1. Project description 1.1. COLLECTION AND INFORMATION OBJECTS Here you identify a collection of information objects (Books, movies, DVDs or music) to work with. Some objects work better than others for this assignment. You may discuss ideas for information objects to use with the instructor, who will assess whether the objects are appropriate for the assignment. Avoid choosing highly personal collections of information objects because these may be difficult for you to envision in a public setting. Real collections at your place of work may be acceptable. Hypothetical collections (i.e., realistic but not necessarily existing) are also acceptable. Tasks: Choose a collection of information objects to organize. These objects must have these two attributes: proper names (personal and/or corporate entities as creators, publishers, etc.) and identifiable subjects (information or intellectual content, topics, aboutness). If your collection contains objects in multiple formats (e.g., books, videos, etc.), limit it to one format for this project to reduce your time and effort. Obtain a sample of 10 actual objects from your collection. These objects must be real and readily available: you will be handling and examining them as you develop your organization system. The sample should be representative (not random), that is, it should include a carefully chosen variety of objects (by subject, format, etc.) that represent a cross-section of the collection. Determine the setting or location of the collection, which must be a public place such as a library, museum, or store. The setting can be real or hypothetical. If the collection is a subset of a larger real collection (as in a library), treat it as independent for the duration of this project; that is, do not try to integrate it with the rest of the existing collection. Think about the purpose that your particular collection serves for the institution. Determine the size of the full collection. The size can be real or hypothetical, but for this project assume that the collection contains at least 1,000 objects. Consider how the collection typically grows, such as through purchase or donation. Provide a descriptive name for the collection. This is the basis for the title of your report at the top of page 1. Narrative: Start with an introductory sentence that states the name of the collection and its public setting (i.e., where it is housed; its institutional context). State the purpose of the collection and why it exists. Expand with a description of the collection, its scope, and the types of information objects it contains. Indicate the objects’ physical aspects (e.g., formats) and intellectual aspects (e.g., topics covered). State the size of the collection (minimum 1,000, real or hypothetical). Explain how it will grow and change in the future. The description should be general here because you will write detailed descriptions of the objects later in the report. Focus on a description of the collection and why it exists. Do not list the titles or names of individual objects. IMPORTANT: Technical writing style for this report requires the following (with a few exceptions noted elsewhere). Use present-tense verbs (“is”) as if your information organization system is complete and operational, not future- or conditional-tense verbs (“will be,” “would be”). Use third-person pronouns (“it,” “they”) that do not personalize the text; do not use first- or second-person pronouns (“I,” “we,” “you”). Write in a gender neutral style (no ‘he’, ‘she’, ‘her’) Write clearly and succinctly, without creative flourishes or emotional adjectives and adverbs. See Tips for Coursework for additional advice on grammar and spelling. Be sure to avoid common errors such as noun-pronoun disagreement (e.g., not “user . . . they,” but rather “users . . . they” or “user . . . he/she”). Use of words such as I, me, our, will, would be, etc., will result in loss of points on any assignment. 1.2. Users’ demographics and knowledge It is essential that you identify and describe your users at the outset because the information organization system you develop must respond to their needs and behaviors. The more familiar you are with these users in real life, the more concrete and accurate your description will be. Certain factors may affect their ability to request information and use the organization system. A clear understanding of the users now will guide your thinking for the remainder of the project. Your group must have several hundred potential users. Note: For this project, it is important to understand that “users” perform two different types of tasks. First are the end users of the collection, people who have information needs and who search the database and the collection. You are designing the information organization system for these users. Second are the technical users of the organization system, people who create and maintain the database and the records. In a traditional library or information center, end users are the patrons who browse the collection, use the catalog, and approach the information or reference desk. Technical users are staff personnel including database experts and indexers or catalogers. For various sections, you will adopt the viewpoint of one or the other type of user. In this section, you identify and describe the end users of the collection. Later, in Appendixes C and F, you provide input rules for the technical user on how to create records for the database. Tasks: Identify the types of people who use the collection. They may fall into one relatively homogeneous group, or into primary and secondary groups. Limit groups to one distinct user group. Describe the demographics of the group. Estimate the percentage of each gender, age range, education level, and any other demographic characteristics that are relevant to their use of the collection and thus relevant to the design of the organization system. Consider characteristics that may particularly influence their information needs, abilities, and searching behavior (e.g., education, occupation, language, ethnicity, culture). Determine whether the users’ level of each type of knowledge (general, domain, system, information-seeking) is high, medium, or low (i.e., whether users are experts, novices, or in between). Address each type of knowledge separately. Explain how users’ types and levels of knowledge affect their ability to request information and use the system. See the required readings for information on this. Consider your target market. Discuss any concerns there might be if your system was not actually built for these users. Where would they go for the information? What would the pros and cons of that situation be? Later on you will develop this into a SWOT and other analysis of your system. Narrative: Start with an introductory sentence that generally describes the user group. Describe the demographics of the group and identify specific demographic characteristics you feel are relevant to user behavior and thus relevant to the design of the organization system. Explain why certain characteristics are important. Define the four types of knowledge and then discuss the levels of each type of knowledge of the user group. Explain why they are at that level. Explain how users’ demographics and their levels of knowledge serve as a basis for the design of your system. Discuss the ramifications of not building your system, and the effect of that on your user group. One sentence that says ‘the users will not get the information’ is NOT sufficient. You should have one user group. 1.3. USERS’ PROBLEMS AND QUESTIONS This section describes why and how users request and interact with the collection through the organization system. You will repeat the user questions later in a system performance test in section 6.1. The information objects’ attributes will inform your decisions about metadata elements in section 2.2. Tasks: Consider the kinds of situations that motivate users to seek information from the collection: their information problems or needs and how those are translated into requests to the system. Think about their purposes for using the collection (e.g., research for school assignments). Brainstorm a list of typical users’ information problems and requests, or the kinds of questions they ask. To be a good test for the system, do not use questions that are answered with yes/no or a number, or a point of the finger, or a trivia answer. It should be possible to respond to each question by retrieving at least one of your 10 sample objects. For example, phrase a question for books by specifying the author’s name (e.g., “book by Hemingway,” not “book by certain author”). Hint: To get ideas, have someone who might be a potential user ask you some questions. See the presentation “How to Write Good User Questions” for more information on this. Identify the attributes of the information objects that these user questions suggest. Attributes are general characteristics or properties (e.g., title, creator, size, format) of information objects. They are not specific data values. For example, in a request for a book “by Hemingway,” the attribute is author or creator and the data value is “Hemingway.” Attributes that are important to users, as indicated by their questions, suggest characteristics or properties of the objects that should be described in the system. Edit the list of questions to four that demonstrate the most variety in object attributes. Consider also that user requests imply expectations for information system retrieval performance, such as levels of recall and precision. For each question, consider whether users desire information retrieval to be high, moderate, or low in precision and recall. For example, a request for “Five or six books by Hemingway” suggests the attributes format and author. The user wants more than a few books available, so he/she desires high recall. The user doesn’t care if a few non-relevant books are retrieved, so he/she desires moderate precision. On the other hand, a request for “A Farewell to Arms by Hemingway” suggests the attributes title and author. The user wants a specific title, so he/she desires low recall. The user wants only that title, so he/she desires high precision. Narrative: Begin with a brief paragraph generally describing users’ information needs or information need situations, that is, what they are looking for and why they are looking for it. List four user questions or requests, the information object attributes they suggest, and the desired precision and recall, using the format below. Compose questions as full sentences. Copy the format below for each question (number questions appropriately). User question 1: Object attributes: Desired precision: Desired recall: Repeat this for each of your questions. End with a brief paragraph summarizing important attributes of the objects that should be represented in the records. Be sure to list attributes that are suggested by the questions. This can be done in as little as one sentence. If you think of other important attributes that are not suggested by the questions, mention these separately. Ultimately you should have in the area of eight attributes. You need not mention classification/call number here as it is a given that everyone will have this.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.