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This morning kicked off the 15 week “class” in teaching for librarians. To make sure we are all on the same page, and to give a broad overview of the course, we started with a presentation introducing Instructional Design:
The handout included the following:
Frameworks for Instructional Design:
- Reality
- Process
- System
- Discipline
- Science
- Instructional Technology
Who does it?
- Teachers
- Librarians
- Distance Educators
- Instructional Designers
- Content Developers
- For-profit Educators
- Corporate Trainers
What does it do?
- Needs assessment
- Goals and objectives identification
- Audience and setting analysis
- Content development
- Delivery development
- Evaluation
- Redesign
Where does it happen?
- In your office
- In the classroom
- In your inbox
- Wherever you get your evaluations
When does it occur?
- All the time: before, during, and after the class
Why does it happen?
- To meet required objectives
- To anticipate student needs
- To meet the needs of unique audiences
- To clarify your intention
- To speed up the process
- To demonstrate continued improvement
A lot informs this process. In this “course” we’ll discuss: instructional design models, taxonomies of learning, educational psychology, educational theorists, multiple intelligences, learning styles, teaching styles, learning theory, problem based learning, active learning, inquiry learning, classroom management, and assessment.