2015 eLearning Showcase

Free and Easy Ways to Make Your Videos Accessible

Presented by: Kelly Dermody, E-learning and Accessibility, Ryerson University

This quick presentation will go over workflow and free software to caption and transcribe your e-learning videos. Captioning is mandatory under the AODA and it’s easy to do if you build it into your workflow from the very beginning. Plus, free captioning tools like YouTube are fun and easy to use. There will be a quick live demonstration on how to caption with YouTube.

SLIDES – Making E-learning Accessible


Making a Mark with SoftChalk!

Presented by: Claire Wollen, Liaison Librarian, Pilon School of Business, Sheridan College

Take a tour of a business research eLearning tutorial, created at Sheridan College, using SoftChalk. Pick up a few tips from our experiences – what worked well, what gave us headaches, and what we’ll do differently next time.

SLIDES – Softchalk


Virtually there: How to transform a face-to-face workshop into an online experience

Presented by: Lucia Costanzo, Analyst, University of Guelph

Have you thought about teaching online, but not ready for the change? You are not alone. Instructors find this switch to be daunting. Come and discover how I found this process easy and fun to implement with the help of on campus educational support. As part of this presentation, I will cover the technology and techniques used to encourage interactions, enhanced learning and student retention.

Learning Objectives – by the end of this presentation, you will be able to:

  • discuss techniques used to create engaging, interactive virtual presentations
  • recall how to setup a presentation using AdobeConnect

SLIDES – Virtually There


LibGuides and the Flipped Workshop

Presented by: Sandy Iverson, Manager, Health Information and Knowledge Mobilization, St. Michael’s Hospital

Introduction – Flipped classroom is a blended learning instructional model that reverses the traditional construct of content being delivered in the classroom, followed by activities or exercises conducted outside the classroom, usually utilizing some online instruction. Traditionally, the model is used in school settings. Our experience suggests that flipped classrooms can work in a variety of contexts, including library information literacy instruction in an academic hospital library.

Methodology – In response to an expressed need for more hands on experience and individualized support in our workshops, as well as a need to keep our workshops within the one hour time frame, we decided to implement a flipped classroom model in a number of our standard workshops. Using our existing LibGuides subscription as a platform to deliver the pre-workshop content, we created websites that contained instructional videos, text, sample exercises, and contact information. The in-class workshop then focuses on reviewing the sample exercises and answering students’ questions.

Results – In one year, 168 learners have participated in our flipped workshops. We have collected evaluations from both learners and instructors. We will report on this experience from both the learner and instructor point of view. We will discuss issues that arose and some of our attempts to mitigate these issues.

Discussion & Conclusion – Based upon our analysis of both instructor and learner evaluations, as well as LibGuide usage data, our conclusion will explore in more detail when the flipped workshop model works and when it doesn’t and provide some strategies for adapting the model. We will revisit some of the literature and compare how our experience resonates (or not) with the literature. We will discuss some of the ideas that we have for further modifications of this model to support our work.

SLIDES – Flipped Workshops


Fostering a Culture of e-Learning at McMaster’s Health Sciences Library

Presented by: Jack Young, Digital Projects Librarian, Denise Smith, Education Liaison Librarian, McMaster University

A culture of e-learning isn’t spawned overnight! Without a formalized structure in place, the ad hoc creation of e-learning objects can result in discontinuity, inconsistency, and poor prioritization, negatively impacting user experience. Driven by the need to foster a sustainable culture of e-learning, this presentation describes the development and implementation of an new e-learning framework for McMaster University’s Health Sciences Library (HSL).

In late 2014, a cross-functional task group of three librarians and the circulation supervisor at HSL came together to visualize a sustainable future for e-learning within the library. After seeking recommendations from other libraries and finding little evidence of any formal strategies for e-learning, the team drafted and implemented its own e-learning framework from scratch.

One of the key outcomes of this work was the appointment of two e-Learning Co-Chairs within the library, responsible for the promotion of e-learning skills amongst staff and the oversight of individual e-learning projects within the library. The co-chairs will share their experiences and reflect on the successes and challenges of designing and implementing the framework.

Since its creation, the e-learning framework has generated interest within the Faculty of Health Sciences as a whole, indicating the appeal of a structured approach to e-learning beyond the library walls.

SLIDES – Fostering a Culture of E-learning


eLearning for Engineers

Presented by: Alexie Brown, Student Intern, and Angela Henshilwood, Librarian, Engineering & Computer Science Library, U of T.

As part of their profession, engineers use diverse resources such as standards, patents and codes to help them develop solutions to solve technical problems and meet societal needs. As a result, engineers must have exceptional research skills and information literacy to achieve professional excellence. With this in mind, the University of Toronto Engineering and Computer Science Library (ECSL) in collaboration with the Engineering Communication Program have developed e-learning modules using Articulate Storyline to educate engineering students in information literacy and developing research skills to promote life-long learning and professionalism. The modules of this project are currently in development, with the first module having been piloted this summer in one of the engineering courses at the University of Toronto. The modules are primarily designed for engineers in their first year of study and range in topics from learning how to search for standards to developing a research strategy. The modules are designed with the Association of College and Research Libraries’ Framework for Information Literacy for Higher Education in mind to ensure that they meet the appropriate information literacy criteria such as teaching students to treat research as an inquiry and that information has value. One of the major challenges of this project has been creating content that is both engaging and educative for students. By adding interactivity to the modules through the use of quizzes and drag and drop activities, the modules ensure that students understand the concepts presented and simultaneously develop research skills to help them succeed as future professional engineers. Participants of this presentation can expect to learn tips on what does and does not work in making effective e-learning tutorials as well as ECSL’s experience working on this project.

SLIDES – eLearning for Engineers