Connecting Instructional Design to the Development & Application of Reusable Learning Objects to Support Information Literacy Skills in Higher Education Dr. John D. Solis, Assistant Professor Lisa Baures, Public Services Librarian Minnesota State University, Mankato

AECT Standards Standard 1: Design 1.1 Instructional Systems Design Analyzing: triangulation of standards Designing: no seat time, available 24/ Developing: collaboration Implementing: learning objects Evaluating: rubrics

AECT Standards Standard 1: Design 1.2 Message Design Learning Objects Instructional Development Student Learning Outcomes (AASL/AECT, KSUS, ACRL standards) Taxonomy of LO (D. A. Wiley) Systematic Instructional Design (R. Gagne) Taxonomy of Learning & Instruction (R. Gagne) Taxonomy of Learning & Instruction (B. Bloom) Learning Frameworks or Interpretative Pedagogies Learning Theories Development of LO Theory Application

AECT Standards Standard 1: Design 1.3 Instructional Strategies Sequencing of learning objects to create Web-based module

AECT Standards Standard 1: Design 1.4 Learner Characteristics 1 st year freshman English composition course Learning styles Visual Auditory Hands-on Access to technology Assumed no mastery of information literacy skills

AECT Standards Standard 2: Development 2.1 Print Technologies: required reading 2.2 Audiovisual Technologies: streaming media 2.3 Computer-based Technologies: Video capturing/editing software, word processing, audio recording equipment, and computer system 2.4 Integrated Technologies: Word Wide Web, hypertext linking, and Desire 2 Learn

AECT Standards Standard 3: Utilization 3.1 Media Utilization: matching appropriate multimedia application to specific student learning outcome 3.2 Diffusion of Innovations: grant project 3.3 Implementation and Institutionalization: demonstrate creative use of multimedia technology to provide instruction for a multi-section general education course 3.4 Policies and Regulation: copyright, ownership of instruction

AECT Standards Standard 4: Management 4.1 Project Management: grant administrator duties 4.2 Resource Management: stipulations of grant 4.3 Delivery System Management: Desire 2 Learn 4.4 Information Management: information technology infrastructure

AECT Standards Standard 5: Evaluation 5.1 Problem Analysis: need for information literacy instruction 5.2 Criterion-Referenced Measurement: ACRL information literacy standards, WPA, and general education learning outcomes 5.3 Formative and Summative Evaluation: development of rubrics 5.4 Long-Rang Planning: revision of writing program curriculum

Terms Learning Object The main idea of ‘learning objects’ is to break educational content down into small chunks that can be reused in various learning environments. (David Wiley) Learning Objects are small or large resources that can be used to provide a learning experience. These assets can be lessons, video clips, images, or even people. The Learning Objects can represent tiny ‘chunks’ of knowledge, or they can be the whole courses. (Claude Ostyn) Instructional Design The systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation. This process usually results in some type of end-product. (Smith & Ragan)

Introduction & Purpose of Grant Triangulation of standards based on confluence Identification of instructional paradigm shift through technological innovation Internet Enhancing learning environment Instructional design practices Implementation of instructional systems design Utilization of technology Learning Objects = paradigm shift + technology + ID

Implementation Context ImpetusSituation Acknowledge information literacy skills as core subject content in the writing curriculum Curriculum redesign Innovative use of technology Alternative medium for delivering instruction outside of classroom Mid-western comprehensive 1 university Freshman English composition student Approximately 80 sections a year Approximately 15 face-to- face sections Teaching assistants taught all sections

Needs Examine current curriculum Course student learning outcomes General education goals and objectives Council of Writing Program Administrators (WPA) Association for College and Research Libraries (ACRL) information literacy standards

Needs Triangulation of standards General education goals and objectives WPA writing standards ACRL information literacy standards

Needs Course Redesign Information literacy as core content Achievement of course competencies Refocus on expertise of instructor Efficient use of in-class time

Implementation of Triangulation of ACRL/WPA/MSU Preliminary Research: Module 1 Sequencing overview 1.html ctors.html Original student and instructor version used for English Composition.

Development of LO Taxonomy of LO (D. A. Wiley) Systematic Instructional Design (R. Gagne) Taxonomy of Learning & Instruction (R. Gagne) Taxonomy of Learning & Instruction (B. Bloom) Learning Frameworks or Interpretative Pedagogies Learning Theories Conceptual Framework for Learning Object Development (Koohang & Harman, 2007)

Learning Objects Instructional Development Student Learning Outcomes (AASL/AECT, KSUS, ACRL standards)

Learning Objects Instructional Development Student Learning Outcomes (AASL/AECT, KSUS, ACRL standards) Taxonomy of LO (D. A. Wiley) Systematic Instructional Design (R. Gagne) Taxonomy of Learning & Instruction (R. Gagne) Taxonomy of Learning & Instruction (B. Bloom) Learning Frameworks or Interpretative Pedagogies Learning Theories Develop- ment of LO Theory Application

Triangulation of MSU, WPA, and ACRL Information Literacy Learning Outcomes Example Learning Object: Identify What Is Known—Student Learning Outcomes MSU General Education Competency Category 1: Communication, Part A: English Composition To develop writers who use the English language effectively and who read and write critically. Goal a. Students will be able to demonstrate and practice strategies for idea generation, audience analysis, organization of texts, drafting, evaluation of drafts, revision, and editing. (For this exercise, students will be able to demonstrate and practice strategies for idea generation.) WPA Outcomes Critical Thinking, Reading, and Writing Use writing and reading for inquiry, learning, thinking, and communicating ACRL Performance Indicators 1.1. The information literate student defines and articulates the need for information. a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information The information literate student summarizes the main ideas to be extracted from the information gathered. a. Reads the text and selects main ideas. b. Restates textual concepts in his/her own words and selects data accurately.

Instructional Development Dick, Carey, and Carey I.D. Model (2005)

Instructional Module with Learning Objects Preliminary Research: Module 1 Example of a learning object dule_1.html What is Known (student version)

Assessment: Instructor Feedback Unsure how to implement the module Infringement of academic freedom Program agenda vs. instructor agenda Overload of course content

Appreciated timely feedback Example of completed exercise helpful when providing feedback If skill were not mastered, they were able to refer back to previous feedback to help complete next assignment Extra class work Assessment: Student Feedback

Grant Team Feedback Lack of common core curriculum T.A. limited knowledge of information literacy as core course content Disconnect between the triangulation of standards and development of core course content student learning outcomes Lack of students assuming responsibility for their own learning

Conclusions Revise module Identify prerequisite skills Fewer student learning outcomes per learning object Identify time commitment Reexamine visual design of module Need to measure for interactivity Need for common core course curriculum and assessment Recognition of limitations to using learning objects Need for effective and efficient coordination

Recommendations Implement revisions Expand sample size (course sections) Commitment to developing and implementing core course student learning outcomes Recognize the importance of implementing professional standards

References Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6 th ed.). Boston, MA: Allyn and Bacon. Hudak, C. A. (2007). Linking instructional theories and instructional design to learning objects: A proposed conceptual framework. In A. Koohang K. Harman (Eds.), Learning Objects and Instructional Design. (pp. 1-38). Santa Rosa, CA: Informing Science Press. Smith, P. L., & Ragan, T. J. (1999). Instructional design (2 nd ed.). New York, NY: John Wiley & Sons.