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Designing Online Learning: A Primer for Librarians PDF

115 Pages·2012·1.47 MB·English
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Preview Designing Online Learning: A Primer for Librarians

DESIGNING ONLINE LEARNING This page intentionally left blank DESIGNING ONLINE LEARNING A Primer for Librarians Sue Alman, Christinger Tomer, and Margaret L. Lincoln, Editors Copyright2012bySueAlman,ChristingerTomer,andMargaretL.Lincoln Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrieval system,ortransmitted,inanyformorbyanymeans,electronic,mechanical, photocopying,recording,orotherwise,exceptfortheinclusionofbriefquotationsina revieworreproducibles,whichmaybecopiedforclassroomandeducationalprograms only,withoutpriorpermissioninwritingfromthepublisher. LibraryofCongressCataloging-in-PublicationData Designingonlinelearning:aprimerforlibrarians/SueAlman,ChristingerTomer,andMargaretL. Lincoln,editors. pagescm Includesbibliographicalreferencesandindex. ISBN978–1–59884–637–9(pbk.)—ISBN978–1–59884–638–6(ebook)(print)1.Web-basedinstruc- tion—Design.2.Web-basedinstruction—Evaluation.3.Educationaltechnology.4.Informationliteracy— Web-basedinstruction.5.Electronicinformationresourceliteracy—Web-basedinstruction.6.Library education—Web-basedinstruction.7.Librariesanddistanceeducation.8.Schoollibrarianparticipationin curriculumplanning.9.Academiclibraries—Relationswithfacultyandcurriculum.I.Alman,Susan Webreck.II.Tomer,Christinger.III.Lincoln,MargaretL. LB1044.87.D48 2012 371.33—dc23 2012017614 ISBN:978–1–59884–637–9 EISBN:978–1–59884–638–6 16 15 14 13 12 1 2 3 4 5 ThisbookisalsoavailableontheWorldWideWebasaneBook. Visitwww.abc-clio.comfordetails. LibrariesUnlimited AnImprintofABC-CLIO,LLC ABC-CLIO,LLC 130CremonaDrive,P.O.Box1911 SantaBarbara,California93116-1911 Thisbookisprintedonacid-freepaper ManufacturedintheUnitedStatesofAmerica Toourfamiliesfortheirsupportandtoleranceofouronlineschedules. TheTomerFamily:Julie,Cait,Will,andNora TheAlmanFamily:RJ,Jennie,Chris,andHoover TheLincolnFamily:Gary,Ben,Ruth,Geoff,Angela,andArianna This page intentionally left blank Contents Preface ix Introduction xiii 1. InstructionalDesignBasics 1 BarbaraA.Frey 2. FacultyDevelopmentinOnlineEducation 13 KellyOtter 3. LearningTechnologies 27 ChristingerTomer 4. StudentAssessmentinOnlineLearning 37 LornaR.Kearns 5. Overview,BestPractices,andLiteratureReview 53 ArianneHartsell-GundyandBethTumbleson 6. OnlineEducationinSchools 67 MargaretL.Lincoln Index 91 This page intentionally left blank Preface My10yearsorsoinonlineeducationhavebeenanadventure,andoneinwhichIhave probably learned more—and more about myself—than ever before. There are more thanafewreasonsforthis,butasIlookbackIthinkthemainreasonisthatinthedays whenIfirstenteredthedomainofonlineeducation,itwasnewandlargelyuncharted territory,anditquicklybecameclearthatmanyoftheoldhabitsandtricksofteaching thathadworkedinthetraditionalclassroomwouldn’twork.Inventionwastheorderof theday,andIwasatapointinmylifeandcareerwheretheneedtoinvent,howeverfee- ble my inventions proved to be, made the prospect of online education all the more attractive. WhatIdidn’tfullyunderstandwhen webeganplanninganonlineprogramatthe UniversityofPittsburgh’sSchoolofInformationSciencesin2000wasthatonlineedu- cationwasaboutfurtherempoweringstudents(bygivingthemanewarrayofchoices abouthow,when,andwheretolearn).NordidIfullyunderstandthatonlineeducation was,amongotherthings,arealandconstructivethreattoaneducationalorderthatwas characterizedbyoldhierarchies,smugcomplacency,andmorethanalittleintellectual stagnation. The realization that online education was something genuinely new and importantcame slowly—Iam, in general, discouragingly slowonthe uptake—butI knowthatitbegan—the realization, thatis—inthe summerof 2001.When ourpro- gram’sfirstcohortofstudentscametocampusforafewdaysaboutmidwaythrough theirfirstterm,itbecameclearthattheyhadformedstrongpersonalbondsinamatter of eight weeks, working separately and together in an online learning environment (supplementedbytheuseofvariouspersonaltechnologies,mostnotablycellphones). It also became clear that therewere dimensions to this process that didn’t occur in face-to-faceclassroomsandthatcouldnotbeduplicatedintraditionaleducationset- tings. More than 10 years on, I am not appreciably better at articulating what I saw and feltwhenthose studentscametogetherforthe firsttime, saveto saythatitcon- vincedmethatonlineeducationrepresentedanopportunitytobreakoutofold,tired moldsandgetaboutthechallengingbusinessofrethinkinghowbesttoeducatepeople.

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Today's librarians must be comfortable working in online learning environments, teaching information literacy courses, and supporting online students across curricula. With the rapid proliferation of the Internet and online technologies in the last decade, however, it is not uncommon for some librar
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