Making Sense of Online Learning: A Guide for Beginners and the Truly Skeptical, by Patti Shank and Amy Sitze. San Francisco: Pfeiffer, 2004, 192 pages, $35.00.
Making Sense of Online Learning: A Guide for Beginners and the Truly Skeptical provides a thoughtful, balanced, and easy-to-read introduction to the field of Web-based instruction. Using a style that is casual and instructive, authors Patti Shank and Amy Sitze guide readers through the various aspects of designing instruction for online learners.
The book’s purpose and intended audience are stated clearly in the opening pages:
This is a book for beginners, skeptics, and folks who want to improve the way they use the Internet for teaching, training, or educating...our goal is to give you a conceptual overview of online learning topics so you’ll understand the big picture and how all the pieces fit together. (p. xv)
A quick summary of the key principles discussed in this book reveal the authors’ perspective: (1) online learning is complex but understandable; (2) distance learning is here to stay; (3) various delivery methods have their advantages and disadvantages; (4) online learning is not always cheaper; and (5) there is no one right technology. Shank and Sitze maintain a common-sense approach throughout the book as they raise (and answer) a number of critical questions that designers, developers, and leaders of online learning need to consider such as “When does using technology for learning make sense?”, “What skills do I need?”, and “How can you evaluate online learning?” The authors’ practical style enables readers to easily apply the information to their own needs and interests.
The book begins by addressing some of the foundational aspects of learning. The authors deftly lead their readers through key principles before introducing technical manifestations of the theory. For example, the authors contrast the traditional view of learning (transmission of information from instructor to learner) with a constructivist perspective (learning as an active process of working to make sense of new information). They define interactions as activities that provide learners with opportunities to make sense of new information and apply it to their own personal experiences. Some interactive activities include field work, case studies, tutorials, and discussions—all of which can be conducted with or without technology components. Interactive activities must be selected based upon specific real-world needs of the learners rather than a pre-determined list of content topics. Instruction that is developed from this learner-centered perspective is more meaningful to learners because it is designed to help them make sense of information and apply it to their personal needs and interests.
Shank and Sitze wisely devote a chapter of the book to identifying and describing more than 30 of the most commonly-used terms in the field of online learning. Similar to the overall nature of the book, this section covers a wide spectrum of topics, including HTML, learning objects, open-source, and SCORM. The simple and accurate explanations meet the needs of the intended audience, but experienced readers might be left feeling that a particular term or topic was described in too simple of detail. Accessibility, for example, is addressed in only two brief paragraphs, even though it is currently a “hot topic” in the field and an area to which many organizations are directing resources. No mention is given as to what makes an online resource “accessible” or why many Web sites fail to meet accessibility guidelines.
As this glossarial section introduces readers to the more technical aspects of online learning, the authors strive to assure readers that they too can master the terminology of the field. They invoke a folksy tone that likely is intended to create a relational connection with the primary audience of non-technical trainers or educators. However, statements such as “we need to be able to get along with IT” and “here are my three steps for learning geek speak” perpetuate an us-versus-them sentiment. At best, the audience will be able to relate with the challenges of learning a new jargon and feel that successful collaborations with technologists are achievable. However, as an instructional technologist who bridged that gap long ago (yet still found this book to be interesting), I was alienated by the technique.
The strength of the book lies in its middle, where the topics of design and development are addressed. Shank and Sitze ambitiously attempt to streamline the complex fields of instructional design and usability into a single chapter, while two chapters are devoted to the tools and techniques required for developing various online instructional resources.
Readers encounter traditional instructional design theory through the explanation of the ADDIE model which serves as a solid foundational model for beginners. The ADDIE model defines the instructional design process as a series of phases: analysis, design, development, implementation, and evaluation. The authors then question the suitability of this model for the online instructional design process, noting some of its shortcomings. They then present and briefly explain an alternative model, the Interactive Instructional Influence Development Model (I3D). This model addresses the processes involved in constructing technology-based learning environments. Its strength lies in the weighted representation of the tasks and skills, and their varying amounts of influence, throughout the process.
The concept of usability follows Shank and Sitze’s discussion of instructional design. Not only do they introduce some of its basic principles (“know thy user,” task analysis, user testing), they keenly reference the writings of some of the influential leaders in the field of usability, including Steve Krug, Jakob Nielson, and Jef Raskin. Additionally, and although it is never labeled as such, the field of information architecture is briefly addressed through an overview of useful content organizational schemes and navigation models. Again, in keeping with the book’s purpose of providing a conceptual overview, these topics equip beginners with a sufficient amount of information to make good decisions and preparedness for further investigation.
As the book moves towards examining specific tools and technologies for building online learning, it maintains its even-keeled perspective of technology, imploring readers to first select appropriate instructional activities rather than specific software. “When you start thinking about building instructional materials for the Web, your first question may be, ‘What authoring tool should I buy?’ That’s the wrong question. The first question should be, ‘What kinds of online learning do I need to build?’” (p. 76)
Familiar tools such as PowerPoint, HTML, JavaScript, and Flash are described in good detail. They highlight simple examples, once again providing just enough background information for readers to digest and use as a launching pad for further learning. General technologies such as simulations, databases, and streaming media are also discussed in adequate depth. I was pleasantly surprised to find the inclusion of thorough introductions to open-source software and XML in this section.
One of the strengths of this book is the section on enterprise-level technologies such as learning management and content management systems. For those readers interested in corporate training or performance management, the depth in which Shank and Sitze address these systems is very instructive. The authors identify key features of these systems and provide a number of important evaluation questions to ask vendors when acquiring such systems. Learning objects are defined and introduced within the context of learning content management systems, emphasizing their significance to online learning. Ample attention is given to the related topics of metadata, interoperability, and learning standards. The authors successfully connect these issues to the topics previously mentioned in earlier portions of the book.
Evaluating online learning is an oft-overlooked aspect of the design and development process, but it is thoroughly covered in the final section of the book. Shank and Sitze explain how assessment differs from evaluation, and they emphasize that these two topics are not separate issues from design and development but must be considered an integral part of the instructional design process.
Readers are introduced to the Kirkpatrick Evaluation, “the classic summative evaluation model” in the training world (p. 131). This model is useful for evaluating instruction at four different levels: reaction (how do learners feel about the instruction?), learning (did learners achieve the learning objectives), transfer (can learners apply the instruction to their job?), and results (how is the organization impacted by this instruction?) (p. 132). These four levels are described in great detail and provide enough depth for beginners to develop thorough evaluation processes. Further discussion about evaluation focuses on identifying and explaining a number of elements that are often evaluated. They included progress of the learners, mastery of knowledge and skills, attitudes and opinions, project completion and success, success of course or program, and business results. Explanations of each of these aspects are combined with practical suggestions for effectively measuring them.
At the end of each chapter, readers are encouraged to visit the book’s companion Web site (http://www.learningpeaks.com/msoll) for links to resources that will enable them to further their learning. The site contains more than 150 searchable annotated links, organized into over 30 topical categories and sorted by book chapter. I found the list of resources to be comprehensive, inclusive of materials that were both familiar and new to me. These additional resources help fill some of the gaps in the book, including accessibility and course man agement systems, where no attention or too little detail was originally provided.
Glaringly absent from the book is any discussion of course management systems, an unfortunate oversight considering the prominence they have attained. The Campus Computing Project has found that the number of higher education institutions with a course management system increased from less than 15% in 2000 (Green, 2000) to more than 80% in 2004 (Angelo, 2004). Course management systems such as Blackboard, WebCT, Desire2Learn, and many others play a key role in centralizing course materials and instructional activities for online and hybrid courses not only in higher education, but also in secondary education and corporate training programs. Although course management systems have some characteristics of learning management and content management systems, they are considered to be a distinct type of enterprise application and should be discussed in a book such as this.
Overall, this book is a success because it achieves what it sets out to accomplish: to introduce beginners and skeptics to the key concepts associated with online learning. The authors present a compelling case that making sense of this vast, complex, and ever-changing field is attainable. Readers who are experienced with certain aspects of online learning might become frustrated with the rudimentary coverage many of the topics receive. However, I found that, just as I became slightly annoyed by the use of casual language or lack of technical depth, my patience was truly rewarded with the clear elucidation of another critical principle. Although the scope of the book is ambitious, Shank and Sitze thoroughly cover the most important aspects of online learning in a way that is both efficient and sufficient.
