot be clearly or meaningfully conveyed with simple still images and text.
Pedagogical Style Guide:
- Include introduction, body, closing, contact info, & credits.
- If your learning goals are affective in nature, consider crafting decision points (questions) that offer a choice between options with no right or wrong answers.
- If your learning goals are cognitive in nature, consider crafting decision points (questions) that offer a choice between right and wrong answers or that ask students to weigh values or make predictions.
- Be aware and observant of copyright law and fair use guidelines.
Resources:
- Islam and Porter, 2008. Perseverance and Play: Making a Movie for the YouTube Generation.
- Fabe, 2004. Closely watched films: an introduction to the art of narrative film technique.
- Bordwell, 2008. Film art: an introduction.
- Ken Burns films.
- McKee, 1997. Story: substance, structure, style, and the principles of screenwriting.
- Books in the "Choose Your Own Adventure" series.
Technical Development Tips
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If interested in this option, please contact Michael Hemment at hemment@fas.harvard.edu or 617-495-4548.

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

PERSONAL RESPONSE CLICKERS & LEARNING CATALYTICS

A useful tool for anonymously polling students and presenting their feedback to your questions during class. To build your own, see HELPFUL TIPS, below.
Example:

Type: Classroom Response System

Learning Goals: Especially recommended to help students analyze and critically evaluate information or differentiate between types of information, give feedback, and interact with content and the ideas of their peers. Used properly, it may help students to get excited about the class.

Estimated Production Time: 3-4 hours

Recommended Software: Learning Catalytics (now aquired by Pearson) or TurningPoint (free download, for polling with handheld clickers, which you may borrow from Lamont B-30 or from ATG), or TurningPoint AnyWhere (free download, for polling via the Internet). See manuals. Lamont B-30 is already equipped with TurningPoint software on both Instructor PCs.

Publication Options: N/A

Experts, Consultants, & Collaborators: Daniel Jamous, ATG and Ramona Islam, HCL.

HELPFUL TIPS:

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

This learning object is most germane when:
- Checking for student feedback (comprehension, opinion, prior experience, etc.) is important.
- Students are not comfortable sharing their feedback without the cloak of anonymity.
- Knowledge is distributed unevenly across members of the class and that knowledge needs to be shared efficiently via peer instruction.
Pedagogical Style Guide:
- Before using, ensure that all students have access to a clicker or an Internet polling device (in some cases, this may be their cell phone).
- It is most effective when used in a classroom that offers dual projection; one screen for your content and the other for student feedback.
Resources:
- VITAL. Teaching with Clickers.
- ATG. Personal Response Systems (clickers) Pedagogical Background.
- Islam, 2010. Pedagogical Uses of Clickers in Library Instruction: a Summary of Recent Scholarship.
Manual

SHARED REFWORKS LIBRARY

RefShare provides RefWorks users with a quick and easy way to share their research information, further enhancing collaborative research. Users can share their RefWorks references with both members of their own institution and globally with any researcher having Internet access. To build your own shared database, see HELPFUL TIPS, below.
Example:

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.

VOICETHREAD

A collaborative, multimedia slide show that holds images, documents, and videos and allows students to navigate pages and leave comments. VoiceThreads can even be embedded to show and receive comments on other websites and exported to MP3 players or DVDs to play as archival movies. To build your own, see HELPFUL TIPS, below.
Example:

Type: Slide Show

Learning Goals: Especially recommended to help students analyze, critically evaluate, understand, give feedback about, and use/search featured information resources, such as primary documents, images, videos, presentations, etc. VoiceThread may also encourage students to value or get excited about subject matter because it offers an opportunity to interact with content and with other students through webcam video, microphone, telephone, text, or image and through file uploads of their own.

Estimated Production Time: 2 weeks

Recommended Software: No special software required (Use VoiceThread)

Publication Options: click to view

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:
- There is an opportunity to introduce students to relevant content or materials outside of class time, asynchronously.
- Students are likely to contribute.
- Featured content is intrinsically engaging or can be made engaging quickly through simple explication.
- You'd like to highlight something special.
Pedagogical Style Guide:
- Involve students as much as possible, both in the original presentation and in the commentary.
- Engage students aurally and visually.
- Create a VoiceThread or invite students to create their own.
- Consider highlighting special collections, award-winning research projects and papers, students' favorite library study spaces, etc.
- Keep presentations as succinct as possible.
Resources:
- Lofton, 2008. New Ideas Take Flight (discusses VoiceThread as a learning tool in libraries)
- Anderson, 2010. Expanding the Power of Primary Sources with Web 2.0 (discusses VoiceThread, among other tools).
- Andrew, 2010. Edutopia Back-to-School Guide, Digital Library additions
Technical Development Tips