Type of Presentation
Individual paper/presentation
Target Audience
Higher Education
Location
Session Three Breakouts
Proposal
In 2014, Austin Peay State University’s (APSU) Woodward Library developed an online, interactive video tutorial for the American Psychological Association (APA) Style Guide. APSU’s College of Education (CoE) approached the library about creating a tutorial similar to an existing video, Plagiarism: Making the Right Choices, for use in their upper division and graduate level courses. Through a collaborative process using content previously in the form of a PowerPoint presentation, the library generated a script, storyboards, and eventually a full video. Now, how best to engage the students with the assessment?
The existing Plagiarism tutorial did not quite live up to the expectations of the CoE. The old tutorial simply presented a video, then followed the video with a ten-question quiz. Instead, they wanted the quiz to be more interactive and present each question immediately following the material being presented in the video itself. The library’s IT Analyst developed a system utilizing YouTube’s Player API to pause the video, present the question, and then resume the video after the question was answered. This resulted in a truly interactive experience that showed an improvement over the PowerPoint presentation previously given to students.
In the intervening years, we have learned many lessons about how to best reach students, meet usability needs, serve professors, and combat technological issues. We will provide insights into hardships, shortcuts, and the excellent adoption and results we have seen from the use of this style of interactive video tutorial, regardless of topic.
Short Description
See how Austin Peay State University’s library created online video tutorials with interactive assessments. Rather than simply presenting material and quizzing after the fact, these tutorials present the questions to the students while viewing the video. These tutorials can be adapted for any topic, and we have seen success when compared to basic PowerPoint presentations or traditional screen capture videos. We will discuss lessons learned, future plans, and answer questions about how to adopt a similar process using modern tools.
Keywords
Video Tutorial, Information Literacy, Instruction, Collaboration, Engagement, Online Learning, Assessment
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Garber, Gina; Shumate, Scott; and Chester-Fangman, Christina, "Interactive Video Tutorials from Scratch: Experiences and Lessons Learned Six Years On" (2021). Georgia International Conference on Information Literacy. 19.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/19
Interactive Video Tutorials from Scratch: Experiences and Lessons Learned Six Years On
Session Three Breakouts
In 2014, Austin Peay State University’s (APSU) Woodward Library developed an online, interactive video tutorial for the American Psychological Association (APA) Style Guide. APSU’s College of Education (CoE) approached the library about creating a tutorial similar to an existing video, Plagiarism: Making the Right Choices, for use in their upper division and graduate level courses. Through a collaborative process using content previously in the form of a PowerPoint presentation, the library generated a script, storyboards, and eventually a full video. Now, how best to engage the students with the assessment?
The existing Plagiarism tutorial did not quite live up to the expectations of the CoE. The old tutorial simply presented a video, then followed the video with a ten-question quiz. Instead, they wanted the quiz to be more interactive and present each question immediately following the material being presented in the video itself. The library’s IT Analyst developed a system utilizing YouTube’s Player API to pause the video, present the question, and then resume the video after the question was answered. This resulted in a truly interactive experience that showed an improvement over the PowerPoint presentation previously given to students.
In the intervening years, we have learned many lessons about how to best reach students, meet usability needs, serve professors, and combat technological issues. We will provide insights into hardships, shortcuts, and the excellent adoption and results we have seen from the use of this style of interactive video tutorial, regardless of topic.