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.