This week in SI 643 focused on how different instructional tools can be used to promote effective learning both in face-to-face situations and in online environments.
To start things off, Veldof introduces us to the ADDIE (analysis-design-development-implementation-evaluation) model for developing instructional workshops or modules. This article offered some useful strategies for how to go about actually creating a “one-shot library workshop,” as the author deems it. The authors of the other articles channel some of these ideas in their own implementation of learning modules. In Yelinek’s article, an online learning module is designed for distance-education students. In this instance, the authors analyze the problems students have been having with the (Missouri) online curriculum, design an online tutorial using Captivate and MenuBuilder software, and use online feedback as a way of assessing the effectiveness of their module.
Similarly, in Johnston’s article, an online learning module is created for a group of first-year social work students by analyzing the learning needs then designing a learning tool that will be used effectively (in this case, the module is mandatory). Feedback is collected, with some students indicating a preference for online (or self-paced) learning and others favoring face-to-face instruction (allows students to ask questions). The important take-away message from Johnston’s article seems to be that not all learners are created equal, and librarians and other instructors need to keep this in mind.
From having participated in a few online courses and/or online class assignments, I was most sympathetic to Yelinek and her colleagues’ experience. It seems that online learning would be conducive to such instructional methods, as an online module both familiarizes students with interactive online environments while teaching them important skills. From having used Blackboard, Angel, CTools and other course management sites, it can take awhile to acclimate oneself to a new learning environment.
The overarching theme of all this week’s readings was about how information literacy (and other skill sets) can best be taught. I think that the self-paced, online learning modules discussed are promising tools for teaching a lot of skills (library catalog usage, accessing an online account, etc.), but as one of the users in Johnston’s article pointed out, if the online module isn’t effective, there’s usually nothing else for a distance learner to fall back on. Furthermore, for the technologically-inept, it’s unlikely that an online module about using online resources will be helpful; in cases such as these, face-to-face instruction may alleviate users’ fears about unknown technologies while showing them new skills.
The point you raise about acclimating to course management sites definitely got me thinking. Not all sites are created equal, and some are more user-friendly than others. It can also be difficult to adapt to an interface if you have been used to another one from a previous experience. I think this is a unique learning curve for the online learning environment. During face-to-face instruction learner must acclimate to different teachers and their styles, but during an online interaction, it can involve learning how to navigate a whole new site which may include different vocabulary for some functions as well as differing functions.
ReplyDeleteKara's comments were almost identical to my own. Usability for tutorial sites seems essential, but yet we are still struggling with this. Having a balanced face-to-face/online experience seems incredibly important, a way for the user to connect with a person if they are struggling with the technology or usability.
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