Documentation design instruction

ILS-575 Instructional design	©2004-2007 Amy Ranger
Special project: How to use a microfilm reader	Documentation: design instruction
	Main index

This documentation was prepared as evidence of the thought that went into the design of instructions for using a microfilm reader. The work was done by Amy Proni (now Amy Ranger) for the course ILS-575, Instructional design, taught by Dr. H. J. Kim, Southern Connecticut State University, Spring, 2004.

Documentation: Design instruction

Special project
How to use a microfilm reader

Statement of intent	Needs assessment	Analysis of learners & contexts
Instructional goals	Performance objectives	Enhanced instructional goal
Task analysis	Instructional strategy	Information presentation
Performance measurement	Formative evaluation	Survey results
Conclusions		Appendix A : room layout

Statement of intent

My instructional design project is intended to provide patrons of a small liberal arts college library with directions on the use of a microfilm reader and printer.

Through this project, patrons will learn to use the machine even if no librarian is available for assistance.

The intended setting of this instructional design project is a college library.

The target audience for this instructional design project includes students, faculty, and staff members of a small liberal arts college in the Midwest.

Discussions with library staff indicate that the machine is not very intuitive in the way it works. Because the manufacturer’s instructions for the reader and printer are not available for patron use, the machine tends to be used sporadically, when a librarian is able to assist the patron.

It is expected that at the end of the project a researcher will be able to load the machine with microfilm or a sheet of microfiche and find the desired position on the microform within 10 minutes or less, print legible copies of the necessary data, then remove the microfilm or microfiche so that the machine is ready for use by the next researcher.

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Needs assessment

Problem Identification
A casual discussion with librarians at the Kalamazoo College Library indicate a need for instruction that will provide library patrons with the knowledge and skills necessary to effectively use the microform reader and printer which is available to them.

Problem Analysis
The manufacturer’s instruction booklet is complicated and includes warranty data and so is stored in a file cabinet in the Information Services office far from the library. Library staffing has been reduced to the point where no professionals or student workers are available in the Reference section on Fridays after 5:00 P.M., or at all on Saturdays. They have limited amounts of time available during the school week to assist with the use of the equipment. Only one library patron regularly uses the machine. In analyzing this problem, I have concluded that there is a need for simple and pertinent information on how to use the microfilm reader and printer.

Problem Solution
Possible options identified to solve the problem include:

1. Offer small-group instruction on the use of the microfilm reader and printer.

Advantages: Permits the demonstration of various techniques and enables instantaneous feedback and correction. Students have the opportunity to share and learn from each other.

Disadvantages: Resource-consuming; this would necessitate multiple training sessions. Significant amounts of time from the instructor, the learners, and financial resources from the college would be required.

2. Develop instructional materials, including text, drawings, and pictures, which could be laminated and stored in a binder next to the machine and would therefore be easily accessed by anyone desiring to use the equipment.

Advantages: Time requirements are flexible: the project can be created during the instructor’s spare time. No need for a specific time commitment on the part of users. No need for the college to pay for additional staff time. Also, the instruction could be accessed at the time the user needs it the most: when she is sitting by the machine and preparing to use it.

Disadvantages: No opportunity for immediate feedback. Format must be simple and direct, and easy to use.

3. Create a multi-media Power-Point presentation showing the necessary step-by-step procedures and upload it to a web-server for broad dissemination.

Advantages: As noted above, presentation can be created in instructor’s spare time; computer-based accessibility makes this appealing to learners who have grown up with computers and multi-media interaction.

Disadvantages: No opportunity for immediate feedback.

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Analysis of Learners and Contexts

Learners' General Characteristics
The student body of the small Midwestern college where instructional materials are required is represented by 1280 undergraduate students from 42 states and 14 countries. Twenty-six percent of them are from outside of Michigan; twelve percent of the student body is made up of domestic minority students; fifty-six percent are female. There are 103 full-time faculty members, 92 percent of whom hold a PhD or the highest degree in their field.

Although the college offers extensive financial aid to needy students, the predominant socioeconomic and ethnic profile reflects a white, upper-middle-class, suburban Michigan upbringing. Additional potential users of the library’s microfilm reader and printer include other college staff, faculty family members, and individuals from the community at large. In general, the primary users of this equipment will be very bright college-age students and their teachers.

Learners' Entry Level Skills
Interviews with staff librarians indicate that some teachers may be familiar with similar equipment; microforms have been used in academic and educational situations for many years. The necessity of accessing scholarly materials for the faculty is likely to be a relevant motivating factor, but it is not clear if faculty members will actually require instructional materials.

The situation is different for students, however: this equipment is ancient technology. They will not have any prior knowledge of how to use a device that was purchased as recently as 1999, but might as well have been a lifetime ago. Reference librarians report that most students exhibit anxiety and express a great reluctance to use the microfilm reader, even when it is the only way to access the material they need. Therefore, accessing relevant scholarly materials cannot be considered a motivating factor for the student population in mastering the use of this equipment. Something that could be construed as a motivating factor for the students, though, is their innate desire to succeed, which is also a justification for admittance to the college.

It seems likely that the instructional materials will not be used by individuals who do not have an express need for the equipment.

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Learning Styles
Admission to the college is highly selective and offered only to student applicants who demonstrate academic and personal qualities necessary to succeed. Personal observations of the target audience for the instructional materials indicate that all members of the group, including the foreign students and faculty, are fluent in English. Reference librarians suggest that the foreign students and faculty probably have greater fluency in written English, but cautioned that this group has had some problems using the library website, especially the OPAC. Most problems seem to be related to the terminology used, but could also be related to the differences in the library’s system software and display mechanisms.

It is hoped that the proposed instructional materials will meet the needs of the diverse learning styles held by members of the campus community. A multi-media PowerPoint presentation, which includes audio instructions, will be designed to assist those researchers who are concrete random learners. Abstract random learners, who learn best from human mediated presentations and group discussions, will also be aided by a multi-media presentation. A workbook of instructions enhanced with strong visual aids such as colorful images and diagrams, will provide researchers who are sequential learners with either concrete or abstract mind styles exactly the format that is most appropriate for them. Visual aids, such as photographs, will also appeal to those community members for whom English is not the primary language.

Learning Environment
The physical learning environment in which the instructional materials will be used is currently a temporary facility (formerly the campus snack bar). The microfilm reader and printer are positioned on two tables at the far end of a rectangular shaped room, adjacent to the desks used by the Reference Librarians and their student assistant. Each table is 29 inches high, 24 inches wide, and 45 inches long. Two standard wooden chairs are positioned at each table. There are 13 inches of space to the right, and 14 inches to the left, of the reader. The printer is positioned at the near end of its table, leaving a space of about 26 inches available at the far end for materials. A cord connects the microfilm reader and printer. A sign on the printer indicates that users must pay ten cents at the circulation desk for each page that is printed, and this is done on the honor system. The room is lit with fluorescent ceiling fixtures, and is enhanced with natural light from large windows to the north and east, which are fitted with adjustable blinds for the comfort of staff and patrons. Immediately to the right of the microfilm reader is a large cabinet of current and recent newspapers. Past the newspaper cabinet are 3 aisles and 4 rows of steel shelves holding current journals and serials. Two rows of study carrels, three per row, are positioned perpendicular to the newspaper cabinet. Each study carrel contains a networked OPAC terminal. A seventh OPAC terminal and a networked printer is situated between the newspaper cabinet and the study carrels. Two work tables with chairs for four people, and a few individual study desks are also located in this temporary facility. (See Appendix A, Room Layout).

The social aspect of the area presents some problems: although the noise level in the room is relatively low (depending on the number of people there), it is noticeable. Each reference librarian has her own telephone, and seems to keep up a steady chatter either on the phone, or face-to-face with patrons or colleagues. There is also a noticeable humming noise generated by each of the networked PCs. Using the instructional materials for the microfilm reader and printer will mean that the student may be under the observation of diverse individuals and be subjected to a somewhat noisy and chaotic learning environment.

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Performance Environment
The performance environment is the same environment as the learning environment — a temporary facility — through December 2005. The remodeled library building will open to the public in January 2006. Plans for the new facility include a small room with cabinets for the microforms, tables for the microfilm reader and printer, and a writing desk/research area. The significance of this will be a dramatically improved learning environment, both physically and socially, for users of the equipment. The transfer of skills gained through using the instructional materials may be applicable to the learner in two ways: as a personal confidence-builder, through the sense of satisfaction that comes from mastering a new tool; and professionally, by expanding the variety of materials that can be used to meet future research needs.

Instructional goals
After contemplating the problem and proposed solutions, I have concluded that the instructional materials must include both the second and third options. Creating a set of instructional materials that include text, drawings, or photographs, which could then be laminated and stored in a 3-ring binder next to the machine, would offer assistance to users who learn best in sequential ways. Sequential methods include direct experiences such as demonstrations or programmed instruction; or through reading, or, by listening to presentations. The multi-media aspect of a Power-Point presentation installed on a computer in the Reference Department would meet the needs of those students who learn through exploratory experiences. A simulation is an example of an exploratory experience, and a related method of learning may be derived from group discussions or human-mediated presentations. These learners have what are known as concrete random and abstract random mind styles, based on Gregorc’s models of mind styles (as cited in Heinich et al., 1999, p. 35).

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Instructional goal statement

A researcher will be able to confidently use microforms (either films or fiche) with the microfilm reader and printer in the college library.

Performance objectives
Learners will be instructed in the use of the microform reader and printer. It is not enough to state that after completing the instruction, a learner will be able to confidently use the device, as that does not conclusively indicate the degree of a learner’s performance. By including performance objectives in the instructional goals statement, I will be better equipped to choose and arrange appropriate instructional activities, as well as develop suitable learner evaluations.

Well-written objectives include four components, easily remembered with the mnemonic ABCD: address the Audience, describe observable and measurable Behavior, provide the Conditions (the tools, materials, or environment) under which the performance will occur, and include the Degree by which the performance will be measured.

A major objective for a task is considered a terminal objective; subordinate objectives are used to support the terminal objective. Both types of objectives function as guides for the learners, so that they understand precisely the skills and knowledge that must be mastered so that they can be considered proficient in the use of the microform reader. With that, then, the instructional goal must be revised to include components which clearly state that a learner must demonstrate newly attained knowledge or skills in accordance with stated criteria.

The instructional goal as it now stands is: a researcher will be able to confidently use microforms (either films or fiche) with the microfilm reader and printer in the college library.

Terminal objective #1
A researcher with access to either microfilm or microfiche will be able to locate, focus, align, and then print an article using the microform reader and printer within 10 minutes or less.

Terminal objective #2
A researcher will be able to handle microfilm or microfiche without marring the substrate with fingerprints.

Subordinate objectives

Using either microfilm or microfiche in the microform reader, a researcher will locate an article in a single attempt.

Using either a roll of film or sheet of fiche with the microform reader and printer, a researcher will properly handle the microform, using only the edges of the material.

Using microforms with the printer and reader in the college library will provide a researcher with the option to access research materials that may not be available in any other format.

Enhanced instructional goal

A researcher will be able to access archival research materials by loading either microfilm or microfiche in the college library’s microform reader, finding the desired article, focusing the lens, printing the article, and removing the microform in ten minutes or less without leaving fingerprints on the substrate.

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Task Analysis

Background information
Researchers at small college library exhibit reluctance and seem to have difficulty using the microfilm reader and printer that is available. A decision to create two sets of instructional materials (written instructions which could be laminated and stored in a 3-ring binder next to the machine, and a multi-media presentation) was made following a Needs Assessment Analysis.

Learning taxonomy
An important phase in the Task Analysis is to classify the learning outcome with a learning taxonomy based on one of the three domains of learning: motor skill, affective, or cognitive. The instructional goal includes elements of both the cognitive and motor skill domains. Motor skills are needed to thread the film into the take-up reel, as well as adjust the bi-directional film carrier when locating the article. The cognitive learning domain is arguably more important, however, because the learner will need to use intellectual skills to find the desired article, solve problems that may come up in the course of the research, and be able to understand the basic concepts behind microform materials.

Subject-matter expert
Following the Dick, Carey and Carey model of instructional design, a subject-matter expert has been selected. A reference librarian with both masters and doctoral degrees in library science, who works in the college library has been identified as a likely candidate for the Subject-Matter Expert. The microfilm reader and printer are situated in the Reference Section of the temporary library facility, and it is the responsibility of the reference staff to assist patrons. Additionally, I have experience working with microform readers, and plan to bring that experience to the instructional design process.

Task inventory
It is necessary to identify and generate a list of tasks that the researchers will need to perform to achieve the instructional goal. Some, but perhaps not all, of these tasks will require instruction. Seven basic tasks are required to meet the instructional goal: a researcher will be able to access archival materials by loading either microfilm or microfiche in a microform reader, finding the desired article in a single attempt, focusing the lens, printing the article, and removing the microform without leaving fingerprints on the substrate. I have added the eighth task as a reminder that the job is not complete until the product has been purchased.

1) Turn on microfilm reader. 2) Load film or fiche. 3) Locate article. 4) Image manipulation. 5) Print image. 6) Unload film or fiche. 7) Turn microfilm reader off. 8) Pay for copies at the circulation desk.

Task selection
The following tasks have been selected from the task inventory as those for which instruction or training should be developed. As the microform reader is not an especially user-friendly machine, instruction for these tasks is quite necessary. As both the instructional designer and co-subject-matter expert, I was surprised by the amount of difficulty I experienced the first time that I sat down to use the microform reader. I am acclimated to computers and other high-tech devices which have a high degree of user-friendliness and operate in an intuitive manner, and this rather antiquated technology was neither intuitive nor friendly.

1) Load film or fiche. 2) Locate article. 3) Image manipulation. 4) Print image. 5) Unload film or fiche.

Task sequence
The sequence in which the tasks are performed is straightforward.
1) Remove microform from container. 2) Turn on microform reader. 3) Load microform into carrier. 4) Locate article. 5) Manipulate image. 6) Print image. 7) Unload microform.

Task decomposition and description
It is necessary to break down the tasks selected for instruction into components and provide a viable description of the components. I have tried to be as thorough as possible with this.
1. Load film into carrier. 1.1. Use built-in handle to pull film carrier out. 1.1.1. Pull back until top glass plate is fully raised. 1.2. Remove roll of microfilm from container; remove rubber band or string wrapped around the reel of film. 1.2.1. Position roll of microfilm onto spindle. 1.2.1.1. Press firmly until you feel it lock into place. 1.2.1.2. Film feeds from the top. 1.2.2. Thread film leader under white roller and between the glass plates. 1.2.3. Insert leading edge into slot on take-up reel. 1.3. Remove microfiche from the envelope touching only the white top edge of the fiche. 1.3.1. Position microfiche face down between glass plates. 1.4. Push film carrier into position under magnifying lens.

2. Locate article. 2.1. Use film advance buttons on handle [>] [>>] or the knob adjacent to the take-up reel to advance microfilm (use high-speed option only when upper glass plate is raised). 2.1.1. Use built-in handle as needed to move film on a bi-directional axis (side-to-side and back-and-forth). 2.2. Use built-in handle to move microfiche on a bi-directional axis (side-to-side and back-and-forth).

3. Image manipulation. 3.1. Zoom in or out. 3.2. Focus image. 3.3. Align image between brackets on display screen.

4. Print image. 4.1. Press Print Start key (green button at the lower right-hand corner of the display screen). 4.2. Default print quantity is 1. 4.2.1. Use the Clear/Stop key to cancel printing or change the number of copies to be printed. 4.2.2. Change quantity with the Print Number Setting key (press the plus or minus keys) to increase or decrease the desired quantity.

5. Unload film or fiche. 5.1. Use built-in handle on film carrier to pull carrier out from under the lens, until the upper glass plate is fully raised. 5.2. Rewind film using buttons on handle [<] [<<] or the knob adjacent to the feeder reel (use high-speed option only when upper glass plate is raised). 5.3. Remove microfilm from spindle. 5.3.1. Secure film with rubber band or string and replace in container. 5.4. Remove microfiche from glass plate. 5.4.1. Replace microfiche in envelope.

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Instructional strategy
Critical analyses of the internal learning processes identified in cognitive learning theories suggest that nine events of instruction comprise the teaching activities that assist the internal mental processes of learning. Teaching – and learning – are inter-related activities and neither activity takes place in a vacuum. Therefore, the instructional strategy must incorporate these events:

1) Gaining attention.
2) Informing learner of the objectives.
3) Stimulating recall of prerequisite learning.
4) Presenting the stimulus material.
5) Providing learning guidance.
6) Eliciting the performance.
7) Providing feedback about performance correctness.
8) Assessing the performance.
9) Enhancing retention and transfer.

These events need not occur separately, but may be grouped together. The first three events fall under the heading pre-instructional activities. The fourth, fifth, and sixth events are combined under the heading information presentation. The seventh and eighth events come under the heading testing, and the final event, enhancing retention and transfer, may be seen, appropriately enough, as follow-up activities. A strong instructional strategy features instructional goals that include well-written objectives, clearly delineated tasks, and is produced in a manner that is conducive to learning for a broad cross-section of learners. That is the type of instructional strategy that I have tried to develop in this project.

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Pre-instructional activities
Motivating the learners, informing the learners of the objectives and the prerequisite skills.

I intend to gain the attention of the learners by using brightly colored graphics in a printed instruction booklet, and an attractive model in the multi-media presentation. Both the written instruction booklet and the multi-media presentation will include introductory remarks that link the objectives of the lesson to the learner’s academic success. It is expected that all learners in this academic environment will be fluent in English, the language of the instruction, and have attained the fine motor skills required for using this equipment. A very short pretest will follow my introduction. Pretest questions in both formats (the instruction booklet as well as the multi-media presentation) will advise learners to move ahead in the lesson if they are familiar with the materials and equipment under discussion.

Pretest questions

Have you ever used a microfilm reader before? (If yes, please advance to the section that covers the details of this particular make and model).

Have you ever handled microfilm but not microfiche? (If yes, please advance to the section on microfiche).

Have you ever handled microfiche but not microfilm? (If yes, please advance to the section on microfilm).

The introduction to the instructional booklet and the multi-media presentation will include the following image and text:

Welcome! My name is Amy, and I am here to help you learn to use the microform reader and printer in the Kalamazoo College Library. My objective is that after using these instructional materials, you, the researcher, will be able to access archival materials in the college library by loading either microfilm or microfiche in the microform reader, finding the desired article in a single attempt, focusing the lens, printing the article, and removing the microform without leaving fingerprints on the substrate.

First, let me tell you a few things about microforms. As a matter of fact, microforms include both film and fiche. Microfilm comes in roll form. It was developed more than 100 years ago as a part of conventional photographic technology. Microfilm is available in 16 or 35 millimeter widths, with 35 millimeters the standard for preservation films. Microfiche usually replicates multiple individual pages in single sheets of film, called fiche. It is sometimes made of strips of film cut from rolls and placed in individual jackets, or by using a "step and repeat" camera, in which images are imposed directly onto a single sheet of film. A microform made with a quality polyester film base, which has been exposed and processed to international standards, and stored in a stable protective enclosure under appropriate conditions, will last for a minimum of 500 years. The issue of longevity is the primary difference between microforms and other reformatting technologies such as digital imaging.

This is why microforms are so important: when every other type of research material is discarded or fails, the reliable microform will still provide you, the researcher, with relevant information. Don’t miss out on information that may be very important to your research project – use all of the tools available to you, including microforms!

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Information Presentation
Presenting the stimulus material, providing learning guidance, and eliciting the performance.

The instructional booklet will consist of step-by-step photographs accompanied by written texts and highlighted with bulleted points; the multi-media presentation will include the same texts and bulleted points accompanied by graphical features and an audio track. Information that I will cover includes the power switch, loading microfilm, loading microfiche, viewing materials (adjusting the position, zoom, and focus), printing materials, and removing the film or fiche from the device. Learners will also be reminded of the importance of paying for any copies they make, as this is done on the honor system. Learners will be encouraged to practice while using the instructional materials. This will be accomplished with a graphic and text at the end of each section (“now you try”) and a musical tone, graphic and text at the end of sections on the multi-media presentation.

Testing
Providing feedback about performance correctness, and assessing the performance.

The pretest has been detailed above. Posttests (in the form of checklists while under direct observation) for using both microfilm and microfiche will begin with a filter question, followed by a survey using a Likert Scale and an open-ended question to learn the opinions of the students regarding the instruction. Learners will demonstrate their mastery of the new skill sets during the posttest and will be given assistance at that time, if necessary, and feedback. Each learner will be asked to find the major article on page 10 of the archived newspaper (microfilm) that I am providing for this instruction. I will also ask the learners to align the article within the marks on the display screen that indicate the page border, and then print that page, so that they can see for themselves the accuracy of the exercise.

Follow-up Activities
Enhancing retention and transfer.

Following the instruction evaluation, learners will be thanked and presented with a laminated bookmark that offers reference points for using the microform reader on one side and reasons for the need to access multiple formats of information on the other. Telephone numbers for the library circulation and reference desks, and the web site address, are also included on the bookmark.

Student groupings
As there is only one microform reader in the library, my planned program of instruction is for students to use the equipment and instructional materials on an individual basis. I understand the value of pairing students together, and of small group interaction, but unfortunately am subject to the physical limitations of the temporary library facility. The microform reader and printer will be in a dedicated room in the new library, so that learning opportunities there may be expanded to include pairs of students or small groups working together.

Selection of media and delivery systems
I intend to use both low-tech (in the form of an instructional booklet) and high-tech (a Power Point presentation) media and delivery systems. This will allow learners the option to use materials which they feel are appropriate for their learning needs. The booklet will feature laminated pages (for durability) kept in a 3-ring binder that can be stored either at the desk of the Reference Librarian or adjacent to the microform reader and printer. One or more of the computers in the Reference Department will have the Power-Point presentation installed; these computers are literally steps away from the microform reader and should not greatly inconvenience the learners.

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Performance measurement
It is not useful, or relevant, to measure students against each other with regard to instruction on using the microform reader and printer, so norm-referenced tests are not applicable. The aim is to determine if an individual can demonstrate mastery of the tasks which are necessary to properly and efficiently use a microform reader.

Therefore, three criterion-referenced posttests have been created. The test item is a checklist of the steps demonstrated by the learner while using the microform reader. Two similar direct observation performance tests, one for microfilm, the other for microfiche, will enable the observer to verify that the learner can perform the tasks necessary to meet the goal: a researcher will be able to access archival research materials by loading either microfilm or microfiche in the college library’s microform reader, finding the desired article in a single attempt, focusing the lens, printing the article, and removing the microform without leaving fingerprints on the substrate.

An assessment form has been devised as well, to evaluate the instruction supporting the goal. This survey uses a Likert Scale to learn the opinions of the students regarding the instruction. Survey questions have been derived from the objectives and are designed to inform the instructor and learner of the efficacy of the instruction: that is, did the instruction provide relevant data to the learner so that the goal could be achieved?

Instructions for the use of the posttests and the survey are included with each instrument, so as not to presume any prior knowledge on the part of the diverse individuals who may use the materials.

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Posttest (Checklist for use with microfilm)

Skill	Performed yes no
Turn on the microform reader.
Pull out the microform carrier until the top glass is fully raised.
Position the reel of film on the spindle at the left, with the film feeding from the top of the reel.
Thread the film leader through the glass plates, insert it into the slot on the take-up reel and advance to the beginning of the film.
Push the film carrier into position under the lens so that the image appears on the screen.
Focus the image.
Locate the desired article in a single attempt.
Align the image within the markings on the screen.
Print the image.
Rewind the film.
Turn off the machine.

Posttest (Checklist for use with microfiche)

Instructions: please check the appropriate box as the student demonstrates the following skills in using this equipment.

Skill	Performed yes no
Turn on the microform reader.
Pull out the microform carrier until the top glass is fully raised.
Remove the fiche from envelope, handling it by the white edge, without leaving fingerprints.
Place the fiche on the bottom glass plate face down with the top of the fiche closest to the researcher.
Push the microform carrier into position under the lens so that the image appears on the screen.
Focus the image.
Locate the desired article in a single attempt.
Align the image within the markings on the screen.
Print the image.
Remove the fiche from the holder, handling it by the white edge, without leaving fingerprints.
Turn off the machine.

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Survey
Instructions: please circle the response that best describes your experience with the instructional materials and equipment that you used here today. Your suggestions for improving the materials are greatly appreciated. Thank you.

1.	Did you work with a sheet of microfiche during this lesson?
a	if yes, go to question 2
b	if no, go to question 3
2	I was able to handle the microfiche without leaving fingerprints.
	disagree	1	2	3	4	5	6	7	agree
3	I was able to thread the microfilm into the take-up reel in one try.
	disagree	1	2	3	4	5	6	7	agree
4	I was able to position and focus the microform easily.
	disagree	1	2	3	4	5	6	7	agree
5	I was able to find the desired article in a single attempt.
	disagree	1	2	3	4	5	6	7	agree
6	I was able to print an accurate copy of the article.
	disagree	1	2	3	4	5	6	7	agree
7	I find the microfilm reader and printer easy to use.
	disagree	1	2	3	4	5	6	7	agree
8	The objectives of the instruction were clear.
	disagree	1	2	3	4	5	6	7	agree
9	The activities related to the instruction were appropriate.
	disagree	1	2	3	4	5	6	7	agree
10	The scope (coverage) of the lesson was appropriate.
	disagree	1	2	3	4	5	6	7	agree
11	Overall, the lesson was valuable and worth my time.
	disagree	1	2	3	4	5	6	7	agree
12	I feel comfortable about using the microfilm reader and printer again.
	disagree	1	2	3	4	5	6	7	agree
13	Do you have any suggestions on how this instruction could be improved?

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Developing instructional materials

Once the instructional strategy has been developed, it is necessary to obtain relevant materials. This can be achieved by using existing materials as is, modifying existing materials, or creating new materials. Discussions with the Subject-matter expert and a search of the library’s Reference Department revealed that there were no existing materials that could be used as such. An internet search of diverse academic library websites yielded some instructional materials that were similar to what I had in mind, but were not exactly right. However, I did find those sites to be helpful and have included them in my bibliography so as to credit their influence while I worked to create a unique and original set of materials.

Formative evaluation background
The instructional materials that I have created are designed to be used in a college library setting, as a course of self-instruction on the use of a microform reader and printer. The focus of the formative evaluation process is to collect data from the learners, via direct observation, pretests, posttests, and surveys. A rough draft of the instructional materials were also provided to a reference librarian at the college in an effort to solicit feedback from a subject-matter expert. The Subject-matter expert's response to my instructional materials was favorable; she especially liked the digital photographs that I captured and used. Her greatest concern was the amount of text in the document, something that had concerned me as well. She suggested that I use more bulleted points in the revised instructional materials. Interestingly, this was something that I also heard from my trial users. This again brought home the point that many learners today are perhaps more receptive to the type of visual stimulation provided by graphics and simple statements than the learners of thirty or forty years ago, who were simply handed a textually-based book (a reader, as it were) and told to make do.

Recruiting the learners
I asked three college students and three adults to take part in my formative evaluation (two women, four men). I explained that the instructional materials were created to fulfill the requirements of a course I am taking in my library science graduate studies, and emphasized that I was ultimately measuring my ability, not theirs.

The students represented a cross-section of the campus community: two are from the United States, one is from Ecuador. Two, a senior, and a sophomore, work in the college library; one student is a freshman. None had used the microform reader before. Two of the adults had previous experience with microform readers, but not with the Canon MS-400 model.

Each formative evaluation took place in the library. The learner was asked to read through the instructional materials and was offered a choice of sitting at or near the microfilm reader while he or she read.

Pretest
The pretest was designed to help me understand how much each learner knew about the topic prior to using the instructional materials. A simple yes or no response was given by each learner to the following pretest questions:
Have you ever used a microform reader before? Yes (2) No (4)
Have you ever handled microfiche but not microfilm? Yes (1) No (5)
Have you ever handled microfilm but not microfiche? Yes (2) No (4>

Most of the learners were not familiar with microforms or microform readers. Only one learner had worked with both types of microform.

Observations of one-to-one evaluations
Each learner worked with microfilm while under direct observation. A checklist was used to note mastery of several skills. No one was able to demonstrate mastery of each skill, although the two learners with previous experience came the closest. Two learners had a difficult time finding the power switch to the machine, something that was covered in step 1a of the instructional materials. One learner fumbled on nearly every step — bringing the point home to me in a way more powerful than any lecture ever could — that a written presentation was not the optimal method of learning for this student. I am still humbled by that realization. Four students were unable to discern the handle on the movable platform that holds the microform, and this made me realize that the word “handle” means different things to different people. Aligning the page within the confines of the markings on the screen was especially difficult for the older learners. In fairness, I note that it was also hard for me to do — the mechanism for alignment is extremely sensitive, and a little tug or push moved the image a lot. In retrospect I think that this is something that can only be achieved with practice.

Small-group evaluations were not done, due to the fact that I did not understand the need for them. I made a tremendous mistake by not realizing that I was supposed to use three learners for the initial evaluation of my instructional materials, and then revise the materials before putting them in front of another group of individuals. I am very sorry about this. It means, essentially, that I did not submit revised materials for consideration by other learners, and so the true efficacy of my instructional design project cannot be measured at this time. I would like to state, however, that the 6 learners who field-tested my initial instructional materials were fairly representative of the types of learners that one would expect to find in this environment. All offered valuable suggestions and were generally quite helpful, even though they did not initially think that knowing how to use the microform reader would be useful.

Observation checklist: microfilm

Skill	Performed yes no
Turn on the microform reader.	4	2
Pull out the microform carrier until the top glass is fully raised.	4	2
Position the reel of film on the spindle at the left, with the film feeding from the top of the reel.	3	3
Thread the film leader through the glass plates, insert it into the slot on the take-up reel and advance to the beginning of the film.	5	1
Push the film carrier into position under the lens so that the image appears on the screen.	6
Focus the image.	6
Locate the desired article within 10 minutes.	6
Align the image within the markings on the screen.	2	4
Print the image.	6
Rewind the film.	6
Turn off the machine.	6

It was very difficult for me to observe the learners. Several times, in spite of my firm resolve to not interrupt or assist, I did just that, but as gently as possible. I felt very anxious about not wanting to offend or embarrass anyone. The inadequacy of the instructional materials was made clear to me not once, not twice, but nearly every time. I could see that although they did not share common motivators, each person wanted to do well. Afterwards I thanked each person, asked if each would fill out a survey on the instruction, and provide me with feedback on how the instruction could be improved. Everyone was very nice about it. I’m fairly confident that I felt worse than any of my learners did!

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Observation checklist: microfiche

Skill	Performed yes no
Turn on the microform reader.	6
Pull out the microform carrier until the top glass lifts up enough to slide the fiche in.	6	2
Remove the fiche from the envelope by the top border.	5	1
Place the fiche on the bottom glass plate face down with the top of the fiche closest to the researcher.	5	1
Push the fiche carrier into position under the lens so that the image appears on the screen.	6
Focus the image.	6
Locate the desired article within 10 minutes.	6
Align the image within the markings on the screen.	5	1
Print the image.	6
Rewind the film.	6
Turn off the machine.	6

Most of the learners demonstrated a greater mastery of the skill sets with the microfiche, probably because this was done right after the microfilm exercise and it was still fresh in their minds. Only one student had problems with this exercise, and I am almost certain it was a reflection of the text-based instructional materials. I could see that a lecture or multi-media presentation would have worked much better for this student, because even though I included what I thought were carefully-worded step-by-step instructions [gently use the handle to pull the microfiche holder back until the top glass lifts up enough to slide the fiche into position (face down, bottom edge in first); remove the microfiche from its envelope; handle it carefully by the top edge; place the microfiche on the bottom glass plate face down with the top edge of the fiche closest to the handle] there was an obvious disconnect between what he read and what he did.

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Survey results
A Likert scale (disagree • 1 • 2 • 3 • 4 • 5 • 6 • 7 • agree) was used to indicate the learners level of agreement with the survey statement. The scale was positioned beneath questions 2 – 12, and the learner was instructed to circle the appropriate number. Question 1 required a yes or no answer, and question 13 requested suggestions for improving the instructional materials. The questions, and the responses, were as follows:

1.	Did you work with a sheet of microfiche during this lesson? Each learner worked with a microfiche as well as microfilm, so the response to the first question was affirmative on all surveys.
2	I was able to handle the microfiche without leaving fingerprints. responses: 4 - 7 - 6 - 7 - 7 - 7
3	I was able to thread the microfilm into the take-up reel in one try. responses: 4 - 7 - 7 - 7 - 7 - 6
4	I was able to position and focus the microform easily. responses: 2 - 6 - 5 - 4 - 7 - 7
5	I was able to find the desired article in a single attempt. responses: 6 - 6 - 7 - 7 - 7 - 7
6	I was able to print an accurate copy of the article. responses: 7 - 7 - 7 - 7 - 7 - 7
7	I find the microfilm reader and printer easy to use. responses: 7 - 6 - 5 - 6 - 7 - 4
8	The objectives of the instruction were clear. responses: 6 - 7 - 6 - 7 - 7 - 6
9	The activities related to the instruction were appropriate. responses: 7 - 7 - 7 - 7 - 7 - 7
10	The scope (coverage) of the lesson was appropriate. responses: 7 - 6 - 6 - 7 - 7 - 6
11	Overall, the lesson was valuable and worth my time. responses: 7 - 7 - 7 - 7 - 7 - 7
12	I feel comfortable about using the microfilm reader and printer again. responses: 7 - 7 - 6 - 7 - 7 - 7
13	Do you have any suggestions on how this instruction could be improved?
	responses: “There could be a better description of where the control dials for enhancing the image are.” “Repeat info on rotation nob [sic] several times describing the interaction with the reel knobs and handle. Explain marking on screen a bit more pointing out their [sic] lables [sic] (on screen). Describe handle. On fiche add ‘fingernails help in removing’ – ‘handle paper portion of fiche (white border).’” “Diagram or photo of entire machine with all relevant button, switches, and parts labeled (especially “the handle”) would be useful. Diagram and explanation of alignment marks on screen also would be helpful. Instructions on page 9 on settings for negative images: use left/right button to select upper/center setting (button toggles the settings?).” “Formats could indicate each function more clearly, maybe bold the main functions with the steps underneath.” “No, this is a valuable thing to learn and these instructions were easy to follow.” “I did not know very well what handle made [sic] what. I [sic] would be very useful to have arows [sic] in the instructions to identify them easily.”

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Conclusions
I intend to modify the instructions through judicious editing, and by making the images larger and adding arrows and labels. A simplified list of important, bulleted points will also be created and added to the materials.

Overall, I feel that this was a very good exercise. I am pleased to be able to help the students and staff at the college with their research needs. I was also interested to learn what I did wrong as much as what I did right with the instructional materials. The process of watching someone learn was fascinating. It was difficult, though, to stand by and watch as I realized that some learners were processing the information in a manner fundamentally different from what I had anticipated. This exercise has given me a sense of appreciation for the struggle that good teachers must endure on a regular basis.

While it was a good exercise, it was also exceedingly difficult. I have felt throughout the process that I was treading water, unable to see the “big picture” aspect of it.

The accompanying PowerPoint presentation was created for students who learn better from multi-media events, personal presentations, or through aural channels. This was also a challenge, but in many ways was easier for having already analyzed the process using a textual model.

Instructional materials (revised)
The following instructional materials have been created to provide instruction to individual users of the microform reader and printer.

These include:
Table of Contents and User guide (instructions on how to use the materials)
Pretest
Canon MS-400 specifications
Instructions for Microfilm
Instructions for Microfiche
Posttest
Bookmark (reinforcement materials)

Follow this link to view the instructional materials.

Appendix A: Room layout
image courtesy of Kalamazoo College

Last updated 2007-06-10. ALR. Contact me.