Production to Portal: Revamping the Information Delivery Channel

1. Production to Portal:Revamping the Information Delivery Channel Marjorie M.K. Hlava President Access Innovations, Inc. mhlava@accessinn.com

2. What we will cover • Learning styles • Multiple intelligences • Designing for everyone • Recent Best Practice findings • A case study – Production to Portal • The portal needs • Production options • Search options • What’s under the hood?

3. Learning styles • Visual • Auditory • Kinesthetic & Tactile • Adapted from Colin Rose(1987). Accelerated Learning

4. When you……… • Spell • Do you try to see the word? • Do you sound out the word or use a phonetic approach? • Do you write the word down to find if it feels right? • Talk • Do you sparingly but dislike listening for too long? • Do you favor words such as see, picture, and imagine? • Do you enjoy listening but are impatient to talk? • Do you use words such as hear, tune, and think? • Do you gesture and use expressive movements? • Do you use words such as feel, touch, and hold?

5. When you……… • Concentrate • Do you become distracted by untidiness or movement? • Do you become distracted by sounds or noises? • Do you become distracted by activity around you? • Meet someone again • Do you forget names but remember faces or remember where you met? • Do you forget faces but remember names or remember what you talked about? • Do you remember best what you did together?

6. When you……… • Contact people on business • Do you prefer direct, face-to-face, personal meetings? • Do you prefer the telephone? • Do you talk with them while walking or participating in an activity? • Read • Do you like descriptive scenes or pause to imagine the actions? • Do you enjoy dialog and conversation or hear the characters talk? • Do you prefer action stories or are not a keen reader?

7. When you……… • Do something new at work • Do you like to see demonstrations, diagrams, slides, or posters? • Do you prefer verbal instructions or talking about it with someone else? • Do you prefer to jump right in and try it?

8. When you……… • Put something together • Do you look at the directions and the picture? • Do you ignore the directions and figure it out as you go along? • Need help with a computer application • Do you seek out pictures or diagrams? • Do you call the help desk, ask a neighbor, or growl at the computer? • Do you keep trying to do it or try it on another computer?

9. Learning styles • This chart helps you determine your learning style; • read the word in the left column and then answer the questions in the successive three columns to see how you respond to each situation. • Your answers may fall into all three columns, but one column will likely contain the most answers. • The dominant column indicates your primary learning style.

10. Adapted from Colin Rose(1987). Accelerated Learning

11. One set of learning styles • Visual (spatial) • You prefer using pictures, images, and spatial understanding. • Aural (auditory-musical) • You prefer using sound and music. • Verbal (linguistic) • You prefer using words, both in speech and writing. • Physical (kinesthetic) • You prefer using your body, hands and sense of touch. • Logical (mathematical) • You prefer using logic, reasoning and systems. • Social (interpersonal) • You prefer to learn in groups or with other people. • Solitary (intrapersonal) • You prefer to work alone and use self-study.

12. Many people recognize that each person

13. http://www.learning-styles-online.com/inventory/

14. Learning Styles • http://www.learning-styles-online.com/inventory/ • Let’s try the test

15. Another way to look at Learners • Active and Reflective • Visual and Verbal • Sensing and Intuitive • Sequential and Global LEARNING STYLES AND STRATEGIES Richard M. FelderHoechst Celanese Professor of Chemical EngineeringNorth Carolina State UniversityBarbara A. SolomanCoordinator of Advising, First Year CollegeNorth Carolina State University

16. ACTIVE AND REFLECTIVE LEARNERS • Active Learners • Like doing something active in learning • Discussing, applying it , explaining it to others. • "Let's try it out and see how it works" • Like group work • Reflective learners • prefer to think about it quietly first. • "Let's think it through first" is the reflective learner's response. • prefer working alone. • Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.

17. SENSING AND INTUITIVE LEARNERS • Sensing learners • like learning facts, • like solving problems by well-established methods and dislike complications and surprises;. • resent being tested on material that has not been explicitly covered in class. • tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; • Sensors tend to be practical and careful • don't like courses that have no apparent connection to the real world; . • Intuitive learners • like innovation and dislike repetition • are better at grasping new concepts • are comfortable with abstractions and mathematical formulations. • tend to work faster and to be more innovative than sensors • don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations. • prefer discovering possibilities and relationships

18. VISUAL AND VERBAL LEARNERS Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally. In most classes very little visual information is presented: students mainly listen to lectures read material written on chalkboards read textbooks and handouts. Most people are visual learners, Good learners are capable of processing information presented either visually or verbally.

19. SEQUENTIAL AND GLOBAL LEARNERS • Sequential learners • tend to gain understanding in linear steps, • with each step following logically from the previous one. • Sequential learners tend to follow logical stepwise paths in finding solutions; • while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. • Global learners • tend to learn in large jumps, • absorbing material almost randomly without seeing connections, • and then suddenly "getting it." • global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. Many people conclude incorrectly that they are global, Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject,

20. Multiple intelligences • Visual-Spatial • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Linguistic • Logical –Mathematical Howard Gardner of Harvard

21. Multiple intelligences • Visual-Spatial • think in terms of physical space, as do architects and sailors. • Very aware of their environments. • They like to draw, do jigsaw puzzles, read maps, daydream. • They can be taught through drawings, verbal and physical imagery. • Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

22. Multiple intelligences • Bodily-kinesthetic • use the body effectively, like a dancer or a surgeon. • Keen sense of body awareness. • They like movement, making things, touching. • They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. • Tools include equipment and real objects.

23. Multiple intelligences • Interpersonal • understanding, interacting with others. • These students learn through interaction. • They have many friends, empathy for others, street smarts. • They can be taught through group activities, seminars, dialogues. • Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

24. Multiple intelligences • Musical • - show sensitivity to rhythm and sound. • They love music, but they are also sensitive to sounds in their environments. • They may study better with music in the background. • They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. • Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

25. Multiple intelligences • Intrapersonal • understanding one's own interests, goals. • These learners tend to shy away from others. • They're in tune with their inner feelings; • they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. • They can be taught through independent study and introspection. • Tools include books, creative materials, diaries, privacy and time. • They are the most independent of the learners.

26. Multiple intelligences Linguistic • using words effectively. • These learners have highly developed auditory skills and often think in words. • They like reading, playing word games, making up poetry or stories. • They can be taught by encouraging them to say and see words, read books together. • Tools include computers, games, multimedia, books, tape recorders, and lecture.

27. Multiple intelligences • Logical –Mathematical • - reasoning, calculating. • Think conceptually, abstractly and are able to see and explore patterns and relationships. • They like to experiment, solve puzzles, ask cosmic questions. • They can be taught through logic games, investigations, mysteries. • They need to learn and form concepts before they can deal with details.

28. Which one are you?

29. Designing for everyone • Structure of the Corpus • User Context and Search Task • User-Interface Design • Mobile Search

30. Structure of the Corpus • Specific domains • Easier than the whole internet • DLESE – Digital Library for Earth Science Education • Domain specific taxonomy • Specific branches • Dynamic classifications

31. User Context and Search Task • What about unique interfaces for different tasks? • Culture effects • Embedded search • Search history

32. User-Interface Design • Combine search and browse • Providing confidence in search • Help build the query • Predicting the users queries

33. Mobile Search • Small screen design • Offline queries • Location search • Person, things search • Conceptual search

34. A Case Study – MediaSleuth Portal

35. Our Mission • NICEM was established on, and remains committed to, the principle that instructional media offer tremendous potential for improving learning.

36. What Is NICEM? • National Information Center for Educational Media • Established 1963 • Searchable by title, date, age level, subject area, media type and over 130 languages • 664,000 items

37. What Is NICEM? • 5,700+ producers of non-print media • 16,000+ distributors of non-print media • US MARC Cataloging Authority for non print media • 460,000+ unit title records • Output XML or MARC records • Online • TLC (MARC) • Silver Platter (BRS Format, left tagged ASCII) • NICEMnet.com (XML output)

38. NICEM Record • Main record fields • Series record fields • PD fields • E-commerce fields • Pick lists / authority fields • 86 fields total

39. NICEM Thesaurus • 22 top terms supporting education curriculum • 5708 main terms • Standard Z39.19 term record set • BT, NT • Related terms • Synonyms • Notes

40. MediaSleuth Output • Same DBMS. • Additional fields for purchase info • Price • Item number etc • Different interface • Also take away fields • No P/D information • Different export

41. What Is Media Sleuth? • The e-commerce platform of NICEM • 96,000 items from 156 P/D’s • Easy ordering online • Virtual Cart • Bonus Bucks

42. Integrated content management • Database management system • Indexing terms to describe content • System to apply indexing terms for targeted document retrieval • Treat once for multiple outputs • Ability to approach variable learning styles

43. Integrated tools for content management Database system Establish rules for term use Suggest indexing terms Search thesaurus Validate term entry Block invalid terms Record candidates Thesaurus tool Indexing tool Validate terms Add terms and rules Change terms and rules Delete terms and rules

44. XIS™provides NICEM flexible fields • Branching data Title Distributor A video filmstrip video audio Distributor B video laser disc software Distributor C Windows Mac • Unlimited text length

45. DBMS wish list • Easy data entry for editors • Fully customized database • Numerous data fields and room to grow • Free text entry with unlimited field length • Controlled vocabulary for selected fields • Branching structures from multiple fields • Systematic collection of candidate terms • Platform independence • Remote access for offsite editors • XML tagging to convert to various output formats

46. XML Intranet System™for DBMS

47. XML export file

48. NICEM needed a thesaurus tool • Restructure flat file into hierarchy • Map from old terms to new • Expand thesaurus coverage • Easy to navigate hierarchy • User friendly, easy to maintain • Form associations and interconnections: • RTs, Use/UFs, Scope Notes, etc. • Comply with ANSI/NISO, ISO standards • Integrate with DBMS

49. Thesaurus Term Record view Taxonomy view

50. Thesaurus Master connects to DBMS