1. Incorporating Instructional Design into Library Instruction Classes NEFLIN Live Online July 7, 2011

2. Contact Information Susan Ariew Education Librarian University of South Florida sariew@lib.usf.edu Joe Floyd Voice of the Chat University of South Florida

3. Objectives For Today’s Session By the end of today’s session you should be able to: Identify the components of the instructional design process. Distinguish effective instructional learning objectives from ineffective ones Discuss the role of assessment in the ID process Plan to enhance your own instruction with some ID basics

4. Instructional design is…. The “process by which instruction is created for classroom use through a systematic process of setting goals, creating learning objectives, analyzing student characteristics, writing tests, selecting materials, developing activities, implementing and revising the lesson” (Char-Chellman,3).

5. What does a designer do? Analyze learner characteristics Decides what is important for students to learn Effectively arranges the learning environment to maximize the probability of individual student learning (permanent, desirable changes in capability).

6. Instructional Design is based on.. General Systems Theory –A set of interrelated and acting parts that work together towards a common goal Educational Psychology Theory Communication Theory –Sender receiver feedback Instructional Theory

7. Advantages of using basic ID principles in library instruction Focuses on what the learner will be able to do as a result of the instruction. Creates links between instructional components Produces consistent instruction Facilitates effective assessment methods Helps you know where you’re going

8. Modified ID Process for Teachers Analyzing student characteristics & entry level behaviors Writing learning goals & objectives Developing Instructional activities Selecting Media Writing assessments/tests Implementing the lesson Revising the instruction

9. It helps to know your learners Learner analysis –Who your learners are, what motivates them, whey they may be reluctant to learn, etc. –Instructional decisions are then based on what we know about student characteristics and their informational needs

10. Analysis of Informational Needs and Learner analysis What are your students’ information needs? Have they had library instruction before? If so, what do they know and what don’t they know? How can you find out? How can you provide relevant material?

11. Knowing Your Learners Type into the chat box any activities that you engage in to learn about students before you do a library instruction session.

12. Design—Objectives and Outcomes Assessments What are my objectives for this session? What changes in thinking or performance do I want to occur? How will I know if changes occurred? What types of assessments (either formative or summative) will I use to determine if students have learned anything?

13. Goals vs. Objectives Goals are general statements of intent (i.e. student will understand the research process). Some faculty I work with use “guiding questions” instead of goals. Objectives are intentions that focus on specific activity (i.e. the student will be able to locate electronic journals articles related to his or her topic using ERIC).

14. Objectives Communicate expectations for student learning. Examine the types of learning desired. Determine your instructional sequence and planning.

15. Writing Objectives An instructional objective is a statement of what students are intended to learn as a result of instruction. Objectives need to describe the behavior the learner will exhibit

16. Writing Objectives Do’s and Don’ts Create a simple once-sentence statement (avoid the use of “and”) Avoid the use of vague terms like “understand” or “know.” Use verbs that describe the actions you wish the students to be able to perform

17. Example 1 Students will look at citation management tools (RefWorks, etc) Is this a clearly worded learning objective? Does it describe what the student will do? Based on your experience, what are some other ways this could be worded? Type your responses into the chat box.

18. Example 2: “The student will distinguish journal articles that have empirical studies from those that do not.” Type in the chat box your evaluation of this learning objective.

19. Verbs That Describe Actions Knowledge Verbs: define, list, describe, identify, name, match select, recall, or state Comprehension Verbs: explain, discuss, convert, distinguish, summarize, infer, predict

20. Other Types of Action Verbs Application Verbs: find, change, demonstrate, discover, operate, predict, produce, use, solve, show, relate Analysis Verbs: differentiate, discriminate, distinguish, debate, illustrate, point out, relate, select (Carr-Chellman,30)

21. Development & Implementation Develop instructional strategies Create instructional materials Preparing the content of your session Using multimedia or other tools to support learning Implementation

22. Development & Implementation How did learners respond to the instruction?

23. Evaluation/Assessment Was the instruction effective? What outcomes indicate that the instruction was effective? What type of feedback did you receive from the students or their instructor?

24. Assessment of Student Learning Formative assessment Summative assessment Recommendations for improvement

25. Formative Assessment Evaluation designed, done, and intended to support the process of improvement, and normally commissioned or done by, and delivered to, someone who can make improvements. The purpose of formative assessment is to improve the quality of student learning.

26. Types of Formative Assessments Students’ performance on tasks and assignments in or outside of class (use of clickers, worksheets, etc.) Student surveys (attitude or perceptions) Faculty feedback about student performance See Thomas A. Angelo and K. Patricia Cross’s Classroom Assessment Techniques

27. Summative Assessment Provides evidence for evaluation or grading of learner’s performance. Good summative assessments—tests and other graded evaluations—must be demonstrably reliable, valid, and free of bias. They must take into account student anxiety, cheating, and issues of fairness.

28. Types of Summative Data Pretests, post-tests Quizzes Worksheets completed for a grade Library assignment integrated into course assignments (part of a course portfolio) that is graded by instructors/librarians

29. Analyzing/ Reflecting on Results The ID Process allows you to understand teaching and learning in new ways. Assessment of Classroom Instruction, NCSU Libraries

30. References & Resources Cennamo, K. & Kalk, D.(2005). Real World Instructional Design. Carr-Chellman, Alison A. (2010). Instructional Design for Teachers Burkhardt, J.M.(2003). Teaching Information Literacy: 35 Practical Standards-Based Exercises for College Students USF Library Instruction Assessment ClearinghouseUSF Library Instruction Assessment Clearinghouse