Examples from both Canadian and US libraries developing online learning objects (dervied from OCULA Information brief):
According to Walters et al, in “Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students of University College Dublin,” the authors recommend:
Additionally, the authors indicate that key considerations should also include pedagogical strategies such as:
In this way users are encouraged to develop critical thinking and higher order skills, as they are active in the learning process. The authors also recommend educational scaffolding, so that information is layered in such a way that student moves from basics to deeper learning.
In Thornes’ “Creating an Online Tutorial to Support Information Literacy and Academic Skills Development,” an online module was created for long distance geography students at the University of Leeds, in order to provide the students with a resource they could use to improve and develop IL skills. In this instance, the modules were created with the principles of good design in mind. These include the following:
The authors also found that a variety of factors can influence whether students will use the tutorials. These include:
The authors indicate that in their experience, online modules may function best in a blended learning environment.
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