Hector, E. Developing a practical workflow for maintaining online learning objects
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This document discusses developing a workflow for maintaining online learning objects created by a university library. It notes challenges like outdated information and inconsistencies. The proposed solution is to create a shared, sortable, and accountable inventory using a platform like Notion, Trello or Asana to track object details, locations, review dates. This will help librarians systematically maintain and update objects over time to better support long-term usage. A one-page guide was created to outline the proposed workflow.
Hector, E. Developing a practical workflow for maintaining online learning objects
- 1. Developing a practical workflow for maintaining online learning objects Emily Hector | she/her University of Toronto Libraries April 20, 2023
- 2. Agenda 1) Context: Asynchronous learning objects and the OISE Library 2) Challenges: Why is it so difficult to maintain these objects over time? 3) Solution: How can we track, document, and update objects to support their long-term usage? 4) Implementation: Workflow, reference guide, and follow-up
- 3. Hello! I'm Emily. –Liaison Librarian, Education –Responsible for information literacy programming at the OISE Library since 2019 –Oversee Graduate Student Library Assistant work on instruction-related projects
- 5. Ontario Institute for Studies in Education (OISE) Library • Supports the University of Toronto's all-graduate Faculty of Education • Uptick in creation of online learning objects from March 2020 onwards • Can be standalone or integrated into larger contexts • Used as pre-class work; for participation credit; as preparation for one-on-one research consultations • 30+ different objects housed across different platforms and formats
- 6. OISE Library online learning objects
- 7. Challenges: Maintenance and sustainability Content issues: • Visual inconsistencies • Inaccurate or outdated information • Changing relevance in dynamic learning environment Workflow issues: • Authorship • File ownership • Diverse format types • Turnover in student staff
- 9. What's in the literature? • Most LIS literature focuses on development, evaluation, or large-scale re-design of learning objects • Tarver et. al (2022): Used Google Form to create LO inventory • Hess (2014): New framework for developing online learning content includes "maintainable" criteria • Moran & Mulvihill (2017): Note that "objects that are conceptual in nature" require less frequent updates (p. 22)
- 10. How do we keep track of what exists, where it lives, and when it needs updating?
- 12. Capturing the right information What? – Title of object – Format type – Description Where? – Primary storage location – Mapped locations – Visibility – URL, if available When? – Last updated date – Current status – Reviewer information
- 13. Solution: Tools and platforms Office Suites – Microsoft Office: – MS Excel – MS Forms – Google Workspace: – Google Sheets – Google Forms Project Managers – Notion – Trello – Asana Institutional tools – Confluence (U of T Libraries intranet)
- 14. What might this look like in practice?
- 15. Notion
- 16. Trello
- 17. Trello
- 18. Asana
- 20. Where are we at?
- 21. One-page reference guide Download at https://tinyurl.com/learning-objects
- 23. Works cited Hess, A. N. (2014). Web tutorials workflows: How scholarship, institutional experiences, and peer institutions’ practices shaped one academic library’s online learning offerings. New Library World, 115(3/4), 87–101. https://doi.org/10.1108/NLW-11-2013-0087 Moran, C., & Mulvihill, R. (2017). Finding the balance in online library instruction: Sustainable and personal. Journal of Library & Information Services in Distance Learning, 11(1–2), 13–24. https://doi.org/10.1080/1533290X.2016.1223964 Tarver, T. A., Haupt, S., Cyrus, J. W., Wahl, S. E., & Burneson, B. (2022). Designing a workflow for online learning objects created by health sciences librarians. Medical Reference Services Quarterly, 41(2), 213–221. https://doi.org/10.1080/02763869.2022.2054188
- 24. Further reading Bussmann, J. D., & Plovnick, C. E. (2013). Review, revise, and (re)release: Updating an information literacy tutorial to embed a science information life cycle. Issues in Science and Technology Librarianship, 74. https://doi.org/10.29173/istl1586 Ezell, J. (2021). Digging in and branching out: Collaborative processes of building, embedding, and evolving online interactive learning modules for library instruction. Journal of Library & Information Services in Distance Learning, 15(2), 129–141. https://doi.org/10.1080/1533290X.2021.1942387 Holmes, J. (2003). Online learning objects: Helping faculty teach information literacy (and more). Public Services Quarterly, 1(4), 1–9. https://doi.org/10.1300/J295v01n04_01 Olsen, R., & Harlow, S. (2022). Creating library tutorials to provide flexibility and customized learning in asynchronous settings. Public Services Quarterly, 18(1), 19–33. https://doi.org/10.1080/15228959.2021.1896413 Vogus, B. (2022). Tutorials in academic libraries: Design, redesign, and evaluation. Public Services Quarterly, 18(4), 305–309. https://doi.org/10.1080/15228959.2022.2121797