Meetings--Minutes

September 23, 2008

To do list for the tutorial activities:

• Section 6 refinement (Krista)
• License for Millionaire Music (Mary Ann)
• Questions for the tutorial 1 (Mary Kay)
• Meet with Jeff Laun, Jason, Nancy Martinez regarding tracking of tutorials on student record
• Work on navigation buttons, finish contents and enhance "guy graphics" 
• Review and revise dialogue as needed (Krista, Mary Kay, Mary Ann)

Other notes:  hosting for remote server is $40,000 annually butincludes intrusion detection 

July 19, 2008 (Krista, Pat, and student web developers: Michael and Kyle)

Goal of project: 'clone' the existing multi-step online orientation for use as an information competency tutorial.  The grant requested funds to develop a pilot tutorial for ENGL 100/ENGL 900.  This tutorial has imbedded assessment (quizzes) and provides feedback at the end. Students need to take each section mini-quiz before going on with the tutorial.  They get results of answers at the end.  Currently, the following info is saved for students completing the orientation (IIN, Name, e-mail (optional), where they stopped (can return to this place), when finished, score).  Additional fields may be added.  Students get a print out with the questions, answers and their score.Each section of the tutorial can have quizzes then there is a final quiz.  Students can go back and review before taking the quiz.  Results are currently saved for 90 days.  Currently, a counselor (Nancy Martinez) can edit questions in the PCC Portal, tutorial pages can be edited in Contribute. 

To start the project we need to determine number of sections (modules), number of pages within a section (i.e. before a mini-quiz), pool of questions for each section and for the final.  Questions can be randomized for each section and the final quiz can include questions from previous sections.  Student web developers can help with the style and graphics, but we need to determine the content and structure. 

We also need to determine what happens with the score - how do we need results itemized and who will see results.

I gave Pat info to contact Acadia Univ. for permission to use their  tutorials "You Quote it You Note it" and "Credible Sources Count".  We hope to incorporate similar info on plagiarism and evaluating sources in the tutorial. 

Mary Kay, Mary Ann and Krista will examine  existing info comp tutorials from other colleges to look for examples of style, content, sequencing and other good ideas. 

Recommended steps:

define sections and outline order (i.e. examine existing modules and determine number of sections with mini-quizzes it should have. 

Each section should focus on a skill or concept, with mini-quizzes following each section.  If we have 10 sections, we will have a pool of 120 questions at the end.  Two questions  from each section will be asked randomly for the final.

Existing orientation ip address: 172.16.18.128/orientation/index.cfm

If you wish to tour the Online Orientation as a guest you can log on as:

Student ID Number: 00000000

First name: PCC

Last Name: demo

Possibilities - create one tutorial with alternative paths for specialized use: e.g. ENG 1A, Bio 11, Speech 10, ESL, Etc.

KG

July 24th (Krista, Mary Kay and Mary Ann)

Krista, Mary Kay and Mary Ann met to develop a strategy for the development of this project. 

Today and tomorrow, MK and MA will:

• review the tutorials developed for the Writing Center
• consider what skills and outcomes we will adopt for the tutorial (MA will find the objectives),
• set up a wiki to track activities and progress,
• review other tutorials including PLAXO, Acadia's "You quote it, you note it," Searchpath and others
• meet with Pat Rees and review the college student services tutorial (July 25th)

   

 Next meetings:  August 16, 1-3; August 23 and August 30  10 am -- noon

August 9th, 2007 (Mary Kay and Mary Ann)

• Mary Kay will talk to Pat about taking the existing Eng.400 introductory tutorial (as is) and moving it to the new "shell" to see what it looks like. See info below.
• Mary Kay will review the library audio tour script to see what elements we can incorportate into the introductory tutorial as well as think of new elements that are not included in script. I've made an outline of library locations/services that could be included in our "Introduction" section of the tutorial based on this information.
• Mary Kay will begin looking at existing photos of the library that might be used in tutorial and determining whether new or additional photos will be needed. In my outline I have included notes about what photos we may need for certain pages. Some photos can be taken from our existing tutorials. I will probably need to take some new photos for some of the pages.
• Mary Ann will look for digital photos (found them and have them in my office)
• Mary Ann will get permission from Acadia University for permission to use parts of their tutorial(s).  (Note...we only have to license if we make modifications---we are free to "access, display, print or use" it as needed without contract)
• Mary Ann and Mary Kay will review the "Introduction to the Library" section from the Miracosta tutorial. (Notes from a colleague Sandy Thomsen at LA Mission College--I took a quick look at MiraCosta's LS 101 workbook and think it is thoughtfully organized and concise. I like concise. My initial suggestion is that I would move Unit 6, Getting Started with Research up to the 3rd unit position. I think the course exercises are more relevant if a student uses keywords that he has identified in his selected research topic and question. Many students come to the Library to do a research paper and they have not been given or selected a topic yet. I agree 100%. It would be much better to move Unit 6 to Unit 3. That "flows" better - topic first and then discuss resources to search the topic.  (mk)
• Mary Ann will look at the Cal State L.A. "Intro" tutorial. (very funny--I loved it!)
• Mary Kay will talk to the developers about using a branch approach within the tutorial structure so that we can eventually expand the tutorial to include divisional tutorials. See info below.
• Krista will summarize web development notes.
• Mary Ann and Mary Kay will review Eng.100 objectives and compare against the Miracosta tutorial menu. If I am looking at the correct objectives (I am using the "Information Competency Skills for Eng. 100" list) it  seems as though Miracosta covers all the objectives. The only minor difference is that Miracosta only has a quick mention on how call numbers and classification work. On our existing tutorials we definitely go into more detail on call numbers - so we should continue to do so. 

Time change for August 16 meeting: 1:30-3:00

August 9th, 2007 (Mary Kay and Pat Rees)

August 16, 2007 (Mary Ann and Mary Kay)

• Mary Kay will continue to work on "Introduction" section of tutorial. I've created a rough draft of all the pages we might want to include.
• Mary Kay will develop objectives for "Introduction" section.
• Mary Kay will work on how we will assess learning from the "Introduction" section. I've come up with a list of possible questions for a quiz at the end of the Introduction Section.

 Next Meeting: Thursday, August 23 1:00

August 23, 2007 (Mary Ann and Mary Kay)

• Mary Kay will continue to work on "Introduction" section of tutorial
• Mary Kay will list which Eng. 100 objectives are being covered within the tutorial
• Mary Kay will continue to work on how we will assess learning from the "Introduction" section.

Next Meeting: Thursday, August 30, 9:00-10:00

August 30, 2007 (Mary Ann, Krista and Mary Kay)

Mary Ann, Krista and Mary Kay met to look over rough draft and make revisions  of "Introduction" section of tutorial.

•  Mary Kay will "clean up" the rough draft (using revisions discussed in meeting)
• Mary Kay will give Roger a list of photos needed to be taken for "Introduction" section

 Next Meeting: Mary Ann and  Mary Kay will meet with Pat on Tuesday, Sept. 4 at 1:00

September 24, 2007

http://172.16.18.128/library_tutorials/

Here is the link to a first take on what the library 100 tutorial 

section might look like. It is pretty much using the Orientation 

template, but with a few changes to echo the library website palette. 

Of course anything is possible. I had Ryan slightly modify your text 

in order to "chunk" the info and add some bulleted lists which 

improve readability for web content. With your permission, we would 

like to also check for reading level as we add content, and want to 

know what level we should be targeting for this course.

One suggestion that I have is to add either some QuickTime VR or 

flash slide shows to make the "tour" more like a virtual tour and a 

bit more fun.

There is no dynamic code running this yet. We are simply providing 

this as a prototype sample for discussion to get to agreement on the 

structure and look before we start programming. Therefore the quiz is 

not really working but going to a screen shot for the quiz results.

Patricia Rees

Web Producer

Pasadena City College

626-585-7731

parees@pasadena.edu

October 16, 2007

Here are the groupings I came up with for Section 1

- for the "virtual tour". Let me know if you have any

other ideas.

GROUP 1:

Page 1: Welcome to the Shatford Library

Page2: Where is the Shatford Library (map)

GROUP 2:

Page 3: Circ Desk

Page 4: Lobby

GROUP 3:

Page 5: Research Computers

Page 6: Library Website

Page 7: Reference Services

Page 8: Reference Book Collection

GROUP 4:

Page 9: Group Study Rooms/Heritage Rooms/Patio Space

GROUP 5:

Page 10: Periodicals

Page 11: Audiovisual

Group 6:

Page 12: General Collection & Quiet Study Area

(including the Reading Rotunda Reading area and the

third floor map)

GROUP 7:

Page 13: Computer Labs

Page 14: Computer Labs Service Desk

ALSO:

YOU QUOTE IT, YOU NOTE IT - TUTORIAL:

I printed out the "You Quote It" tutorial on Friday

and went through it to make notes - including pages to

possibly eliminate. I also went through the different

"Players" to see if they each had the same examples or

not. They were each different. There was a suggestion

that we simplify this part and not use 4 different

players. We could just use one player and keep it very

simple. I suggest if we do that that we keep Dylan.

Dylan had only one Canadian reference in his "journey"

through Plagiarism. I wrote down a possible

replacement question for that one.

I gave Krista the print out with my editing and so if

anyone else wants to look at it she has it.

Mary Kay

November 15, 2007 - (Pat, Mary Ann, Krista and Mary Kay)

Pat received the revised "You Quote It" tutorial. Everyone is in agreement that we should not use the same tutorial as Acadia, rather create our own (inspired by Acadia). 

One change made from the original tutorial was the subject matter the character is studying. Examples have been created for the new topic "Global Warming."

Before Ryan, the Flash expert,  leaves for San Francisco he will develop the tutorial from our revised notes. The goal is to have a fun/cute interactive game where the student will determine if something has been plagiarized or not. There will also be an interactive game determining whether something is "common knowledge" or not.

Since some of the text is still word for word from Acadia's tutorial we may have to do some rewriting of text.

Mary Ann is going to check with her daughter to see how she is doing on the development of our main character for the tutorial.

Next on our list is to begin working on Section 2 of the tutorial: Getting Started with Research. Mary Kay has already taken notes on Acadia's tutorial on the research process and now will begin looking at the research components of both TILT and Cal State L.A. tutorials to do some comparison...and to get inspired!

Just for a refresher - here is a list of all the sections in our tutorial:

Section 1 - Intro to the Library

Section 2 - Getting Started with Research

Section 3 - Types of Information

Section 4 - Finding Information - Search Tools & Techniques

Section 5 - Thinking Critically about Information

Section 6 - Documenting your Sources

Final Quiz

November 28, 2007

I've been doing a little research on tutorials
covering the research process. I have more extensive
notes, but just wanted to update you briefly with what
I have discovered. 

I was looking at TILT, ACADIA, and CSU-LA. I did a
search for other tutorials, but most are just text
based and not interactive....and too wordy!

Acadia is good in that it covers the OVERVIEW of the
research process. It covers what research is; how to
choose a topic; where to go to find background info on
your topic; where to go to find detailed info on your
topic; evaluating sources; and citing sources. All of
these topics are discussed briefly - not getting into
too much detail, but just enough to make you aware of
the "whole picture". It is in the same format as the
"You Quote It" tutorial. This is the one I had printed
out page by page previously and added notes in how we
might want to tailor it for our own library. I will
bring those notes in next time we meet.

I did find something NEW, however. The Cal State L.A.
Library has created a new tutorial and it is pretty
neat!

http://www.calstatela.edu/library/tutorial/new/map.htm

It is a map of different "Islands" and you go from one
island to the next. The first 2 Islands cover info on
the research process. The 3rd Island has some info as
well, but then goes into more detailed info that
wouldn't be covered in our tutorial until a later
section. All the islands are really good, though, and
we could refer to the info for our other sections as
well.

It is an interesting format. It doesn't have
interactive games like Acadia. It is a conversation
between a librarian and student. The info on each
screen is brief, but informative. More detail on the
info comes out in the conversation, though. The
student makes comments or asks questions relating to
the info and the librarian answers back. The info is
presented  very clearly. Each "Island" is only takes a
few minutes long to watch. At any time you can hit
pause or know how far along in the tutorial you are.
You can go to any island at any time.

After seeing these 2 tutorials (esp. CSU-LA) it makes
me think that our TILT/PCC tutorials may be a bit
wordy - overwhelming the reader with a lot of reading.
Our tutorial doesn't really have an overview of the
research process as I think we are envisioning it,
although it does have a couple pages that mention it,
that we could use for wording if we wanted to.


Mary Kay






    

January 30, 2007 from Pat Rees

 http://172.16.18.128/library_tutorials/

Ryan's stuff:

Basic requirements:

Use the same approach as the Orientation module

Multiple Sections with mini-quizzes and a final quiz

Store the results of the completion of final quiz

Desired change: if score of final quiz is less than ? then allow to

be taken again

Allow to print results with questions and answers first time through.

If return after passing quiz, allow to print confirmation with info

(Name, IIN, date and score)

Create a new database for quiz questions. Use for all future modules?

Quiz type defines which quiz module this belongs to.

Create a new database for quiz results. Again use quiz type to

distinguish between quiz results of different modules.

There are 6 sections to this first module. See pbwiki for list.

Section 1 is complete and is html and images, and has 10 pages. We

might be able to shorten this with the pano QTVR when we get it working.

Section 2 and Section 6 with each have one page with a flash

interactive.

Sections 3, 4 and 6 will probably use existing style content and

unknown number of pages. Develop right now with one page and will

expand as these sections are nailed down.

Other things to consider solutions for:

Desired that navigation not be on the right side but rather at the

top as a menu bar. I think the text is too long for this. Using

Section 1, 2 etc is not very informative of content. Try changing the

style on the Back | Next buttons to make more obvious. Consider using

<link rel html element for next and back function and placing both

in the nav panel and in the content area of the page.

Consider breadcrumbs. Again, is the text too long for this? If you

are in Section 6 is it helpful to see breadcrumbs of section 1 >

section 2 > section 3 >, etc. without the section title?

Use existing Library tutorial survey questions on the Writing Center

version for English 100 to add some dummy questions for testing.

Patricia Rees

Web Producer

Pasadena City College

626-585-7731

parees@pasadena.edu