LIS 665 Teaching Information Technology Literacy Spring 2013 Dr. Diane Nahl LIS program University of Hawaii

1. Usability Testing a
Learning Object;
Integrated ACRL SPIOs
and ACS Outcomes
LIS 665 Teaching Information Technology Literacy
Spring 2013
Dr. Diane Nahl
LIS program, University of Hawaii

2. Usability Workshop:
Needs Assessment Google Form
• Identity Teams and Google Teams meet together to finalize
survey questions and test items for the Google Form
• All Teams agree on general and demographic questions
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• Include a question asking which of the three courses students are
in (a few might be in two courses, so make it Check All That Apply)
Technology Literacy
LIS 665 Teaching Information
• Volunteers from each Team input their questions using the
appropriate question type formats
• Usability Testing the Form
• Team members fill out the form online and fix any problems
• Delete Team member and former psy student results in the Form
Spreadsheet before the URL goes to Dr. James
• Post the URL to the LIS 665 Google Group (Dr. Nahl sends link to Dr.
2
James to post in three Google Groups, n= 58-60 students)
Final Form DUE 1-31-13

3. Teaching Methods
as Learning Objects
1. Written Lectures with Links posted on a course site, web page,
wiki, LibGuide, or course management system (CMS) (e.g.,
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Laulima, Moodle, Blackboard, etc.)
2. Slides with Links and Written Lecture Notes
3. Slides with Links and Narrated Lecture
Technology Literacy
LIS 665 Teaching Information
4. Lecture Podcast
5. Online Tutorial (e.g., LILO)
6. Instructional Video or Screencast (e.g., Camtasia, YouTube,
LION, Jing, etc.)
7. Course Blog or Threaded Discussion site (e.g., Google Group)
8. Online Worksheets, Quizzes, or Polling
9. Shared documents (spreadsheets, docs, forms, etc.) 3
10. Social Media (Friending, Following, Commenting, etc.)

4. Broken Method Workshop:
Critiquing Teaching Methods
• Class holds open discussion on the advantages of some
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common teaching methods or learning objects used in online
instruction.
• After discussing advantages, each Team takes one of the
Technology Literacy
LIS 665 Teaching Information
methods and critiques everything that’s wrong or limiting for
online instruction.
• Using Google Docs, Teams write up problems, Share docs, and
present a critique to class.
• After critiques: Teams discuss fixes for the identified
limitations for online instruction.
• Teams Report to class on their fixes for online instruction. 4

5. Holistic Instructional Design (pp. 9-10)
• Teach the Heart
• [A] Affective learning outcomes
• What the learner should come to APPRECIATE
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and VALUE
• Teach the Mind
Technology Literacy
LIS 665 Teaching Information
• [C] Cognitive learning outcomes
• What the learner should KNOW and
UNDERSTAND
• Teach the Body
• [S] Sensorimotor learning outcomes
• What the learner should be able to DO 5

6. Design Workshop: Constructing
Measurable ACS Outcomes (verbs pp. 15-17)
• Overall Instructional Goal (restate or revise) (Examples p. 12)
• Standard (selected from ACRL competencies)
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• Performance Indicator (based on one extracted from the
chosen ACRL Standard) (Examples pp. 12-13)
Technology Literacy
LIS 665 Teaching Information
• Measurable Outcomes (based on one extracted from the
ACRL PI above, expressed in holistic outcomes) (Examples p. 10)
• [A] Affective learning outcome
• [C] Cognitive learning outcome
• [S] Sensorimotor learning outcome
• Transparency of Learning: SAOAC 5-part components
(Examples pp. 9, 12) Due 1-31-13 6

7. Next Week 1-31-13
• Ch. 4
• Kaplowitz, Nahl-Jakobovits, Neely & Sullivan
• Handouts pp. 2-3, 9-21
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• Draft of 3 minimum Instruction Unit Learning
Technology Literacy
LIS 665 Teaching Information
Outcomes each with ACS Outcomes (3x3=9
minimum outcomes)
• Draft of 1 SAOAC (examples pp. 9, 12, &
integrated outcomes handout)
• URL to final unified and usability tested Google
Needs Assessment Form pasted in a post to the
665 Google Group 7