Home » Distance Library Instruction Virtual Poster Session (Spring 2019) » Micro-Learning: A Personalized & Life-Long Journey


ACRL DLS Chair: Natalie Haber
Vice-Chair: Amanda Ziegler
Secretary: Stephanie Espinoza Villamor
Archivist: Andrea Hebert
Webmasters: Katie Stewart and Matthew Stevons (dlswebcontact@gmail.com)
Members-at-Large: Karla Aleman and Jennifer Rundels

Micro-Learning: A Personalized & Life-Long Journey

This poster is part of the Distance Library Instruction Virtual Poster Session hosted by the ACRL DLS Instruction Committee. We encourage you to ask questions and engage in discussion on this poster! Authors will respond to comments between April 1-5.


Alex Stark, University of Wisconsin-Madison; Sheila Stoeckel, University of Wisconsin-Madison; and I-Pang Fu, University of Wisconsin-Madison

Poster Description:

This poster covers our experience designing online competency-based micro-courses to engage students with information literacy threshold concepts. It emphasizes how we leveraged local expertise; how distance students were able to engage; and the various strategies for identifying the skills and competencies that would benefit students.


(Click the square icon on the bottom to view full screen.)

About the Presenters

Alex Stark is the E-Learning Librarian for UW-Madison Libraries. She coordinates and leads the libraries’ e-learning program, including the design, development, and assessment of online instructional content and services. Alex collaborates with campus partners to develop processes and systems that facilitate the sharing, re-purposing, and delivery of e-learning content.

Sheila Stoeckel is the Director for Teaching & Learning for UW-Madison Libraries. Sheila has over a decade of experience in designing both residential and online research-based curriculum, information literacy support, and project management. She oversees information literacy and research instruction for 30+ campus library locations.

I-Pang Fu is the Learning & Innovation Program Manager for the Division of Continuing studies. He specializes in online learning, competency-based education, and learning innovation at the UW-Madison.


  1. What type of software or coding did you use for the micro-courses? Is it built in house or did you use a third-party product? They look great!

  2. Hey Diana! For the coding we used Bootstrap as our front-end library and developed content with a combination of HTML, CSS, and JS. We used Articulate Storyline 360 to develop some of the interactive components in the various courses (Research Life Cycle, Data Research Management Life Cycle, & Copyright status Tool). The quizzes or activities that record assessment data were developed in Qualtrics Survey Software, but those are going to be replaced with PHP code in the next month.

    This was built in house by myself and I-Pang Fu (one of the collaborators on this poster).

    Thank you, and let me know if you have any other questions!

  3. Hey Alex,
    I checked out your course before and I really like it. We have pondered something similar here but are afraid of use and relevancy if it is not tied to specific disciplines. Is this required as part of New Student Orientation type activities or??

  4. Great question! These topics were developed based on the needs analysis we did with a large group of faculty, but also specifically with the program directors of online graduate programs. The program directors then included these in the Community of Practice Canvas space for each program and have recommended that students complete them (but it is not required). The Copyright & Fair Use micro-course is being used as an assignment in a course, but that is the closest requirement so far.

    I have google analytics embedded into all of the pages so that we can track usage and monitor use. We are starting with just a few to make sure we don’t invest a lot of time into something that isn’t successful. If these general ones are successful, we plan on developing smaller subject specific micro-courses to accompany the general introductions. The hope is that learners could select their learning path since these are all built modular and can be pieced together based on their need.

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