INLS 214: User Education

©: Evelyn Daniel
Rev. 7/22/99.

Week 1:
July 15-July 16

Week 2:
July 19-July 23

Week 3:
July 26-30

Notes and Questions

INLS 214: USER EDUCATION

Schedule

Summer 1999

In the schedule below, the sequence of topics and speakers is reasonably fixed. Some of the detailed plans for the day, exercises and suggestions will change as we move through the course. Check the schedule daily to be sure we're all on the same page and to choose relevant background readings and review relevant web sites in preparation for the class.

Week 1

July 15
HISTORY, CONTEXT, ISSUES
Introductions. Overview of Course. Planning for the next 12 class sessions.
Readings: For tomorrow, read the introductory material in the Gradowski book (pp. vii-xiv). Find and read one or two articles or book chapters on the history of bibliographic instruction (if your interest is academic library settings) or in adult education (if your interest is public library) or training programs (if interest is a work setting rather than educational or cultural). A few articles are scanned in pdf format in a subdirectory for you to use during the course. Of particular interest may be the first two chapters of LaGuardia and ... Come to class tomorrow prepared to discuss your reading.
Exercise: Look at the exercises (13 of them) in Section 1: Basic Library Instruction in the Gradowski text. Select one of them (or a variation) that you could see yourself doing when teaching and class. Plan to share with the class tomorrow.

July 16
USER EDUCATION PROGRAMS
Discussion of BI history and history of other training programs. Other contexts for user education and effect of context on various aspects of program plan. Impact of web-based resources and training. Trying out teaching ideas. Introduction to concept of instructional design.
Readings for July 19: Gustafson, Intro. and Chapter 1. Some additional readings that will be valuable include the introductory material from LaGuardia (last year's text -- now on reserve). Look for readings that describe an entire program and the planning that is a part of it.
Exercise: In preparation for Monday's speaker review the NCSU Library web site. Check out the guides and workshops pages and work through LOBO (Library Online Basic Orientation) -- sign in as guest. Also check out the My Library web page. Come to class prepared to ask questions about the design and implementation of library instruction programs in large research universities.

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Week 2

July 19
INSTRUCTIONAL DESIGN
Speaker Cynthia Levine, Reference and Information Service Librarian, NC State University Libraries
Discussion of your background reading and some of the components of instructional design -- see notes for July 19. Plan presentations for end of week.
Readings: Chapter 3, "Classroom Orientation" in Gustafson. Any material on reading list (or elsewhere) relative to audience analysis (e.g., Fister, Geffert & Christenson, Moore-Jensen), learning theory (e.g., Hanson, Kuhlthau, Sheridan), and learning style (e.g., Leckie, Lee). On the latter, also check out relevant websites (for example, Keirsey's Character Sorter, Myers-Briggs Trait Indicator (many websites and books as well), Learning Styles, The Personality Project (lists of web sites), plus many other sites on learning style.
Exercise: Work on the questions posed in Instructional Design -- Learner Assessment. Come to class tomorrow prepared to discuss.

July 20
LEARNING THEORY
Discussion of needs assessment models. Audience analysis sharing. Introduction to Lesson Planning.
Readings: Read on this topic from the reading list -- see for example, Bopp, Brewer, Craver, Kilcullen, LaForty, Ramey, TSarr, Ward, Warmkessel.
In preparation for our visit tomorrow, check out Meredith College and the Campbell Library web pages.
Exercise: Look at the first 10 lessons (numbers 14-23) in Section II: "Searching Indexes and Online Catalogs" in the Gradowski book. Pick out the two you think are the best possibilities for an audience of your choice. Come prepared to discuss what you like about your choices and how you might adapt them for a somewhat different content and for a different user group.

July 21
TEACHING AND LEARNING
Reprise on learning theory and learning styles. Instructional goals and objectives. Lesson planning. Examination of tutorials. Lecturing techniques. Preparation for trip to Meredith College tomorrow.
Presentations: Rebecca Moore and Jen Rawlings
Readings: Continue reading about lesson planning. Also read about classroom environment. Chapter 11 on classroom planning from the LaGuardia et al book (on reserve) will be useful. Also check out a paper written by Martyn Wild entitled A Working Model for Designing Learning Environments". The emphasis in this paper is on learning environments for the web. Some intriguing links to work done at Edith Cowan University in Australia but I couldn't connect.
Exercise: Go to the LOEX clearinghouse for Library Instruction: Links to Syllabi. Select one of these courses and evaluate the syllabus and the presentation. Does the syllabus follow the steps in instructional design outlined by the writers reviewed in Gustafson, Chapter 3? What three aspects of the course do you like the best? What three things would you change?

July 22
LESSON PLANNING - CLASSROOM ENVIRONMENT
Speaker Susan Squires, Instruction Librarian, Meredith College -- Field trip to Meredith College Library. Meet at back entrance to Bynum Hall (beside Manning) at 1:00 pm to leave in van. We should arrive around 1:45 and will plan to leave at 3:00 to return for last hour of class where we will have one presentation and compare the instructional programs at Meredith and at NCSU as examples of a small four year college vs a large research university. We will also discuss issues of instructional space and what are desireable qualities. How does space relate to the nature of the teaching program?
Presentation: Josh Boyer
Readings: See Notes on Motivation and read relevant articles on the topic. A couple of chapters in the McKeachie book (on reserve) are worth examining here. Chapters 27, "Learning and Cognition in the College Classroom," and Chapter 31, "Motivating Students for Your Course and for Lifelong Learning," are particularly valuable (Note: chapter numbers are from the 9th ed. and may vary with other editions).
Additional Readings for Friday: Janet Tysinger suggests the following readings for class tomorrow:
"The Dollars and Sense of IT Professional Training," by J. Weller, K. Potter, B. Stewart. Research Note Gardner Group, 20 Jan 1998.
"PC User Training: Benefits for Higher Education," by M. Zastrocky, C. Netherclift. Research Note Gardner Group, 28 Oct 1998.
Learning Styles: Increasingly Important in Higher Education," by M. Zastrocky and C. Netherclift. Research Note Gardner Group, 2 Oct 1998.
"Evaluating the Effectiveness of Education and Training," by J. Weller. Research Note Gardner Group, 29 Oct 1997.

Exercise: Find a web tutorial that teaches how to create html web pages. Evaluate how well it does this task. Who do you think is the intended audience? Does it follow the same steps in instructional design we have considered before? What three things do you like best about the tutorial you examined? What three would you change?

July 23
MOTIVATION TO LEARN
Speaker Janet Tysinger, Training Center Manager, ATN Client Services. Class will meet on 4th floor of Hanes in the ATN training classrooms.
Discussion of motivation. Reprise of lecture/discussion. Review of instructional deelopment model. Introduction to formal techniques of objective setting. Consideration of instructional aids.
Presentations: Beth Fowler, Sarah Giersch, Mihoko Hosoi
Readings: Read Chapter 4, "Product Orientation," of Gustafson.

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Week 3

July 19	INSTRUCTIONAL DESIGN Speaker Cynthia Levine, Reference and Information Service Librarian, NC State University Libraries Discussion of your background reading and some of the components of instructional design -- see notes for July 19. Plan presentations for end of week. Readings: Chapter 3, "Classroom Orientation" in Gustafson. Any material on reading list (or elsewhere) relative to audience analysis (e.g., Fister, Geffert & Christenson, Moore-Jensen), learning theory (e.g., Hanson, Kuhlthau, Sheridan), and learning style (e.g., Leckie, Lee). On the latter, also check out relevant websites (for example, Keirsey's Character Sorter, Myers-Briggs Trait Indicator (many websites and books as well), Learning Styles, The Personality Project (lists of web sites), plus many other sites on learning style. Exercise: Work on the questions posed in Instructional Design -- Learner Assessment. Come to class tomorrow prepared to discuss.
July 20	LEARNING THEORY Discussion of needs assessment models. Audience analysis sharing. Introduction to Lesson Planning. Readings: Read on this topic from the reading list -- see for example, Bopp, Brewer, Craver, Kilcullen, LaForty, Ramey, TSarr, Ward, Warmkessel. In preparation for our visit tomorrow, check out Meredith College and the Campbell Library web pages. Exercise: Look at the first 10 lessons (numbers 14-23) in Section II: "Searching Indexes and Online Catalogs" in the Gradowski book. Pick out the two you think are the best possibilities for an audience of your choice. Come prepared to discuss what you like about your choices and how you might adapt them for a somewhat different content and for a different user group.
July 21	TEACHING AND LEARNING Reprise on learning theory and learning styles. Instructional goals and objectives. Lesson planning. Examination of tutorials. Lecturing techniques. Preparation for trip to Meredith College tomorrow. Presentations: Rebecca Moore and Jen Rawlings Readings: Continue reading about lesson planning. Also read about classroom environment. Chapter 11 on classroom planning from the LaGuardia et al book (on reserve) will be useful. Also check out a paper written by Martyn Wild entitled A Working Model for Designing Learning Environments". The emphasis in this paper is on learning environments for the web. Some intriguing links to work done at Edith Cowan University in Australia but I couldn't connect. Exercise: Go to the LOEX clearinghouse for Library Instruction: Links to Syllabi. Select one of these courses and evaluate the syllabus and the presentation. Does the syllabus follow the steps in instructional design outlined by the writers reviewed in Gustafson, Chapter 3? What three aspects of the course do you like the best? What three things would you change?
July 22	LESSON PLANNING - CLASSROOM ENVIRONMENT Speaker Susan Squires, Instruction Librarian, Meredith College -- Field trip to Meredith College Library. Meet at back entrance to Bynum Hall (beside Manning) at 1:00 pm to leave in van. We should arrive around 1:45 and will plan to leave at 3:00 to return for last hour of class where we will have one presentation and compare the instructional programs at Meredith and at NCSU as examples of a small four year college vs a large research university. We will also discuss issues of instructional space and what are desireable qualities. How does space relate to the nature of the teaching program? Presentation: Josh Boyer Readings: See Notes on Motivation and read relevant articles on the topic. A couple of chapters in the McKeachie book (on reserve) are worth examining here. Chapters 27, "Learning and Cognition in the College Classroom," and Chapter 31, "Motivating Students for Your Course and for Lifelong Learning," are particularly valuable (Note: chapter numbers are from the 9th ed. and may vary with other editions). Additional Readings for Friday: Janet Tysinger suggests the following readings for class tomorrow: "The Dollars and Sense of IT Professional Training," by J. Weller, K. Potter, B. Stewart. Research Note Gardner Group, 20 Jan 1998. "PC User Training: Benefits for Higher Education," by M. Zastrocky, C. Netherclift. Research Note Gardner Group, 28 Oct 1998. Learning Styles: Increasingly Important in Higher Education," by M. Zastrocky and C. Netherclift. Research Note* Gardner Group, 2 Oct 1998.* "Evaluating the Effectiveness of Education and Training," by J. Weller. Research Note* Gardner Group, 29 Oct 1997.* Exercise: Find a web tutorial that teaches how to create html web pages. Evaluate how well it does this task. Who do you think is the intended audience? Does it follow the same steps in instructional design we have considered before? What three things do you like best about the tutorial you examined? What three would you change?
July 23	MOTIVATION TO LEARN Speaker Janet Tysinger, Training Center Manager, ATN Client Services. Class will meet on 4th floor of Hanes in the ATN training classrooms. Discussion of motivation. Reprise of lecture/discussion. Review of instructional deelopment model. Introduction to formal techniques of objective setting. Consideration of instructional aids. Presentations: Beth Fowler, Sarah Giersch, Mihoko Hosoi Readings: Read Chapter 4, "Product Orientation," of Gustafson.