Teaching with Technology...Starting with ‘Teachers’Amanda Nichols Hess | OU Libraries

e-Cornucopia

2014

Presentation Goals

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• 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

• 12 full-time faculty librarians, 7 part-time librarians• Diverse experiences in instruction, instructional design,

technology use in teaching

• 272 course sessions taught

• Strong instructional presence across the curriculumWriting & 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.

2013-2014 Instructional Snapshot:

Oakland University Libraries

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• 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)

Learning CommunitiesA “relatively small group… [which has] a clear sense of membership, common goals, and opportunity for extensive face-to-face interaction” (Baker, 1999, p. 99)

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• 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 (Vaughan, 2004)

Faculty Learning Communities

Common attributes include:

Analyze

Design

Develop

Implement

Evaluate ADDIE Model

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, 2011, p. 3)

Instructional Design as a Discipline

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• 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

Where We Started…

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

• From Reflective Teaching, Effective Learning

• Modified ADDIE model

• Frames instructional design and instructional technology through the lens of library instruction

The USER Model (Booth, 2011)

Using the USER Model… to Teach the USER Model!

Available at http://bit.ly/TwTeCorn14

Where We Went: UnderstandSeptember & October 2013

Available at http://bit.ly/TwTeCorn14

Where We Went: StructureNovember & December 2013

Available at http://bit.ly/TwTeCorn14

Where We Went: EngageJanuary & February 2014

Available at http://bit.ly/TwTeCorn14

Where We Went: ReflectMarch & April 2014

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• Implement projects developed!

• Consider timeline for future projects

• Continued faculty development in designing online learning experiences

• Increased collaboration on library-wide modules

• Increasing integration of assessment

Where We’re Headed

• 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.

Implications for YOU

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.

References

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Questions & Discussion