Demonstrating Design Creating an effective distance learning database demonstration 10/14/2014Rhea M. Hebert1

What is ADDIE? A nalyze D esign D evelop I mplement E valuate 10/14/2014Rhea M. Hebert2

Why is the demo needed? Is there an assignment? Will it help a project? Is it part of data gathering? 10/14/2014Rhea M. Hebert3 Using ADDIE: Analyze

Do students know about the database? Were they directed to it? Is an assignment tied to the particular database? 10/14/2014Rhea M. Hebert4 Using ADDIE: Analyze

Are students familiar with getting to the database? Do they know or have directions for basic access? Do they know or have directions for off- campus access? 10/14/2014Rhea M. Hebert5 Using ADDIE: Analyze

Do students have an understanding of what a database is for? Have they used other databases in the past? –Can we gather this information? –If so, are they similar to the database you need to demonstrate? 10/14/2014Rhea M. Hebert6 Using ADDIE: Analyze

Are there technology barriers? Is the database browser specific or optimized? Is printing needed/useful/available? Are there differences when using the database from off campus? 10/14/2014Rhea M. Hebert7 Using ADDIE: Analyze

What are the learning objectives for the demonstration? Know the database exists Choose the database as appropriate Navigate to/access the database successfully Become familiar with key features 10/14/2014Rhea M. Hebert8 Using ADDIE: Analyze

What delivery methods are appropriate? Online video tutorial Live training webinar Guide on the Side LibGuide Mixture of methods 10/14/2014Rhea M. Hebert9 Using ADDIE: Design

What is the structure and length of the demonstration? Self-paced or structured or mix Full module length or “bite-sized” Required or optional Assessed or not 10/14/2014Rhea M. Hebert10 Using ADDIE: Design

How will learning be assessed? Computer-scored quizzes Instructor-scored response/project/assignment Live feedback No assessment will be included 10/14/2014Rhea M. Hebert11 Using ADDIE: Design

Create a storyboard for the demonstration. 10/14/2014Rhea M. Hebert12 Using ADDIE: Design Learning objective: know the database exists Learning activity: video lecture Assessment: 3- question quiz Learning objective: choose the database appropriately Learning activity: Google vs. database activity (problem- based scenario) Assessment: problem-based scenario

What software or technologies are needed to create the demonstration? Camtasia and Audacity Go 2 Meeting or similar Guide on the Side LibGuides access 10/14/2014Rhea M. Hebert13 Using ADDIE: Develop

What materials and assessments need to be created? Quizzes Problems Lecture materials 10/14/2014Rhea M. Hebert14 Using ADDIE: Develop This is when the videos, quizzes, guides, et al. are created.

Who is available for review and piloting? IRB Other campus units Librarians What is an appropriate pilot size? 10/14/2014Rhea M. Hebert15 Using ADDIE: Develop

How will the demonstration be distributed? Library website LMS Through faculty 10/14/2014Rhea M. Hebert16 Using ADDIE: Implement

Is training necessary for instructors? Librarians Teaching faculty Student advisors 10/14/2014Rhea M. Hebert17 Using ADDIE: Implement

Who is responsible for assessments and learning material maintenance? Distance learning librarian Teaching faculty Other stakeholders 10/14/2014Rhea M. Hebert18 Using ADDIE: Implement

Is the demonstration effective? Do assessments indicate effective learning by users? Are there areas of the demonstration that need to be updated, removed, or are there missing parts? 10/14/2014Rhea M. Hebert19 Using ADDIE: Evaluate (Assess)

It’s important to document the demonstration’s effectiveness. Could this demonstration become a model for other learning materials? Who needs to see the project evaluation? Are there reporting requirements (i.e. for grant-funded or IRB-reviewed projects)? 10/14/2014Rhea M. Hebert20 Using ADDIE: Evaluate (Assess)