Reflection on ARCS Motivation Table and Instructor Guide
I struggled with how much detail to include in the Instructor Guide. Particularly when many steps are explained in detail in my learning task analysis. Even so, the instructor guides feels a bit long to me.
Learning Goal: In a 1.5 hour workshop, faculty will be able to access and use library resources through the ipad. Following the session, faculty will be able to: access and search selected library databases, download journal articles from library databases, download ebooks through an ebook app, and identify and use iannotate, notability, and goodreader apps for research.
|A.1 Perceptual Arousal|
|A2. Inquiry Arousal|
|>Faculty Learners will be asked to think about and discuss how they wish to use the ipad for library/academic research throughout the session|
|>Demonstration, actual practice, discussion, will all be used in the learning process|
|R1. Goal orientation|
|>An overview of the session will be provided. An explanation of the basic purpose of each app discussed will be provided|
|R2. Motive matching|
|>Faculty learners will search for ebooks or journal articles that match their areas of research and expertise|
|> The Instructor will describe Adobe as the ‘circulation desk’ of ebooks, managing the loan periods and use policies for ebook downloads from the library.
The Instructor will demonstrate how to do familiar annotations from print such as highlighting on the iAnnotate app.
|C1. Learning requirements|
|>Objectives will be chunked by app and function to avoid cognitive overload. Breaks for discussion and questions will be available throughout the session.|
|C2. Success opportunities|
|>If the faculty learner chooses to download the ($) apps, she or he will be able to successfully complete each objective throughout the session (ie- download a book, write a note, etc)|
|C3. Personal control|
|>Faculty learners will be encouraged to choose which apps they wish to download and use. App alternatives to those demonstrated will also be explored upon request, if there is time available.|
|S1. Natural consequences|
|>Faculty learners will be able to practice and complete each objective during the session (if they choose to purchase the optional apps)|
|S2. Positive consequences|
|>Faculty learners will be able to experience how the ipad can help with library/academic research through practice with relevant examples in the session|
|>Individual attention and success for each chosen objective will be the overall goal of the entire session|
Outline for Instructor Guide
Note: This outline contains general information for the instructor to lead the session. For specific steps in a particular section (especially for procedures), please see the full Narrative in the Learning Task Analysis in Appendix C for detailed procedures (ie- what icon to select on the screen).
When it is time to begin, gain attention of the faculty learners by thanking them for coming. Faculty are busy; the Instructor hopes they feel this is well worth their time by the end of the session. Ask faculty learners if they know their Apple ID and if they know how to download apps (they should have received this information and instruction in the initial ITS training). If any do not, they will need to figure out their Apple ID through the forgotten password link. Pay special attention to any faculty learner who does not yet know how to download an app to make sure they do so correctly.
Inform Learners of Purpose
Tell faculty learners the purpose of today’s session. Today’s session will help faculty learners start to learn how to use the ipad for library research. Encourage a friendly informal tone by stating that questions are welcome at any time throughout the session.
Stimulate Learners Motivation
Faculty learners are already intrinsically motivated to be here. They have voluntarily signed up and carved out time in a very busy teaching and research schedule to attend the class. Reminding them of the purpose and goal should provide motivation.
Provide an overview of the entire session. Explain that there are five main sections. Some segments will be simply following procedures to create accounts. These sections may be tedious but they only have to be done once. The rest of the time will be spent exploring apps that can help faculty learners with library/academic research. Some of the apps may also be useful for other purposes such as classroom presentations. Faculty are welcome to share their insights throughout the sections. The five main sections of today’s training:
- Download ebooks. We will download an ebrary app. We will then create two accounts that will allow the learner to download ebooks from Messiah’s collection to the ipad.
- Access and download journal articles. First we’ll review searching library databases through the web browser, just like on a desktop. We will search a database and open up a pdf article. We will then download a library database app, explore the features, search the database and open a pdf article.
- Annotate journal articles – We download an app called iannotate. This allows you to annotate journal articles, reports, meeting minutes, basically any document in pdf or Word format. We will send the journal article you found in Section two to this app and mark it up through some of the more popular annotation features.
- Write notes – We will download an app called Notability. This app allows you to take handwritten or typed notes, import documents to write on them, and send the notes to other accounts.
- Connect to your network drive to save and access library research – We will download an app called GoodReader. This app allows you to connect very quickly your network drive whether or not you are at work. You can then download documents from your network drive to your ipad, and upload documents from GoodReader back to your network drive.
A note about apps: Inform faculty learners that the apps for sections 3-5 cost money. They are not required to download them in the session, although if they do so, the session may be more relevant to them as they work through the actual activities. However, if instead they wish to just watch the instructor demonstrate the app on the projector, they are free to do so.
Note: the general framework from Smith & Ragan, are incorporated into each section below. Rather than repeating headings for each section, read through each section to view the instructional content.
The Instructor should walk through the group during the Procedural learning. The Instructor should be aware if the learners are not understanding the material through verbal and nonverbal cues. Take questions and work through answers together to keep an informal atmosphere.
Explain the college’s ebook collection. There is one major ebook collection called ebrary. It contains about 70,000 ebooks from major academic publishers. Most subject areas are covered to at least some extent. Bridge learner’s current understanding of print book circulation to ebook use policies. Ebook use is dictated by contractual agreements between the college, the vendor, and the publishers. Circulation policy for print books is set by the library, but circulation policy of ebooks is set by these agreements. In general, ebrary’s ebook policy is relatively liberal. Most books have unlimited concurrent users so more than one user can open or download an ebook at the same time. Be aware though that some books are only one-user at a time, and some books are view only, and cannot be downloaded.
Explain that ebooks require two accounts. The first account is an ebrary account, so that ebrary knows you are affiliated with the college. The second account is an Adobe account. It acts like the Circulation Desk. It tracks what books you download, how long you may keep them, and then removes the books from your account at the end of the load period. Many other library ebook collections also use Adobe, so you can use the Adobe account we create today with those collections too, such as local public libraries.
During the next steps which are very specific and procedural, walk through the learner group during each step to make sure that learners follow the procedures correctly. Offer immediate assistance as needed. Keep tone informal and upbeat to alleviate any faculty learner anxiety.
Download the ebrary app. Go to App Store. Search for and locate ebrary. Download and enter in Apple ID. (Explain this step verbally or show a student’s ipad on the projector if this app is already in the Instructor’s ipad).
Create an ebrary account (for specific procedural steps, see the full narrative in Appendix). In the Safari web browser, go to the library webpage. Ask students if they know how to create a bookmark; we will do that now. Create a bookmark to the library webpage. Create ebrary account.
Create an Adobe account (for specific procedural steps, see the full narrative in Appendix). In the Safari web browser, go to Adobe.com. Create a new account.
Sign in to the ebrary app with the new ebrary account and Adobe account information.
Faculty learners may express frustration with this process; it is tedious! Explain that they are now through the worst, and they only have to do this once! Try to inject a sense of humor. When they go back to the ebrary app, they will not need to sign in again.
Open the ebrary app and explain the features. Online Search icon allows the user to search the ebrary collection from the ipad app. Ask faculty learners to search for book in their field of research. Explain they are searching the full text instead of just bibliographic information, as in the library catalog. Ask learners to select a book, and select the download button. The book will download to their ipad. The Downloads icon shows the book on their ipad. Open the book just downloaded. Select the “i” icon to see how long they can keep the book on their ipad. The book will stay open to the page that they leave when closing the app. The Return button allows early return. Users are limited to 10 downloaded books at a time, so the early return may come in handy if they download a lot of ebooks from ebrary.
Briefly explain that other ebook collections have their own app. For example, kindle for Amazon kindle books, and Overdrive for ebook collections from many of the local public libraries to which the faculty learners may belong.
Ask if there are any questions before proceeding.
Access Journal Articles
Explain that learners can access journal articles either through web browser or through an app. Demonstrate searching library database such as Academic Search Complete through web browser so that learners realize that is just like searching on their desktop. Ask learners to go to a library database, search for a topic in their area of research and locate a relevant article. (If this takes too long, just ask them to select any full-text article from a general search). Point out that just selecting the pdf article displays the first page only; to open the full article, they need to select the “Download pdf” button. Invite them to open up a full article.
Show the mobile databases link for learners to see what databases are available as an ipad app. Download the EBSCO app from the App Store. Explain that it contains all of the EBSCO databases, which constitute a large percentage of the college library databases.
Open the EBSCO app. Connect the EBSCO app to the learner’s institutional account following the narrative steps in Appendix C. Explain that this procedure allows the app to know that the user is affiliated with the college. Explain that all library database apps need to have some way to verify that the user is affiliated with the institution and therefore legitimately able to access the articles. Many database apps follow a similar verification procedure, but some may differ. Instructions should be available on the mobile apps library page, or in the specific database itself.
Select the Settings icon to select a database (all or just specific database(s)). Then select the Search icon to search the database(s). Ask faculty to search a discipline specific database for relevant topic. Open a full-text journal article in pdf.
Ask if there are any questions before proceeding.
Annotate Research Materials
Explain that this app, iannotate, allows the user to annotate documents such as journal articles, just as one would on print journal articles, such as underlining, highlighting, and making notes.
Download the iannotate app. Explain that this app costs $9.99. Faculty may download and use relevant materials, or simply follow along the projected ipad. Explain iannotate: it is an app that allows users to annotate pdf and MSWord documents similarly to how they might do so on print documents. iAnnotate can be helpful for academic research, meetings, classroom settings, and conferences.
Open the Safari web browser. The pdf journal article opened in the Access Journal Articles step above should still be open. Point out that all pdf’s on the ipad such as this one can be sent to iAnnotate through the Send icon. Send the pdf article to iAnnotate.
Open the iAnnotate app (it will actually open with the above step). Demonstrate the major features. Invite faculty who downloaded the app to do the same procedures on their ipad. Demonstrate how to organize files through the library tab. Open the document and show annotation features: type note in ‘bubble’, underline, highlight, type note on page. Changes are automatically saved.
Ask if there are any questions before proceeding.
Explain that there are many note-taking apps. Notes is already on the ipad and therefore is free. This may be a good place to start. Explain that some learners may want to continue to handwrite notes, particularly if they know they remember more by handwriting than by typing.
Notability can be useful for taking and organizing notes. Other faculty on campus have used this app in class. They import any pdf document such as a ppt slideshow (converted to pdf). The faculty projects the ppt onto the screen, and then annotates the ppt during class.
Download the Notability app. It costs $0.99. It is also recommended that the user have a stylus for handwriting. Open the Notability app. Demonstrate how folders can be created for specific topics. Create a new note. Demonstrate features of writing notes: selecting paper type, selecting ink color, typing, handwriting with stylus, erasing, and magnifying. Certain parts of the note can also be cut with the scissors and moved around on the note. Changes are automatically saved.
Ask if there are any questions before proceeding.
Connect to Work Files
Explain that faculty learners may want to connect to network files while doing research or while off-campus. They can do this through the “My Files” in the college intranet when using the Safari web browser, just as they can on a desktop. However, some faculty find the GoodReader app more convenient and functional.
The GoodReader app allows the learner to connect to network files, in addition to many other accounts such as Google Docs or Dropbox, in one place. It allows basic annotation. It also allows the user to send documents to other apps. For example a user could download a pdf document from network files, and send it to iannotate for more in-depth annotation options. Documents in GoodReader can be uploaded back to the Network drive.
Download GoodReader app. This app costs $4.99. Connect to network server following internal ITS procedures. These procedures are available on the intranet.
Ask if there are any questions.
Throughout the session, be aware of any questions that may arise.
Address questions about additional apps at this time, if there is time available.
Reassure faculty learners that the instructor is available for individual or group consultation any time in the future. Provide contact information.
Provide Summary and Review
Recap what faculty learners are now able to do as a result of this session. They can now downloaded ebooks, access journal articles, annotate articles, write notes, and connect to network files.
Ask faculty how they think they can use these new skills. Possible answers might include academic research, teaching students these skills, classroom presentations through notability, and taking notes at meeting and professional conferences.
Provide Remediation and Closure
Ask if there are any additional questions. Provide contact information for individuals to ask questions in the future. If a faculty learner decided not to download an app because of cost, remind them that the instructor is available for additional assistance with obtaining and using the apps at any time in the future.
Conduct Assessment and Evaluate
Ask if there are other tasks they wish they could do with the ipad. Faculty Services is looking for additional topics to provide training about. The Instructor will provide this feedback to that office.
Provide Feedback and Remediation
Address additional questions as needed. Provide feedback on additional topics to Faculty Services as appropriate.