Designing Online Learning: A Primer for Librarians PDF
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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