How do you take advantage of the way the brain works to make what you’re teaching stick? Check out this short SlideShare from Chris Lema on The ABC’s of Sticky Teaching.
PubMed ® for Trainers
Do you train others to use PubMed? If so, join us for PubMed for Trainers, a hybrid class with 3 online sessions and 1 in-person session (eligible for 15 MLA CE credits). The class is an in-depth look at PubMed and a chance to share training ideas with your fellow participants.
Fundamentals of Bioinformatics
The "Fundamentals of Bioinformatics and Searching" course provides basic knowledge and skills for librarians interested in helping patrons use online molecular databases and tools from the NCBI.
TOXNET® and Beyond
This course is designed to convey the basics of searching the NLM's TOXNET®, a Web-based system of databases in the areas of toxicology, environmental health, and related fields.
Teaching with Technology
Learn how to take advantage of online tools to offer distance education classes and enhance face to face classes! Join us for this "asynchronous" (on your own time) class. The class is taught over 5 weeks and is eligible for 8 MLA CE credits.
PubMed® for Librarians
PubMed for Librarians is made up of five one-hour segments. These five segments will be presented via Adobe Connect and recorded for archival access. Each segment is meant to be a stand-alone module designed for each user to determine how many and in what sequence they attend.
No that’s not a typo. And no we’re not going to talk about cheeseburgers (or cats) today. For those of you who don’t know what I’m talking about, visit here: http://icanhas.cheezburger.com
Now, on to the business at hand. PubMed contains commands to find citations with corrections, erratum, comments and patient summaries. View the 2 minute 32 second video to see where to find the commands and how to use them (Once you view the video below, you’ll see the connection between the title of this blog entry and the commands).
After you press Play, click on the controls below the video to change your view to HD (look for the little gear icon). You can also view the video in full-screen mode.
Here are a few things we’ve been reading lately:
- Twilight of the Lecture, in Harvard Magazine. It’s a few years old, but a worthwhile read on active learning.
- “Engaging Medical Librarians to Improve the Quality of Review Articles” in JAMA. One of the authors is Melissa Rethlefsen, the Deputy Director at Eccles Health Sciences Library, our host institution.
- “Tracking the Impacts of Data – Beyond Citations“, a blog post by SKonkiel on the eScience Community Blog. Spend a few minutes and learn about data metrics.
- “No More Spilled Ink: Writing for Instructional Design,” by Connie Malamed. Lots of great tips on writing for different types of eLearning. Check out her other resources at theelearningcoach.com.
- “The Seven Pillars of Chocolate Literacy,” on the Information Literacy Weblog. A delicious way to learn or review the pillars of information literacy.
Did you find any of these particularly useful? Read anything lately that we should add to our “To Read” stack?
Learn about the National Guideline Clearinghouse index of guidelines in this video snippet.
In the ChemIDplus Advanced search interface, you can draw a structure and search for similar substances. Here’s a quick tutorial on how to use the drawing feature of ChemIDplus.
Recently, I downloaded a copy of No More Spilled Ink: Writing for Instructional Design by Connie Malamed. I recommend the free resource as a great guide if you’re writing content for any kind of online learning.
One section of the guide addresses writing audio scripts, and I thought I’d share a few of Malamed’s tips here, and use them to evaluate an audio script that I recently wrote for a short tutorial.
- Tip 1: Write like you speak. This means using short sentences, everyday words, and contractions.
- Tip 2: Keep it brief. Consider how much your audience can process at once and avoid overloading them.
- Tip 3: Repeat key points. Use emphasis or new wording to help the learner understand.
- Tip 4: Notate silence. A pause give learners processing time and keeps you from rushing.
So how does my script measure up?
I think my script sounds pretty close to my natural language. I’ve used contractions, such as “let’s” and “don’t”, my sentences are relatively short and straightforward. I have incorporated a few words of jargon, so I’ll review to make sure that they make sense to my intended audience. The script is brief (about 2 minutes) because I narrowed the topic ahead of time. I was tempted to explain a much larger concept, but decided to keep it tightly focused. However, I did not use any of my time to repeat key points. As I revise, I’ll consider adding a sentence that summarizes the take-home message. Finally, notating silence. I’ve never done this before, but I think it’s a great tip because I often find myself speaking more quickly than I would with a face-to-face audience. I seem to forget to pause and breathe, so I think putting the breaks in the script will help me find a more relaxed rhythm.
Check out the full version of the guide for more great tips!
Where do you start your searches? There are many options. Watch this 3 minute video to learn how to build a search from within the MeSH database.
This video answers one of the most common questions we hear about MeSH: what do the dates mean?
Take a look, and if you’d like to learn more, check out the MeSH tutorial from the National Library of Medicine.
We’ve all been there. We sign up for an online class with every intention of completing the class, but somewhere along the way things get in the way and we don’t finish the class. They call it the U-Shaped Curve: “Novelty and enthusiasm produce high drive at the beginning, but it drops off sharply thereafter, only increasing when the end of the course is in sight.”
Here are a few suggestions for course builders to keep motivation and interest up:
- Offer Choice: Break content into smaller modules and allow students to choose only those modules that are most important to them.
- Within the smaller modules, offer even more options to access the material. For example, you can include a short video, hands-on exercises, a follow-along tutorial. Bite-sized lessons allow students to get a sense of accomplishment, which in turn may spur them on to do more work.
- Provide feedback; because cyberspace can be lonely and we never really know what happened to that homework we uploaded. As the instructor, set a goal for yourself: I will grade and respond to students within X amount of days. Turn this goal into a class policy and include it in the “about this course” section.