~Model Update~

Goals/Objectives
Develop a standardized model that will be used for the creation of library instruction tutorial modules; specifically designed for the Writing Program undergraduate students.
Though this model is specific to the creation of the tutorial modules, it can be used as a guideline for any online tutorial the Learning Commons staff develops.
The model should take into consideration not only the needs of the Writing Program, but be sure to keep in mind the goals of the partners and supra-system of the Learning Commons.

Goals of my supra-system/ Do the goal/objectives of my ID model align with the mission and goals of the supra-system
There could be a number of potential supra-systems. The library profession could really be considered the top-level environment. For the purposes of this class, the supra-system in consideration will be Syracuse University. As SU's vision states, the University's main commitment is to"Scholarship in Action." The Library is a direct reflection of the vision of the University at large, so the commitment to student and community development is the primary focus of the Learning Commons as well. The library instruction modules are not only available to students, but to anyone who wishes to utilize them. The fact that the modules are not blocked from public access, is another way the Library serves to help the University's commitment to "engagements with our many constituent communities, local as well as global."

Method of delivery-who & what provides instruction
The modules are online instruction tutorials, designed for self-instruction, replacing face to face instruction with a librarian. There is also the option that the instructor will take the class to the Electronic Training Center in the Library and lead large group instruction periods. So while the teacher may play the tutorial for the class using the projector, the teacher would also take it upon him or herself to carry out some of the task mentioned in the tutorials (e.g. finding articles and databases). If the instruction is teacher led rather than self-paced by the students, the instructor will need to go through all of the modules and fully understand them before instructing the students.

Method of instruction-instructional architecture
The instructional architecture is similar to the "Model of an E-Learning Solution Architecture for the Enterprise" article by Cisco Systems. Video, video with captioning, text, and audio pod casts are all the methods of instruction. As mentioned above, the modules are web-based tutorials. As there were various specific "nuggets" or modules in the Cisco article, the instruction modules created for the students are all targeted towards a specific learning objective.

Method of grouping for learning
The underlying fact about the modules is that they are meant to be self-instruction tutorials. Though an Writing Program instructor may take it upon his/herself to go through a module or two with the class as a group, the individual students will more than likely be reviewing the materials by themselves. Does learning take place if the student can't ask questions during the instruction? There are distance learning classes taken at all times all over the world. The responsibility is then on the student to follow up with any subsequent questions. Students may also decide to listen or watch the video of the modules as a group. In this setting they can rely on each other for clarification and input on the various modules, but again, this does not have to happen. The modules do not contain quizzes or worksheets (as of yet) so the only incentive students can obtain from working together is that they can as a collective, find the resources mentioned in the modules such as articles, databases, and other resources.

Other logistical/administrative issues or problems
While again considering the Cisco model architecture, it reminds me of issues to consider while creating the model for the tutorials. The modules should be on a fixed platform that is easy to learn, and easy to adjust if necessary (flexibility is key when considering design). Time constraints is another factor when considering a standard model. While it is obvious some modules will take more time to create than others, the fact that it will not always be feasible to include audio files to every module still stands. Determining how to allocate time spent on creation is crucial. A huge issue that has already come up is the fact that instructors prefer face to face library instruction. They are (some of them) against the creation of the modules. Are we wasting our time creating modules (a very time consuming process) that professors won't promote, and therefore students may never find them? The modules aren't given prime real estate on the Library's website so the students may never come across them on their own. Since the modules are replacing the in person library instruction sessions students (and Writing Program instructors) are used to receiving, Library administration may find it useful to make the modules very visible to the campus community.

Changes, clarifications, edits, etc, I can make to my model based on the feedback I'm receiving
Since I have totally changed the context of my model, I haven't received much feedback on it. As I'll mention below, I can use some advice on the visual representation of my model.


How to visually/graphically represent my model
The Cisco E-Learning Solution Architecture model is a bit intense, but I like the idea of the visual three layers. Since there are certainly a number of layers that comprise the creation of the modules, I will certainly keep Cisco's model in mind.