1. Instructional Design and My Job at the Medical Library Lei Wang June 17, 2005

2. Overview What’s instructional design and technology? What’s instructional design and technology? IDT service reality check IDT service reality check My job @ the medical library My job @ the medical library

3. What field did you say you were in? Lamentably, instructional designers are having an identity crisis Lamentably, instructional designers are having an identity crisis The field is referred to by a myriad of names: instructional design, instructional media, instructional systems, instructional technology, educational technology, and so forth The field is referred to by a myriad of names: instructional design, instructional media, instructional systems, instructional technology, educational technology, and so forth The preferred term: Instructional Design and Technology (IDT) The preferred term: Instructional Design and Technology (IDT) Photoshopped from a cartoon by J. B. Handelsman in The New Yorker December 26, 1988

4. What is IDT? The field of instructional design and technology (IDT) encompasses the analysis of learning problems, and the design, development, implementation, evaluation and management of instructional processes and resources intended to improve learning in a variety of settings, particularly educational institutions. The field of instructional design and technology (IDT) encompasses the analysis of learning problems, and the design, development, implementation, evaluation and management of instructional processes and resources intended to improve learning in a variety of settings, particularly educational institutions. -- Adapted from Trends and Issues in Instructional Design and Technology (p. 12) -- Adapted from Trends and Issues in Instructional Design and Technology (p. 12)

5. What is IDT? IDT as Resource / Media / Technology – the “T” side of IDT IDT as Resource / Media / Technology – the “T” side of IDT Traditional definition Traditional definition Definition of “T” broadened as a result of technological advances, especially the web Definition of “T” broadened as a result of technological advances, especially the web Media Timeline Media Timeline 1910s: earliest educational films 1910s: earliest educational films 1920s: visual materials – films, pictures, lantern slides, etc 1920s: visual materials – films, pictures, lantern slides, etc 1920s – 1940s: sound recordings, radio broadcastings, and motion pictures with sound (shift from visual to audio-visual) 1920s – 1940s: sound recordings, radio broadcastings, and motion pictures with sound (shift from visual to audio-visual) 1950s: Televisions 1950s: Televisions 1970s – 1990s: VCRs, PCs, CD-ROMs 1970s – 1990s: VCRs, PCs, CD-ROMs 1990s - Now: the Web 1990s - Now: the Web

6. What is IDT? IDT as Process – the “I” side of IDT IDT as Process – the “I” side of IDT ADDIE Model (Analysis --> Design --> Development --> Implementation --> Evaluation) ADDIE Model (Analysis --> Design --> Development --> Implementation --> Evaluation) Dick and Carey Flowchart Dick and Carey Flowchart

7. What is IDT? The two sides are inseparable The two sides are inseparable Features of IDT Features of IDT Learner-centered Learner-centered Goal-oriented Goal-oriented Focuses on real-world performance Focuses on real-world performance Focuses on valid and measurable outcomes Focuses on valid and measurable outcomes Empirical Empirical Team-effort Team-effort Subject Matter Expert, Instructional Designer, Production Personnel Subject Matter Expert, Instructional Designer, Production Personnel -- Adapted from Trends and Issues in Instructional Design and Technology (pp. 21 – 22) -- Adapted from Trends and Issues in Instructional Design and Technology (pp. 21 – 22)

8. IDT service reality check Affiliation Affiliation IT Departments IT Departments Department of Academic Computing / Technology Department of Academic Computing / Technology Yale: AM&T (Academic Media and Technology) Yale: AM&T (Academic Media and Technology) YSM: Office of Academic Computing had “dissolved” – used to be part of ITS-Med – Library took over most of its responsibilities YSM: Office of Academic Computing had “dissolved” – used to be part of ITS-Med – Library took over most of its responsibilities Center for Teaching and Learning Center for Teaching and Learning

9. IDT service reality check The “I” side of IDT The “I” side of IDT Identify instructional goals / learning objectives Identify instructional goals / learning objectives Select and implement teaching methods and strategies Select and implement teaching methods and strategies Identify most appropriate instructional approaches Identify most appropriate instructional approaches Design active learning activities Design active learning activities Develop instructional content Develop instructional content Research, write and / or edit instructional materials Research, write and / or edit instructional materials Assess learning and evaluate instruction Assess learning and evaluate instruction

10. IDT service reality check The “I” side of IDT The “I” side of IDT YSM: No direct support for faculty in terms of identifying instructional goals, selecting instructional approaches, and evaluating instructional effectiveness. YSM: No direct support for faculty in terms of identifying instructional goals, selecting instructional approaches, and evaluating instructional effectiveness. To remedy that, Medical Library developed an education collection for instructors. To remedy that, Medical Library developed an education collection for instructors.

11. IDT service reality check The “T” side of IDT: The “T” side of IDT: Provide one-on-one consultation services to faculty to help them identify appropriate technologies to meet instructional goals Provide one-on-one consultation services to faculty to help them identify appropriate technologies to meet instructional goals Develop technology-based instructional content Develop technology-based instructional content Materials supplemental to classroom instruction: online guides and tutorials Materials supplemental to classroom instruction: online guides and tutorials Multimedia content production – images, audio, video, etc. Multimedia content production – images, audio, video, etc. Full-length online courses Full-length online courses Provide training and support for using instructional technologies Provide training and support for using instructional technologies Course management application training and support Course management application training and support Classroom technology support – computer, AV equipment, etc. Classroom technology support – computer, AV equipment, etc. Workshops and training sessions for using software tools Workshops and training sessions for using software tools

12. IDT service reality check The “T” side of IDT: The “T” side of IDT: Medical Library offers assistance to faculty in identifying technologies for their instructional needs Medical Library offers assistance to faculty in identifying technologies for their instructional needs Medical Library offers assistance to faculty in using the course management software Medical Library offers assistance to faculty in using the course management software

13. So what do I do? Two-fold clientele Two-fold clientele Library instruction and instructors (primary) Library instruction and instructors (primary) Library as an educational environment also needs instructional design Library as an educational environment also needs instructional design Part of the library’s educational outreach effort (to strengthen the e- learning, distance-education program) Part of the library’s educational outreach effort (to strengthen the e- learning, distance-education program) Clearly stated in the ACRL guidelines for academic library education programs Clearly stated in the ACRL guidelines for academic library education programs Medical school instruction and instructors (limited service) Medical school instruction and instructors (limited service) The library took over most of the Medical School Office of Academic Computing responsibilities The library took over most of the Medical School Office of Academic Computing responsibilities

14. So what do I do? Create and maintain web-deliverable interactive, self-paced lessons, tutorials, and modules that extend effective library education Create and maintain web-deliverable interactive, self-paced lessons, tutorials, and modules that extend effective library education Web-deliverable, self-paced: meet the learning needs of med school community Web-deliverable, self-paced: meet the learning needs of med school community Interactive: promote active learning – real learning only takes place when students are asked to understand the material in their own terms and use it to accomplish a meaningful task Interactive: promote active learning – real learning only takes place when students are asked to understand the material in their own terms and use it to accomplish a meaningful task

15. So what do I do? Conduct assessment of instructional modules Conduct assessment of instructional modules Formative assessment: conducted before the project is finished. Surveys, interviews, observations, user feedbacks, etc. Formative assessment: conducted before the project is finished. Surveys, interviews, observations, user feedbacks, etc. Summative assessment: conducted as a final evaluation of the project. User ratings, student test scores, comparative / statistical studies of instruction effectiveness, etc. Summative assessment: conducted as a final evaluation of the project. User ratings, student test scores, comparative / statistical studies of instruction effectiveness, etc.

16. So what do I do? The typical workflow of an online tutorial project The typical workflow of an online tutorial project Identify student performance objectives and instructional goals (Collaboration with SME) Identify student performance objectives and instructional goals (Collaboration with SME) Identify instructional strategies (Collaboration with SME) Identify instructional strategies (Collaboration with SME) Format (Paper handout, HTML, Flash, PDF?) Format (Paper handout, HTML, Flash, PDF?) Level of difficulty (Entry level, Advanced skills?) Level of difficulty (Entry level, Advanced skills?) Level of granularity (Overview, Tips and tricks, Comprehensive?) Level of granularity (Overview, Tips and tricks, Comprehensive?) Level of interactivity (Informative, Performance-based, Principle- based?)... Level of interactivity (Informative, Performance-based, Principle- based?)... Contextual analysis Contextual analysis What’s the timeframe? What’s the timeframe? Is the performance objective going to change very soon? Is the performance objective going to change very soon? Do we have the necessary tools?... Do we have the necessary tools?...

17. So what do I do? The typical workflow (continued) The typical workflow (continued) Collect instructional materials (Collaborate with SME to find the perfect yet authentic scenario or example, etc) Collect instructional materials (Collaborate with SME to find the perfect yet authentic scenario or example, etc) Instructional script write-up (Collaboration with SME) Instructional script write-up (Collaboration with SME) Development and Implementation Development and Implementation Interface design, multimedia content production, etc. Interface design, multimedia content production, etc. Assessment and evaluation Assessment and evaluation

18. So what do I do? Effectively coach and support subject matter experts during collaboration Effectively coach and support subject matter experts during collaboration Provide (limited) coaching / consultation / support to medical school faculty who wish to develop IT-based content for their instruction Provide (limited) coaching / consultation / support to medical school faculty who wish to develop IT-based content for their instruction

19. So what do I do? Duties as a member of the Reference Department Duties as a member of the Reference Department Reference Desk Coverage Reference Desk Coverage Liaison Activities Liaison Activities Classroom Instruction Classroom Instruction Reference Collection Reference Collection Important to understand the needs and concerns of the clientele as well as develop a community for formative and summative assessments Important to understand the needs and concerns of the clientele as well as develop a community for formative and summative assessments