Instructional Design: Reflections

On Project Learning

Throughout the series of blog posts I wrote for an American Library Association (ALA) course in Instructional Design Essentials, I have related what I have been learning to a real-life effort to develop a 1-2 hour workshop on EndNote Desktop.  The proposed workshop is targeted primarily to graduate students and faculty and is to be delivered in a computer lab setting.  The reflection activity and learning approach I followed in this ALA course involved using this concrete example to place learning in context and make class content personally meaningful—an effective learning technique.  I learned a sequence of steps to follow in instructional design, which provided me with a framework for considering what to include and exclude in course content.  By establishing learning objectives early in the process, it is possible to assure that the most important content will be covered, and that activities and assessments are aligned with desired learning outcomes.  I identified two primary learning outcomes for the EndNote Desktop workshop:

• Workshop participants will be able to create, organize, and share a library of citations in EndNote Desktop.
• Workshop participants will be able to use the Cite While You Write plug-in for Microsoft Word.

On Project Technology

Given these learning outcomes, it is clear that the course content must be practical and focused on skill building.  The emphasis on learning computer technology applications also means that attention needs to be paid to the learning environment.  Software must be made available on lab computers in order to provide for hands-on activities.  Configuration of the lab computers in turn limits instruction, in this case to Microsoft versions of EndNote Desktop and associated plug-ins.  Because the workshop content will be heavily technology oriented, I chose not to incorporate other Ed-Tech tools that could detract from the primary instruction objectives.  However, supplemental resources and alternative delivery options could be provided using online instructional technologies.

On Learning Theories

I most enjoyed the ALA course section on learning theories.  Not only do I have a better understanding of what others mean when they talk about behaviorism, cognitivism, and constructivism, but I can now consciously consider the application of corresponding instruction approaches within my teaching design.  I think two of the greatest challenges librarians face in teaching is that much of our instruction has to be delivered in short, one-shot sessions, and content is often heavily technology-focused on use of databases and software applications.  When instruction is focused on developing skills in a short amount of time, it will often, of necessity, be heavily based in behaviorism theory and hands-on practice.  However, incorporating elements of cognitivism and constructivism can aid student understanding and retention.  Most helpful to me was the idea that although the target of learning for the EndNote Desktop workshop involves lower-order thinking skills (i.e., the remember, understand, and apply levels of Bloom’s hierarchy of learning), activities to enhance learning should mobilize higher-order thinking skills (i.e., the analyze, evaluate or create levels).

Finding ways to do this that do not take too much time away from covering important content can be challenging.  Having students create their own library of references in EndNote Desktop and use it to cite works in a document combines the elements of skill-building practice with seeing how software functions can be integrated into their own research work flows.  Cognitivism approaches can be introduced by organizing material into logical sequences or modules that build upon what has been learned in preceding sections.  Class involvement might be encouraged by having attendees brainstorm why or how they might want to use EndNote Desktop in their academic work, rather than merely stating workshop objectives at the beginning of the session.  Ideas could be quickly captured in a note-taking or word processing application and projected for everyone to see.  I believe that thinking about how to actively engage students is the most challenging aspect of instructional design.

On Assessments

Developing assessments (formative and/or summative) that evaluate learning is also challenging for one-shot types of instruction.  For workshops where attendance is voluntary and no assignments or grades are expected, the focus may need to be mostly on formative assessment to gauge learner comprehension as the session is being delivered.  Posing questions to attendees as part of the content delivery can be an effective approach that combines immediate assessment of learner understanding with learner engagement and sharing.  Short pre-and post-instruction quizzes or course evaluations can also be useful to identify what attendees learned and what instructional improvements can be made in the future.  I recognize that having well-defined learning outcomes is instrumental to being able to create appropriate assessment approaches.

On Motivation

Offering a workshop based upon the request of one or two individuals has interesting implications in terms of learner motivation.  An expectation is that workshop participants will be highly motivated, founded in pre-existing interest in the subject matter.  This differs from observations of other course participants in relation to one-shot instruction as a part of credit courses.  In the latter case, students may be less motivated because they are required to attend but may think they already know the material to be covered.  For offered workshops with voluntary attendance, participation might be low if the target audience does not recognize its value.  Reasons might include: thinking they already know how to use the software effectively, not recognizing a need to use the software, not wanting to spend time learning to use the software, fear of not being able to learn to use the software, and impressions that the level of instruction will be too basic or too advanced.  Encouraging attendance and participation in a workshop requires marketing.  This means that learning objectives and benefits of the workshop will need to be promoted in an interesting and relevant way in advance of the event to generate interest.  Attendees at a workshop may also have a broader range of experience and learning needs than might be found in a credit course.  Therefore, it can be more difficult to plan content and activities to accommodate that range.  If content is delivered too slowly for advanced learners, they can become bored.  If content is delivered too quickly for beginning learners, they can become frustrated and discouraged.  Balancing these needs becomes a challenge for the instructor.

On Teaching

Despite the inherent challenges, taking this ALA course in Instructional Design Essentials has increased my confidence in my ability to teach.  I recognize that I am already familiar with a wide range of teaching approaches and methodologies based upon observations from my many years of being a student and life-long learner.  I am now better able to identify how those techniques match up with learning theories.  This added knowledge and perspective will help me in choosing appropriate activities to incorporate into my teaching sessions that align with learning outcomes.  Designing instruction well requires a lot of thought and planning that generally requires more time than the instruction delivery.  My overarching goals as an instructor are to match student needs with appropriate learning objectives and well-designed lessons, and to continually strive to improve my teaching based upon feedback and by learning from other librarians/instructors.

Instructional Design: Technology

In this post, I consider the appropriate use of educational technologies in relation to designing a workshop on EndNote Desktop, as an on-going project for an American Library Association course on “Instructional Design Essentials.”  Resources consulted to inform my thought processes included the article “How to Choose the Best Ed-Tech Tools” and “The NMC Horizon Report: 2014 Higher Education Edition.”

Question 1:  What technologies (and these can be old, new, or emerging) might be most appropriate for your final project?

The proposed workshop is heavily technology-based, as the primary intent is to teach users how to apply the features and functions of the EndNote Desktop software program to the work they need to perform in citation management.  Situational factors identified during Step 1 of the instructional design process pertaining to lab computers in the library classroom will greatly influence the success of instruction.  Assuming that copies of EndNote Desktop can be procured and installed ahead of time to facilitate training, the computer operating systems and available software for word processing and browsing the Internet will limit what can be taught or demonstrated.  Although EndNote Desktop comes in versions compatible with Microsoft (MS) Windows and Mac operating systems, the lab computers run on Windows 7.  Similarly, browser plug-ins for EndNote Desktop are available for Internet Explorer, Firefox, and Google Chrome; however, campus IT only supports Internet Explorer and does not install alternative browser software on lab computers.  Therefore, instruction will necessarily be limited to use of the Internet Explorer plug-in.  A Cite While You Write plug-in for word processing will only be able to be demonstrated using a MS Windows version of MS Word, for similar campus IT support reasons.  Although EndNote Desktop software functions will be similar on other platforms, there may be enough differences in how screen interfaces look to confuse some participants who typically use different computer equipment and software.  Similarly, some workshop participants may arrive with their own laptops or iPads, which may be configured differently than what is installed on the classroom lab computers.  As an instructor, I need to be familiar with the Window-based version of EndNote Desktop including the plug-ins; however, I may be less prepared to answer questions regarding other versions of EndNote Desktop and plug-ins.

          

Question 2:  Does your final project align with any of the trends represented in the Horizon Report you reviewed?

One of the challenges identified in “The NMC Horizon Report: 2014 Higher Education Edition” is “low digital fluency of faculty.”  This is especially relevant to offering a workshop on EndNote Desktop because faculty need opportunities for professional development and continuing education in digital technologies, not only to improve their own work flows and productivity, but also to be able to guide and encourage their students to adopt newer tools.  The report also suggests that faculty can learn from digitally-savvy students.  By offering a workshop open to both faculty and students, an environment may be created to encourage learning side-by-side regardless of status within the university.

A fast trend identified in the NMC report is the “growing ubiquity of social media.”  Citation management software developers are incorporating sharing functions to encourage communication and to facilitate better group work flows across distances and multiple devices.  EndNote is a relative newcomer to this social media trend.  Their CONNECT function, which allows users to ask questions of other users, is still in beta testing and needs more refinement.  However, it can be introduced to workshop participants as an option.  Social media can play a role in keeping users informed of changes in software applications, and users need to know where to look for updates.  Recently (early October 2014), a function was added to allow sharing of an entire EndNote Desktop library (of references) with 14 other users to improve collaborative research capabilities.  I was first alerted to the impending release via my CONNECT registration, so this is a good mechanism for me to keep current on software changes to inform my EndNote Desktop teaching as well.

           

Another fast trend discussed in the NMC report is the “integration of online, hybrid, and collaborative learning.”  These capabilities may best be applied to semester long instruction, especially where online group work and discussions may be feasible and appropriate; however, there may be opportunities to use some of these techniques as a supplement or alternative to classroom workshops.

Question 3:  Will this application/tool enhance, improve instruction or motivate learners?

Being able to provide hands-on practice in use of EndNote Desktop, especially with the presence of an instructor to immediately answer questions, should enhance instruction over what might be learned simply by viewing demonstrations of the software or attempting use on one’s own.  Workshop participants will be able to get a sense for how readily they can learn the software and whether they want to continue to invest the time to become more proficient. 

Because the workshop is so heavily technology oriented in learning a complex application, introduction of Ed-Tech tools would likely be a distraction.  For example, I have witnessed attempts to incorporate electronic polling techniques into classroom instruction in a perhaps misguided attempt to increase learner interaction.  Attendees scramble to locate their cell phones to place text messages, and the instructor loses valuable time.  An old-fashioned show of hands might be more effective and efficient.  This is not to say that electronic polling tools (or other Ed-Tech tools) do not have their place in instruction, though.  I have seen electronic polling effectively used in webinars to gauge audience interest or experience levels—where the instructor cannot see attendees, and polling involves only a quick click of a computer mouse.

    

Question 4:  What similar applications/tools are there to consider?

As an alternative to classroom instruction, technologies for online learning could be used to provide similar instruction to distance students and faculty and to those whose schedules do not allow them to attend in person.  Once made available, online instruction could also supplement classroom instruction by allowing learners to review topics at their convenience.  There are several technology options to consider for providing online instruction.  The classroom instruction could be recorded and posted online using video/audio capture and movie-making software applications.  Tutorials could be provided in short modules so that learners can pick which ones are most relevant to what they want to learn or review.  Some tutorials are already available from EndNote and on YouTube.  Links to recorded tutorials and instruction sessions can be provided via LibGuides or in a course management system, where they can be organized and supplemented with additional information, such as Frequently Asked Questions.  A LibGuide page or decision tree might also be developed to help guide choices between different citation software programs (i.e., competing products), pointing out unique functions or comparing available features.  An important, yet secondary objective of providing information and instruction on EndNote Desktop is for individuals to make better decisions about whether the software is right for them to purchase and use based upon their specific needs for citation management.  Online tools and resources can be an effective means of supplying such information at the point of need.     

Instructional Design: Learning Theories and Motivation

Learning Theories

Considering learning theories during course design can help in developing learning activities that appropriately align with learning goals and the types of learning desired.  For library instruction, the most relevant learning theories include behaviorism, cognitivism, and constructivism, although in practice these are typically blended together (http://library.queensu.ca/wiki/elearning/doku.php?id=learning_theory_for_librarians).

For design of an EndNote Desktop Workshop, described in previous blog entries, the teaching approach is primarily based upon behaviorism theory.  The course content is heavily focused on teaching skills in using a computer software application.  While an understanding of why and when the software can be useful is important, an intent of the workshop is to provide an opportunity for participants to learn specific procedures.  A computer lab structure where procedures can be demonstrated and immediately practiced is appropriate for the learning goals.  Tasks to be learned can readily be broken down into small units.  Feedback can be delivered and questions answered as participants work through hands-on exercises.

Cognitivism theory also plays a part in design of the EndNote Desktop Workshop by organizing content in a sequential manner, whereby succeeding tasks build on what was learned previously.  A modular course structure can be designed with short segments followed by review at the end of each segment.  Participants can be informed at the beginning of the workshop about what will be covered and in what order, establishing a mental frame of reference.  Using a concrete example of a literature search or research topic and its sub-parts also provides context for application of the software program.  Relating the content of the succeeding segments/tasks to proceeding segments/tasks can help participants see how the pieces fit together.  Learning to use a software program primarily uses lower-order thinking skills, especially the “Apply” level of Bloom’s hierarchy of knowledge.  However, learning activities that allow participants to “Create” and organize their own library of references and then  incorporate references into a sample document with in-text citations would entail use of higher-order thinking skills.

Constructivism theory plays the smallest role for this workshop design.  The learning involved is predominately individual mastery of tasks.  However, in order for the EndNote Desktop tasks to have meaning, participants need to have prior experience and understanding of the literature search process, the research process (including collaboration), scientific/technical writing, and citation styles.  Making connections to those processes as each EndNote Desktop function is learned contributes to the formation of mental models as to how use of the software can facilitate those processes.  Some social interaction may occur during the workshop as questions and experiences of individuals are shared among the entire class.  Opportunities for social interaction in continued learning can be encouraged through introduction of the Connections forum for crowd-sourcing questions and solutions related to use of EndNote Desktop. 

      

Exercise based on Behaviorism Theory

For Goal 1 of the workshop, participants would create a usable library of references based on either the research questions given at the beginning of the session or research questions of the participant’s choosing.  This would require successfully completing tasks to export citations from a library database to EndNote Desktop, organizing them into one or more Groups, creating at least one Smart Group using a search query/filter operation, importing at least one PDF file, annotating a PDF file, and then sharing their EndNote library with another user (such as with the instructor).

Motivation

Participants in this workshop are expected to be intrinsically motivated to complete it, as attendance is voluntary and based upon pre-existing interest in the topic.  Being able to accomplish tasks or exercises is motivation itself as participants work through their uncertainties with moderately challenging content, and achieve satisfaction of accomplishment.  Expectancy-Value Theory as described by Small (1998) is especially applicable, as effort depends upon valuing the task and anticipating success.  Motivation can wain in this type of instruction if the material is covered too slowly or is not challenging enough.  Therefore, it is important to present material in an engaging manner and to continually monitor participant progress in order to pace the material appropriately.  Applying Wlodkowski’s Time-Continuum Model (described in Small 1998) for this workshop could include “Relevance: familiarity” and “Relevance: goal orientation” at the beginning of the session, followed by “Confidence: success opportunities” through practice in middle of the workshop, and perhaps ending with “Relevance: extrinsic rewards.”  An extrinsic reward could be receiving an item, such a USB thumb drive, for turning in a worksheet or evaluation at the end of the workshop indicating level of success in completing tasks and commenting on any difficulties encountered.