Asynchronous eCourse beginning Monday, May 4, 2015 and continuing for 4 weeks
An ALA Editions eCourse facilitated by Nicole Pagowsky and Erica DeFrain
Please note: Your purchase at the ALA Store is only Step 1 of a 2-Step Registration process!
Upon purchase you will receive a registration PDF in the form of a digital download. This PDF contains a link to our Registration page and a password. You must download this PDF and follow the instructions in order to complete the registration. The download link can be found on the final confirmation screen after you complete your purchase, and may also be accessed from your Account History. Confirmation with login instructions, reminders, and alerts will go to the email address used in the registration.
This eCourse is licensed for a single user. For pricing on bulk purchases in excess of $1,000, please contact us for more information.
Estimated Hours of Learning: 24
Certificate of Completion available upon request
After participating in this eCourse, you will be able to:
- Use backward design and instructional design models to create your own teaching, while being critical of the limitations of instructional design (ID)
- Leverage learning theories and knowledge of student motivation to create more compelling instruction
- Integrate assessment holistically into your curriculum, lesson, or learning object so that you can help students reflect on their own progress, while you reflect on your teaching
- Critically select and position technology within your instruction to enhance student learning
- Develop an awareness for critical pedagogical practices to create inclusive classroom atmospheres or learning objects
In this eCourse, instructional librarians Nicole Pagowsky and Erica DeFrain will provide you with a foundation in instructional design. Whether you teach face-to-face, online, or develop online tutorials, this course will help you hone your teaching skills and prepare you for your instructional needs. Throughout the course, you will be developing an instructional design plan for one of your upcoming workshops, courses, or tutorials, and will receive feedback on it from the instructors and fellow participants. This project will build on itself each week with a revision and reflection as part of the final assignment.
Week 1: Introduction and Backward Design
- What is instructional design?
- Challenges and benefits of ID in library and IL instruction
- Overview of instructional design models and their purposes
- How to begin designing your instruction using backward design
Week 2: Student Motivation and Learning Theories
- Overview of the learning theories and student motivation
- Examining the effect of a learning theory on student motivation and how to leverage it
Week 3: Outcomes & Assessment
- Developing learning outcomes that speak to your instructional goals
- Aligning your outcomes and assessments so they work together
- Creating assessments that effectively measure what you hope your learners will be able to do
Week 4: Choosing the Right Tools
- Designing learner-centered instruction, not technology-centered instruction
- Creating appropriate learning activities based on goals and assessment
Every week’s lesson will offer optional reading and activities for using critical pedagogies to take your instructional design a step further.
Instructors Nicole Pagowsky and Erica DeFrain will monitor discussion boards regularly during the four-week period, lead group discussions, and will also answer individual questions. All interaction will take place on the eCourse site, which will be available 24 hours a day, 7 days a week. It's recommended that students log into the site on May 4 or within a few days for an overview of the content and to begin the first lesson.
Participants will need regular access to a computer with an internet connection for online message boards participation, viewing online video, listening to streaming audio (mp3 files), and downloading and viewing PDFs and PowerPoint files.
ALA Editions eCourses are fully compatible with Windows and MacOs.
"This instructional design course has given me the holistic, systematic, and results-focused approach that I was hoping to cultivate towards instruction, and I look forward to further developing my teaching along these lines. My coursemates were a wonderful resource, and I found several posts helpful in thinking about measurable and contextually anchored assessment, the feedback loop, motivation and the affective domain, and the potential contexts for our teaching. Thanks in particular to [student], whose thoughtful comments were so helpful for assessment and technology applications, and to our instructors, Nicole Pagowsky and Erica DeFrain. This was my first experience in online asynchronus learning, and it has been a very positive one that I’m happy to recommend to others!"
"I thoroughly enjoyed the course and learned so much. My biggest take away was to start from the end and work my way backwards when planning for a course and developing curriculum. I have learned that it is not what I want to teach but what I want students to learn. I will never look at instruction the same, and that is a really great thing!"
"What struck me the most was how much my initial class design changed from week 1 to week 4. Without realizing it, I had done an about-face! When I pulled my old posts together and tried to write up this final project post, it became clear just how much the readings and the other participants’ blogs had changed my views."
About the Instructors
Nicole Pagowsky is a Research & Learning Librarian with a focus on instruction at the University of Arizona. Her research interests include game-based learning and student motivation, critical pedagogy, and student retention. She has an MLIS degree and MS in Educational Technology & Instructional Design from the University of Arizona and is currently co-editing a critical library instruction handbook to be published with ACRL Press.
Erica DeFrain is Assistant Professor and Social Sciences Librarian with the Research and Instructional Services department at the University of Nebraska - Lincoln. Her research interests include online learning environments, evaluation and analysis of teaching and learning, and adult learning styles. A doctoral candidate in the Educational Psychology, she has an MLIS and MS in Educational Technology from the University of Arizona.