Tutorial Creation Webinar

Librarians will be able to create online video tutorials after completing this course.

Course Information

Get Your Instructional Design On!

Desktop Tutorial Creation: Design, Policies, and Software Selection

Amy Blevins, MALS

[email protected]

Clinical Education Librarian

Hardin Library for the Health Sciences

University of Iowa

Learning Objectives

Learning Objectives

After completing this course, participants will be able to:

  • Describe several categories of tutorials

  • Develop a plan for tutorial creation using ADDIE

  • Create learning objectives using Bloom’s Taxonomy

  • Formulate potential policies and guidelines for tutorial creation

  • List several tutorial creation options some background information on instructional design and learning objectives. In addition, some discussion will take place regarding the creation of policies/guidelines for tutorial creation.  Finally, the speaker will discuss different options for tutorial creation software with her personal experiences and preferences. 



  • Text-based tutorials
  • Video Based Tutorials
    • Informal
    • Formal
    • Lecture capture

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Instructional Design:

  • A nalysis
  • D esign
  • D evelopment
  • I mplementation
  • E valuation


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Know your audience

  • Demographics
    • On – campus and Off – campus users
    • Distance Ed Students
  • Technology comfort/availability
    • Rural areas
    • Mobile devices
  • Instructional Needs
    • Prioritize

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Bloom’s Taxonomy:
aka Learning Objectives

Bloom’s Taxonomy provides educators with a common language to describe learning objectives. It also “classifies cognitive learning from simple to complex, from concrete to abstract.” There are six classes:

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

Graves R, McDavid, S. Introduction to learning theories. In: Blevins A, Inman M, eds. Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment. Lanham: Rowman & Littlefield; 2014: 25-34.

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Writing Learning Objectives

  • Knowledge: define, list, recognize
  • Comprehension: characterize, describe, explain, identify…
  • Application: choose, demonstrate, implement, perform
  • Analysis: analyze, categorize, compare, differentiate
  • Synthesis: assess, critique, evaluate, rank, rate
  • Evaluation: construct, design, formulate, organize, synthesize


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Hitting the Target

What you want them to know

What would be nice to know

What they need to know

*Taken from a CE course taught by Dale Prince several years ago.

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Policies and Guidelines

  • Things to consider
    • Organizational culture
    • Audience
    • Time Constraints
    • IT support

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Some “rules” to consider

  • Structure
  • Length of time
  • Branding
  • Accessibility
  • Active Learning
  • Quality
  • Learning Objects (aka file sharing and storing)

Blevins AE, Deberg J, Childs C. Developing a best practices plan for tutorials in a multi-library system. Med. Ref. Serv. Q. 2014;33(3):253-263.

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Selecting Software

Things to consider

  • Functionality and features
  • Cost
  • Learning Curve
  • Time to Create

Blevins, A. & Elton, C.W. (2009). An evaluation of three tutorial-creating software programs: Camtasia, PowerPoint, and MediaSiteJournal of Electronic Resources in Medical Libraries, 6(1), 1-7.

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Selecting Software

  • My personal experiences

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Software for Informal Tutorials


  • One time use/one person use
  • No editing required
  • Short

Program Options

  • Jing – Free!
  • SnagIt – Single user ~$50, Upgrade ~$25
  • Screencast-o-matic – Free or Pro version for $15 a year

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Screencast-o-matic interface

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Screencast-o-matic hosted