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Online Teaching with AER & OER - Successes & Learning Experiences #alaac18

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Online Teaching with AER & OER - Successes & Learning Experiences #alaac18

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This presentation was prepared and delivered at a panel at the ALA 2018 Conference in New Orleans, titled Open Educational Resources (OER): Where Libraries Are and Where We Are Going, https://www.eventscribe.com/2018/ALA-Annual/fsPopup.asp?Mode=presInfo&PresentationID=352299

Creative Commons License BY NC 4.0. Credit Lindsay O’Neill at lindsay-oneill.com.

This presentation was prepared and delivered at a panel at the ALA 2018 Conference in New Orleans, titled Open Educational Resources (OER): Where Libraries Are and Where We Are Going, https://www.eventscribe.com/2018/ALA-Annual/fsPopup.asp?Mode=presInfo&PresentationID=352299

Creative Commons License BY NC 4.0. Credit Lindsay O’Neill at lindsay-oneill.com.

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Online Teaching with AER & OER - Successes & Learning Experiences #alaac18

  1. 1. Successes & Failures Learning Experiences Lindsay O’Neill, California State University, Fullerton
  2. 2.  MSIDT: Master of Science in Instructional Design and Technology  Completely online two-year program that uses a cohort model  Growing program: ~150 students total
  3. 3. 2016-17  Part-time IDT faculty  Full-time Instructional Design Librarian 2018-NOW  Full-time IDT faculty  Part-time lnstructional Design Librarian
  4. 4.  Print Book, ~ $25  Light and fluffy but effective
  5. 5.  Library Ebook  Dense, cluttered layout
  6. 6.  GCF LearnFree.org  Five modules  Clean and cheery  Choice of format: Watch the video, or read each module
  7. 7.  Print  4 Chapters Assigned
  8. 8.  Library Ebook  8 Chapters Assigned
  9. 9. My student opinion questionnaire
  10. 10. Me
  11. 11.  Library Ebook  2 Chapters Assigned  Job Aid  Active learning assignment
  12. 12.  Look first for active and multimedia learning options rather than another text  Resist urge to overcompensate when replacing text  Replace reading with Job Aids or short videos, and require students to do something to construct their own understanding
  13. 13.  It’s difficult to find/create open materials for graduate-level courses  But…could we use student work as future teaching materials?
  14. 14.  Change a little at a time, see if it works  Be patient and empathetic with instructors
  15. 15. The End!
  16. 16. Lindsay O’Neill loneill@fullerton.edu @lindsayontherun

Editor's Notes

  • Creative Commons License BY NC 4.0. Credit Lindsay O’Neill at lindsay-oneill.com.

    This presentation was prepared and delivered at a panel at the ALA 2018 Conference in New Orleans, titled Open Educational Resources (OER): Where Libraries Are and Where We Are Going, https://www.eventscribe.com/2018/ALA-Annual/fsPopup.asp?Mode=presInfo&PresentationID=352299
  • Chapters 3, 4, 6, C&M Ch 12
    Doesn’t actually cover multimedia principles
    3 – Features of Software for Learning
    4 – Tutorials
    6 – Drills
    C&M 12 – Does practice make perfect?
  • Chapters 4-9, 13, 15
    4 – Multimedia Principle
    5 – Contiguity Principle
    6 – Modality Principle
    7 – Redundancy Principle
    8 – Coherence Principle
    9 – Personalization & Embodiment Principles
    13 – Does Practice Make Perfect?
    15 – Who’s in Control?
  • Chapters 13, 15
    13 – Does Practice Make Perfect?
    15 – Who’s in Control?

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