Student Learning Outcome #3
I was able to accomplish the third Student Learning Outcome in a variety of formats and deliverables. The most relevant work came from Instructional Design and Web Production and Usability, two courses in which I learned the value of education in different formats.
As soon as my course began, I was beginning to be asked to process user education principles and apply them to how I would conduct my own instruction sessions. For my first attempt, I focused on a lesson on how to make spaghetti.
- SLO #3: The student applies and values user education principles in the teaching of information literacy.
As soon as my course began, I was beginning to be asked to process user education principles and apply them to how I would conduct my own instruction sessions. For my first attempt, I focused on a lesson on how to make spaghetti.
Instructional Design Lesson Plan
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Gagne categorizes learning in five major categories of verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. For my lesson, I considered it to be within the motor skills, intellectual skills, and cognitive abilities categories since it combines elements from all three categories.
To the left, you can view my discussion post that outlines the particular lesson word-for-word. I applied Gagne's Nine Events of Instruction to the lesson and outlined how each section corresponded to the processes. The discussion post demonstrates my ability to apply user education principles to teaching information literacy. I learned how to develop a lesson plan of sorts and it will serve me in the future as a format to follow for future instruction opportunities. I was also asked to consider learning theories and how they could be applied to different methods of instruction. I dug deeper into behaviorism, constructivism, and cognitivism. I discovered how these theories influenced my own learning and teaching styles. For example, I respond to behaviorism if the result is what I believe to be a pleasant outcome. I respond better to constructivism because scaffolding is provided to help me deepen my understanding of the information that is presented. I was also introduced to the A-ADDIE Model of instruction and asked to apply that model to an instruction lesson as well. I chose to apply A-ADDIE to a lesson about how to create a citation in APA format, due to its relevance to my future career goals. I recognized that citation help is a very realistic expectation for what I could be doing in an academic library. Along the way, I learned how to educate others about information literacy. For example, the how to make spaghetti lesson covered health and food literacies by learning how to read a recipe, operate a stove, and cook a healthy meal. These areas can be explored further by introducing audiences to resources they can access on their own. For the citation guide lesson, the information literacy is furthered by guiding them to the Online Writing Lab at Purdue website; a resource that they may have never known about. By providing further information that can be accessed outside of the lesson, I would be providing scaffolding for more discovery of knowledge to interested parties. |
Instructional Handout Exemplar
I also was asked to deliver educational resources in various formats, including via screencasts, instructional handouts, lesson plans, and more. An instructional handout I created can be seen below. It outlines the steps needed for students to be able to log into their My Library Account to access their information at UNCG. I demonstrates my ability to apply user education principles to specific library information literacy, and serves as an exemplar of how to create instructional resources that work carefully through step-by-step instructions. It taught me how to create as much clarity as possible in asynchronous instruction, and serves as an example to follow in the future during my career if needed.
| How to Log into Your My Library Account.docx |
Instructional Design e-Learning Website
Further insights into my learning process of how to apply user education principles in teaching information literacy can be found on an e-learning resource website I created for a class. The e-Learning website demonstrates my application and value of user education principles as I walk through a number of theories and hypothetical issues that I solve through instruction. It will assist me in my future career because it provided me with knowledge of how to set up a resource website, how to explain specific instructional theories, how to apply the theories to actual information literacy plans, and how to walk future students through instruction plans.