LIBR 250-01
LIBR 250-10
Design and Implementation of Instructional Strategies for Information Professionals
Summer 2012 Greensheet
Diane K. Kovacs
E-mail
Office hours: Via e-mail; Chat/Instant Messaging appointments can be arranged. I really prefer not to work by telephone. We need to both be able to see and work on the computer together. E-mail and chat are best. In an urgent situation you may call me at 216-392-8254 but I am actually more accessible via e-mail than by phone. Remember this is Eastern Time zone for me. diane@kovacs.com is the best e-mail address to use.
| Greensheet Links Textbooks SLOs Competencies Prerequisites |
Resources D2L iSchool eBookstore |
This course will be available on D2L - http://ischool.sjsu.edu/d2l - on Monday June 4, 2012. You will be enrolled into the site automatically. I will send more information about course access as we approach this date through MySJSU.
Course Description
The goal of this course is for information professionals to learn how to design and develop learner-centered instruction within a library or other information organization context. We will use a project-based approach to integrate learning about learning theories, formal instructional design processes, instructional materials/learning object development, learner motivation, learner assessment, and formative evaluation, and other related concepts. We will begin with learner needs assessment as the foundation of good instructional design. We will learn how to evaluate and choose instructional tools appropriate to a given group of learners. The value of collaboration and cooperation with learners, other teachers/designers, and management in the development of learner-centered instruction will be emphasized.
LIBR 250 is designed for information professionals who will be designing, creating, and delivering instruction in the context of a library or other information organization. The scope is all library types and instructional types from one-on-one tutoring to large group presentation and everything in between and online and in-person.
Course Requirements
Class participation in asynchronous forums and optional Collaborate (was Collaborate) discussion/lecture sessions are an important part of this course. Forum participation is graded. Discussions are guided by relevant questions that require you to self-reflect on the readings, lectures, learning activities, and your other relevant experience participating in instruction as a learner and as a teacher/designer.
It is important to express your own opinions while also being respectful; suggest constructive ideas for improvement while evaluating other students’ work; pose relevant questions; compare and contrast ideas; share and critique resources; communicate and collaborate.
Course Format
This course will be taught entirely online using Desire2Learn - http://ischool.sjsu.edu/d2l. Once monthly Collaborate (was Collaborate) sessions for discussion, questions, and some lecture as well as some guest speakers, will be scheduled for optional attendance and later listening.
Primary Requirements
The primary course requirements are that students will:
- have access to the computing environment as described at http://ischool.sjsu.edu/ecommunication/homecomputing.htm
- use Desire2Learn - http://ischool.sjsu.edu/d2l and refer to Tutorials as needed
- submit assignments via Desire2Learn - http://ischool.sjsu.edu/d2l
Assignment Due Dates
(Dates are subject to change with fair notice. See below.)
Blackboard Collaborate (was Collaborate)
Optional Once a Month Collaborate Discussion/Lecture sessions scheduled as follows
(This will be subject to some possible changes depending on availability of guest speakers etc.)
- Monday, June 4 - 7 p.m. PT-8 p.m PT - Attendance strongly encouraged for first class information.
- Tuesday, July 10 - 7 p.m. PT-8 p.m PT
- Monday, August 30 - 7 p.m. PT-8 p.m PT - Summation of the Instructional Design Plan
Assignments
Full assignments details and instructions are on the Desire2Learn course page. Assignment points total 75 points. Course participation is worth a total of 25 points - participate in each discussion forum and read/listen to lectures in order to earn those points. (Due dates are in bold.)
- Entry Behavior and Learner Characteristics Survey 5 points - Due Friday, June 15
- Learning Activity 1. Instructional Design: Step 1. Needs Assessment/Instructional Goals. 10 points Due Friday, June 22 supports SLO#1, SLO#2 and SLO#4
Learning Activity 2. Instructional Design: Step 2. Instructional Analysis (aka Task Analysis), Step 3. Entry Behavior and Learner Characteristics, and Step 4. Performance Objectives (aka Learning Objectives). 10 points Due Friday, June 29 supportsSLO#1, SLO#2, SLO#3, SLO#4, SLO#5, SLO#6, and SLO#7
Learning Activity 3. Instructional Design: Step 5. Instructional Strategy. 10 points Due Friday, July 13 supports SLO#1, SLO#2, SLO#3, SLO#4, SLO#5, SLO#6, and SLO#7
Learning Activity 4. Instructional Design: Steps 6-7. Planning Instructional Materials/Learning Objects and Formative Evaluation. 10 points Due Friday, July 20 supports SLO#1, SLO#2, SLO#3, SLO#4, SLO#5, SLO#6, and SLO#7
Learning Activity 5. Evaluating Training/Instruction from both the Student and Teacher Viewpoints. 10 points Due Friday, July 27 supportsSLO#2 and SLO#3
Learning Activity 6. Evaluating and Choosing Instructional Tools and Materials. 10 points Due Friday August 3supports SLO#2 and SLO#3
Learning Activity 7. Final Instructional Design Draft Plan. 10 points Due Friday, August 10 (May be revised and resubmitted by Friday, August 17) supports SLO#1, SLO#2, SLO#3, SLO#4, SLO#5, SLO#6, and SLO#7
Assignment Basic Format Guidelines
Please use the following class header on the top left-hand side of each page AND as the file name you use to save the assignment in before uploading to Desire2Learn:
- LIBR 250_Firstname_Lastname_ Assignment name_CurrentSemester_Year
Example: LIBR 250_Diane_Kovacs_Learning Activity 1_Summer_2012.doc - Also include in each assignment:
- Name of the assignment
- Your first and last name
- Your email address
- Date
- Save as .doc or .txt or other readable format.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
Course Prerequisites
LIBR 200.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Demonstrate an understanding of current learning and instructional theory.
- Demonstrate familiarity with information literacy standards and models.
- Evaluate tools for teaching and learning in face-to-face and online environments.
- Conduct a learner needs assessment.
- Plan, execute, and evaluate a unit of instruction.
- Integrate information literacy skills into instructional units.
- Describe the importance of communication and collaboration with key constituents in the instructional design and delivery processes.
Core Competencies (Program Learning Outcomes)
LIBR 250 supports the following core competencies:
- J Describe the fundamental concepts of information-seeking behaviors.
- K Design instructional programs based on learning principles and theories.
- M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
- N Evaluate programs and services based on measurable criteria.
Textbooks
Required Textbooks:
- Grassian, E. S. & Kaplowitz, J. R. (2009). Information Literacy Instruction: Theory and Practice (2nd ed.). Neal-Schuman. Available through Amazon: 1555706665.
Grading Scale
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
| 97 to 100 | A |
| 94 to 96 | A minus |
| 91 to 93 | B plus |
| 88 to 90 | B |
| 85 to 87 | B minus |
| 82 to 84 | C plus |
| 79 to 81 | C |
| 76 to 78 | C minus |
| 73 to 75 | D plus |
| 70 to 72 | D |
| 67 to 69 | D minus |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified. - A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
University Policies
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Academic integrity
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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