1 / 19

Instructional Design and My Job at the Medical Library

Instructional Design and My Job at the Medical Library. Lei Wang June 17, 2005. Overview. What’s instructional design and technology? IDT service reality check My job @ the medical library. What field did you say you were in?.

mandana
Download Presentation

Instructional Design and My Job at the Medical Library

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Instructional Design andMy Job at the Medical Library Lei Wang June 17, 2005

  2. Overview • What’s instructional design and technology? • IDT service reality check • My job @ the medical library

  3. What field did you say you were in? • 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

  4. What is IDT? • 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)

  5. What is IDT? • IDT as Resource / Media / Technology – the “T” side of IDT • Traditional definition • Definition of “T” broadened as a result of technological advances, especially the web • Media Timeline • 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

  6. What is IDT? • IDT as Process – the “I” side of IDT • ADDIE Model (Analysis --> Design --> Development --> Implementation --> Evaluation) • Dick and Carey Flowchart

  7. What is IDT? • The two sides are inseparable • Features of IDT • Learner-centered • Goal-oriented • Focuses on real-world performance • Focuses on valid and measurable outcomes • Empirical • Team-effort • Subject Matter Expert, Instructional Designer, Production Personnel -- Adapted from Trends and Issues in Instructional Design and Technology (pp. 21 – 22)

  8. IDT service reality check • Affiliation • 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 • Center for Teaching and Learning

  9. IDT service reality check • The “I” side of IDT • Identify instructional goals / learning objectives • Select and implement teaching methods and strategies • Identify most appropriate instructional approaches • Design active learning activities • Develop instructional content • Research, write and / or edit instructional materials • Assess learning and evaluate instruction

  10. IDT service reality check • 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.

  11. IDT service reality check • The “T” side of IDT: • Provide one-on-one consultation services to faculty to help them identify appropriate technologies to meet instructional goals • Develop technology-based instructional content • 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 • Course management application training and support • Classroom technology support – computer, AV equipment, etc. • Workshops and training sessions for using software tools

  12. IDT service reality check • 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

  13. So what do I do? • Two-fold clientele • Library instruction and instructors (primary) • Library as an educational environment also needs instructional design • Part of the library’s educational outreach effort (to strengthen the e-learning, distance-education program) • Clearly stated in the ACRL guidelines for academic library education programs • Medical school instruction and instructors (limited service) • The library took over most of the Medical School Office of Academic Computing responsibilities

  14. So what do I do? • 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

  15. So what do I do? • 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.

  16. So what do I do? • The typical workflow of an online tutorial project • Identify student performance objectives and instructional goals (Collaboration with SME) • Identify instructional strategies (Collaboration with SME) • 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, Principle-based?) ... • Contextual analysis • What’s the timeframe? • Is the performance objective going to change very soon? • Do we have the necessary tools? ...

  17. So what do I do? • 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 • Interface design, multimedia content production, etc. • Assessment and evaluation

  18. So what do I do? • 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

  19. So what do I do? • Duties as a member of the Reference Department • Reference Desk Coverage • Liaison Activities • Classroom Instruction • Reference Collection • Important to understand the needs and concerns of the clientele as well as develop a community for formative and summative assessments

More Related