1. The Instructional Architect as a context for studying resource reuse
NSDL 2003
The Instructional Architect as a context for studying resource reuse
Mimi Recker

2. Instructional Architect
NLVM
Create account
Gather
Create &
Organize
Publish
NSDL
Search
Interface
smete.org
DLESE
Annotated learning resources for instruction (web pages)

3. Overview
IA affords opportunities for studying how teachers discover, select, sequence, annotate, and reuse digital learning resources into new instruction:
Some findings from a case study of teachers’ practices and desires in the use of IA and NSDL resources
Analyses of the kinds of NSDL resources used in teachers’ projects
==> Design guidelines

4. Case Study
Practices and desires surrounding discovery, selection, and use of DL resources
8 (5 men; 3 women) experienced middle and high school science and math teachers in Utah
10 weeks
Focus groups, in-school use, interviews, observations

5. Findings Motivations Barriers Search strategies and selection criteria
Adaptation and use strategies

6. Motivations
“this is my favorite thing about the Internet – you can get quick facts, tables and pictures to use at a moment’s notice.”
“If I’m teaching out of a textbook what is that? I have to be on the Internet, I have to show them what is happening right now, shots from the Hubble, etc. That is just so valuable to the kids.”
Increases productivity, saves time, improves practices and learning

7. Barriers
“…spending time on fruitless searches, which resulted in either lots of irrelevant resources or resources of less quality than that found in books.”
Quality and accessibility

8. Search and Selection
“No, I’m not looking for entire lessons. I’m pretty much just searching for the frills and extras.”
“I don’t use the Internet for specific lessons. I look for thing[s] like the latest pictures from the Hubble or little things like that to supplement a lesson.”
Multiple strategies: engage in flexible, broad searches; specific searches; pre-filtered content, or teacher oriented/recommended sites
Age-appropriate, current, accurate, and related to core concepts/standards in the curriculum

9. Adaptation and Use
“Yeah, I really like a page that I can just put in. It is nice too because that really serves as an enrichment opportunity to have a link.”
“I just want to link. It is going to take me enough time to search and find and create the link, that I don’t want to mess with modifying a page.”
Like resources that require little modification. Prefer to spend limited time searching and lesson planning

10. Design Principles Provide current, accurate, & quality resources
Catalog by grade level, content area, and type. Link to core standards
Provide searching, browsing and teacher recommendations
Provide “small,” easily-reused resources that require no modification
Provide means to communicate with ‘like-minded’ teachers