From Distance Education
to
Online Learning:
Practical Approaches to Information Literacy
Instruction and Collaborative Learning in Online
Environments
Michael Courtney – Indiana University
Sara Wilhoite-Mathews – Ball State University
IOLUG 2013
Session overview





Transformation of online learning
Environmental scan
Learning objects
Initiatives/roles at IU & BSU Libraries
Looking forward
Background/history of online learning
and its transformation







What’s in a name?
Translating the in-person experience
Enhancing with technology
From “sit and absorb” to hybridized learning
Off-campus, distance, distributed, ONLINE
Student investment &turning over ownership
Becoming partners in the process
Indiana University




IU Libraries/Campus Partnerships
Centralization – a new concept
Role-playing
Evolving library services
Ball State University




Public research university in Muncie, Indiana
17,000 undergraduate and 4,500 graduate
My role
New emphasis on online and distance education
Learning Objects (LOs)




Definitions
Types
Advantages (treats)
Disadvantages (tricks)
Learning Objects - Definitions



“physical objects specifically designed to promote
learning through hands-on interaction” (Zuckerman,
n.d.)
“a reusable instructional resource, usually digital
and Web-based, developed to support learning”
(Mestre, et al., 2011, p.237)
“a digital piece of learning material that addresses
a clearly identifiable topic or learning outcome and
has the potential to be reused in different contexts”
(Weller, Pegler, & Mason, 2003)
So to simplify…





Digital
Reusable
Learning outcome
Activity
Assessment
Types of learning objects (and
materials)


Instructional modules
Tutorials/Videos














Podcasts or recorded videos
Screencast videos
Online handout with screenshots
Animation
Static HTML webpage
Interactive - Guide on the Side
Libguides/Subject guides
Games
Powerpoints
Mobile device tools
Blogs and wikis
Quizzes and surveys
Discussion boards and forums
Skype sessions, webinars, or instant messenging
Advantages (treats)


Can be inexpensive, can save time, can be customizable, but
also can be reusable
Can use with courses

To reach more people

Alternative to in-person library instruction



To cover more information

Supplement to in-person instruction





Introduce content before one shots (such as flipped classes)
Reinforce skills and concepts after class
Can use with Individuals


Too many instruction sessions, not enough librarians
Distance education students
Use during reference transactions
Accommodate learning styles and speed of learning
Can assess learning
Can use for marketing purposes
Disadvantages (tricks)




Can be expensive
Can be time consuming
Need knowledge of appropriate technology
Need knowledge of instructional design
 ADDIE
– Analyze, Design, Develop, Implement, Evaluate
Discussion of Current Library Initiatives
at IU
Discussion of Current Library Initiatives
at BSU
From my experience…I would
recommend…








Using multiple LOs to create the
most comprehensive information
literate student
Starting with faculty members who
are interested
Starting with one project/one piece
of technology at a time
Keeping a record
Making sure that the LOs are
accessible to people with disabilities
Making sure you use technology
people can use/have access to
Working with a technology class or
department
Experimenting and having fun!
Looking Forward




What are other libraries doing?
How might we learn from them?
What might we want to do in the future?
How is this applicable across library types beyond
academic libraries?
Thank you!


Questions and discussion
Feel free to contact us with your questions, any
ideas you might have for us, and discussion.
 Michael
Courtney – micourtn@indiana.edu
 Sara Wilhoite-Mathews – skwilhoite@bsu.edu
References












Farkas, M. (2011). Tutorials that matter. American Libraries, 42(7),
32.
Guiney, P. (Photographer). (2008). Cee-Lo. [Digital image].
Retrieved from
http://www.flickr.com/photos/mrmystery/2420489932/
Hayashi, T. (Photographer). (2010). View of counter. [Digital
image]. Retrieved from
http://www.flickr.com/photos/54214253@N05/5462222662/in
/photolist-9jFjuN-9jCeJr-9rhWzR-6P5cHv-dXgLg8-dXgKG2dXgKYa-dXgKsK-dXnptA-dXgLwr-dXgKcr
Kalasnik, N. (Photographer). (2013). Bi-Lo S Tryon Charlotte, NC.
[digital image]. Retrieved from
http://www.flickr.com/photos/10542402@N06/9779364381/
Mestre, L. S. (2010). Matching up learning styles with learning
objects: What's effective? Journal of Library Administration, 50(78), 808-829. doi:10.1080/01930826.2010.488975
Mestre, L. S., Baures, L., Niedbala, M., Bishop, C., Cantrell, S., Perez,
A., & Silfen, K. (2011). Learning objects as tools for teaching
information literacy online: A survey of librarian usage. College &
Research Libraries, 72(3), 236-252.
Portland State University Library. (n.d.). Welcome to Library DIY.
Retrieved from http://library.pdx.edu/diy/
Shank, J. D. (2003). The emergence of learning objects: The
reference librarian’s role. Research Strategies, 19(3-4), 193-203.
doi: 10.1016/j.resstr.2005.01.002
Weller, M., J., Pegler, C.A., & Mason, R. D. (2003). Putting the pieces
together: What working with learning objects means for the
educator. Proceedings of the Second eLearnInternational World
Summit, Edinburgh International Conference Centre. Edinburgh,
Scotland. Retrieved from
https://moodle.org/pluginfile.php/143/mod_forum/attachment/2
6191/pegler_edinburgh.doc
Zuckerman, O. (2006). Historical overview and classification of
traditional and digital learning objects. Retrieved from
http://llk.media.mit.edu/courses/readings/classification-learningobjects.pdf
*ACRL Standards for Distance Library Learning Services:
http://www.ala.org/acrl/standards/guidelinesdistancelearning
**All images of IU, IU CITL, IU Online, and IU Libraries copyright
Indiana University: http://www.indiana.edu