Transcript Instructional Design in the Libraries

Instructional Design and
My Job at the Medical Library
Lei Wang
June 17, 2005
Overview
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What’s instructional design and technology?
IDT service reality check
My job @ the medical library
What field did you say you were in?
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Lamentably, instructional designers
are having an identity crisis
The field is referred to by a myriad
of names: instructional design,
instructional media, instructional
systems, instructional technology,
educational technology, and so forth
The preferred term: Instructional
Design and Technology (IDT)
Photoshopped from a cartoon by J. B. Handelsman
in The New Yorker December 26, 1988
What is IDT?
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The field of instructional design and technology
(IDT) encompasses the analysis of learning
problems, and the design, development,
implementation, evaluation and management of
instructional processes and resources intended
to improve learning in a variety of settings,
particularly educational institutions.
-- Adapted from Trends and Issues in Instructional Design and Technology (p. 12)
What is IDT?
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IDT as Resource / Media / Technology – the “T” side
of IDT
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Traditional definition
Definition of “T” broadened as a result of technological
advances, especially the web
Media Timeline
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1910s: earliest educational films
1920s: visual materials – films, pictures, lantern slides, etc
1920s – 1940s: sound recordings, radio broadcastings, and
motion pictures with sound (shift from visual to audio-visual)
1950s: Televisions
1970s – 1990s: VCRs, PCs, CD-ROMs
1990s - Now: the Web
What is IDT?
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IDT as Process – the “I” side of IDT
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ADDIE Model (Analysis --> Design --> Development -->
Implementation --> Evaluation)
Dick and Carey Flowchart
What is IDT?
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The two sides are inseparable
Features of IDT
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Learner-centered
Goal-oriented
Focuses on real-world performance
Focuses on valid and measurable outcomes
Empirical
Team-effort
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Subject Matter Expert, Instructional Designer, Production Personnel
-- Adapted from Trends and Issues in Instructional Design and Technology (pp. 21 – 22)
IDT service reality check
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Affiliation
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IT Departments
Department of Academic Computing / Technology
 Yale: AM&T (Academic Media and Technology)
 YSM: Office of Academic Computing had “dissolved” –
used to be part of ITS-Med – Library took over most of
its responsibilities
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Center for Teaching and Learning
IDT service reality check
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The “I” side of IDT
Identify instructional goals / learning objectives
 Select and implement teaching methods and
strategies
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Identify most appropriate instructional approaches
 Design active learning activities
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Develop instructional content
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Research, write and / or edit instructional materials
Assess learning and evaluate instruction
IDT service reality check
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The “I” side of IDT
YSM: No direct support for faculty in terms of
identifying instructional goals, selecting instructional
approaches, and evaluating instructional
effectiveness.
 To remedy that, Medical Library developed an
education collection for instructors.
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IDT service reality check
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The “T” side of IDT:
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Provide one-on-one consultation services to faculty to help
them identify appropriate technologies to meet instructional
goals
Develop technology-based instructional content
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Materials supplemental to classroom instruction: online guides and
tutorials
Multimedia content production – images, audio, video, etc.
Full-length online courses
Provide training and support for using instructional
technologies
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Course management application training and support
Classroom technology support – computer, AV equipment, etc.
Workshops and training sessions for using software tools
IDT service reality check
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The “T” side of IDT:
Medical Library offers assistance to faculty in
identifying technologies for their instructional needs
 Medical Library offers assistance to faculty in using
the course management software
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So what do I do?
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Two-fold clientele
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Library instruction and instructors (primary)
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Library as an educational environment also needs instructional design
Part of the library’s educational outreach effort (to strengthen the elearning, distance-education program)
Clearly stated in the ACRL guidelines for academic library education
programs
Medical school instruction and instructors (limited service)
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The library took over most of the Medical School Office of
Academic Computing responsibilities
So what do I do?
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Create and maintain web-deliverable interactive,
self-paced lessons, tutorials, and modules that
extend effective library education
Web-deliverable, self-paced: meet the learning needs of
med school community
 Interactive: promote active learning – real learning
only takes place when students are asked to
understand the material in their own terms and use it
to accomplish a meaningful task
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So what do I do?
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Conduct assessment of instructional modules
Formative assessment: conducted before the project is
finished. Surveys, interviews, observations, user
feedbacks, etc.
 Summative assessment: conducted as a final evaluation
of the project. User ratings, student test scores,
comparative / statistical studies of instruction
effectiveness, etc.
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So what do I do?
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The typical workflow of an online tutorial project
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Identify student performance objectives and instructional
goals (Collaboration with SME)
Identify instructional strategies (Collaboration with SME)
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Format (Paper handout, HTML, Flash, PDF?)
Level of difficulty (Entry level, Advanced skills?)
Level of granularity (Overview, Tips and tricks, Comprehensive?)
Level of interactivity (Informative, Performance-based, Principlebased?) ...
Contextual analysis
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What’s the timeframe?
Is the performance objective going to change very soon?
Do we have the necessary tools? ...
So what do I do?
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The typical workflow (continued)
Collect instructional materials (Collaborate with
SME to find the perfect yet authentic scenario or
example, etc)
 Instructional script write-up (Collaboration with
SME)
 Development and Implementation
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Interface design, multimedia content production, etc.
Assessment and evaluation
So what do I do?
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Effectively coach and support subject matter
experts during collaboration
Provide (limited) coaching / consultation /
support to medical school faculty who wish to
develop IT-based content for their instruction
So what do I do?
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Duties as a member of the Reference
Department
Reference Desk Coverage
 Liaison Activities
 Classroom Instruction
 Reference Collection
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Important to understand the needs and
concerns of the clientele as well as develop a
community for formative and summative
assessments