Personalised video instruction

Abstract

The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. 65% of all watched videos were watched for the entire duration of the video, and the liaison librarian found video creation to be less time-consuming than scheduling appointments.
 The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the ‘See One, Do One, Teach One’ instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student’s information literacy need is a novel approach that may benefit online learners and librarians alike.

Evaluating a recorded appointment service for individual research consultations between librarians and allied health students

“…Without explicit guidance from the librarian, students appeared to integrate the recording into their research practices effectively and efficiently. Similar behaviours may be inferred in asynchronous recordings utilised by Kean and Robinson (2019) and may help explain the patterns of use reported in their study. The insight gathered into user behaviour aligns strongly with social cognitive theory as described by Bandura (1986).…”

“…However, as efficient recall of information from the consultation was consistently cited as a benefit of recordings it may be inferred that recordings do offer an additional supplementary benefit to traditional IRCs. That the usefulness of audio (including descriptions and the librarian-student conversation) was reported almost as useful as the video element may indicate an additional benefit of the recorded appointment approach over personalised video instruction as advocated by Kean and Robinson (2019). The near parity of visual and audio elements reported in the study with regards to usefulness ratings supports Mayer's cognitive theory of multimedia learning (1997,2005); questionnaire respondents reported both aspects as being highly useful and interview participants described the importance of both seeing and hearing the search being demonstrated in their recording.…”

“…Thus a need exists to develop and evaluate strategies to support effective knowledge recall and transfer. The use of mediated notetaking advocated by Kani (2017), use of asynchronous recording as used by Kean and Robinson (2019) in asynchronous settings or recorded consultations as described here may prove beneficial.…”

“…While no exploration was made as to how students incorporated these collaborative notes into their research activities, several uses can be inferred based on the stated content of notes; "identifying keywords, search strategies and databases, while documenting the process" (Kani, 2017) implying that students used the notes to replicate searches demonstrated during the consultation. Kean and Robinson (2019) describe a service where personalised videos are provided to students as an alternative to synchronous IRCs. In this approach the student provides several pieces of information prior to the main interaction; their research question, previously-used keywords and databases searched.…”

“…Database tutorials are conducted on one database with the expectation that students apply techniques demonstrated on this and additional databases required for a thorough literature search. No preparatory searches or work is completed in advance of the consultation in order to better replicate the student experience (Kean and Robinson, 2019).…”