LibGuides by Design: Using Instructional Design Principles and User-Centered Studies to Develop Best Practices

This chapter presents the results of research performed by Colombian researchers. The research aimed at designing, developing, and evaluating the app to promote the development of intercultural competences and ICT skills in higher education teachers for the creation of virtual learning environments. The project was based on the ADDIE model of instructional design and pedagogical principles of self-training, virtual education, interculturality, and universal design for learning. The test version of the app was piloted in a sample of higher education teachers. The evaluators highlighted key aspects such as the content and dynamics of the app, authentic learning activities, use of emerging technologies, numerous possibilities of interaction with technology, intuitive interface, and presentation of strategies for self-regulated learning. End users also evaluated the app positively in terms of ease of navigation, interactivity, clarity in the presentation of information, relevant content, and promotion of respect for diversity.

This study aims to develop guided course materials by utilizing Web 2.0 tools within the scope of the acids-based subject for the 8th-grade science course in primary school. To achieve this objective, multimedia learning environments have been developed at the primary education level focusing on the topic of acids and bases. In the instructional design process, the ADDIE model of instructional design, which is one of the widely preferred instructional design models today, was used in instructional design. Multimedia learning environments were designed using Web 2.0 tools by the steps of the ADDIE instructional design model. As a result of the study, the challenges encountered during the design processes of multimedia learning environments were addressed. Therefore, this study endeavours to enhance learning success and contribute to educational outcomes by developing multimedia learning environments consisting of animations, virtual laboratories, and experiments within the framework of the ADDIE model.

Although many instructional technologists have suggested that teachers should be trained in using instructional design models, few studies have been conducted to determine if teachers can be successful in acquiring and applying these models. The purpose of this study was to examine preservice teacher success in acquiring and applying principles of learning and instructional design. Preservice teachers enrolled in a professional teacher preparation program were taught the essentials of learning and competency-based instruction and were required to plan a lesson using these concepts. Results indicate that most of the preservice teachers were successful in acquiring and using the principles of learning and instructional design.

This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself.

Purpose The use of the internet and World Wide Web to source information is now an emerging practice in developing countries and seems to be obscuring the use of printed resources in libraries. This paper aims to investigate the impacts of internet services on the use of prints in academic libraries in Nigeria.

This study developed a program to improve creative and convergent career capabilities using job experience facility, which is an active career education method, and investigated whether the program affects learners' satisfaction and creative·convergent career competency(creative and convergent thinking skills about the profession and career perception). For the vocational experience program, the ADDIE instructional design model and problem-oriented learning instructional design strategy were applied to develop vocational experience pre and post professional programs for elementary school students. After that, the program was conducted to 3rd and 4th graders, satisfaction was investigated, and creative·convergent career competency evaluation sheets were reorganized and evaluated according to the target. As a result, there was no statistically significant difference in program satisfaction, but there was a significant difference in creative and convergent thinking skills and career perception for jobs, which had a positive effect on satisfaction and creative and convergent career competency.

The approaches to pedagogical design as an invariant teacher’s activity are analyzed and theoretical and methodological provisions of pedagogical design are highlighted. The content and structure of pedagogical design in the development of educational materials are disclosed. The characteristic of stages of students’ activity in the development of educational materials is presented. The highlighted characteristics of modern teaching materials allow researchers to consider them as an indicator of the quality teacher’s work. The requirements for educational materials are identified and a methodology for assessing their quality is presented. The principles of pedagogical design as a component in the structure of pedagogical activity are formulated. The structure and content of the model for constructing educational materials and methodology for the examination of educational literature have been developed. Experience and implementation of technology development for the formation of competence in pedagogical design of teaching materials in the training of postgraduates and graduate students are analyzed. The technology of teaching the pedagogical design of teaching materials and assessing their quality has been developed and tested, which allows forming a design competence and the competence of an expert assessment of the quality of educational materials.

This developmental research aims at developing Higher-Order Thinking Skills (HOTS) reading comprehension questions for senior high school students. This is in line with the national educational goal which is to increase the national competitiveness in the global era while manipulating Higher-Oder Thinking Skills (HOTS) in the global communication. This research is supported by the theory that HOTS questions enable students to think critically. The ADDIE model of instructional design is applied in the process of creating the HOTS reading comprehension questions. Two authentic analytical exposition texts and two authentic explanation texts are used as the reading materials. Twenty five multiple-choice questions of the Analyzing, Evaluating, and Creating levels of the cognitive domain of the Revised Bloom’s Taxonomy (RBT) are developed. A blue print is used as the basis for the questions development to ensure the content validity of the questions. Fifteen students did the test and their answers were scored by the writers. K-R21 was applied to examine the reliability coefficient resulted in r=0.68. This is considered as a high reliability. It is expected that this paper would give beneficial insights for teachers and reading material developers that providing HOTS questions are important for students as reading exercises or tests and that a multiple-choice type of questions can be used. Hence, it is also recommended that other studies be conducted in the use of other types of questions at the level of HOTS to provide more variations of reading programs for students

Plant Bot is a mobile application is used as an aid for beginners and professionals to undertake farming activities. Users can use this app as a reminder of the time watering plants, and can add information to know the characteristics and handling of various plants. The purpose of this study is to improve the quality of public health by encouraging people to carry out physical activities in the midst of a pandemic and consume nutritious foods such as vegetables without preservatives from planting. There are 3 target users of the application, including students for educational materials, the general public to fulfill their food needs by farming and Advanced/Professional users such as farmers who want to make farming easier. The application development refers to the stages of the development life cycle in the ADDI model. The application that has been built has been running well, as evidenced by the results of testing based on functional requirements that can function as a whole.

ABA research abounds with articles on increasing or decreasing a small set of behaviors. These articles fit nicely within the framework of Focused ABA Treatment in which the goal of treatment centers on only a few behaviors. However, many behavioral practitioners spend most of their time developing Comprehensive ABA Treatment in which a large number of behaviors are systematically changed across multiple developmental domains. Few resources are available to help in designing and implementing such programming. This article presents a model from the field of instructional design for the development of comprehensive programming. Applying the ADDIE model-Analyze, Design, Develop, Implement, Evaluate-the article identifies a consistent process to follow, critical actions to take, and helpful resources to use when developing comprehensive programming for individuals with autism.

The article considers the problem of using pedagogical design as a means of increasing students’ mo- tivation in the e-learning process. It is established that e-learning allows to meet the individual needs of each person in learning and solve such problems of traditional education as lack of individual approach to students, insufficient use of active forms of learning, direct educational process, weak motivation for inde- pendent cognitive activity of students, rigid attachment to territory and time, subjectivity of assessment of learning outcomes. Thanks to e-learning, the attendance of events increases due to online participants and records reviewing; new participants and those who cannot be present due to lack of time or geographical distance are involved; access to electronic materials and videos after the lecture is provided; accessibility and cost-effectiveness of education for all categories of citizens is ensured, including the socially disadvan- taged and the less mobile is guaranteed; the possibility of choosing individual content and pace of learning is activated; the student’s independent cognitive activity is stimulated. The concept of “рedagogical design” is given as a holistic approach to the organization of educational and cognitive activities of students based on the construction of the educational process as a single system, focusing on learning objectives, didactic material, information and tools available for knowledge transfer in an open information and educational environment. The following principles of pedagogical design are clar- ified: effective goal setting, scientificity, clarity, accessibility, individualization and differentiation of learn- ing, openness and nonlinearity of the learning process, creation of conditions for constructing one’s own experience, complex influence on all representative systems, reflexivity and feedback, aestheticization of educational environment. The comparative analysis of means of increase of motivation in the course of traditional and e-learn- ing training is implemented, the differences which are reflected in the process of motivation of students are found, such as absence of direct emotional contact of the teacher with students; mechanistic projec- tion of the real world into the virtual one and vice versa; depersonalization of the subjects of the educa- tional process; the difficulty of understanding the educational material. The classical model of increasing students’ motivation in the process of e-learning, ARCS, is consid- ered. The relationship between the stages of pedagogical design according to the ADDIE model and the components of J. Keller’s motivational model ARCS is established. It is concluded that pedagogical design is a means to ensure the active involvement of students in the educational process through the selection and use of a set of interactive forms, methods, techniques and modern information tools by higher educa- tion teachers that will ensure the planned result, providing feedback, communication and choice of control and evaluation system in a dialogue mode and optimally taking into account the life experience and future professional development of students. It is emphasized that, taking into account the motivational com- ponent, the use of a set of interactive forms and methods, information teaching aids and creative skills of the teacher can ensure effective memorization of the content, reducing time and optimizing effectiveness.

A popular freshman social science survey course, Introductory Psychology, serves to illustrate one application of Universal Instructional Design (UID) principles. A seven-step lesson planning process is used to teach a unit on personality theories. Multiple modes of representation allow students multiple means of expression, and provide students with different ways to become engaged. Included in the lesson plan is a survey of nine sample adaptations or instructional design decisions to consider. In addition, learner-centered assessment strategies are discussed with a focus on adapting the multiple-choice exam with UID principles. The author concludes that Universal Instructional Design principles prove to be a powerful pathway for affirming student diversity, promoting a genuine sense of community, and improving student retention, achievement, and motivation.

<p>Electronic resources (ERs) in academic libraries have become a global phenomenon, and as libraries rely more on these resources managing them effectively becomes crucial. Electronic resource management (ERM) has consequently become a core function which many academic libraries around the globe appear to find challenging to implement effectively. Challenges of managing ERs are particularly pronounced in developing countries such as Ghana where the introduction of ICTs has typically been characterised by inadequate resources. Although there is an extensive literature on both the management and use of ERs, little research has studied how the two aspects could affect each other. Ineffective management of ERs could negatively affect their use; likewise, low usage of ERs could negatively impact on the management of these resources. Studying the concepts of management and usage of ERs together would result in better recommendations to inform practice and eliminate the challenges. In addition, the literature on the management of ERs is predominantly centred around libraries in the developed country context. Moreover, academic libraries in Ghana do not appear to be effective in managing ERs. There is a lack of understanding on how academic libraries in Ghana are managing ERs, and the ways in which this is affecting their usage and vice-versa. The study therefore fills the gaps by exploring the connection between the management and usage of ERs in academic libraries in a developing country context. Placed within a post-positivist worldview, this mixed-methods research employed a multiple case study approach, involving two public and two private universities in Ghana. Stakeholders included in the study were library staff, faculty, students, and consortium executives. Semi-structured interviews were conducted with library staff and members of the governing council of the Consortium of Academic and Research Libraries in Ghana (CARLIGH) concurrently with surveys of faculty and postgraduate students of the institutions investigated. These were supported by document analysis. To guide data collection and analysis, the Techniques for Electronic Resource Management (TERMS) framework (Emery & Stone, 2013), and an initial conceptual model of factors developed using constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis 2003) and the literature underpinned the study. The interview findings revealed inadequate planning for ERs in the case institutions owing to operational challenges including inadequate policies for ERs, inadequate funding, and understaffing. Although efforts were being made to follow standard procedures some components of ER workflow were absent in both public and private case libraries, whereas other aspects of the workflow were responsibilities of parties external to the libraries. The document analysis showed that, the total average completeness of collection development policies of case libraries was 25% which indicated the lack of vital elements in these policies. The survey findings showed a generally low awareness and usage of ERs by faculty and students due to inadequate promotional efforts by the case libraries, inadequate infrastructure, and lack of relevant content. Consequently, respondents had a negative perception on the usefulness of the ERs which may have caused the observed low usage. The study also found three main factors as affecting the management and usage of ERs in academic libraries in Ghana which were governmental, organisational and individual factors. Governmental factors such as regulations on staffing, inadequate funding, and nationwide rationing of electricity supply were hindrances. At the organisational level, an enabler was collaboration with stakeholders, whereas obstacles included inadequate policies, staffing challenges, resource-related factors, lack of investment for sustainability, centralised management structure, low institutional commitment, poor communication, and low usage of ERs. Enabling individual factors consisted of religious beliefs, social influence, oral information, and interest in IT. Hindering individual factors comprised negative effects of oral information, resistance to change, fear of speaking against authority, reluctance to submit contents to institutional repository, negative perception on the ERs and lack of time. The findings also established various ways in which the management and usage of ERs affected each other. Low user input in the selection of ERs, access related challenges, inadequate publicity, training, and evaluation of ERs negatively affected the usage of ERs. However, case libraries that occasionally allowed users to schedule training sessions observed increased attendance to training with a corresponding increase in ER usage, which provided a basis for institutional budgetary support. On the other hand, failure of users to attend training programmes after signing up, low referral of students to the ERs by faculty and low usage of ERs of the library negatively affected ERM particularly in the areas of budgeting for ER subscription and sustainability. However, faculty and students facilitated the management of ERs of the library in terms of creating awareness of the ERs among their colleagues and peers, and also accessing the resources using mobile devices to supplement the library’s inadequate computers. The TERMS framework and initial conceptual model of factors were revised based on the findings. The study adds to the Library and Information Science research relevant to the understanding of the management and usage of ERs, factors affecting both concepts and how these two concepts are related. In addition, the study contributes to practice by recommending strategies for effective ERM to encourage increased usage of ERs. It is also hoped that academic libraries in other developing countries can draw lessons from the findings. The study also provides advanced countries with a deeper insight to guide them in providing support to developing countries. The findings also have implications for policy and decision makers in terms of prioritisation and allocation of resources for effective ERM and usage in academic libraries as contemporary issues are revealed. Keywords: Academic institutions, Academic libraries, Electronic resources, Electronic resources in Africa, Electronic resource management, Electronic resource usage</p>

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.

In a business environment of continuous change and in light of a defined need to fast track skills improvement and development in South Africa and Africa, training strategies and practices are under increasing pressure to develop a more productive and skilled workforce. Demands on training and the practices it employs increasingly focus on the alignment with strategic imperatives of organisations and the country.This research presented an instructional design (ID) model positioned in intersection between the positioning-based and resource-based theories and used a multi-disciplinary approach to extend the literature on ID models with the aim to offer measurable improvements in job-specific knowledge and productive behaviour as proxies for sustainable competitive advantage. The research confirmed the contribution of the ID model in this regard and described and substantiated the pivotal link between training and ID models and the application thereof in practice to aid organisations and, by extension, countries, in the achievement and sustainability of competitive advantage. This, the first of two articles, presents not only the theoretical and practical context of the research, but also the development of a revised and advanced ID model. In the second article the ID model will be subjected to empirical investigation and evaluated through the application thereof in a case organisation and a grounded conclusion provided.This is the first in a series of two articles.