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The AccidentalInstruction Librarian

Presented by:

Kelly Jo WoodsideMassachusetts Library System

December 2014

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After this workshop, you will be able to:

1. Design meaningful learning outcomes in order to meet organizational goals and learners’ needs without overwhelming participants.

2. Select from a range of course formats (including online and in-person options) and technologies in order to develop an instructional approach best suited to your learning outcomes.

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3. Use strategies based on adult learning theory in order to more fully engage participants.

4. Plan learning assessment methods in order to identify opportunities for follow up and improvement.

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But first! Some ground rules:• Please raise your hand when you have a question.

We will address them throughout, time permitting. • Some questions may be held in the “parking lot”

for later.• Please participate in all activities.• We realize talking is necessary for active learning,

but please don’t disrupt the workshop for others.• Others?

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And some resources

• ADDIE Planning Worksheet• MLS Guide: http://

guides.masslibsystem.org/instruction• Work groups

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ADDIE Instructional Design

Evaluate

Analyze

Design

Develop

Implement

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8

ANALYZE: Library Goals

• Why does your library need this workshop?

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ANALYZE: Learners

• What do they already know?

• What do they need to know?

Who are they?

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ANALYZE: Adult Learning Theory

• Task-centered / results-oriented– Must be convinced of “need to know”– Focused on current application

• Expect to be treated as adults – Tend to be self-directed– Have prior experience/knowledge– Established values and opinions

• Motivated internally

Assumptions

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ANALYZE: Adult Learning Theory

• Adults need to be involved in the planning and evaluation of their instruction. 

• Experience (including mistakes) provides the basis for the learning activities. 

• Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life. 

• Adult learning is problem-centered rather than content-oriented.

Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.

Principles

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ANALYZE: Existing materials?

• Workshop materials from others at your organization

• Handouts, guides, brochures

• Materials from vendors

• In-house instructions or FAQ

• Materials from other libraries

• Models or best practices

• Technical requirements

• Software, websites, and games, e.g. Mousercize, call number games, etc.

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ANALYZE: Learning Outcomes

What should the learner be able to do?

• Select, copy, and paste text

• Locate the author and publisher of a website

Why?

• edit documents on the computer and the web.

• evaluate the authority of health information sites.

in order

to

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ANALYZE: Learning

Outcomeswith

Appropriate Taxonomy

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ANALYZE: Librarian Tips

“Stick with 3-5

outcomes.

Maybe fewer for

very basic or

short classes.”

“Focuson the practical.”

“Check in after each ADDIEstage with director, co-presenters, fellow staff, etc.”

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Small Group Activity #1

Draft one or more learning outcomes for a possible library instruction program.

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DESIGN: Content

• How will you sequence them?• How will you teach them?• How will you assess them?

Use Your Learning Outcomes!

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DESIGN: FormatConsider the learning domains – what works best?

• Cognitive: learn about a new topic – Presentation, Q&A session(s), concept mapping, quizzes

• Online ideas: Libguides, videos, podcasts, Moodle courses w/ assessments

• Affective: develop a new attitude/way of thought– Group discussion, role play, storytelling

• Online ideas: Tweetups, video chats, webinars, Moodle courses w/ discussion

• Psychomotor: learn how to do a new task– Simulation, demonstration, practice/hands-on activity

• Online ideas: Videos, screencasts, step-by-step screenshots

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Matching instructional goals & instructional tools

• Remembering– Bullet points, chunking, bookmarking, sharing

• Understanding– Discussing, commenting, blogging

• Applying– Playing, sharing, collaborating

Adapted from “Bloom’s Taxonomy Blooms Digitally” by Andrew Churches (Tech & Learning, 2008).

Apply those skills!

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Matching instructional goals & instructional tools

• Analyzing– Validating accuracy, assessinginformation, tagging

• Evaluating– Commenting, posting, reflecting,collaborating, networking

• Creating– Programming, writing, filming,podcasting, publishing

Adapted from “Bloom’s Taxonomy Blooms Digitally” by Andrew Churches (Tech & Learning, 2008).

Looks like a good place to network.

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DESIGN:[How] can you teach that online?

• Can the topic be broken down into “chunks?”

• Is your main goal to share resources and info with participants?– …or will they need to interact with each other?

• Is the class size manageable (i.e., small)?

• Will you be taking questions? Do you need a co-teacher?– What about any technology-related issues?

• Will participants be from a range of backgrounds/skill levels?(see resources on LibGuide)

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DESIGN: Instructional Technologies

• Some you might already be using– Blogs– LibGuides (or online subject guides)– Twitter– Vimeo & YouTube (videos)

• Other options to explore– Screen capture/screencasting (Screencast-O-Matic, Jing)– Mobile device screencasting (e.g., AirPlay)– Live streaming/video chat (Google Hangouts)– Podcasting– Course management systems (Moodle, Blackboard)

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Share Your Screen!

• Screen capture or screencast? – Static image(s) or a video?

• SnagIt examples from Concordia University Portland:– Uploading Assignments– Filling Out a PDF Form

• Camtasia, Captivate, Jing, Screenr – lots of video options– YouTube: options for recording, uploading, & editing– Find This Article @ University of Victoria Libraries (Camtasia)– How to Print @ Illinois State University’s Milner Library (Jing)

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DESIGN: In-person Technologies (High)

Method Equipment Necessary

Slides Presenter station/laptop and PowerPoint

Live Web Demo Internet access

Hands-on Tech Activities

Computer lab / laptops

Audience Response System (Clickers/Poll Everwhere)

Clicker system or Cell Phones

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DESIGN: In-Person Technologies (Low)

• Handouts• Guided note-taking• Index cards• Cephalonian method

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Apr 15, 2023K. Woodside, MA Library system

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Small Group Activity #2

Draft an outline for your program, and select a format, teaching strategies, and technologies. Use your learning outcomes as a guide!

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DEVELOP• Create tutorials, handouts, slides, LibGuides, videos,

etc.– Activator and/or summarizer?– Problem-based activities– Evaluation

• Can include other staff (non-presenters) in this process!

• Test on actual learners, if possible.

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DEVELOP: Librarian Tips“Test on

fellow staff so

they know

what you’re

teaching the

patrons!”

“Keep videos and tutorials under 3 minutes!”

“Use a template with organization contact info for handouts and slides.”

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IMPLEMENT: Scheduling and Registration

• When and where?–6-8 weeks lead time, if possible

• Online registration ideas: EventKeeper, LibCal

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IMPLEMENT: Librarian Tips

“Limit

class

size.”“Have prerequisites.”

“Have prerequisites.”

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IMPLEMENT: Space and equipment

• Online considerations? • Computer lab not required!• Test all equipment in

advance, in space if possible.• Have backups.

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IMPLEMENT: Librarian Tips

“The

class is

not your

enemy!”

“Approach it from a place of service.”

“You know more than they do, even if you don’t know it all.”

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IMPLEMENT: Librarian Tips“Watc

h others

teach.

”

“Have fun!”

“Try a little humor.”

“Humanize yourself.”

“Be present.”

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IMPLEMENT: Different ability levels: 3Rs

• Review learning outcomes and prerequisite skills at start of class.

• Redirect: know what’s above and below.

• Regroup periodically.– Show of hands to check for

understanding or completion of task.– Pair strong students with those who

need assistance.It’s OK to change the plan. Remember: You’re teaching people, not content!

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“Have

a rover.

”

IMPLEMENT: Librarian Tips

“Offer follow-up opportunities.”

“Have a ‘parking lot’ for off-topic or advanced questions.”

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IMPLEMENT:Disruptive learners

Be Assertive.

• Refer to your ground rules.

• Be calm but direct about what you want.

Be Kind.• Listen, if

possible.• Be empathetic.• Offer solutions

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IMPLEMENT: Librarian Tips

“Don’t

take it

personally.

” “Try to put yourself in their shoes.”

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IMPLEMENT: Absolute beginners

• Limit to 2 patrons per librarian.• Have handouts

with simple steps and large, clear illustrations.– E.g., parts of a

computer• Avoid library and

technical jargon. Even “web” or “dot com” can beconfusing.”

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EVALUATE: Methods

Do learners like the workshop?

Survey

Did the course achieve learning outcomes?

Observation, audience response system, summarizers, rubrics

Did the course achieve organizational goals?

Statistics, feedback from staff, rubrics

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Evaluation with Instructional Technologies

• Enable comments (on LibGuides, videos, etc.)

• Tweetups – before, during, and/or after

• Encourage feedback!– Actively request comments on a LibGuide– Remind viewers to comment during or after a video clip– Enable chatting options alongside a webinar

• Surveys– LibGuides have a built-in tool– Lots of free options: SurveyMonkey, LimeSurvey, and more

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Small Group Activity #3

Develop an evaluation plan for your program.

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Small Group Presentations

Present your proposal for a new Library CE program!

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After this workshop, you will be able to:

1. Design meaningful learning outcomes in order to meet organizational goals and learners’ needs without overwhelming participants.

2. Select from a range of course formats (including online and in-person options) and technologies in order to develop an instructional approach best suited to your learning outcomes.

3. Use strategies based on adult learning theory in order to more fully engage participants.

4. Plan learning assessment methods in order to identify opportunities for follow up and improvement.

STRONGER TOGETHER

Thank you!

http://guides.masslibsystem.org/instruction

Kelly Jo Woodsidekelly@masslibsystem.org 508-357-2121, ext. 314