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dc.contributor.authorCovino, Laura
dc.date.accessioned2015-10-20T17:48:47Z
dc.date.accessioned2020-06-22T14:33:21Z
dc.date.available2015-10-20T17:48:47Z
dc.date.available2020-06-22T14:33:21Z
dc.date.issued2013-05-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/902
dc.description.abstractThis paper describes the creation of online tutorials that teach about the PEP (Psychoanalytic Electronic Publishing) Archive, a full-text bibliographic database, for two small, graduate-level psychoanalytic institutes. ,QFUHDWLQJWKHWXWRULDOV WKHLQVWLWXWHV¶OLEUDULDQ used Camtasia Studio software and incorporated principles of cognitive learning theory. Research questions are, first, the practicality of creating and maintaining such online tutorials, and second, their effectiveness in providing PEP training. Methodology includes a literature review, pre-project survey, software choice and training, and preparation of recording scripts. The resulting tutorials do display features of cognitive learning theory, including learner control, encoding and individual differences, perception and attention, memory, and active learning. Conclusions are that for future projects, it would be best to create shorter tutorials along with additional, text-based training materials. The second research question is yet to be answered, and finding effective means of evaluation and assessment remains a challenge.en_US
dc.description.sponsorshipRussell L. Kahn, adviser ; Steven Schneider, adviseren_US
dc.language.isoen_USen_US
dc.subjecttutorialsen_US
dc.subjectonline instructionen_US
dc.subjectlibrary instructionen_US
dc.subjectPEPen_US
dc.subjectPsychoanalytic Electronic Publishingen_US
dc.subjectInformation Design and Technologyen_US
dc.titlePEP Tutorials: Using Cognitive Learning Theory in Creating Online Library Instructionen_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:33:21Z
dc.description.institutionSUNY Polytechnic Institute


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