Digging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instruction.
This case study reflects on a long-term collaborative partnership between librarians and writing program administrators to plan, build, implement, and significantly revise two course-specific online learning modules. Of particular interest are contrasts between phase-delineated instructional systems...
| Publicado en: | Journal of Library & Information Services in Distance Learning Vol. 15; no. 2; pp. 129 - 142 |
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| Formato: | case study Journal Article |
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Taylor & Francis Ltd
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151679791&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151679791 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1533290X 88O jtl: Journal of Library & Information Services in Distance Learning issn: 1533290X maglogo: N pubinfo: dt: Jun2021 vid: 15 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 151679791 151038451 151679791 151679791 10.1080/1533290X.2021.1942387 151679791 ppf: 129 ppct: 13 formats: tig: atl: Digging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instruction. aug: au: Ezell, Jon affil: University Libraries, The University of Alabama, Tuscaloosa, AL, USA sug: subj: Curriculum Development Collaboration Online Education Learning Methods Librarians Administrative Personnel Conceptual Framework Libraries, Academic Feedback COVID-19 ab: This case study reflects on a long-term collaborative partnership between librarians and writing program administrators to plan, build, implement, and significantly revise two course-specific online learning modules. Of particular interest are contrasts between phase-delineated instructional systems design frameworks, such as ADDIE, and the often recursive, unpredictable, and messy paths of project development in practice. In describing the evolving uses of the modules within an ecosystem of programmatic library instruction, this study also demonstrates the utility of flexible, iterative, and organic approaches in evaluating, revising, and repurposing instructional design projects to meet unforeseen challenges and opportunities in an academic libraries context. pubtype: Academic Journal doctype: case study Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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