Whew, Instructional Design Essentials is over! The time flew by so quickly, and I wish I’d had more time to dig into the content during the four weeks that the course was live, but I’m looking forward to taking closer looks at our readings and getting to that critical pedagogy component I was really psyched about but didn’t really get a chance to explore. I’ve summarized my plan for approaching the one-credit course I taught this past semester were I to teach it again. Here’s what I’ve been working on. Continue reading “Putting it all together.”
We’re talking ed tech this week in #IDE16ALA.
First off, I just wanted to post this image that Erica reminded me about in this week’s lecture (originally from Bill Ferriter on Flickr). I came across it last year when I first started thinking about academic libraries’ use of ed tech for IL learning and totally fell in love with it. Technology is great and has the potential to take learning to new heights, but it’s gotta be linked with a learning goal or it will become yet another pointless tool to have to master.
So my task this week is to reflect on some technologies I might utilize for the ultimate implementation of my curriculum. Continue reading “Educational Technologies”
For this reflective exercise from Fink, I’m bringing it all together and making sure that all components of my instructional design do in fact work in concert, in order to hopefully create an end product that’s more than the sum of its parts.
Fink provides a table to help me check how well my components align. WordPress isn’t a a huge fan of tables, so I’ve attached a PDF of the table to make it a little less complicated.
I’m glad I now have the phrase “educative assessment” to add to my teaching vocabulary. I’ve always loved the idea of assessment playing dual roles, allowing the educator to evaluate a student’s progress in a course, but most importantly acting as a learning tool for the learner.
So here are the things Fink has me think about for assessment: Continue reading “Educative Assessment”
It took me a while to get to writing this blog post because I knew I wanted to set aside a good chunk of time to actually read through Fink’s guide regarding ID for “significant learning.” And I’m glad I did! I found Fink’s ideas to align well with Understanding by Design, the ID framework I came into this course already somewhat familiar with. In fact I think the question, “what would I like the impact of this course to be on students, 2-3 years after the course is over?” is almost identical to what Wiggins and McTighe advocate teachers to ask themselves when considering the big ideas of their curriculum.
What I don’t recall getting from UbD is what Fink calls the Taxonomy of Significant Learning:
It’s basically significant learning (or what Wiggins and McTighe call enduring understandings) broken up into categories that interact with and feed off of each other. It’s not an exhaustive list, I’m sure, but it gives a starting place to generate ideas of what it actually means to have “learned significantly.” Having this framework is so helpful for setting big-picture learning goals, especially for someone like me who can tell you when I see it happening, but I have a hard time articulating out of thin air what exactly significant learning looks like.
Luckily, Fink provides some guiding questions about the different facets of significant learning to consider when setting my learning goals so I don’t have to come up with the big ideas and applications to be gleaned from these lessons completely on my own. I’ll break them down in the context of my own teaching situation here. Continue reading “Learning Goals and “Significant Learning””
This week’s focus for #IDE16ALA is situating what we’ll be learning in a particular teaching context–past, present, or future. Something I’m admittedly weak on and would like to improve is taking a programmatic approach to info lit instruction. I got a taste of the course approach to info lit this semester, where I cotaught an 8-week course geared toward providing supplemental research help for a group of students working on a term paper for another class.
I found teaching this course a challenge, truth be told, partially because I never felt it was MY class and partially because I’d never taught more than two info lit classes meant to build off of each other. So I thought I’d take on that experience and break it down in order to analyze what I might do to improve that experience, both for myself, my coteacher, and my students, in the future.
I’m working off of L. Dee Fink’s A Self-Directed Guide to Designing Courses for Significant Learning (p. 7) to situate my teaching learning/context. Continue reading “Contextualizing my #IDE16ALA”
I’m blogging now! I’m actually super happy that blogging is a requirement for my Instructional Design Essentials class. I’ve been having a lot of thoughts and feelings about librarianship, teaching, “professionalism,” ~doing it all,~ etc. lately, and despite wanting to create an outlet for myself, I just never really got around to it. So I’m looking forward to being required to blog on a consistent basis and making this part of my routine, or at least some semblance of a routine.
I was the kind of kid when I was younger who would get a new journal, scribble “hi diary! i’m going to write in you every day!” and then immediately abandon it. So this will also be an exercise in breaking out of that cycle. I’d like to think I’ve become a bit more responsible and consistent since then, but only time will tell!