A study of how online learning resource are used

Authors:
Mimi Recker;Sarah Giersch;Andrew Walker;Sam Halioris;Xin Mao;Bart Palmer
Affiliations:
Utah State University, Logan, UT;National Science Digital Library, Boulder, CO;Utah State University, Logan, UT;Utah State University, Logan, UT;Utah State University, Logan, UT;Utah State University, Logan, UT
Venue:
Proceedings of the 7th ACM/IEEE-CS joint conference on Digital libraries
Year:
2007

Citing 1
Cited 2

You can lead a horse to water: teacher development and use of digital library resources

Proceedings of the 5th ACM/IEEE-CS joint conference on Digital libraries

From nsdl 1.0 to nsdl 2.0: towards a comprehensive cyberinfrastructure for teaching and learning

Proceedings of the 8th ACM/IEEE-CS joint conference on Digital libraries
Superimposing a strand map over lectures and textbook content (in a database class)

Journal of Computing Sciences in Colleges

Quantified Score

Hi-index	0.00

Visualization

Abstract

This paper defines a model of teacher practice ("teaching as design"), and describes a professional development curriculum in which K-12 teachers design learning activities using resources and tools from education digital libraries. It then presents preliminary findings from an application of this model in which teachers' artifacts are analyzed to learn how online learning resources are used in situ. Initial results suggest that learning resources of a smaller granularity are more likely to be adapted or improvised upon in teacher-designed learning activities, which further supports teachers' becoming contributors of online resources and active participants in an education cyberinfrastructure.