Library Gazette

Class 1 & 2

Wednesday, September 14, 2011 4:02 pm

We kicked off Teaching Teaching last Friday with an overview of Instructional Design. I used the very same powerpoint from the first class, which you can see here:

What is Instructional Design?

I am scheduled to be out of town on Friday, so we also discussed how to use the next session. Some were interested in comparing notes about their classes. Others were interested in a journal reading group. I promised to send out some reading and people can show up at 9:00 and divide up depending on their interest.

So, here’s the reading:

7 Principles for Good Practice in Undergraduate Education

This piece is often referred to by the author’s names: “Chickering and Gamson,” so much so that when I first heard of it I was looking for something written by “Chickeringamson!” It’s a bit dated, but still good background and many parts are still quite relevant.

I’m not sure I’m 100% enough for the traveling we were planning to do, so I might see you on Friday. Either way, I hope it’s a good session and we’ll return to regularly scheduled meetings the next Friday!

Day 3: Teaching Taxonomies

Friday, February 6, 2009 3:08 pm

The groupwork went so well in the last class that I wanted to do a slight modification in today’s. Lest anyone get too settled, we’ll do another type of activity next week.

Today’s main goal was for everyone to learn a little about taxonomies; enough so that you can think back on it later if there was something that struck you. The secondary goal was for everyone to be able to think through how these taxonomies could influence their teaching. If we’d had time for a 15 minute discussion, we would have focused on how these taxonomies could interplay in your teaching, and how you can pick the best ones to focus on for a given topic. If that’s interesting to you, feel free to start the discussion in the comments!

The group task of the day was for each group to learn about their taxonomy, to contribute to the “handout” for the class, and to discuss, as a group, three ways that you do (or can) use this understanding of learning to encourage a stronger learning environment. The concluding presentation included an explanation and one example of how these models could include your teaching.

You can find the handout here.

Day 2: ID in Practice

Monday, February 2, 2009 10:20 am

Here’s the meta on day 2:

  1. From day 1 I knew most people had an expected outcome of getting more experience with groupwork, active learning, etc. That will inform all of the classes, starting with this one. I wanted a clear example of how active group work could convey the information as well as (or, really, better) than I could in a lecture.
  2. Knowing that librarians who are adults and have completed masters degrees are quite competent in the tasks we’d be tackling, I just said “figure it out and make a poster in 20 minutes.” If the group had been undergraduates, I would have hand-held a lot more. I would have said something like “take 5 minutes to check Wikipedia, Britannica, and another source for definitions of your model,” then “take 5 minutes to discuss what the likely definition is given the information you found,” then maybe 8 on making the poster and 2 on finalizing what they’d say.
  3. The point of this class wasn’t to learn about the different models out there. It was to learn the commonalities between them and to recognize the trend. Every librarian doesn’t need to know every model, but it is valuable to see how the models can inform teaching behaviors. That’s all I wanted the group to take away.
  4. I knew that the models were pretty self explanatory. They should be; we all teach and have to use these models to do so. I wanted the group to see how much we had internalized them and to see the areas that are perhaps overlooked in each of our individualized teaching personalities.

Luckily, someone pointed out that the models were missing the motivation piece of the puzzle. The next three classes will discuss exactly that.

Day 2: Models of Instructional Design

Monday, February 2, 2009 10:11 am

After an understanding of Instructional Design, we moved into talking about different models Instructional Designers use. As everyone indicated they had a high priority for learning more about active learning and group work, instead of a lecture (or even a facilitated discussion), we used groups to get to the content.

The layout of the class was:

  1. Why models are important
  2. Divide up into groups and pick models to investigate
  3. Groups researched their models, created a PowerPoint slide (aka poster) on their topic
  4. Each group sent a representative to present their slide and explain their concept
  5. We talked about what the models have in common, how they inform our teaching, what we already do using these models (without knowing them), and how these models could improve what we do.

The main points (I had) for the group:

  • Models give us a vocabulary for what we do and a framework to use when approaching a big task. This allows us to identify areas that need work and make improvements.
  • ID Models can apply to a curriculum, a 3 hour course, a one-shot session, or even a handout. They’re macro and micro.
  • The models are all really simple, so picking one and running with it isn’t a bad thing. I use ADDIE.
  • These models are cyclical, so the evaluation from one phase feeds into the analysis of the next phase.

Interested in the posters? They’re here:

Best Practices in Syllabus Construction

Thursday, January 29, 2009 8:26 am

Here is the presentation from today’s workshop:

View Syllabus Handout on Scribd

If you have questions or comments, feel free to contact me or leave a message in the comments. If you’d like to share your syllabus, please put a link in the comments!

Teaching Teaching (or Learning Teaching, or something like that)

Friday, January 16, 2009 4:09 pm

Today was the first Teaching Teaching class. (For those who are curious, Roz and I had a Google Doc that was punnily named “teaching teaching” since that’s what we were planning… the name stuck.)

Over the course of the spring semester Roz and I are planning to give a one hour “course” on teaching. I’m really excited about this for a number of reasons, one of which is that it is open to all WFU librarians. Today we had two guests, which was really nice. The course is made to be modular, so you can miss some or attend based on topic. There are no readings, assignments, homework, or quizzing. We’re hoping that the “course” is long enough to allow us to present with some depth, without requiring too much time commitment from attendees.

Here is the presentation from today:

& you can find more in the blog. If you’re interested in the individual class sessions, you can see the calendar here. If you’re interested in the topic or the class, feel free to talk with Roz or me, or just sign up for the class!

Day 1: ID In Practice

Friday, January 16, 2009 1:29 pm

Each class, I’ll post something to let you know about the ID process on my end. This is the first of these posts. Since this was the first day, my main objective was to set the stage for the class and get to know the dynamics of the group:

  • Make the goals and intentions of this “course” clear
  • Give a broad overview of the topic
  • Get a sense of what you hope to get from the “class”
  • Note group dynamics
  • Preliminarily redrafting the rest of the “course”

This information will inform how we adapt the “course” even at this early stage in the game.

Day 1: What is Instructional Design?

Friday, January 16, 2009 1:25 pm

This morning kicked off the 15 week “class” in teaching for librarians. To make sure we are all on the same page, and to give a broad overview of the course, we started with a presentation introducing Instructional Design:

The handout included the following:

Frameworks for Instructional Design:

  • Reality
  • Process
  • System
  • Discipline
  • Science
  • Instructional Technology

Who does it?

  • Teachers
  • Librarians
  • Distance Educators
  • Instructional Designers
  • Content Developers
  • For-profit Educators
  • Corporate Trainers

What does it do?

  • Needs assessment
  • Goals and objectives identification
  • Audience and setting analysis
  • Content development
  • Delivery development
  • Evaluation
  • Redesign

Where does it happen?

  • In your office
  • In the classroom
  • In your inbox
  • Wherever you get your evaluations

When does it occur?

  • All the time: before, during, and after the class

Why does it happen?

  • To meet required objectives
  • To anticipate student needs
  • To meet the needs of unique audiences
  • To clarify your intention
  • To speed up the process
  • To demonstrate continued improvement

A lot informs this process. In this “course” we’ll discuss: instructional design models, taxonomies of learning, educational psychology, educational theorists, multiple intelligences, learning styles, teaching styles, learning theory, problem based learning, active learning, inquiry learning, classroom management, and assessment.

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