Design instructional programs based on learning principles and theories
Information science entails designing instructional programs that are based on learning principles and theories. When it comes to instruction the principles of universal design instruction(UDI) which may include equitable use, flexibility, simple and intuitive instruction, low physical effort, for example make active learning possible in learning environments. In this competency, I demonstrate use of UDI and other prominent learning theories, such as constructivism to ensure students can engage with the learning material. The first piece of evidence is a lesson plan for a final presentation that I give, which began with discussions online about instructional design and the importance of underlying theories that drive teaching. The second piece of evidence is a screencast video of how to use the Gale database to students, which includes a paper that describes in depth the overarching conceptual framework I am using to teach.
Justification of the Evidence
Evidence #1: Information Literacy: Peer Review Lesson Plan
Before giving a presentation of my lesson on Peer Review, I include a discussion post as evidence where I respond to certain conceptions of information literacy instruction that inform my theoretical underpinnings as a librarian and instructor. I draw from an information framework that focuses on critical information literacy and using a constructivist format. In the lesson plan I outline my instructional design by describing my goals, an essential question, student learning objectives, how students will be assessed, and then a detailed lesson plan for each slide. The lesson also includes an evaluation opportunity so that through the formative assessment approach, I am able to incorporate questions to check for understanding during the lesson. The process of putting together a lesson plan along with the important theories and concepts that drive my teaching informs the pedagogical aspect of librarianship. This evidence demonstrates my understanding of critical information literacy and how this applies to teaching peer review in bibliographic instruction.
Evidence #2: Screencast on use of Gale Database
In this video lesson, I incorporate universal design principles in my slides especially as I consider designing them I think about how my lesson can be perceived by a larger audience with a diverse set of needs. The slides I have created in the screencast are simple and intuitive to understand with emphasis on more visual over text-heavy information. The lesson is designed so that groups of students can not merely understand the functionality of the Gale database but to also understand a concept while I use a cognitivist approach, which is based on cognitive processes in learners. The video tutorial is design so that the learner can follow the instructions by following procedural steps on using the database. This experience demonstrates another learning theory that I can apply to instructional design that serves a different purpose while addressing a different kind of learner.
Conclusion
To present information to patrons and students requires understanding of learning theories and concepts before teaching subject matter. It also requires that the information professional design lessons that draw upon learning principles that meets their users’ needs. As a former educator, this particular competency resonates on deeper levels, as learning styles and theories transcend profession. My plan is to stay updated on teaching trends by subscribing to teaching blogs and to continue reading books by authors I admire in the teaching world(i.e. Linda Darling Hammond, Pedro Noguera, Gloria Ladson-Billings). I also plan to join the program design committee of where I may work in order to continue implementing learning theories in a collective context.