Learning Design

Course Description

This course will introduce the concept of learning design, engaging students in examining models, principles, and practice for library instruction. The context of instructional design models and how they fit in with the larger pedagogy of information literacy and library instruction will be a central topic of this course. Students will explore the most popular learning design theories being used today (including ADDIE, Dick and Carey, ASSURE and Design Thinking), gain experience in critique of instructional design, and learn how to ascertain what models might be more appropriate for different purposes. Hands-on experience will help students implement these models in their own library instruction. Additionally, this course will also introduce students to assessment and evaluation of learning objects, particularly as they relate to information literacy programs, library instruction, and library staff training in libraries. The nationally-recognized Quality Matters rubric will be addressed as an evaluation tool, along with other industry-standard practices for iterative assessment and continuous improvement of course design. Students will gain an understanding of the theories that inform different assessment approaches and will use these theories to understand how users learn and how libraries support and measure the effectiveness of teaching and learning. This course will take a project-based learning focus, with students designing and developing a cohesive unit of instruction throughout the semester. This course can be taken concurrently with LIS 583: eLearning for Librarians and other Information Professionals, as this course, LIS 586 will focus on instructional design to support synchronous learning in face-to-face and blended learning environments.

Code

LIS 586

Credits

3

Subject

Information Science