Competency K: Introduction
K. Design collaborative or individual learning experiences based on learning principles and theories.
Regardless of organizational setting, information professionals are expected to be able to instruct others as part of their job duties. This can take on many forms: performing trainings for other employees, conducting a class on information literacy, or even giving a presentation to school-age children. While learning experiences can at times be spontaneous in nature, instructional design can allow individuals to tailor learning experiences towards certain styles of learning. By employing learning principles and theories, an information professional can choose how they want to engage with their target audience and measure the effectiveness of their learning experience.
While each learning theory is distinct, they are neither absolute nor exclusionary. Rather, they are lenses through which one can view the learning process.
As a practical application of the material we learned during our Instructional Design course, we were assigned the task of creating an instructional design plan around the library-related topic of our choice. For this project, I decided to use the topic of “Searching for health information online using MedlinePlus”. This specific assignment represents steps one through three of the instructional design process, which consisted of a needs assessment, and instructional analysis, and a description of the anticipated entry behavior for the intended target of this learning opportunity.
For this assignment, we were directed to explore one learning theory of our choice, and reflect on how we have interacted with or used that learning theory in the past. I chose the Constructivist learning theory to explore, as I appreciated it’s emphasis on challenging preconceived notions as part of the learning process. It posits that feeling sensations of discomfort or uncertainty is a normal and healthy result of engaging in learning opportunities. With educational systems so often focused on “perfect scores” or “ease of mastery”, I believe that shifting attitudes towards normalizing “cognitive conflict” can direct people towards engaging with difficult or challenging learning content in a healthier manner. In addition, I have used cognitive-based teaching tools such as role-play in the past to great effect.
Application and Conclusion
While I have assisted in developing various educational materials during my career, they have almost always been for passive consumption: task instructions, training manuals, and the like. However, these types of teaching aides only benefit a specific subset of learners- those who take in information visually.
I have interacted with a multitude of learning opportunities as a student, as a tutor, and as an employee. And I anticipate continuing to engage with learning experiences as both an instructor and a student. With my newfound awareness and understanding of learning perspectives and instructional design, I plan to use these tools in order to increase my effectiveness when interacting with library patrons and fellow employees alike.