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Editor's Notes

• #2: (pre-show)
• #4: Mary-Carol – welcome! The Design for Learning Team is teaching participants how to design instruction and teach online, with opportunities to practice teaching online all our content will be available to the public in an open access format starting in 2017
• #5: Mary-Carol - This project was made possible in part by the Institute of Museum and Library Services, Laura Bush 21st Century Librarian Grant
• #6: Mary-Carol - Our other partners are the Empire State Library Network (formerly Ny3Rs), the South central Regional Library Council in NY, and the School of Information Studies at Syracuse University.
• #7: Mary-Carol introduces Kathy switch to slides from Kathy, or insert here?
• #52: switch to Arden
• #53: Arden – Kathy introduced the structure of the D4L program, with 6 modules followed by a capstone module but we’ll describe them in a little bit more detail so you know what’s available – and we want to emphasize that the content from all 6 modules will be available to the public in a self-guided online version, available starting in 2017
• #54: Arden – here’s a little more description of each of the modules The orientation module is an opportunity to get comfortable in the learning environment, and with each other The introduction discussion forums are a way of getting to know each other, with the obligatory sharing of pet photos
• #55: Arden – This module also includes video screencasts of how to navigate around the Moodle learning environment
• #56: Arden – The foundation module takes students through the process of creating an instructional design plan for their own capstone project, creating an instructional session or series for their own library community. This shows the flow chart of Diane Kovac’s 7 step model for instructional design, which she used as the basis for this module.
• #57: Arden – the technologies module includes exposure to a variety of tools and guides for screen casting, ending with students creating their own screencast for, or related to, their capstone module.
• #58: switch to Loriene Diversity module and collaborative process
• #59: back to Arden Arden – The idea of the community and social modules is to place an emphasis on class as community, and part of an even wider community related to our institutions and audiences. This community for our program currently exists through a couple of different platforms: mostly Moodle, a little bit on Facebook and Twitter, and some of us have already met up in person at various conferences or will in the coming months.
• #60: Arden – I describe the community and social modules as sister modules: both are about getting students to engage with each other, with the instructor, and with their wider communities in order to engage in a more meaningful way with the content at hand. The community module comes first with an emphasis on who and why, and the social module comes second with an emphasis on how, when, and where, working with specific social media platforms. This graphic shows them as pieces of a pie, along with the instructional content as the “what”
• #61: Arden – this also gives us another way of looking at how these apply to our modules: the first 2 and final capstone modules look at the big picture, but the others are related as shown here. These are also all connected to different specific steps of the 7 step process for instructional design introduced by Diane in the Foundation module.
• #62: switch to Rae improving the modules throughout the program based on formative evaluation Difference between cohorts
• #63: switch to Jennifer - discuss process of developing capstone project from Foundation module through all others
• #69: switch to Julie - discuss process of developing capstone project from Foundation module through all others
• #70: Julie - In Alaska, the majority of our public libraries are small, rural and remote. Many of public library directors in Alaska do not have formal library training. My job as the Public Library Coordinator for the State of Alaska is develop and deliver professional development workshops and webinars for these solo librarians. I was interested in the design 4 Learning course because I know that many of public library directors I serve would benefit from online instruction that was more than the typical one-shot webinar or online tutorial.
• #71: Julie - D4L provided me with the confidence to develop a Moodle for our upcoming School Public Collaborative Library (SPCL) face-to-face workshop. As a D4L participant, I had the opportunity to experience to learn about online instruction delivery while receiving instruction and working in an online environment. This experience was invaluable as it allowed me to experience first-hand some of the frustrations but also many benefits online instruction. As I worked through my D4L coursework, I was constantly evaluating how I could implement or utilize what I was learning in my Capstone project or to other workshops. The Moodle I created for SPCL contains eight topic modules (Role of the Library Director, Library Laws & Regulations, Vision, Mission & Service Goals, Library Philosophy & Ethics, Policy vs. Procedure, Collection Development, Technology Planning, and Library Programming) which correspond to the eight topics that we will focus on during our face-to-face training. The Moodle allows me to expand instruction time with participants, as participants will be introduced to the Moodle three weeks prior to the face-to-face training, create an online relationship with participants and hopefully create an online community for the public library participants. Participants will have to three weeks to orient themselves to the workshop topics, review resources and complete activities E that will clarify the information and make it meaningful. three weeks. My experience with D4L has been invaluable and I grateful to have had this opportunity
• #72: back to Mary-Carol invite panelists to share thoughts on these lessons learned
• #73: Don’t underestimate the time needed for preparing materials before/while engaging with students
• #74: we quickly learned that our students were busy with their jobs and their lives, and could not easily meet the deadlines we proposed, so we switched to a more self-paced approach
• #75: While it’s difficult to maintain interactive discussions when following a self paced schedule, that is the factor that keeps some students engaged
• #76: Different students require different forms of communication and content, but all must be clear and user-friendly
• #77: Arden – Our next phase is the development of a self-guided online version of the program, available to the public in 2017 at design4learning.info work with 2 cohorts has helped us to refine our content and make it available to the wider public syllabi, video presentations, readings, links to other resources, assignments continuing discussion forum for current participants, and new forums for new participants
• #78: Mary-Carol – open up to questions
• #79: Mary-Carol – if they don’t have questions for us, we have some for them: How could you incorporate online learning at your library? How could you improve the online instruction you already offer?
• #80: Mary-Carol – As we refine our content to share with the public in 2017, what features/content would you like us to include?
• #81: Please take cards and handouts!