Revised MO 2005-10-04 10:25 EDT Presentation made at WVLA Annual Conference on October 4, 2005 A....

Revised MO 2005-10-04 10:25 EDT Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University

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Bringing Learners and Library Skills Together

Using Computer-Based Instruction for Training Student Assistants at a University Research Library

A. David Roth, Circulation Supervisor of StudentsEvansdale Library, West Virginia University

Presentation made at WVLA Annual Conference on October 4, 2005 A. David Roth | Access Services, Evansdale Library, West Virginia University

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Designing with information technology for educational purposes

This design is an example of one among many ways of providing training to student library assistants

We operate in an environment of opportunities and constraints We have to do the best that we can under the circumstances

There are handouts of the main forms displayed, in the order they occur


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Outline of the Presentation

What is the program? Educational mission Why was it developed? Design method Design goals Who uses it? When is it implemented? Where does the instruction occur? How does the instruction proceed? Administration of the training program Demonstration of a lesson Discussion about training, instructional technology, etc.

Straight Exposition: Who, What, Why, etc.

Demo

Questions, etc.


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What is the program?

“Bringing Learners and Library Skills Together” is an instructional design package meant to enhance the training of new student library assistants in Circulation Services

The program currently consists of 37 online PowerPoint lessons, online web response forms, email communications, supplementary web material … and the all-important, hands-on, follow-up task performances

Why use PowerPoint? Relatively simple technology Stable Students are familiar with it

Each lesson provides a framework for understanding each task cognitively, before actually doing the task


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Educational Mission

To promote authentic, learner-centered instruction about critical library operations to new student library assistants

The lessons are designed to… Be responsive to learner needs Enhance student agency, autonomy, and cooperative effort Produce quality library services for our research public


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Why was the design program developed?

The overall program was conceived in conjunction with coursework in the Fall, Spring, and Summer 2002-2003 academic year for a Master’s degree in Technology Education at West Virginia University

Thanks to Mary Strife, Director of Evansdale Library, in 2003 I was able to implement the lessons within the training cycle for new students in Circulation Services

The program was developed because of a perceived problem in the training process of our students


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Why was it developed? (2/5)

Presenting/Instructional problem: Student assistants were not treated primarily as learners, with

recognition of their particular learning preferences Lack of consistent, standardized training (e.g., constant interruptions,

different trainers) Lack of meaningful contexts and rationales for tasks Delivery of content was not engaging enough (e.g., old, photocopied

forms) Stressful on staff to train, with everything else to do in the dept.

Result: students were not getting dependable training and their performance suffered (as did our service)


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Instructional solution: Incorporate a series of self-paced, PowerPoint/multimedia tutorials into

the front end of our training, providing standardized, computer-based instruction

Follow up with actual task performance Gather learner information to structure and “individualize” training Monitor performances and provide generous feedback


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Some of the results in terms of learner outcomes: Students have a broader and deeper understanding of their work for the

library Students have more appreciation for the value of their work Performance monitoring indicates fewer errors, earlier on Students are more responsive and helpful to the public


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Training emphasis: creates more of a balance of emphasis between learner, content, and the resultant level of service provided to the public

Our instruction is now more cohesively integrated within a general learner-centered work environment


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Design method

Rapid Prototyping is the primary method This allows for constant, formative evaluation of the lessons and

subsequent revision Lessons can be quickly modified as new policies, procedures,

technologies, or demands are introduced into the work environment Instruction is user-centered because of constant feedback from the

student users, which leads to responsive modifications


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The 6 design goals of the project

When designing anything, we have implicit or explicit criteria in mind for what constitutes a good design

In this project, each lesson should be: Clear Consistent Comprehensive Contextual Engaging Responsive

We’ll refer to these goals when assessing the efficacy of our demonstration lesson


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Who uses the instruction?

All student assistants, new and continuing Also suitable for new staff And for other non-Circulation student assistants


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Learner characteristics

There is a lot of sociological, psychological, and educational research and discussion about generational characteristics in our incoming students

For our purpose to develop and deliver appropriate instruction, we need to know more about how our students learn and what motivates them to learn

To gather this information, we use two concise instruments: Student Assistant Information Sheet VARK questionnaire


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Student Assistant Information Sheet Access Services Dept., WVU Evansdale Library

This Semester is: ___Fall ___Spring ___Summer Year__________ ______________________________________________________________________________ Personal Information Your name________________________________________________ Date_____________ Please indicate your educational level by placing an "X" on the appropriate line: ___ FR ___ SOPH ___ JR ___ SR ___ GR What is your academic field or concentration of study? _______________________________ Expected graduation date (month/year): _______________________ Are you a new or continuing student library assistant? ___NEW ___CONTINUING Have you ever worked in a library before this one? ___YES ___NO If YES, please indicate where/when: Briefly tell us about your previous work experience: ______________________________________________________________________________ Why the library? Why do you want to work at Evansdale Library? What has motivated you to work here? What skills do you possess which you believe have prepared you for work in a library setting? (Examples would be: word processing, html, graphic arts, communication, public service, etc.) What expectations do you have about working here? What do you expect to gain from the experience? ___________________________________________________________________

Please continue on reverse side


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Learning preferences Please indicate which is your 1st preference, 2nd, and so forth, for learning library operations. ____Do you prefer to learn through written texts, such as handouts? ____Do you like oral instruction? ____Do graphics and pictures help you to understand a task? ____Do you learn best by watching how others perform a task? ____Do you prefer to learn a task by physically doing it? ____Other? Such as… Can you provide any other information that would help us provide meaningful instruction to you? ______________________________________________________________________________ Technologies Do you have experience with and are you comfortable using the World Wide Web ? ___YES ___NO Briefly describe your proficiency: Do you have experience with and are you comfortable viewing PowerPoint presentations? ___YES ___NO Briefly describe your proficiency: What kind of computer do you use? ____Windows/IBM-compatible ____Apple ____Other (Palm, Sony or other handhelds, etc.)

______________________________________________________________________________ Electronic Communications We use e-mail extensively for many of our communications with students and staff. We prefer that you use your MIX account. Please clearly print your current e-mail address: __________________________ Are you comfortable receiving, viewing, and sending e-mail attachments? ___YES ___NO If we sent you a Microsoft Word or Excel document, or an Adobe Acrobat pdf document as an e-mail attachment, would you be able to open and work with it on your computer, and perhaps send back a revised copy to us? ___YES ___NO ______________________________________________________________________________ Additional Information Please provide any other information you feel would be helpful to assure that you have a positive work experience here at Evansdale Library.

Student Library Assistant Learner Characteristics A. David Roth Revised August 10, 2005


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Learner characteristics (5/5)

The “Student Assistant Information Sheet” tells us more about the student’s incoming interests and skills, expectations, and technical capabilities

As part of Lesson 01, the student completes the VARK online learning preferences inventory, which gives us additional information that we use to “individualize” instruction, to some extent

Throughout the instructional and work cycles of each student, through conversation, observation, and performance monitoring, we gather additional information that may influence how we communicate with our students and how they perform their tasks


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When was the program implemented?

Project Implementation: The first lesson was designed in November 2002 The lessons are being applied as they are developed, first as beta-

testing with experienced students, then as instructional units for new and continuing students

The design, implementation, and evaluation of the lessons are then analyzed and modified as needed


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When was the program implemented? (2/2)

Student Instructional Implementation: When a student begins working at the library, the “Student Assistant

Information Sheet” is completed, along with a “Performance Expectations for Student Assistants” work contract

The student is then informed about the instructional sequence of the lessons, how they are to respond, etc.

Student begins instruction with PowerPoint Lesson 0, 1a, 1b, etc.


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Where does the instruction occur?

The lessons, lesson responses, and a good deal of supplementary material exist on the library intranet, which is only available on campus

The instructional matrix or homepage contains links to all the lessons as PowerPoint Shows

An “Additional Resources” page provides supplemental documents and information

Each student individually accesses the lessons via training computers in the library, according to a structured sequence

The lessons are self-paced tutorials, so each student can control the speed of instruction


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How does the instruction take place?


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How does the instruction take place? (2/15)

The student assistant engages a PowerPoint lesson in order to… Generate a conceptual framework for grasping what is the task See the task steps outlined in sequence, one-by-one Understand the value and context for doing a specific task

Each page of the lesson has to provide clear, step-by-step details on how a task is done, why it is important to do it right, etc.

Animations and other active objects help to illustrate the text As an illustration, the next three slides are taken from Lesson

08a on shelving


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This item happens to be a volume of the journal called “American Music”

Journals have multiple volumes

Look at the book on the cart The book in this example is

the 20th volume / 2002 edition

It will go on the shelf after the 19th volume / 2001 edition


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When you find the 19th edition, open up a little space after it

Often there will be a space where the original item had been placed

Place your book from the cart on the shelf after the 19th edition and slide it into its proper place

Push in


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Glance at the books on either side of the book you just shelved, to make sure that THEY are in the correct place

Double-check yourself: Have you shelved the book in its correct call number position?

Then “front” and straighten out the shelf so it has a more organized appearance


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On the last page of each lesson there is a hyperlink to the online Lesson Response web page for that lesson


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Response to Lesson 05

Thank you for your participation in experiencing lesson 05

Please access the online response form to report on your learning experience

When you have submitted your responses to Lesson 05, report to a circulation staff member to access the LC Easy tutorial and drills, print the results, and do Task Performance 2


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When the link is selected, the web response form is launched


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The Online Lesson Response form consists of two sets of questions “Content” questions check the student’s learning of specific

knowledge, skills, and attitudes related to carrying out tasks “Presentation Questions” ask such questions as…

How s/he liked the presentation Did it succeed in giving you an understanding of the content? Was it clear? Was it consistent? Was it engaging?

Presentation questions attempt to get design feedback from the user


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After all the boxes have been filled in, the student selects the <Submit> button at the bottom of the web page

Student online responses to the lessons are sent via a CGI script in the form of emails to me

I then respond to the responses via email An example follows


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If possible, there is a face-to-face learning assessment discussion

Then, the student demonstrates and deepens learning by engaging in an actual task performance (e.g., shelving), first with a staff member/experienced student

Knowing that many people learn best by actually doing a task or seeing it demonstrated, it is important that the student assistant actualizes her/his learning by physically carrying out the task soon after the PowerPoint instruction

Over the next few work shifts, the student will repeat the task, solo, at least once per shift


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The solo task performance is then monitored, feedback is given, and student proceeds to next lesson, etc.

Feedback on performance will help the student to improve her/his knowledge and skills of the task

Feedback is provided via an annotated Student Task Performance Results sheet, as in the following example


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Instructional Sequence

An instructional sequence is the explicit plan by which learning is mapped to occur in the learner, one educational event after another, over time

One example of such a sequence is an academic course syllabus; another example is a set of tennis lessons

The objective is to provide increments of educational content that build upon each other, from the less to the more complex

The instructional sequence for training student library assistants consists of about 100 educational events, most of which are PowerPoint lessons and hands-on tasks that will occur within the opening weeks of a student’s employment at the library


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Instructional Sequence (2/13)

The lessons aim to generate learning in all three major learning domains: Cognitive domain: to develop the knowledge and skills—knowing “what” and

“how”—needed to understand the tasks and their rationales, to be aware of the context in which they occur, to be able to deliver accurate information to the public and to your colleagues, and to be able to problem-solve as the situation warrants

Affective domain: to develop the attitudes, values and emotional framework to appropriately carry out the mission and goals of the library

Psychokinetic domain: to develop the physical capabilities and skills for actually doing a task


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The overall goal of such a sequence is that the learner will actively engage the content and—step by step—construct a stronger and more comprehensive set of understandings and skills related to the subject matter

In effect, this means the student first views the content of a task, then does it … going from a conceptualization of the task to the capability of actually doing it


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Viewing Doing

Conceptualizing Actualizing


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The lessons in the instructional sequence are organized into three (3) learning sets

Please see the Outline handout


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Three general areas of instruction

General Context of Student Assistant Library WorkL1 Your Learning Experience as a Student Library Assistant in Circulation Services at Evansdale Library / Assess / DiscussL2 Performance Expectations for Student Assistants / Assess / Discuss L3 Library Resources / Assess / Discuss

Maintaining the Integrity of the Physical CollectionsL4 A Virtual Tour of the Library / Assess / Discuss / Task Perf. 1 / Assess / DiscussL5 Call Number Classification / Assess / Discuss / Task Perf. 2 / Assess / DiscussL6 Retrieving Stacks Items / Assess / Discuss / LC Easy / Task Perf. 3 / Assess / DiscussL7 Straightening Shelves of Items / Assess / Discuss / Task Perf. 4 / Assess / DiscussL8 Shelving Items / Assess / Discuss / Task Perf. 5 / Assess / DiscussL9 Visually Scanning Items for Call Number Consistency / Assess / Discuss / Task Perf. 6 / Assess / DiscussL10 Physical Item Searches / Assess / Discuss / Task Perf. 7 / Assess / DiscussL11 Reconfiguring the Collections / Assess / Discuss / Task Perf. 8 / Assess / Discuss

Public Service and System FunctionsL12 What’s What behind the Circulation Desk / Assess / Discuss / Task Perf. 9 / Assess / DiscussL13 Standard Operations at the Circulation Desk / Assess / Discuss / Task Perf. 10 / Assess / DiscussL14 Introduction to the Endeavor Voyager System / Assess / DiscussL15 Voyager Circulation Module: Interface and Patron Records / Assess / Discuss / Task Perf. 11 / Assess / DiscussL16 Voyager Circulation Module: Discharging Items / Assess / Discuss / Task Perf. 12 / Assess / DiscussL17 Voyager Circulation Module: Charging Items / Assess / Discuss / Task Perf. 13 / Assess / DiscussL18 Voyager Circulation Module: Item Records / Assess / Discuss / Task Perf. 14 / Assess / DiscussL19 Course Reserves / Assess / Discuss / Task Perf. 15 / Assess / DiscussL20 Using the Wireless Laptop Computers, CD Players, and Associated Equipment / Assess / Discuss / Task Perf. 16 / Assess / DiscussL21 Using the Pharos System Print Controller, Printers, Copiers, Digital Sender, and Value-Add Service Machine / Assess / Discuss / Task Perf. 17 / Assess / DiscussL22 Using the MountainLynx Electronic Catalog / Assess / Discuss / Task Perf. 18 / Assess / DiscussL23 Supervising the Use of the Electronic Classroom Computers / Assess / Discuss / Task Perf. 19 / Assess / DiscussL24 How to Help Library Users / Assess / Discuss / Task Perf. 20 / Assess / DiscussL25 Working with Microform and Government Documents / Assess / Discuss / Task Perf. 21 / Assess / Discuss


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Outline of PowerPoint lessonsOutline of the PowerPoint Lessons

Bringing Learners and Library Skills Together: Using Computer-Based Instruction for Training Student Assistants at a University Research Library

General Context of Student Assisstant Library Work PPT Lesson 00. How to navigate in PowerPoint PPT Lesson 01a. Your learning experience at Evansdale Library §1.1 Working in a learning environment §1.2 What kinds of work will you be doing? §1.3 Payroll information §1.4 For those funded by College Work Study (CWS) §1.5 The instructional sequence PPT Lesson 01b. Who’s who in the library §1.6 Who’s Who at Evansdale Library §1.7 Organizational Structure §1.8 Office Locations and departmental functions §1.9 Who’s Who Redux PPT Lesson 01c. §1.10 Learning preferences VARK questionnaire PPT Lessons 02a-02b. Performance Expections for Student Assistants §2.1 Student Performance Expectations PPT Lesson 03. Library resources §3.1 Libraries and information §3.2 Library Collections Maintaining the Integrity of the Physical Collections PPT Lesson 04a. Virtual Tour of the library §4.1 “Virtual Tour of Evansdale Library” PPT Lesson 04b. §4.2 Layout of the collections PPT Lesson 05. Call number classification §5.1 Classifications and call numbers §5.2 The Library of Congress classification system §5.3 Special section prefixes to call numbers §5.4 The LC Easy tutorial and drills §5.5 The call number training cart LC Easy v.3 PPT Lesson 06. Retrieving stacks items §6.1 What is a stacks retrieval and why do it? §6.2 How do I do it? PPT Lesson 07. Shelf straightening §7.1 What is shelf straightening and why is it important? §7.2 The shelf straightening procedure PPT Lesson 08a. Shelving basics: books and bound journals §8.1 What is shelving and why is it important?

continued on reverse


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The first set of lessons (0-3) present the general context of your library work and will build the foundation for your work in the library: What it means to work in a library Your team members in the library work environment Performance expectations Library resources


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The second set of lessons (4-11) teaches the skills for maintaining

collections integrity: Layout of the collections The Library of Congress call number system Item retrievals or pick ups Shelf straightening Shelving Shelf reading Physical item searches Other stacks projects


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The third set of lessons (12-25) concern public service and systems functions, such as: Standard operations at the Circulation Desk Using the Voyager circulation system to discharge, charge, and search

for items Accessing course reserves Working with wireless laptops, printers, copiers, and other hardware Using the MountainLynx electronic catalog


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An outline of the current version of the instructional sequence and tracking check list is used to track each student’s progress through the lessons

This check list is shared with each student on an ongoing basis The check lists are also available to all the Circulation Services staff

on a network drive, so that they will know what instruction is still needed for each student


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PowerPoint Lessons viewed, Tasks done: Check List for xxxxxx

Instruction Lesson Name Completed Paperwork Employee paperwork, incl. Expectations Checklist Checklist of Performance Expectations

Instructional PowerPoints website: intranet.lib.wvu.edu/departments/evancirc/intro-instruction.htm

PPT 00 Navigation 01a Learning/working 01b Who’s Who 01c Learning preferences

Was a print-out made of the VARK results?

02a Performance expectations 02b Performance expectations, continued 03 Library resources 04a Virtual Tour

Was the slideshow viewed?

04b Layout of collections -- Tour Was physical tour completed? 05 Call number classifications

LC Easy, v.3 LC Easy: www.libraries.wvu.edu/systems/links/lceasy3.html Do Lesson, Basic Book Sorting 5 drills, Advanced Book Sorting 5 drills

Was a print- out produced?

Training cart Training Cart How well was it done?

06 Pick ups Pick up Was a pick up done with experienced student? Pick up Was a pick up done solo?

07 Shelf straightening Shelf str. Was shelf straightening done?

08a Shelving basics 08b Shelving continued

Shelving Was shelving with an experienced student done? Shelving Was solo shelving done?

12a Circulation area 12b Circulation area, continued 13a Standard operating procedures - 13b Phone answering

Checklist Checklist of phone answering skills 14 Voyager system 15 Voyager interface/patron records 16 Discharging items 17a Charging items 17b Renewing, modifying items 18 Item records 19a Course reserves overview 19b Course reserves procedures 19c Permanent & Electronic Reserves

Checklist Checklist on Course Reserves 22 Using Mountainlynx

***Wait*** Wait to hear from us before doing the lessons below ***Wait*** 09 Shelf reading

LC Easy, v.3 LC Easy v. 3: Shelf Reading 10 drills Shelf reading Was shelf reading done?

10 Physical item searches Searches Were searches done?

20 Laptop computers/other media - 21 Pharos, printers, copiers, etc. - 23 Supervising classroom 24 How to help - 25 Microforms, gov docs - 11 Shifts/transfers -

Lessons are available at: intranet.lib.wvu.edu/departments/evancirc/intro-instruction.htm


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Note that the lessons do not proceed in strict numerical order Some of the stacks tasks, such as shelf reading and item searches,

require the knowledge and skills gained from a number of instances of doing prior stacks tasks (such as shelving) before the student is ready to learn them

Thus, for example, the student will do lessons 6, 7, 8 but will wait to do lesson 9 until they have shelved accurately at least three times


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Administration of the training program

It is helpful to use check lists or other means to keep track of where you are in the design program, where each student is in the sequence of training, etc.

This is especially true if you are simultaneously doing… Instructional design Implementation and training Supervision of on-going student work


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PowerPoint Lesson Design Check List PPT Lesson PPT Created? PPT Completed? PPT Revised? Content uploaded

as PPS to web server?

Does it work?

00 2003-09-04 Y 2005-09-19 2005-09-19 2005-09-19 01a 2003-08-12 Y 2005-09-26 2005-09-26 2005-09-26 01b 2005-05-18 Y 2005-05-19 2005-08-14 2005-08-14 2005-08-14 01c 2004-06-12 Y 2005-08-15 2005-08-15 2005-08-15 02a 2004-06-29 Y 2005-08-16 2005-08-16 2005-08-16 02b 2005-07-02 Y 2005-09-20 2005-09-20 2005-09-20 03 2004-07-27 Y 2005-08-17 2005-08-17 2005-08-17 04a 2004-06-23 Y 2005-08-17 2005-08-17 2005-08-17 04b 2004-07-07 2005-01-12 N N N 05 2004-07-01 Y 2005-09-29 2005-09-29 2005-09-29 06 2004-06-30 Y 2005-09-21 2005-09-21 2005-09-21 07 2004-07-10 Y 2005-09-21 2005-09-21 2005-09-21 08a 2004-07-10 Y 2005-09-29 2005-09-29 2005-09-29 08b 2004-09-21 Y 2005-09-22 2005-09-22 2005-09-22 09 2004-06-23 Y 2005-07-10 2005-07-10 2005-07-10 10 2004-10-27 Y 2004-11-16 2005-07-10 2005-07-10 2005-07-10 11 N N N N N 12a 2004-07-26 Y 2005-02-08 2005-09-23 2005-09-23 2005-09-23 12b 2005-02-02 Y 2005-02-09 2005-09-22 2005-09-22 2005-09-22 13a 2004-06-23 N 2005-09-26 N N 13b 2005-03-01 Y 2005-03-03 2005-09-22 2005-09-22 2005-09-22 14 2004-06-23 Y 2005-09-22 2005-09-22 2005-09-22 15 2004-06-23 Y 2005-09-23 2005-09-23 2005-09-23 16 2004-06-23 Y 2005-09-20 2005-09-20 2005-09-20 17a 2004-06-23 Y 2005-07-10 2005-07-10 2005-07-10 17b 2004-07-06 Y 2005-07-10 2005-07-10 2005-07-10 18 2004-06-23 Y 2005-07-10 2005-07-10 2005-07-10 19a 2004-09-27 Y 2004-09-18 2005-07-10 2005-07-10 2005-07-10 19b 2004-10-07 N 2004-08-05 2005-07-10 2005-07-10 2005-07-10 19c 2004-10-18 Y 2004-12-01 2005-07-10 2005-07-10 2005-07-10 20 N N N N N 21 N N N N N 22 2002-11-18 Y 2005-07-08 2005-07-08 2005-07-08 23 2003-08-19 Y 2005-07-10 2005-07-10 2005-07-10 24 N N N N N 25 N N N N N

Lessons are available at intranet.lib.wvu.edu/departments/evancirc/intro-instruction.htm


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Lesson Response Form Check List

Response to Lesson …

Created? Completed? Revised? Content uploaded? Does it work?

00 Y Y 2005-01-07 2005-01-07 2005-01-07 01a Y Y 2005-06-09 2005-06-09 2005-06-09 01b Y Y 2005-06-09 2005-06-09 2005-06-09 02 Y Y 2005-01-11 2005-01-11 2005-01-11 03 2004-07-27 Y 2005-01-11 2005-01-11 2005-01-11 04b Y N - - - 05 Y Y 2005-01-11 2005-01-11 2005-01-11 06 Y Y 2005-01-11 2005-01-11 2005-01-11 07 2004-08-17 Y 2005-01-11 2005-01-11 2005-01-11 08a 2004-9-21 2004-09-21 2005-01-11 2005-01-11 2005-01-11 08b 2004-09-21 2004-09-21 2005-01-11 2005-01-11 2005-01-11 09 Y Y 2005-01-11 2005-01-11 2005-01-11 10 2004-11-16 2004-11-16 2005-01-11 2005-01-11 2005-01-11 11 N - - - - 12a 2005-02-07 2005-02-08 2005-02-07 2005-02-07 2005-02-05 12b 2005-02-09 2005-02-09 2005-02-08 2005-02-08 2005-02-08 13a 2005-03-03 2005-03-03 Y 03/03/05 Y 03/03/05 Y 03/03/05 13b Y 2005-03-03 2005-03-3 2005-03-03 14 Y Y Y 01/11/05 Y 01/11/05 Y 01/11/05 15 Y Y Y 01/11/05 Y 01/11/05 Y 01/11/05 16 Y Y Y 01/11/05 Y 01/11/05 Y 01/11/05 17a Y Y Y 01/11/05 Y 01/11/05 Y 01/11/05 17b Y Y Y 01/11/05 Y 01/11/05 Y 01/11/05 18 Y Y Y 01/11/05 Y 01/11/05 Y 01/11/05 19a 2004-09-22 2004-09-22 Y 01/11/05 Y 01/11/05 Y 01/11/05 19b 2004-09-22 2004-09-22 Y 01/11/05 Y 01/11/05 Y 01/11/05 19c Y 2004-09-22 Y 01/11/05 Y 01/11/05 Y 01/11/05 20 N - - - - 21 N - - - - 22 Y 2004-11-04 Y 01/11/05 Y 01/11/05 Y 01/11/05 23 Y 2004-11-04 Y 01/11/05 Y 01/11/05 Y 01/11/05 24 N - - - - 25 N - - - -

Lessons are available at intranet.lib.wvu.edu/departments/evancirc/lessonxx-responseform.htm etc., where xx is the lesson number


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Demonstration of PPT Lesson 5

Can use Design Response Sheet


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Design Response Sheet Date: Lesson: Respondent: Clear Is the presentation of the content understandable? Are the performance descriptions lucid?

Consistent Do the elements of the lesson flow? Do the slides follow each other in a developmental manner?

Comprehensive Does the module contain all the important kinds of information needed to carry out a task?

Contextual Does the content provide the relevant contexts for understanding the importance of particular tasks?

Engaging Does the presentation hold your attention?

Responsive Does the tutorial meet the needs of the learner? Do the interactive elements and responsive forms work?

Please use reverse side for additonal comments


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This presentation is currently available at:http://users.adelphia.net/~adroth/intro-instruction-for-Adelphia-site.htm

The link is located below the instructional matrix near the bottom of the page

The actual lessons and supporting material live on the library intranet where access is unavailable from the Internet

For more information, please contact:A. David RothEvansdale Library, West Virginia University304-293-4696, [email protected]

Revised MO 2005-10-04 10:25 EDT Presentation made at WVLA Annual Conference on October 4, 2005 A....

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