Competency K

Design collaborative/individual learning experiences based on learning principles and theories

Introduction

Information professionals in all settings connect people with information and this can be done by designing instruction to teach patrons. But, unlike in traditional education settings there is often no mandate that patrons attend and possibly only an hour or less to impart the information. Because of these constraints, it is imperative that information professionals apply good Instructional Design to any learning initiatives. The goal of Instructional Design is to “increase effectiveness of instruction by applying principles of research-based learning theory” (Kaplowitz, 2014,  P. 14). Instructional Design (ID) grew out of the increased need for effective instruction during the WWII era. ID is built on the foundation of learning theory. These learning theories then inform instructional theory. Finally, ID models apply both learning theory and instructional theory. 

To understand ID, information professionals need a basic understanding of how learners learn. There are multiple learning theories, which when taken together, give a full picture of a learner’s journey. Some important learning theories are behavioral perspective, developmental perspective, cognitive perspective, social cognitive perspective, and constructivist perspective. The behavioral perspective, as proposed by B.F. Skinner, is based on operant conditioning and relies on positive and negative feedback. The developmental perspective was introduced by Jean Piaget and describes how individuals learn as they grow and mature over time. Jerome Bruner’s cognitive perspective describes how one builds skills over time by reusing skills. These theories were expanded by Albert Bandura’s social cognitive perspective that described how individuals learn from interacting with each other. Finally, the constructive perspective centers the individual learner and includes consideration of the learner’s entry behaviors as a practical starting point for creating instruction. Learning theory has shifted in recent years to incorporate more recent theories including the constructivist approach with its “emphasis on authentic practice and community participation” (Kaplowitz, 2014, P. 17). This was a shift away from knowing “facts” and toward “skills” (Kaplowitz, 2014, P. 17). Understanding each of these perspectives adds to one’s understanding of how individuals learn and by incorporating all of the perspectives one get a complete vision. 

Instructional theory builds on our understanding of learning theory to define specific strategies to achieve learning outcomes. Robert Gagne has been a highly influential figure in instructional theory. His work shifts the focus to the learner and he offers nine events to help the instructor organize effective instruction (Kaplowitz, 2014, P.17).

  1. Gain attention
  2. Describe the instructional goal
  3. Stimulate recall of prior knowledge
  4. Present the material to be learned
  5. Provide guidance for learning
  6. Elicit performance (practice)
  7. Provide informative feedback
  8. Assess task performance
  9. Enhance retention and transfer 

ID models are the application of instructional theory. Some common ID models are the ADDIE model, the ASSURE model, the Morrisson, Ross, and Kemp model and the Cottam and Dowell model. Many ID models were designed for education professionals designing full term courses. To address the unique needs of instructional librarians, Joan Kaplowitz (2014) designed the Teaching Tripod ID model. The Teaching Tripod model relies on three elements: identifying learning outcomes, activities, and assessments (Kaplowitz, 2014, P. 32). First, one needs to ask what exactly do the learners need to know to accomplish a specific goal. Next, one creates activities so that the learner will attain this knowledge. Finally, one creates assessments so that the learner can demonstrate knowledge. By completing these three activities the instructional librarian is able to create effective instruction in a timely way that produces results. 

Competency development

I developed my understanding of learning theory and Instructional Design from the class INFO 250. I was able to practice ID during my INFO 294 internship at the Los Gatos Public library when I designed a technology class for older adults about Apple Photos. When creating this program, I applied good ID practice by first seeking to understand my learner better by researching common mistakes when instructing older adults. I tailored my instruction to these older adults but limiting tech jargon, increasing the presentation font size, and keeping a consistent format for the presentation. 

Evidence Description

INFO 250 – Instructional Design Plan

I am submitting my fully formed instructional design plan to demonstrate my understanding of the instructional design process. 

INFO 250 – Instructional Design Examples Review

In this paper I review two real life examples of instruction that I found. I evaluate the two examples based on a rubric for good instructional design and also discuss the learning theories demonstrated within.

INFO 294 – Apple Photos For Beginners Program Slides

In my internship at Los Gatos Public library I was able to demonstrate my ability to create a piece of instruction and deliver that instruction successfully. The program is intended for older adults. When creating the slides I researched learning theory for older adults and applied this research to my program.

Concluding Remarks

Connecting patrons with information is a fundamental goal of the information professional. Following a good Instructional Design model that is built on learning theory and instructional theory makes programming design more effective.

References

Kaplowitz, J. R. (2014). Designing information literacy instruction: The teaching tripod approach. Rowman & Littlefield.

Last updated October 17, 2021 7:30 am.