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Archive for the ‘Instructional Design’ Category

5 Gorgeous Depictions of Bloom’s Taxonomy

Tuesday, October 11th, 2016
(Diagram 1.1, Wilson, Leslie O. 2001)

Image from http://thesecondprinciple.com

Bloom’s taxonomy is a way of classifying levels of expertise in order to create measurable instructional outcomes. Created by a group of educators  in 1956, the taxonomy consists of 6 levels ranging from basic knowledge to master evaluation. The taxonomy was revised in 2001 by a group of educational psychologists led by Lorin Anderson and David Krathwohl, in order to reflect different types and levels of knowledge and take into consideration criticisms of the original taxonomy. The development of Bloom’s Taxonomy is quite long and populated with cognitive psychologists. Here’s a good backstory.

The bottom line for library-educators: Bloom’s offers a myriad of useful action verbs and prompts for which to create learning objectives. Pretty pictures and action words after the jump. (more…)

Gagné’s nine events of instruction as demonstrated by cats

Monday, September 12th, 2016

Robert Gagné is an educational scholar noted for his work on the nine events of instruction that are necessary for successful learning to occur. It is designed as a framework to be used to design a class. Gagné’s book, Principles of Instructional Design (1992) (1), outlined these nine instructional events on a theoretical and practical level. Today, we will explore these nine events through something to which most librarians can relate: cats. We will also give concrete examples of how these nine events can apply to teaching a PubMed class. Perhaps we will even discover a serendipitous intersection of cats, PubMed, and instructional design theory. Nine lives, nine instructional events, how could this ever go wrong?

Cat acting the fool

Image source: http://funsubstance.com/fun/79197/cats-comp/

Click through for Gagne’s nine events and more cats!

(more…)

Andra…What?

Monday, May 9th, 2016

Anyone who has done teaching or taken classes in teaching methods has likely heard the term “pedagogy.” This term is most widely used currently to mean “the art and science … of teaching,” although the original meaning was actually more specific to teaching children. As librarians, we strive to create instructional materials that are appropriate for the learning needs of our students. For this reason, andragogy may be a better alternative and approach, especially for adult and online learners.

Andragogy as a methodology has its roots as far back as 1833 with a German teacher named Alexander Kapp, although its current usage is attributed to Malcolm Knowles, who adopted the word to describe the differences in the ways individuals – especially adults – learn.

Pedagogy and andragogy are very different teaching models. For example, pedagogy is considered a content model, whereas andragogy is a process model. The process model aims to provide the skills and resources needed to acquire information, rather than simply presenting information. Andragogy encourages the teacher as facilitator, where the emphasis in on enabling the student to learn. For adult learners and online students, andragogy may provide a more suitable teaching model. And, with the increasing tendency toward online classes, students are increasingly self-directed.

This table illustrates key differences between pedagogical and andragogical design.

Pedagogy vs Andragogy
It should be noted that these two methods are not mutually exclusive. It is always up to the the teacher or facilitator to determine the best approach for his or her students.

For more information, please see the full article, “Keeping Up With … Andragogy”

What We’re Reading – Instructional Design

Monday, March 21st, 2016

book pileThe month of March means “spring break” for many academic institutions. And that may mean a break from instruction, but we wanted to give you a short “reading list” in case you are looking for something to occupy any extra time you might have!Here are three titles which the NTC staff have been reading and using in our training recently. In fact, if you’ve been in PubMed for Trainers within the past several months, you may have heard us mention at least one of them.

    1. The Accidental Instructional Designer: Learning Design for the Digital Age by Cammy Bean. Here’s a blurb from the back cover: “We’ve all been taught to think that training is always the solution and that just about anyone can figure out how to do it. And as technology-based learning continues to slip into the mainstream, managers will continue to tap heads to turn regular people, who know the content or show some talent at creating a PowerPoint deck, into instructional designers and trainers. This means that we’ll see accidents – in the form of accidental instructional designers – happening more and more.”
    2. Telling Ain’t Training by Harold D. Stolovitch and Erica J. Keeps. Here’s a brief summary from amazon.com: This book is an entertaining and practical guide for every trainer and performance improvement professional as it tackles the three universal and persistent questions of the profession―how do learners learn, why do learners learn, and how do you ensure that learning sticks. Playful illustrations demonstrate the solid research that back up the authors’ contentions and help readers separate learning myth from fact to dispel beliefs and practices that often harm the instructional process.
    3.  The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training by Karl M. Kapp. Here’s what one reviewer said: “Kapp argues convincingly that gamification is not just about adding points, levels and badges to an eLearning program, but about fundamentally rethinking learning design. He has put together a brilliant primer for learning professionals on how to gamify learning, packed with useful advice and examples (Anders Gronstedt, president, Gronstedt Group via amazon.com).

Hope there is something here that sparks your interest. Happy reading!

Photo credit: torchalum.wordpress.com

5 Learning Tech Trends to Watch in the Next 5 Years

Thursday, February 4th, 2016

LittleTWTBecause we’re all about training, we try to keep up with what professionals in the areas of learning, training, and technologies are saying. This week,in the Learning Technologies Blog from ATD (Association for Talent Development), Karl M. Kapp identified “a list of five trends learning professionals should consider when mapping out strategies for the next five of years.”

According to Kapp, “When mapping out learning strategies for your organization, you need to carefully consider the elements of technology, learning science, and societal influences to ensure that you have a strategy that is on target, scalable, and meets the needs of your learners to help them achieve organizational goals and objectives.” Here’s a brief look at the top five he identifies:

  1. Microlearning: delivering content to learners in small, specific bursts over time or just when needed.
  2. Gamification: the goal is engagement of learners, not just trying to make things “fun.”
  3. Social Learning: critical for exchanging ideas and getting questions answered from people you’ve never met.
  4. Adaptive Learning: instruction that adapts and changes based on individual learner inputs and actions.
  5. Immersive Learning: different facets of the same concept which make learning more immersive.

To read the full article, go to: http://ow.ly/XWKvc