Why Does ID Matter?• Like it or not, we all play an instructional role• Design is being recognized as an important factorin 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
Why Does ID Matter?“A common mistake that people make whentrying to design something completelyfoolproof is to underestimate the ingenuityof complete fools.”- Douglas Adams
So What Is Instructional Design?• Purposeful• Logical• Progressive• Learner-centered• Multi-modal“What I hear, I forget.What I see, I remember.What I do, I understand.”- Confucius
Audience AnalysisStart with your audience• Demographics• Stereotypes• Motivators• Road Blocks/Fears
Learning Objectives• Purposeful – what the learner will be able todo• Frame the scope and sequence of thelearning experience• Measurable• Enabling Learning Objectives• Terminal Learning Objectives
Learning Objectives- An ExampleClass on Email• TLO – Send an email messageo 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
Contact mePaul AlfordLibrary Services Division ManagerLake County Library SystemPaul.email@example.com
ADDIE Instructional ModelAnalyze Your learners Your lesson goalsAsk—Do my lesson goalsmeet my learners where theyare?
ADDIE Instructional ModelDesign Learning Objectives-Guide the lesson!1. Performance-use strong verbs2. Conditions3. Criteria Learning Outcomes/Assessment “What will my learners be able to do at the end ofthe lesson? How will I know they’re able to do it?”
ContextPrivate university with professional focus2200 FTEHow can the library reach more students and faculty?Have worked with the concept of embedded librarians forseveral years.
What if ?We embedded a librarian in the online instructional designcourse for faculty?
Faculty comments"The librarian found great information to help accountingstudents. 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 wellas researching!"
How did we get there?Idea of blended librarians was introduced.Not many takers. What to do?Embed a librarian in online professional development forfaculty-Instructional Design for Online Courses.
SpecificsTake one of your learning outcomes for the course you arecreating in the practice area and email it to the librarian.
What I doSearch the library.PANIC!Reply to the faculty.Post to the course discussion board.Embed the resource in the practice class.
Bonus!"Would it be possible to for you to suggest some interestingvideos to show in the classroom - Marketing related?"
ContactSusan L. Smith, Ph.DAssistant Library Director and Associate ProfessorHodges University | 2655 Northbrooke Dr., Naples, FL 34119239-598-6134 | (800) firstname.lastname@example.org://www.hodges.edu/
ApplicationHow might you apply this in your library?
Applying Instructional DesignAnalyze: What do you know about your learners? Many are technophobicand lack confidence. Some have basic navigation skills,but have “holes” in their techknowledge .
Applying Instructional DesignAnalyze: What do you know about your learners? Some have physical challenges i.e. arthritis,tremors, hearing difficulty Preference for step-by-step instruction
Applying Instructional DesignAnalyze: Your Lesson Goals:Example: MouserciseGoal: To surf the internet and shop online, byLearning how to use a mouse,Learning to use a browser, andLearning how to fill-in online forms.
Applying Instructional DesignDesign: 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 onlineform.
Applying Instructional DesignDevelop: Instructional Strategies: multi-modal- Older adult hears the instruction from the teen.- Older adult sees the demonstration by theteen and reads the handout.- Older adult does hands-on practice.
Applying Instructional DesignDevelop: Instructional Strategies: Go slow. Repeat instruction as needed. Take time to answer questions. Dont try to go over too much at one session.
Applying Instructional DesignDevelop: Procedures: Use the patrons laptop if available. Dont reformat their disks, install software, etc. It is ok if you cant answer their question –just ask a librarian at the reference desk
Applying Instructional DesignImplement your lesson:
Applying Instructional DesignEvaluate - Distribute a survey to learners,or ask for verbal feedback. Do you feel more confident? Have your questions been answered? What did you learn?
Applying Instructional DesignWant to try this program @ your library?Teen Training Powerpoint:http://www.slideshare.net/pclslibrarian2/teen-technology-tutors Or visit http://goo.gl/9XVGt
ContactIsabelle FetherstonPasco County Library SystemNew River Library email@example.com
Questions?All materials, slideshow, handouts, websitesand tools can be found at:http://bit.ly/ID1fla