Online library e-learning resources-are they moving with the web 2.0..3.0 tide?
When I read about online library instruction, instructional design models are often followed in the design and development of these tools. Instructional design models provide a systematic way designers can progress through the design, development, and assessment of an e-learning resource. They are largely rooted in behaviorist or cognitive theories of learning.
The web, in contrast, is becoming increasingly constructivist. Constructivists promote an open ended and flexible learning experience with the assumption that each learner is unique and will construct his or her own meaning from the learning opportunities provided.
Here's the conundrum-traditional instructional design models seem incompatible with this more user-centered, flexible approach to designing online instruction, and learning outcomes (a staple of ID models) cannot be measured as they are with the more traditional views of learning.
Beyond the library realm, online learning increasingly employs a more flexible approach to the design of instruction, with the goal of enabling learners to construct their own meaning of the material. I would like to see more evidence of this in the library realm.