Presentation Goals • Share foundational scholarship for the creation of informal community of learners • Discuss instructional design theories, including ADDIE and Booth’s (2011) USER model • Walk through a “case study” of the USER model in action at OU Libraries • Identify takeaways and potential implications, both for OU Libraries and other staff/faculty departments in K-12 / higher education Friday Night Lights by Graham Ballantyne is licensed under CC BY-NC-ND 2.0 Oakland University Libraries • 12 full-time faculty librarians, 7 part-time librarians • Diverse experiences in instruction, instructional design, technology use in teaching 2013-2014 Instructional Snapshot: • 272 course sessions taught • Strong instructional presence across the curriculum Writing & Rhetoric (WRT 160) • LIB250, 4-credit online course offered for general education credit (3 sections taught) Photo-a-day #82: New Home by Eric Merrill. All rights reserved. Learning Communities A “relatively small group… [which has] a clear sense of membership, common goals, and opportunity for extensive face-to-face interaction” (Baker, 1999, p. 99) • May be cohort- or topic-based (Cox, 2004; Richlin & Essington, 2004) • Community of Inquiry (CoI) framework frequently adopted (Garrison, Anderson & Archer, 2000) • For faculty: influence teaching practices and increase community/connections (Addis et al., 2013; Blaisdell & Cox, 2004; Layne, Froyd, Morgan & Kenimer, 2002; Richlin & Cox, 2004) • For students: supports academic success (AAC&U, 2008) classified research by throgers is licensed under CC-BY-NC-ND 2.0 Faculty Learning Communities Common attributes include: • Connection to institutional goals • Clear objectives and issues/topics to address • Connections within the community and with other programs/units on or off campus • Focus on scholarly processes, such as on teaching projects and the scholarship of teaching and learning • Funding (Cox, 2002; Richlin & Essington, 2004) Technology frequently / effectively facilitates learning communities classified research by throgers is licensed under CC-BY-NC-ND 2.0 (Vaughan, 2004) Instructional Design as a Discipline Evaluate Instructional design is “the science and art of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate learning and performance” (Ritchey, Klein & Tracey, Analyze ADDIE Model Implement Design 2011, p. 3) Develop Where We Started… • 2012: e-Learning & Instructional Technology Librarian hired • 2012-2013: Informal “Instructional Technology Updates” delivered at monthly meetings • Introductory in nature - Faculty members wanted more • Summer 2013: Association of College & Research Libraries’ Immersion Program – Teaching with Technology Start by Steven Depolo is licensed under CC BY 2.0 The USER Model (Booth, 2011) • From Reflective Teaching, Effective Learning • Modified ADDIE model • Frames instructional design and instructional technology through the lens of library instruction Booth, C. (2010, April 30). Librarians can shape ourselves into educators by devising our teacher identities. American Libraries. Retrieved from: http://www.americanlibrariesmagazine.org/article/build-your-own-instructional-literacy Using the USER Model… to Teach the USER Model! Where We Went: Understand September & October 2013 Available at http://bit.ly/TwTeCorn14 Where We Went: Structure November & December 2013 Available at http://bit.ly/TwTeCorn14 Where We Went: Engage January & February 2014 Available at http://bit.ly/TwTeCorn14 Where We Went: Reflect March & April 2014 Available at http://bit.ly/TwTeCorn14 Where We’re Headed • Implement projects developed! • Consider timeline for future projects • Continued faculty development in designing online learning experiences • Increased collaboration on library-wide modules viewfinder by brian donovan is licensed under CC BY-SA 2.0 • Increasing integration of assessment Implications for YOU • Questions to consider: • Would such a learning community work in your setting? • Cohort- or topic-based? • Addressing a department or unit need? • What are the unique attributes or needs in your setting? How can they be addressed? • USER Model = easy introduction to instructional design thinking • Can influence ways of thinking about pedagogy Uncle Sam by James Montgomery Flagg is in the public domain. References Addis, E. A., Quardokus, K. M., Bassham, D. C, Becraft, P. W., Boury, N., Coffman, C. R., … & Powell-Coffman, J. A. (2013). Implementing pedagogical change in introductory biology courses through the use of faculty learning communities. Journal of College Science Teaching, 43(2), 22-29. American Association of College and Universities. (2008). High-Impact Educational Practices. Retrieved from http://www.aacu.org/ leap/documents/hip_tables.pdf Baker, P. (1999). “Creating learning communities: The unfinished agenda.” In B. A. Pescosolido and R. Aminzade (eds.), The Social Works of Higher Education. Thousand Oaks, Calif.: Pine Forge Press. Booth, C. (2010, April 30). Librarians can shape ourselves into educators by devising our teacher identities. American Libraries. Retrieved from http://www.americanlibrariesmagazine.org/article/build-your-own-instructional-literacy Booth, C. (2011). Reflective Teaching, Effective Learning. Chicago: American Library Association. Cox, M. D. (2002). The role of community in learning: Making connections for your classroom and campus, your students and colleagues.” In G. S. Wheeler (ed.), Teaching and Learning in College: A Resource for Educators. Elyria, Ohio: Info-Tec. Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5-23. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. Hubball, H. Clarke, A., & Beach, A. L. (2004). Assessing faculty learning communities. New Directions for Teaching and Learning, 97, 87-100. Layne, J., Froyd, J., Morgan, J., & Kenimer, A. (2002). Faculty learning communities. Frontiers in Education 2002, 2, F1A-18. Richlin, L. & Cox, M. D. (2004). Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. New Directions for Teaching and Learning, 97, 127-135. Richlin, L. & Essington, A. (2004) Overview of faculty learning communities. New Directions for Teaching and Learning, 97, 25-39. Ritchey, R., Klein, J. & Tracey, M. W. (2011). The Instructional Design Knowledge Base: Theory, research and practice. New York: Routledge. Vaughan, N. (2004). Technology in support of faculty learning communities. New Directions for Teaching and Learning, 97, 101-109. Questions & Discussion Black Speech Bubbles by Jzee is licensed under CC BY-NC-ND 2.0