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Archive for the ‘Distance Education’ Category

What I’m Reading

Wednesday, July 16th, 2014

Man with laptop drinking coffee in a cafe

It can be such a challenge to keep up with the literature, blogs, books, and other sources that help you to stay updated in your field. Here’s a short list of what I’ve been reading lately that you might also be interested in.

  • The Accidental Instructional Designer: Learning Design for the Digital Age, by Cammy Bean. I attended a presentation by Ms. Bean at the American Society for Training & Development TechKnowledge conference in January. (You can read a post about her presentation here). Her new book has great tips for both the novice and experienced designer of instruction, with a focus on e-learning. You can read a chapter of the book for free here.
  • Database Resources of the National Center for Biotechnology Information . This 2014 article by the NCBI Resource Coordinators provides updates on the suite of NCBI resources as well as a bit of background on the resources.
  • Fatal Victorian Fashion and the Allure of the Poison Garment,” by Allison Meier on the Hyperallergic blog. Interesting read on the dangers of style for both the wearers and the makers. And you can learn more about the toxicity of substances mentioned in the new TOXNET interface.
  • Getting Started with File Naming Conventions,” by Jake Carlson on the e-Science Community Blog. Very useful advice for someone like me who has been guilty of using “final” in a file name.

What interesting things are you reading lately? Let me know on Twitter @nnlmntc or Facebook!

Training Materials for PubMed, MeSH, My NCBI, and LinkOut

Wednesday, July 2nd, 2014

Do you teach others about PubMed? Did you know that the National Library of Medicine has a resource page of PubMed instructional materials? The next time you’re building a class or helping a user, instead of reinventing the wheel (or the tutorial), check to see if one already exists. The resources on this page include pamphlets, handouts, slides, and videos and can be reused and adapted for your own training.

Screen capture table of MeSH materials on linked PubMed Instructional materials page

Have an idea for a different topic or format? You can contact NLM (see the link on the above website) or the NTC.

Tips for the Virtual Classroom

Wednesday, February 12th, 2014

I recently attended the American Society for Training and Development‘s TechKnowledge conference. It was a great opportunity to see new training technologies and learn from others about their challenges and strategies in training. ASTD’s membership is quite diverse and includes those who do compliance training, technical and software training, workforce development, and many other areas. In all the sessions, I found myself looking for ways to apply techniques from other areas to what we do here at the NTC. In the next few blog posts I’ll share some of the tips and tricks I learned in these sessions.

One of the first sessions I attended was about identifying and avoid pitfalls in the virtual classroom. As we (and many others) move more of our classes online, this seemed particularly relevant.

Woman at computer wearing headset

The instructor first described the difference between webinars and a virtual classroom. For her, a virtual classroom uses web conferencing software to facilitate synchronous learning with a high degree of interaction. A webinar, on the other hand, is more one-way communication or simply presentation of information. Here are some of her tips:

  • Tip #1: Make sure participants understand what a virtual classroom is and establish right away that it is an active, not passive, learning environment. Use opinion questions at the beginning to engage participants from the outset and clearly communicate that the virtual classroom is for building skills.
  • Tip #2: Know the platform you’re delivering in, practice in it, and  have someone else as a “producer” when instructing. The role of the producer is to set up the room, assist participants with technical difficulties, answer questions, and help make sure transitions are smooth. Although we don’t really refer to it as a producer, we at the NTC always make sure that another trainer is available to help with these issues. If you deliver classes over the web, I highly recommend it.
  • Tip #3: Have a plan for how you will distribute materials. If you have handouts or other materials, how will the students get them?
  • Tip #4: Never have more than 2 “tell” slides in a row. Break it up with some kind of interaction.
  • Tip #5: Pilot and Practice!

Online Videos on the Rise

Monday, November 25th, 2013

In October, the Pew Internet & American Life Project posted a new report on the use of online video. You can read the full report here or, conveniently, you can watch an online video summary on the rise of online video:

Here are a few highlights:

  • 78% of American adult internet users watch or download online videos
  • The most widely viewed video types are comedy, education, and how-to videos
  • The percent of American adult internet users who upload or post videos online has doubled in the past 4 years from 14% in 2009 to 31% today

Do you use videos in teaching and training, or are you planning to? Many users expect to find answers precisely when they need them, and videos can be a good way to address these just-in-time needs. Knowing that education and how-to videos are among the top three types of videos viewed, your efforts to create videos will likely be appreciated by your users. You could use videos to address frequently asked questions, take virtual visitors a tour of the library, or provide tutorials on how to accomplish common tasks.

A few tips to consider in making videos:

  • Keep it short
  • Make them shareable and post them on your social media channels
  • Be sure they are easy to find
  • Ensure that they work on mobile devices
  • Make them accessible

 

 

 

Guide on the Side

Wednesday, October 23rd, 2013

Recently the NTC has been trying out a new tool for creating tutorials, called Guide on the Side.

Guide on the Side was developed at the University of Arizona, and it received the ACRL Instruction Section Innovation Award and an award from the American Library Association for cutting-edge technology. Guide on the Side is free tool that allows you to create tutorials with an interactive instruction panel on the left side and a live website on the right side. In the instruction panel you can give directions for interacting with the website, embed quiz questions, and link to additional resources. The content can be divided into chapters to make it easy to return to a particular point in the tutorial. The two panel tutorial makes it easy try out what you’re learning right away and avoids the inconvenience of flipping between instructions and a website. Creating the tutorials is simple — it uses a WYSIWYG (What You See Is What You Get) editor.

Those who have tested the NTC Guide on the Side tutorials have indicated that it’s a fun and easy way to learn about a database.

You can view a sample tutorial from the University of Arizona Libraries, or the ChemIDplus tutorial from the NTC.

For more information on how to install Guide on the Side or the technical requirements, visit the Guide on the Side site.

People, Stories, and Surprises – Training Tips

Wednesday, October 16th, 2013

Recently, the Shift eLearning Blog had a post entitled “Understanding People is the Most Important Thing in eLearning Design.”

I think that many of their tips can be applied to both online and face-to-face environments. Below are a few of my take-aways, but the full post is linked above if you’d like to click over to it.

Their first principle is: people like people. They suggest that in designing e-learning, you should incorporate images or videos of people to make the lesson more engaging. I think whenever possible, we should go further and try to provide opportunities for people to interact with each other. When I think about the last class or conference I attended, one of my favorites aspects is talking with others about new techniques or ways to solve problems. You might add discussion or polls to your classes to take advantage of this principle.

Secondly, people like stories. This is probably not a surprise if you reflect on presenters you’ve seen – it always seems more memorable if they’ve used a story to illustrate an important idea. Can you create a realistic scenario or recall a story to make the message stick in your classes? Maybe you have a story about a time research changed a diagnosis or treatment decision? Consider adding stories like these to your classes to make the content of the class easier to understand or recall.

Shift also states that people like both organization and surprises. At first, this might seem a bit contradictory. The overall course should have a clear and logical flow, but an occasional surprise can be fun and really help information to stick. Like a plot twist in a great novel, a surprise can re-engage the learner and show a novel way to look at the information, especially if it’s something they may have encountered previously. Thinking about something you often teach, how can you incorporate something unexpected?

Ice Breakers Can Be Meaningful

Monday, July 29th, 2013

You may have attended a training session that started with an ice breaker (sometimes called an Opener) such as: If you were a candy bar, what kind would you be? OR Tell two truths and one lie about yourself (and then the group tries to figure out the lie). Ice breakers, as the name implies, are meant to break the ice between workshop attendees. Wouldn’t it be nice if the ice breaker was relevant to the content of the training?

Here are a couple of ideas that you can try…

For online training, where you want everyone to talk using either their microphone or a telephone, ask a simple question (ex. In what state were you born?). This will require everyone to test their equipment (microphone or telephone) so they’re ready to participate later.

For in-person training, hang large sheets of paper on the wall (they make poster sized post-it notes), break people into groups and have them think of words that are related to the course content. Group members will meet each other before class officially starts and they’ll remain on task while doing it. If you were teaching a class about PubMed for example, B stands for Boolean Operators.

The Networked Student

Thursday, April 25th, 2013

What does it mean to be a “networked student” in today’s learning environment?  How can students use technology to connect with others?  Watch this fun video (5 minutes 10 seconds) to follow along with a student as he builds his knowledge base through tools like Google Scholar, social bookmarking, blog posts, RSS readers, podcasts, and video conferencing with experts around the world.  Along the way he must evaluate the information he finds and then share his “virtual textbook” with others.

(Thanks to Jessi Van Der Volgen for pointing out this video).

How to Make 160,000 People Happy

Friday, November 9th, 2012

Peter Norvig, Director of Research at Google, gave a TED talk about redefining education when he and a colleague offered a freely available online class to the world. 160,000 people signed up and 20,000 completed the class (That’s actually a pretty good completion rate for this type of offering). However, his re-definition actually created “a classroom much more like a traditional class”. Watch the 6 minute video at: http://youtu.be/tYclUdcsdeo

What We Learned in “School”: Stories from Three Training and Learning Conferences

Monday, September 24th, 2012

Join the National Library of Medicine Training Center (NTC) trainers as they share “aha moments,” tips, techniques and research-based recommendations from three recent professional development conferences.  We will discuss:

  • Presentation skills, including better PowerPoint design
  • Tips for creating participant-centered training activities
  • Distance learning recommendations

Date:  November 7, 2012

Time:  3 – 4 pm ET

Place:  Adobe Connect; web address will be sent to registrants

Register herehttp://nnlm.gov/ntcc/classes/schedule.html#class501