New Directions in Instructional Design and Technology

This last section focuses on E-learning and Instructional Design.  As the authors stated, even though the internet is still the main source of learning so many other avenues have emerged that cannot be ignored. Virtual social learning communities and personal technologies shed new light on E-learning.  With proper use instructors can open can introduce real world problems to students while opening up the world globally.  As instructors though we just need to make it is just not the tool we use, but that students are experiencing effective learning.

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Distributed learning is a term to describe learning environments that can be customized to meet different learning styles whether students are on campus or off. Students receive instruction that in an interactive and collaborative environment with a variety of technology tools.  They are able to learn at their own pace and at a time that is convenient for them.  While our library doesn’t offer specific learning online, the library does offer opportunities for the school employees to use the library computers for continuing education.  This is so helpful since the demand for education not offered in our district, can be completed online.  We have several teacher aids working toward their teaching certificates and others who are working to complete their GED or improve their English.  As a librarian I could provide a list links to educational websites that promote continuing education.  The list could be accessed through the library webpage at work or home.  Some other sites I felt would fit in a library were: 
1. Goodwill Community Foundation - provides free lesson to help you create opportunities for a better life.  http://www.gcflearnfree.org 
2. The Global Virtual Classroom - which offers free, online educational activities and resources.  Their purpose is to assist governments and educators around the world incorporate technology in their lessons in productive ways. http://www.virtualclassroom.org/

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Reuseable -I remember using an interactive response system when I taught 7th Grade Science called Quizdom. The kids loved it because they each had their own remote and when they answered correctly their race car would move ahead of the others.  When I was first introduced to the program it came with prewritten programs.  They were really good but didn’t always fit everything we were studying or there was more information that we had covered.  I learned to take the program and add my own questions, import pictures and design my own reviews with the material provided.  The other science teachers loved it and I would share with everyone.  The kids also enjoyed it because so many were visual learners and the pictures helped explain some of the questions or gave clues about the answers.  In the library, my aids used the tutorial on the Dewey System at the beginning of the year to help them reshelve books.  The online tutorial, Order In the Library, could be considered a type of practice object. Students practiced their knowledge of the Dewey System using skill and drill with feedback that led to understanding of the process.

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Rich Media is described in the book (p.310) as “instructional programs that incorporate high-end media such as video, animation and audio”.  When the instructor integrates these into the lesson the student becomes engaged in the learning process. In the library I have used Animoto to make book trailers for students to view.  These involve audio, text and visuals which if properly designed draw the user into learning the information presented about the book. When our new district website is finished I plan to post links to the Animotos for students to view from anywhere. Glogster is online poster tool that students could use to create book reviews to use in the library to help others.  In their review, they could add text, pictures and videos all related to the book. With Glogster you click on the different areas of the poster to find information about the book. If others found the review interesting they would be encouraged to check the book out. 

The knowledge and use of Emerging Technologies in the 21st Century Library is so important for schools.  Our students are digital natives and they want to use the technology tools they have grown up with in their education. There are wiki’s, blogs, Google docs plus many others.  Information about books could be used with these as well as research for the Google Docs.  No paper to carry around or notes to take, the document stores it all and it can be accessed anywhere. Any school library would fit in here so well, because so many of the Web 2.0 tools students have been using may not have been used safely and it is our job to educated them on the correct use of emerging technologies while helping keep them safe.  Soon our school library will change to allow students to access information from the library and Web with their Student ID number.  Now we have passwords which give them access to the library’s catalog and EBSCO database from anywhere.  I can see in the future a type of artificial intelligence card catalog system that will suggest books based on the students past selections and other information stored about them. There are so many definitions of cybernetics out there but one that helped me understand how it fit into the role of learning was this definition, the “Science of regulation and control in animals (including humans), organizations, and machines when they are viewed as self-governing whole entities consisting of parts and their organization. It was conceived by Norbert Wiener, who coined the term in 1948”. They compared it to computers that are almost human like.  This reminded me of those services that you call about your credit card and you answer the questions the computer asks. I can see the use of these type systems in the future in the library also as it seems to be closely related to artificial intelligence.

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At this time in our library does not support virtual worlds or online gaming but both can be an asett to younger and struggling readers. They both promote information and problem seeking skills.  In Eric Meyers’ article, ”Virtual worlds, real learning,” he states  “virtual worlds offer a plethora of educational tools, decoding and encoding processes, exposure to information visualization, socialization opportunities, and communication developments”.  He goes on to state this is not to take the place of literacy tools already in place but it should complement print books, audio books, e-books and others.  These online sites promote reading comprehension and allow the development of information seeking.  When many people tease me about the library going away one day I see this as proof there will always be a need for librarians to connect people with information whatever form that may take.
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Cybernetics - http://www.merriam-webster.com/dictionary/cybernetics

Meyers, E. M. “Virtual worlds, real learning.” School Library Monthly, (2009)26(3): 50-52.