Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/19889

Driving Google: The Instructional Design Cycle

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Item Summary

Title: Driving Google: The Instructional Design Cycle
Authors: Thibadeaux, Sean
LC Subject Headings: Information literacy--Study and teaching (Higher).
Issue Date: 2010
Description: Driving Google: The Instructional Design Cycle

Sean Thibadeaux; LIS 665: Spring 2010; Dr. Diane Nahl; University of Hawaii at Manoa. Group project in collaboration with Rebecca Marrall and Kim Okahara.

Background: LIS 665 Teaching Information Technology Literacy provides the rare and valuable opportunity for students to engage in all phases of instructional design, including conducting needs assessment, composing instructional materials, integrating standards and performance indicators and measures in the instructional materials, delivering the instructional unit, and finally assessing the unit. The course is exceptional for taking students through the entire sequence in a single semester and for providing instructional experience with a class of college seniors.

The instructional project was undertaken by a working group of myself, Rebecca Marrall, and Kim Okahara. Our instructional unit was designed to be delivered in a single session within the semester long course PSY 409a Driving Psychology at University of Hawaii at Manoa. The psychology students were required to use certain resources for their term paper, and our unit aimed at providing skills training in using various Google platforms.

One of the themes of the psychology course was road rage – this theme runs throughout our instructional content.

A. Needs Assessment
B. Instructional Design 01 – Standards, Outcomes, Indicators
C. Instructional Design 02 – Materials
D. Instructional Design 03 – Tools of Engagement
E. Assessment Measures
URI/DOI: http://hdl.handle.net/10125/19889
Appears in Collections:The SLA and ASIST Poster Mini-Conference



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