Literaturnachweis - Detailanzeige
| Autor/in | Ezell, Jon |
|---|---|
| Titel | Digging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instruction |
| Quelle | In: Journal of Library & Information Services in Distance Learning, 15 (2021) 2, S.129-141 (13 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Ezell, Jon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1533-290X |
| DOI | 10.1080/1533290X.2021.1942387 |
| Schlagwörter | Library Instruction; Electronic Learning; Instructional Design; Academic Libraries; Educational Cooperation; Librarians; Administrators; Freshman Composition |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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