Using Personalized Video Tutorials: A Guide to Development and Implementation

EMBEDDED
INSTRUCTION
Using Personalized Video Tutorials
Where Students Will Find Them

Angelo Rousos, 2011
angelo.rousos@gmail.com

WHY USE VIDEO TUTORIALS

Online video tutorials are...

Effective for teaching to a wide variety of
learning styles. (Nagra & Coiffe, 2010)

Benefits
• Helps visual learners
• Helps kinesthetic learners
• Student-paced

Angelo Rousos, 2011



Asynchronous. (Grassian & Kaplowitz, 2009)

Benefits
• Student-controlled and directed
• Useful for both distance learners and students whose
primary work time is during off-hours for the library

Angelo Rousos, 2011



Both tool and concept-based. (Reece, 2005)

Benefits
• Ideal for meeting several ACRL objective
performance indicators for ILI (http://www.acrl.org)
o IR systems use and selection
o IL concept knowledge

Angelo Rousos, 2011



Uncertainty-reducing and face-saving.
(Brumfield, 2008; Radford et al., 2011)

Benefits
• Increases knowledge in a manner that preserves face.
• Prevents discouragement born of embarrassment.

Angelo Rousos, 2011

DEVELOPING EFFECTIVE TUTORIALS

Three Steps to Effective Tutorials
1. Pre-planning (Choosing your tools)
2. Creation process
3. Implementation

Angelo Rousos, 2011


Choose Your Tools
• Camtasia Studio

Pros Cons
1. Simple, visual editor. 1. Fewer editing features.
2. Easily segment-able. 2. Requires a paid license.

Angelo Rousos, 2011


Choose Your Tools
• Audacity

Pros Cons
1. Simple, visual editor for 1. Adds a step and software
audio. tool to the process.
2. Strong feature list. 2. Cannot (easily) record
3. Free! simultaneously with
video.

Angelo Rousos, 2011


Choose Your Tools
• Adobe Captivate

Pros Cons
1. Ability to embed 1. Using the higher-power
interactive elements features requires
directly into the tutorial. significantly more know-
2. Popular for professional- how than other video
grade tutorials; meaning tools.
strong support. 2. One of the most
expensive options.
Angelo Rousos, 2011

Process
1. Plan
2. Storyboard
3. Record
4. Compile
5. Edit
6. Publish

Angelo Rousos, 2011


Process
1. Plan
o Write an outline before you begin
o Alternatively, record yourself pretending to talk to
a student

Angelo Rousos, 2011


Process
2. Storyboard
o Consider drawing a storyboard to plot the
synchronization of lesson and video
o University of Illinois: “Scripts are written in a two-
column format, with images described in one
column and the word-for-word script in the other
column.” (Bowles-Terry et al., 2010)

Angelo Rousos, 2011


Process
3. Record
o Take several takes.
o If you are later combining separately-recorded
video and audio, still read your script to judge
timing.

Angelo Rousos, 2011


Process
4. Compile
o Put it all together!
o This is purely technical, and simply involves
loading the separate takes and files into your
editor of choice.

Angelo Rousos, 2011


Process
5. Edit
o Add transitions and cut mistakes.
o Add your captions; content links; etc

Angelo Rousos, 2011


Process
6. Publish
o Export your tutorial in the format of choice
 This will differ depending on your
implementation choice.

Angelo Rousos, 2011


Tips for Successful Tutorials
1. Skip the fluff
2. Keep it short
3. Follow the “Inverted pyramid”
4. Segment whenever possible
(Bowles-Terry et al., 2010)

Angelo Rousos, 2011

Implementation
• How / Where?
o We'll talk about this in a moment

• Feedback
o Iteration

Angelo Rousos, 2011

WHAT TO DO WITH YOUR
TUTORIALS

EMBED THEM!

" Placing library resources and services so they
are naturally encountered at the point of need "
makes them more likely to be of value to users.
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).

Angelo Rousos, 2011

TUTORIALS
Embedding your tutorials
• QR codes

QR codes are similar
to barcodes; users
can scan them with
their smartphones to
automatically load
webpages or other
information sources.
Mock-up

Angelo Rousos, 2011

A Note About QR Codes

Angelo Rousos, 2011

QUICK RESPONSE CODES

Why should one use QR codes?
1. To send the user away from a digital
information source with a copy of that
information
o e.g. Bringing a catalog entry into the stacks
2. To give the user dynamic information
away from a digital information source
o e.g. Sharing a list of available relevant resources
from within the stacks
Angelo Rousos, 2011

TUTORIALS
Why link a tutorial through QR?
• To send the user away from an information source
with a copy of that information

Using QR Codes allows a user to watch the
tutorial on her phone or mobile device, freeing
the computer screen for following along
(facilitating kinesthetic learning) but requires
the user has access to extra technology.
Angelo Rousos, 2011

TUTORIALS
• Lightbox

A Lightbox is a
common internet
technique for focusing
the user's attention on
a particular piece of
media within a
webpage (usually an
image). Mock-up

Angelo Rousos, 2011

TUTORIALS
• Lightbox

Pros Cons
1. Doesn't force the user to 1. Implementing requires some
juggle secondary web-pages technical know-how and
2. Using visualization rules to access to the HTML (and
focus attention by lowering hosting web server)
saturation of background 2. Users can't interact with the
tool while viewing the tutorial

Angelo Rousos, 2011

TUTORIALS
Sharing your tutorials
• Social Media &
Media Sharing Websites
Social media is better for
sharing non-tool tutorials, such
as ones that help improve
search strategies or critical
research thinking, and might be
best used as a repository for
elsewhere embedded videos. http://www.youtube.com/user/bbaker48

Angelo Rousos, 2011

BIBLIOGRAPHY
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).

Brumfield, E. J. (2008). Using Online Tutorials to Reduce Uncertainty in Information Seeking Behavior. Journal of
Library Administration, 48(3), 365-377. doi:10.1080/01930820802289417

Grassian, E. S., & Kaplowitz, J. R. (2009). Information Literacy Instruction: Theory and Practice (Second., p. 412). New
York: Neal-Schuman Publishers, Inc.

Gravett, K., & Gill, C. (2010). Using online video to promote database searching skills: the creation of a virtual tutorial
for Health and Social Care students. Journal of Information Literacy, 4(1).

Nagra, K. A., & Coiffe, D. J. (2010). Management of Online Tutorials: A Model for a Step-by-Step Approach. Journal of
the Library Administration & Management Section, 7(1), 5-17.

Radford, M. L., Radford, G. P., Connaway, L. S., & DeAngelis, J. A. (2011). On Virtual Face-Work: An Ethnography of
Communication Approach to a Live Chat Reference Interaction 1. The Library Quarterly, 81(4), 431-453.
doi:10.1086/661654

Reece, G. (2005). Critical thinking and cognitive transfer: Implications for the development of online information
literacy tutorials. Research Strategies, 20(4), 482-493. doi:10.1016/j.resstr.2006.12.018

Angelo Rousos, 2011

ONCE MORE?

Scan the QR code on
this slide to access this
presentation on
SlideShare.net, where
you can download it or
email yourself the
URL.

Angelo Rousos, 2011

Using Personalized Video Tutorials: A Guide to Development and Implementation

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