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Fla 2013 presentation
The document provides a comprehensive guide on using instructional design to enhance learning experiences, emphasizing the importance of audience analysis, learning objectives, and the ADDIE instructional model. It features insights from several panelists on embedding librarians in educational contexts to improve resource accessibility and outlines practical strategies for implementing technology tutoring for older adults. Additional resources and contact information for further assistance are also included.
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Fla 2013 presentation
- 1. Using Instructional Design toCreate Substantive Learning Opportunities A Practical How-To
- 2. Panelists Paul Alford, LakeCounty Library System Natalie Rector, New College of Florida Susan Smith, Hodges University Isabelle Fetherston, Pasco County Library System
- 3. Materials All of thematerials, this slideshow, examples and tools mentioned can be found in this bit.ly bundle: http://bit.ly/ID1fla
- 4. Why Does IDMatter?
- 5. Why Does IDMatter? • Like it or not, we all play an instructional role • Design is being recognized as an important factor in the creation of all things experiential • Good design for learning = engagement, motivation, logical progression, achievable goals • Poor design for learning = confusion, frustration, unhappy customers who will not be back
- 6. Why Does IDMatter? “A common mistake that people make when trying to design something completely foolproof is to underestimate the ingenuity of complete fools.” - Douglas Adams
- 7. So What IsInstructional Design? • Purposeful • Logical • Progressive • Learner-centered • Multi-modal “What I hear, I forget. What I see, I remember. What I do, I understand.” - Confucius
- 8. Audience Analysis Start withyour audience • Demographics • Stereotypes • Motivators • Road Blocks/Fears
- 9. Learning Objectives • Purposeful– what the learner will be able to do • Frame the scope and sequence of the learning experience • Measurable • Enabling Learning Objectives • Terminal Learning Objectives
- 10. Learning Objectives - AnExample Class on Email • TLO – Send an email message o ELO’s Create an email account Access account Start a new message Input a valid address Input a subject Input textual content Send the message
- 11. Contact me Paul Alford LibraryServices Division Manager Lake County Library System Paul.alford@gmail.com
- 12.
- 13. ADDIE Instructional Model Analyze Analyzeyour learner’s • Background • Prior Knowledge • Wants • Needs
- 14. ADDIE Instructional Model Analyze Your learners Your lesson goals Ask—Do my lesson goals meet my learners where they are?
- 15. ADDIE Instructional Model Design Learning Objectives-Guide the lesson! 1. Performance-use strong verbs 2. Conditions 3. Criteria Learning Outcomes/Assessment “What will my learners be able to do at the end of the lesson? How will I know they’re able to do it?”
- 16. ADDIE Instructional Model Develop InstructionalStrategies Procedures Materials
- 17. ADDIE Instructional Model Implementyour lesson Evaluate Distribute a survey to learners Ask for verbal feedback. Self-assess within 24 hours Plan your next lesson!
- 18. Contact me Natalie Rector, EmergingTechnologies Librarian Jane Bancroft-Cook Library @ New College of Florida (941)-487-4416 nrector@ncf.edu www.wilylibrarian.com
- 19. Embedded + Blended Librarianshelping faculty develop instructional strategies
- 20. Context Private university withprofessional focus 2200 FTE How can the library reach more students and faculty? Have worked with the concept of embedded librarians for several years.
- 21. What if ? Weembedded a librarian in the online instructional design course for faculty?
- 22. Faculty comments "The librarianfound great information to help accounting students. I have no idea the resources she found existed..." "Thank you. This is great. I know the students will enjoy!" "You all do a remarkable job, of listening and creating as well as researching!"
- 23. How did weget there? Idea of blended librarians was introduced. Not many takers. What to do? Embed a librarian in online professional development for faculty-Instructional Design for Online Courses.
- 24. Specifics Take one ofyour learning outcomes for the course you are creating in the practice area and email it to the librarian.
- 25. What I do Searchthe library. PANIC! Reply to the faculty. Post to the course discussion board. Embed the resource in the practice class.
- 26. Bonus! "Would it bepossible to for you to suggest some interesting videos to show in the classroom - Marketing related?"
- 27. Contact Susan L. Smith,Ph.D Assistant Library Director and Associate Professor Hodges University | 2655 Northbrooke Dr., Naples, FL 34119 239-598-6134 | (800) 466-8017 ssmith1@hodges.edu http://www.hodges.edu/
- 28. Application How might youapply this in your library?
- 29. Applying Instructional Design TeenTechnology Tutors
- 30. Applying Instructional Design Analyze:What do you know about your learners? Many are technophobic and lack confidence. Some have basic navigation skills, but have “holes” in their tech knowledge .
- 31. Applying Instructional Design Analyze:What do you know about your learners? Some have physical challenges i.e. arthritis, tremors, hearing difficulty Preference for step-by-step instruction
- 32. Applying Instructional Design Analyze:Your Lesson Goals: Example: Mousercise Goal: To surf the internet and shop online, by Learning how to use a mouse, Learning to use a browser, and Learning how to fill-in online forms.
- 33. Applying Instructional Design Design:Learning objectives: Example: Mousercise • Scroll up and down a webpage. • Move the cursor accurately to click on a link. • Double click to open a program. • Use a drop down menu and fill out an online form.
- 34. Applying Instructional Design Develop:Instructional Strategies: multi-modal - Older adult hears the instruction from the teen. - Older adult sees the demonstration by the teen and reads the handout. - Older adult does hands-on practice.
- 35. Applying Instructional Design Develop:Instructional Strategies: Go slow. Repeat instruction as needed. Take time to answer questions. Don't try to go over too much at one session.
- 36. Applying Instructional Design Develop:Procedures: Use the patron's laptop if available. Don't reformat their disks, install software, etc. It is ok if you can't answer their question – just ask a librarian at the reference desk
- 37. Applying Instructional Design Implementyour lesson:
- 38. Applying Instructional Design Evaluate- Distribute a survey to learners, or ask for verbal feedback. Do you feel more confident? Have your questions been answered? What did you learn?
- 39. Applying Instructional Design Wantto try this program @ your library? Teen Training Powerpoint: http://www.slideshare.net/pclslibrarian2/teen- technology-tutors Or visit http://goo.gl/9XVGt
- 40. Contact Isabelle Fetherston Pasco CountyLibrary System New River Library branch isabellef@pascolibraries.org 813-788-6375
- 41. Questions? All materials, slideshow,handouts, websites and tools can be found at: http://bit.ly/ID1fla