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

Browse by Goal: Value

Help students personalize their relationship to a particular object, phenomenon, or behavior in such a way that it is worth a great deal to them. “Value” falls within the “valuing” category of Bloom’s Affective Domain, is an example of “caring” in Fink’s Taxonomy of Significant Learning, and is suggested by standard 3 of the Information Literacy Competency Standards. It is also relevant to any of the standards, particularly, standard 5. 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.

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

MOVIE

A short movie created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example:

Type: Video

Learning Goals: Especially recommended to help students 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 a linear, moving presentation.

Estimated Production Time: 3-4 weeks

Recommended Software: iMovie, Windows Movie Maker, Sony Vegas, or Final Cut

HELPFUL TIPS:

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

This learning object is most germane when:
- The subject matter is intrinsically engaging.
- 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.
- Be aware and observant of copyright law and fair use guidelines.
Resources:
- 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.
- Stocklossa, 2007. Advertising: new techniques for visual seduction.
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.

SCREENCAST WITH VIDEO OR STILL CAMERA FOOTAGE

A screencast, incorporating movie camera footage, created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example:

Type: Video, Screencast

Learning Goals: Especially recommended to help students follow a model demonstrating how to do something on a screen, value featured content, identify or differrentiate between information resources, or strategize approaches to research. Caveat: Use judiciously; this approach requires that students will be motivated to watch a linear, moving presentation.

Estimated Production Time: 1 month+

Recommended Software: for screen recording - Camtasia or Screenflow; for editing - same, Windows Movie Maker, iMovie, Sony Vegas, or Final Cut

Publication Options: click to view

Experts, Consultants, & Collaborators: Michael Hemment, Paul Worster, Peter Reuell, Ramona Islam (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

HELPFUL TIPS:

Simple Screencasting Tips (Chronicle of Higher Education)

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

This learning object is most germane when:
- The complexity of the subject matter merits a step-by-step moving image demonstration.
- 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 using 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.
- Be aware and observant of copyright law and fair use guidelines.
- Keep it short, but maintain a realistic, slower pace.
- Maintain continual motion, especially at the beginning.
- Add your voice to narrate it. Use collective pronouns, like "we."
- Manipulate the mouse gracefully and purposefully; consider highlighting clicks.
- Use sound with caution. Low-key music can be effective.
- Be consistent with images, fonts, & color.
- When in doubt about legibility, record on "zoom."
- Consider accessibility. Add captions.
Resources:
- Aldrich, 2005. Learning by doing: a comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences.
- Richardson, 2009. Blogs, wikis, podcasts, and other powerful web tools for classrooms (see chapter 8, on screencasting).
- 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.
- Stocklossa, 2007. Advertising: new techniques for visual seduction.
Technical Development Tips
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Click the "Technical Development Tips" link to the left to see the PDF of development tips.

SLIDE SHOW OF HARVARD COLLECTIONS

A slide show that rotates digital surrogate images from Harvard's collections, such as those in VIA or museums. These slide shows can be embedded in research guides. To build your own, see HELPFUL TIPS, below.
Example:

Type: Slide Show

Learning Goals: Especially recommended to help students value featured collections and serendipitously identify featured images, documents, or objects of scholarly interest.

Estimated Production Time: 2 hours

Recommended Software: No special software required; however, it may be helpful to edit images first in Adobe PhotoShop or Adobe Fireworks.

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

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:
- Featured content is eye-catching or intrinsically engaging.
- You'd like to highlight something special in the Harvard collections.
Pedagogical Style Guide:
- Your slide show may be more appealing if you edit the images first, sizing them to equal dimensions (this avoids a "jump cut" transition between slides).
- Consider the time delay between slides. Depending on your objectives, it may be better to go with a slower-moving slide show than one that moves too quickly.
- Use only a handful of images. 3-6 is about right.
Resources:
- Smith, 2009. Adobe Photoshop CS4 digital classroom ("like having a personal instructor" for PhotoShop)
- Adobe Press, 2009. Adobe Fireworks CS4
Technical Development Tips
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Open these instructions in PDF format for the Java Script code and technical development tips you'll need to create your own slide show.

SLIDE SHOW THAT ROTATES UPON RELOAD

A slide show that rotates images when the web page is refreshed. These slide shows can be embedded in research guides. To build your own, see HELPFUL TIPS, below.

Example:

HELPFUL TIPS:

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

This learning object is most germane when:
- Featured content is eye-catching or intrinsically engaging.
- You'd like to highlight something special in the Harvard collections.
Pedagogical Style Guide:
- Your slide show may be more appealing if you edit the images first, sizing them to equal dimensions (this avoids a "jump cut" transition between slides).
- Use only a handful of images. 2-4 is about right (the above example uses 4).
Resources:
- Smith, 2009. Adobe Photoshop CS4 digital classroom ("like having a personal instructor" for PhotoShop)
- Adobe Press, 2009. Adobe Fireworks CS4
Technical Development Tips
more...less...
Open these instructions in PDF format for the Java Script code and technical development tips you'll need to create your own slide show.

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

HCL Learning Objects Lab

LOL Guidelines

Page Index

Browse by Goal: Value

CHOOSE-YOUR-OWN-ADVENTURE MOVIE

LIBRARIAN PROFILE WIDGET

LIVE QUESTION TOOL

MOVIE

SCREENCAST WITH VIDEO OR STILL CAMERA FOOTAGE

SLIDE SHOW OF HARVARD COLLECTIONS

SLIDE SHOW THAT ROTATES UPON RELOAD

VOICETHREAD