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2. Selecting and using online resources
By Sandra Dowie, MA, and Katy Campbell, Ph.D.
A few months ago, finding online material appropriate for higher education
often involved a time-consuming search process. However, with the
advent of the educational portal Web sites such as Merlot (see Friesen
in this issue), sophisticated online resources are virtually spilling
from the Internet.
While you have always been able to link to sites on the Web, we think
you will find an exponential increase in the quality, number, and
accessibility of online resources appropriate for your discipline.
These "learning objects" include digital entities such as teaching
modules, archival web sites, online tools, Java applets showing processes,
and complex simulators. Others have done the bulk of the development
work for you. You only have to integrate the object into your teaching.
But, where do you begin? What should you consider when you are selecting
and planning to include digital resources created by others?
Start by reflecting on both your curriculum and your teaching style:
consider how you might build upon teaching practices that you have found
successful with your students. Investigate both traditional and
innovative strategies visit online resources created by other instructors
in your field to explore how to support, or extend your teaching
strategies identify resources that will most effectively, and efficiently
enhance the learning environment you create for your students.
There are several aspects to consider in evaluating a particular online
resource:
Does the resource provide alternative explanations
or examples that will be valuable for your students? This sort
of content will enhance your students' understanding and ability
to apply concepts and theories. Does the resource include demonstrations or simulations
that extend what you are able to do in your classroom? If you
want your students to be able to perform procedures or apply principles,
look for this type of resource. Are learning activities that involve case studies,
problem scenarios, or topics for discussion included in the resource? These
activities have been found to facilitate learning in subject areas
that involve analysis, value judgments, and/or sophisticated decision-making. Is the content robust? Look for indicators of
authenticity, currency, and relevance that are revealed by institutional
affiliation, date of creation or last update, and evidence of ongoing
revisions. If the resource is a Web site, is it easy to find
your way around it? Are there multiple paths through the content,
so that students have flexibility in modes of learning, difficulty
levels, and opportunities for review or enhancement? Will students
know what they are expected to do, where they are, and where they
have been? Is there a search feature? Is the resource engaging and interactive? Will
your students be actively involved? How do you think you might incorporate this resource
within your teaching? Will supplementary materials be required?
Do you and your students have the time to make effective use of
this resource? Too often instructors pile additional activities
on top of preexisting lesson plans. This resource should add value,
not just "add on". Beware of overloading both yourself and your
students! Will any media used facilitate learning or detract
for what you want to achieve in the course? Will high-bandwidth
items (i.e. items that take a long time to download on modems) act
as a deterrent for some of your students? We get spoiled on campus
with our high-speed Internet connections. Check out the resource
on a computer using a modem (14.4 or 28.8 kps). Does the resource meet high standards of access
and equity? If the resource or activity is required, all students
should be able to access it in a reasonable time frame without going
to extraordinary effort. If extended time periods are required,
consider reserving space in campus computing facilities. Are individual
learner characteristics supported? Does any bias exist?
Educators are now in the fortunate position of having an increasingly abundant
range of high quality resources freely available to them. With thoughtful
selection and planning, you will be able to dramatically enrich your
courses without additional cost or extensive work. No longer do you
only get what you pay for!
© 2002 Academic Technologies
for Learning, University of Alberta.
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Evaluation of Online Resources
Illinois Online Network
Online workshop for locating, evaluating, and integrating web resources
in their disciplines
Maricopa Centre for Learning and Instruction
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