The document discusses moving a workshop from in-person to online delivery. It recommends defining clear learning objectives and creating a skeleton plan that outlines the workshop content and type of content. Examples of content types include information, activities, quizzes and screencasts. The document also suggests developing a storyboard to flesh out the skeleton plan in more detail. Common pitfalls to avoid include making the learning tool-driven or including too much information. The workshop leaders are asked to share their storyboards for feedback.

1. Changing a workshop from physical to
online delivery
Phil Reed phil.reed@manchester.ac.uk @PhilReedData
The University of Manchester Library

2. Outline
1. Why put your workshop online?
2. How do I go online?
3. Choose a workshop, define learning objectives
4. Skeleton plans and content types
5. Storyboards, common pitfalls
6. Show finished resources

3. Who are you?
The obligatory ice-breaker part
What is your favourite chocolate bar?

4. Sharing ideas
Think of something you want to share? Put it on the Padlet!
http://padlet.com/umlbds/ncollab15

5. Why put your workshop online?
Reach a larger audience
Available 24/7
Users work at their own pace
or style of learning
Repeat as you wish
Time saving in the long run,
can do more focused
Suit distance learners
Supplement or replace
Cost of software
Loss of face-to-face question
taking or adapting
Harder to update
Software restrictions
Time consuming to set up
Content not suitable
Expertise not available
Advantages
Disadvantages

6. How do I go online?
(No, of course not)

7. Major content and platform choices
CONTENT:
Free e-learning tools
• Udutu
• GLO Maker
• Xerte
• Screenr
CONTENT:
Paid e-learning tools
• Articulate Storyline
• Camtasia
PLATFORM:
Virtual learning
environments
• Blackboard
• Moodle
• Canvas
• WebCT

8. In groups, choose a workshop
Could be a workshop that you already teach
Examples:
• Introduction to statistics and SPSS
• How to use our library catalogue
• What is Research Data Management?
• Choosing the right social media platforms
• Academics, why go for Open Access?

9. Getting started: define learning objectives
EXAMPLE:
Users will be able to:
1. identify key terminology
2. recognise different types of charts and frequency
tables
3. understand how to structure and present data, ready
for use in analysis tools

10. Create the outline: construct a skeleton plan
Learning objective Type of content Content outline
Identify key terminology
recognise different types of charts and
frequency tables
understand how to structure and present
data, ready for use in analysis tools
Leave plenty of room between rows

11. Choose type of content for each
Information Click to
reveal
Drag and
drop
Hot spots
Setting
variables
Quizzing
Screencast
Talking
head
Audio

12. Create the outline: construct a skeleton plan
Learning objective Type of content Content outline
Identify key terminology Information – click to reveal/learn more
recognise different types of charts
and frequency tables
Information – step by step process
recognise different types of charts
and frequency tables
Activity – Identify the type of chart
understand how to structure and
present data, ready for use in
analysis tools
Information

13. Create the outline: construct a skeleton plan
Learning objective Type of content Content outline
Identify key terminology Information – click to reveal/learn more Over view of the types of variable. Click to reveal more information on:
levels of measurement, legitimate measures, identifying your data
recognise different types of
charts and frequency tables
Information – step by step process Introduction to frequency table followed by a step by step guide that
takes your through populating a frequency table
recognise different types of
charts and frequency tables
Activity – Identify the type of chart What type of chart it this? User is shown a chart and asked to identify the
type of chart. The feedback will give detail or chart type, when and why it
is used
understand how to structure and
present data, ready for use in
analysis tools
Information Information given information on data types and conventions
Information Overview and brief introduction to tools needing specific data formats
and conventions (this sets the scene for the SPSS resource/session)

14. Write out the structure for the whole resource
1. Introduction
1. Overview of resource & guide to content level of the resource
2. Key terminology (glossary)
2. Data types and measures
1. Introduction
2. Levels of measurement
3. Legitimate measures
3. Charts and basic analysis
1. Charts and basic analysis
2. Frequency tables
4. Understanding your data/Getting ready for analytical tools
1. Introduction
2. Organising your data
3. Data types
4. Analytical tools
5. Summary and what’s next

15. Complete the storyboard
Essentially, fill out the skeleton plan
Section Type of
content
Content outline Copy
1.1
Introduction
Information
- static
Overview of
content covered
in resource
You don’t need to be a mathematician to have a grip on the basic principles of
statistics. We all encounter stats on a daily basis throughout our personal,
academic and professional lives, and having an understanding of the basics will
help you to use data in a more meaningful way.
This resource will give you basic introduction to statistical terminology, charts and
data types. It will also give you advice on how to organise your data to make it
easier to analyse and present.
Click the forward arrow at the bottom of the screen to begin.
1.2 Key
terminology
Glossary Glossary of terms …

16. Complete the storyboard
Read it through carefully before putting into the platform
• Get the storyboard right, constantly refer back to learning objectives (LO)
• If there is content that doesn't fit LO, either content is wrong or LO is wrong
• Keep short and sweet
• Proofread! You and someone else
• Common mistakes (pitfalls)…

17. Common
pitfalls
Learning should not be tool driven
Information overload
Don't crowbar in interactivity if doesn't add value

18. Here’s one I made earlier…
My Learning Essentials: Adding up
• “Introduction to statistics”
• “Introducing SPSS”
• More in development
• Made with Jody McGurk

19. Show us your storyboards
Talk about it
What did you find out?
Write comments on the Padlet page

20. My Learning Essentials
The University of Manchester Library’s award-winning skills programme,
offering a combination of face-to-face and online development opportunities.
• Flexible and responsive structure
• Features online and face-to-face elements
• Delivers support to students at the point of need
• Comprehensive suite of openly available online resources
• Blackboard Catalyst Award for Innovative Blended Learning

21. Summary
• Putting a workshop online can be a much better and accessible resource
for students
• It’s not always appropriate or possible to do so
• Take care as you would with planning a face-to-face workshop
• Consider the maintenance for the longer life expectancy, your content
may live online for ever…

22. Post-hoc discussion: numeracy in libraries
Is there a growing demand for library staff to
have developed numeracy skills?
Has it been there all along?

23. Image credits
• Chocolate
https://pixabay.com/en/bar-chocolate-brown-sweet-delicious-306132/
• Goal posts
http://www.geograph.org.uk/photo/1045582 © Scriniary and licensed for reuse under
this Creative Commons Licence
• Pencil
© Avii | Dreamstime Stock Photos & Stock Free Images