Dr. Jolly Holden Associate Professor, School of Education American InterContinental University

1. Instructional Media Selection: Implications for Blended Learning Dr. Jolly Holden Associate Professor, School of Education American InterContinental University

2. Introduction Blended learning is more than just combining an online component to the traditional classroom…it is a systematic process of selecting the most appropriate media for a specific learning intervention based upon the learning objectives. With that said, given the plethora of instructional media available to the instructional designer today, combined with the emergence of web-based collaborative tools, there is a renewed focus on integrating web 2.0/e-Learning 2.0 tools and other instructional media in meeting today’s learning challenges. “Blended learning represents a [fundamental] shift in instructional strategy” North American Council for Online Learning, Blended Learning: The Convergence of Online and Face-to-Face Education, 2008

3. The Emergence of Blended Learning As instructional media continues to evolve, propelled by advances in technology and fueled by the need to increase learning opportunities, the evolution and advancements of instructional media will continue to accelerate as well. As a result, blended learning will become an integral component in developing a comprehensive learning strategy. “The term blended learning has been redefined, from a combination of instructor and Web-based training to a blend of many types of interactive content” Josh Bersin, “Today’s High-Impact Learning Organization”, Chief Learning Officer Magazine, Aug, 2008

4. Why Blended Learning: The Challenge Driven by the demand to increase learning opportunities and reduce costs without impacting instructional integrity, educators and trainers are continually challenged in searching for the for right mix of instructional media. Taking into consideration all of the instructional technologies available today, selecting the right mix of live, virtual, and constructive courseware delivery methods in meeting the needs of our learners can be a challenging and daunting task. Consequently, this presentation address these two basic questions: Q1: What is the most appropriate mix of instructional media, and… Q2: What are the variables to consider when selecting the most appropriate media?

5. Web 3.0: Virtual Learning Environments Correspondence (1883-present) Technology-enabled (circa 1950s-1990s e-learning (circa 1995-present) Virtual Learning Environments E-learning 2.0: Portability/Wireless Electronic-assisted Learning (circa 1990-present) Smart-phones Immersive Simulation Virtual Worlds PDAs Computer-mediated Learning (circa 1970-present) Video Conferencing Satellite e-learning/ITV Electronic whiteboards Computer-based Training (CBT) Video tape/DVD/ ipods We-based Training Online Learning The Family Tree of Instructional Media: From the Past to Tomorrow “Distance learning will evolve from basic enrollment in computer and web-based courses to virtual learning environments that support online collaboration and classes taught by both live and virtual instructors.” Air Force White Paper,. On Learning: The Future of Air Force Education and Training (2008) Change is inevitable, and tomorrow will bring newer and better technologies, accompanied by a new set of challenges, but the goal is the same: Optimize the technology without sacrificing instructional quality. In the end, incorporating sound instructional design principles will provide for a solid foundation to ensure learning outcomes are attained. “In this global, networked world, several technologies including search engines, blogs, podcasts, Web 2.0 applications and virtual worlds such as Second Life will be used for learning.” Ed Hoff, CLO IBM, Learning in the 21st Century: A Brave New World, CLO Magazine, April, 2008

6. Rules of Engagement for Blended Learning Blended learning allows the instructional designer the opportunity to leverage the strengths of instructional media with the efficacy of the instructional components to ensure the instructional goal is attained. For a blended learning solution to be successful, it is imperative a thorough media analysis and needs assessment is conducted while addressing the fundamental components of the instructional systems design process. “Migrating to blended learning formats requires instructional design analysis that integrates with the technologies that will be utilized to deliver it.” The e-Learning Developers Journal (2005)

7. Basic Blended Learning Concepts • Delivery media does not affect the content, but affects how you design the content • Asynchronous media is not adaptive to dynamic content • Synchronous media can accommodate dynamic content • Blended learning integrates multiple media with the appropriate instructional strategies, and can also include • Collaborative tools used to facilitate the transfer of learning (wikis, discussion boards) • Adaptive tools used for dynamic content/increased interaction (blogs) • Note: These Web 2.0 tools are more commonly used to support “informal learning” • Media attributes are important in that they may affect your choice of instructional strategies

8. The Blended Learning Journey This presentation will provide some background on blended learning and instructional media, as well as introducing variables to consider when developing a blended learning strategy. Additionally, this presentation will introduce the concepts of synchronicity (integration of learning environments) and elasticity(integration of instructional media with instructional strategies) to ensure the right mix is attained. • Presentation objectives: • Define Blended Learning • Identify Instructional Media Selection Considerations • Discuss Instructional & Pedagogical Variables • Define Elasticity and Synchronicity

9. Presentation Map • Blended Learning Definitions • Synchronicity • Blended Learning Model • Instructional Component • Learning Environment Component • Media Component • Elasticity • Market Analysis Navigation Bar Click on any link for direct access to that topic DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

10. Blended Learning Definitions • Although the application of blended learning has been around for decades, there is no universally accepted definition. While it appears the term first appeared in the literature circa 1999, the following pages articulate several definitions that represent different perspectives in an attempt to define the term, but they all have one essential component in common...an integration of instructional media. The definitions offered in this presentation reflect different perspectives concerning the definition of blended learning: • General Construct • Educational • Pragmatic • Training • Logical • Instructional Design A rose by any other name is still a rose More definitions of blended learning available at: http://www.nwlink.com/~donclark/hrd/elearning/blended.html DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

11. Blended Learning Definitions • A General Construct • The delivery of instruction using multiple media* • Includes the integration of instructional media into a traditional classroom or into a distance learning environment. • Includes any combination of media that supports instruction, regardless of the mix of synchronous or asynchronous media. • * Source: Distance Learning Magazine, Vol 3, Number 2, 2006, Instructional Media Selection for Distance Learning: A Learning Environment Approach Note: This is applicable to any learning environment that combines multiple media to deliver content. DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

12. Traditional Classroom Online Blended Learning Definitions An Educational Perspective* Courses that integrate online with traditional face-to- face class activities in a planned pedagogically valuable manner; and…where a portion (institutionally defined) of face-to-face time is replaced by online activity. Blended Learning Consequently, from an educational perspective, blended learning is primarily focused on integrating two separate paradigms…the traditional classroom [synchronous] environment and the asynchronous online environment. Note: Hybrid learning, vis-à-vis blended learning, is often used in higher education when the student has a choice between an online class and the traditional class…not necessarily the integration of the two. • Source: Laster, S., G. Otte, A. G. Picciano and S. Sorg. Redefining blended learning. Presented at the 2005 Sloan-C Workshop on Blended Learning, Chicago, IL, April 18, 2005. DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

13. Blended Learning Definitions A Pragmatic Perspective Courses that are taught both in the classroom (face-to-face) and at a distance and that use a mix of different pedagogic strategies (Source: edutechwiki, 2006, Available at http://edutechwiki.unige.ch/en/Blended_learning) • More specifically… • To combine or mix modes of web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal. • To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce optimal learning outcomes with or with out instructional technology. • To combine any form of instructional technology (e.g., videotape, CD-ROM, web-based training, film) with face-to-face instructor-led training. • Source: Margaret Driscoll, n.d, retrieved Jan 5, 2007 from: http://edutechwiki.unige.ch/en/Blended_learning DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

14. Blended Learning Definitions A Training Perspective The use of multiple instructional delivery media to deliver one course or curriculum, such as a technical training course with pre-reading, asynchronous online knowledge acquisition, and/or synchronous lectures. Source: e-Learning Guild’s Research Report ,Synchronous Learning Systems, June 2008 Synchronous and asynchronous media. For clarification, blended learning is also applied to a mix of online and face-to-face training, and more generally to approaches to course design and delivery that combine different modalities (e.g., self-paced Web-based training, followed by classroom instruction, accompanied by printed job aids, and supplemented by virtual classroom follow-up sessions). Source: e-Learning Guild Handbook on Synchronous e-Learning (2007) DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

15. Blended Learning Definitions A Logical Perspective “A learning program where more than one delivery mode is being used with the objective of optimizing the learning outcome and cost of program delivery.” Achieving Success with Blended Learning , Harvi Singh and Chris Reed (2001). Available at: http://www.chriscollieassociates.com/BlendedLearning.pdf “Collaborative online learning is now recognized as a component of a mature blended-learning strategy.” Bersin & Associates, Technology Update: Open Source e-Learning Systems, June 2007 DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

16. Blended Learning Definitions An Instructional Design Perspective “Blended learning is nothing more [or less] than good instructional design.” Source: me The difference between blended learning 60 years ago and today is the instructional designer has more of a selection of instructional media. However, the concept and application of instructional media into a blended learning solution is the same as it was 60 years ago… Attainment of the learning outcomes “The Internet-is-going-to-eliminate-face-to-face-training paradigm has exploded and the term blended learning was coined by the e-learning protagonists as a way of admitting that classroom instruction is not going away. Jack Gordon, Editor-at-Large , Training magazine, July 2005 DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

17. The Concept of Synchronicity Although synchronicity is dichotomous, per se, either synchronous or asynchronous, it does not mean they are mutually exclusive when considering a blended learning solution. If viewed as being on opposite ends of a continuum, the degree to which these two dichotomous environments can be integrated would result in a blending of synchronicity. Synchronous Asynchronous Blended Learning Therefore, to attain the most optimum blend, one must consider the vehicle(s) that deliver the content, the [learning environment] in which the learning occurs, and the instructional objective(s) [which drive the development of the content and instructional strategies]. Consequently, blended learning can include any combination of media that supports instruction, regardless of the mix of synchronous or asynchronous media. Click here for note on Web 3.0 & Virtual Worlds DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

18. Blended Learning Model Concept Map Distance Learning Traditional Classroom Learning Environment Component Depicted in this concept map is the blended learning model three main components and subcomponents. The degree of integration of each of the subcomponents is based upon evaluating specific attributes of each component, resulting in the most appropriate blend to ensure attainment of the instructional goal. Note: This model is based upon a set of related components, although evaluated separately, are viewed holistically, per se, each component’s specific contribution must be viewed as it relates to the sum total of all the parts… which results in a comprehensive blended learning solution. Instructional Objectives Synchronous Asynchronous Blended Learning Model Instructional Component Collaborative Tools Content InstructionalStrategies Media Component Rapidity of Change Complexity Multimedia (aural/visual) Synchronicity Interactivity Symmetry Synchronous Instructional Media Asynchronous Instructional Media Synchronous Asynchronous Asymmetrical Media Symmetrical Media Collaboration (P2P) Collaboration (P2P) Dialectic Didactic DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

19. Blended Learning Model Components Derived from the blended learning concept map is the tri-dimensional blended learning module. A model can be a description of a system or phenomenon that accounts for its known or inferred properties and used for further study of its characteristics. Therefore, a blended learning model can be used as a guide in evaluating and integrating separate components that would result in an instructionally sound learning situation. Instructional component: Used to select the most appropriate instructional strategies that support the learning objectives Learning environment component: Evaluates the learning environment (synchronous/asynchronous) that supports the instructional objectives Learning Environment Component Instructional Component Media component: Used to evaluate the most appropriate media to delivery the content Media Component Click on any of the model component links for detailed information for that specific component. Click here for a summary of each component. DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

20. Concept of Elasticity in Blended Learning elasticity The power of blended learning is in its Depending upon the [cognitive] level of the learning objectives and the learning environment (synchronous vis-a-vis asynchronous), different combinations of instructional media and instructional strategies can support various levels of interactivity to attain the most appropriate "blend". Learning Environment Instructional As the blend changes, the model becomes "elastic", allowing the instructional designer to modify the blend to meet specific learning outcomes. Media DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

21. Learning Environment Instructional Media Elasticity in Blended Learning What is the right mix? There may be several “blended” solutions that can meet the instructional objectives, so consider the qualitative merits of all instructional media. The ultimate goal is to increase performance through the systematic evaluation of intra-dependent variables that would result in the most appropriate integration of media. With that said, any combination of instructional delivery medium, including the traditional classroom, can result in a blended learning solution, but the instructional efficacy of the solution is most dependent upon the instructional and learning environment components. Click here for another view of the blend DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

22. Survey from the Chief Learning Officer magazine Business Intelligence Board* Survey of Chief Learning Officers (CLOs) Use of Blended Learning The traditional classroom is still the primary delivery media (56%) but synchronous & asynchronous e-learning is increasing (24%), along with the use of m-learning (6%) * Source: Chief Learning Officer Magazine. (July, 2007). Blended Learning: Mixing Modalities. Available at: http://www.clomedia.com DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

23. Survey of CLOs Use of Blended Learning (con’t) The greatest change in the delivery mix will continue to come via the increased adoption of e-learning and the increased use of portable technologies. IBM’s perspective on blended learning and workforce mobility Did you know that…click here DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

24. Survey of CLOs Use of Blended Learning (con’t) “[There is] an important link between content type and delivery method and that student-instructor interaction receives strong consideration in determining which delivery methods get employed within an organization...” and “The value of student-to-instructor interaction remains a primary driver for both classroom-based ILT and synchronous e-learning….as well as student-to-student interaction.” CLO Magazine., July, 2007, pg. 48-49 DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

25. So…What Does it Mean? • “The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition… only the content of the vehicle can influence achievement.” • Richard.Clark, “Reconsidering Research on Learning from Media”. Review of Educational Research, Winter, Vol. 53, No. 4, 1983, pp. 445-459 "It is likely not the ‘blendedness’ that makes the difference, but rather the fundamental re-consideration of the content in light of new instructional and media choices.” Richard Voos, Blended Learning-What is it and where might it take us? Sloan-C View, Volume 2, Issue 1 – Feb, 2003. Available at: http://www.sloan-c.org/publications/view/v2n1/coverv2n1.htm “There’s an important point that is easy to miss in the frenzy of change. Web 2.0 is not about technology, and neither is e-Learning 2.0. The human element is what makes the new Web work. Without user-generated content, the new Web would be an empty shell of fancy technologies.” e-Learning Guild, What is e-Learning 2.0? , Aug, 2008 DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

26. Sender (Instructor) Receiver (Learner) Collaboration + Teamwork = Success Delivery System It’s not just about technology…it’s about people Final Note: The Learning Mantra • Training/education is the process • Learning is the outcome • The technology is the means • Focus on learning outcomes…the end result: • Improving human performance DefinitionsSynchronicity Blended Learning Model ElasticityMarket Analysis

27. End of Presentation “One only needs two tools in life: WD-40 tomake things go, and duct tape to make themstop.” G. M. Weilacher, American humorist “and a hammer to pound things in and a screw driver to pry them out.” my wife Click to go back to prior slide Click to go back to Presentation Map

28. Learning Environment Component A learning environment can either be synchronous or asynchronous, per se, the learning is either occurring real-time with an instructor (synchronous), or it is occurring without the presence of an instructor (asynchronous). Regardless, each learning environment has their distinct advantages and disadvantages, and the goal of developing a blended learning strategy is to leverage those specific attributes of each environment to ensure the most optimum use of resources to attain the instructional goal. Asynchronous Distance Learning Synchronous Traditional Classroom Back to Main Page Learning Environment PageSynchronousAsynchronous

29. The Synchronous Learning Environment Synchronous Asynchronous Advantages • Provides for a dialectic learning environment with a high level of interactivity • Encourages spontaneity of oral responses • Immediate reinforcement of ideas • Supports activation learning strategies such as idea generation (brainstorming) • Provides for peer support (social learning theory) • Allows for peer-to-peer interaction • Structured learning environment • Disadvantages • Limited to same time • Required dedicated instructor • Does not provide for self-pacing • May be limited to same place (albeit at a distance) • High cognitive load Back to Main PageLearning Environment PageSynchronousAsynchronous

30. The Asynchronous Learning Environment Different/Same Place Different Time Advantages • Provides for more opportunity of reflective thought • Not constrained by time • Delayed reinforcement of ideas • Provides for flexibility in delivery of content • Less structured learning environment • Provides for flexibility in location (home, office, etc.) Disadvantages • No live interaction • Longer completion times • “Just-in-time” = “do-it-on-your • own-time” • Higher non-completion rates— • pacing not optimized Back to Main PageLearning Environment PageSynchronousAsynchronous

31. Media Component Some instructional media may be more appropriate than others in supporting either a synchronous or asynchronous learning environment, but no single medium is inherently better or worse than another. Although the delivery medium does not affect the content, the selection of certain media may affect how you design the content based on the attributes of that specific medium. Regardless, when the “most appropriate” media are selected based on the ISD process, then learning outcomes will not be affected. Media are vehicles that simply deliver their contents. When developing a blended learning solution, the selection of the most appropriate media is not based solelyon the attributes of the media, but the potential impact it may have on the design of the instructional components and corresponding physical learning environment. Click here for more on media mapped to the distance learning environment. Synchronicity Asynchronous Instructional Media Synchronous Instructional Media Wikis, blogs, discussion boards Portability Back to Main PageMedia ComponentTaxonomyPortability

32. Taxonomy of Media for Blended Learning The taxonomy is focused primarily on a dichotomous learning environment * Click here for note on use of Wikis & Blogs as collaborative tools • * Source: Distance Learning Magazine, Vol 3, Number 2, 2006, Instructional Media Selection for Distance Learning: A Learning Environment Approach Back to Main Page Media ComponentTaxonomyPortability

33. Synchronous Media Asynchronous Media • Satellite e-learning • Video Conferencing • Audio Conferencing • Audio Graphics • Web Conferencing/SLS • Webinars • Online (Web-Based Training) • Computer-based Training • Video Tape/DVD • Audio Tape • Podcast/vodcast Integrating Media: A Blended Learning Approach Integrating any combination of synchronous/ asynchronous media with the traditional classroom results in a blended learning solution. Blended Solution Traditional Classroom Back to Main Page Media ComponentTaxonomyPortability

34. Synchronous Instructional Media Technology Delivery Description Audio Conferencing An audio-only environment in which students in different locations use telephones or audio conferencing equipment to communicate with each other in real time. Supports a synchronous interactive environment between the instructor, remote students, and multiple sites but does not support visual images and graphics, and often supplemented by electronic or printed handouts. Can be integrated with other delivery systems to provide synchronous audio. Audiographics combines audio conferencing with personal computer text and graphics, allowing both voice and data to be transmitted to remote sites. Typically, a site consists of audio conference equipment, plus a large screen that serves as an electronic whiteboard. This system allows for two-way data exchange (limited to high-resolution still images only) and a synchronous interactive environment between the instructor and students at multiple sites. Audiographics Synchronous Web-Based Instruction (WBI)/Web Conferencing (Synchronous Learning Systems) Internet-based and delivered over the Web that enable synchronous audio and/or text chat, video, document and application sharing, whiteboards, presentations, etc. Can support synchronous oral interaction between the instructor and remote students at multiple locations as well as supporting Multi-User Virtual Environment (MUVE) or webinars. Due to bandwidth limitations (basically, low-bandwidth applications), high-resolution images and video may be limited. Note: The application of web conferencing in a learning environment is also known as synchronous learning systems (SLS). Instructional Television (ITV) ITV is defined as a one-way, full motion video and audio transmission of classroom instruction through a telecommunications channel such as satellite, cable TV, or Instructional TV Fixed Service (ITFS), a dedicated 2.5GHz spectrum managed by the FCC and limited to educational programming only, usually transmitted via microwave

35. Technology Delivery Description Instructional Television (ITV)- con’t towers. This specific application would not be available to instructional programming programming received via commercial cable TV). Due to the bandwidth available via satellite or ITFS, this delivery medium can emulate the live, traditional classroom environment but at a distance. ITV is sometimes referred to as Business Television (BTV), Interactive Video Teletraining, or Interactive TV, and can be transmitted via analog or digital systems. Satellite e-learning Satellite e-learning represents the next generation of distributed media. Utilizing IP (Internet Protocol) as the network layer and distribution technology, it also incorporates the latest MPEG (Moving Picture Experts Group) video standard or latest version of Widows Media. Similar in application to ITV, it allows for the live traditional classroom to be transmitted to a remote site while synchronous oral interactivity is supported by audio teleconferencing or student response systems integrating audio and keypad technology (data interaction). Additionally, since satellite e-learning uses IP, video streaming can be utilized at extremely high bandwidths (~3.0Mbps). The IP-based video can be distributed directly to the user’s end-point and then distributed via the LAN to either a classroom or desktop computer, or both. Also, satellite e-learning can easily transmit large multimedia/web-based training modules (known as data casting) without being constrained by bandwidth, as is common with a terrestrial network. This capability allows the data to bypass the WAN by transmitting directly to the user’s end-point and then distributed locally via the LAN, thereby effectively bypassing the terrestrial infrastructure and the Internet. Satellite e-learning is also referred to as BTV/IP (Business Television/Internet Protocol). Synchronous Instructional Media

36. Synchronous Instructional Media

37. When evaluating media components, wikis, blogs, and discussion boards are primarily collaborative tools and not considered stand-alone instructional media delivery options. However, they can be integrated into a course/learning module in developing a social learning structure that supports active learning and knowledge construction through peer-to-peer interaction. In a research study investigating the interplay of synchronous and asynchronous communication used in online courses, students seemed more satisfied with face-to-face courses that used asynchronous discussion boards as alternative communication media than courses that were entirely asynchronous based. Significant data were found to indicate the effect of synchronous media in a mostly asynchronous discussion forum. The ability of synchronous media to foster social presence is not shown or disproved by the research Source: A Field Study of Use of Synchronous Chat in Online Courses (2002), Retrieved from: http://www.hicss.hawaii.edu/HICSS36/HICSSpapers/CLTSL03.pdf Back to Taxonomy

38. Asynchronous Instructional Media

39. Portability • Refers to how portable (mobile) a specific media may be, e.g., cell phones, ipods/Blackberry’s, personal DVD players, other similar wireless devices. • When evaluating portability, consider symmetry, per se, the amount of information [digital bits] that flows to/from the sender and receiver in either direction. For example: • Asymmetrical interaction is when the flow of information is predominantly in a single direction such as in a didactic lecture or asynchronous learning module with no interaction between the student and instructor. • Conversely, in a conferencing or collaborative learning environment, the information flow is symmetrical, per se, the information flow is evenly distributed between learners and instructors and equal amounts of digital information is flowing both directions. • A close relationship exists between symmetry and interactivity. The more the student-instructor interaction, the greater the need for a symmetrical delivery system. Back to Main PageMedia ComponentTaxonomyPortability

40. Symmetrical vs. Asymmetrical Learning Environments When articulating a blended learning strategy, considering symmetry of the learning environment is almost as important as considering its synchronicity. If not taken into account, it may lead the course designer to make less than optimal choices in instructional media selection. High Symmetry Click on the icon of how Merrill Lynch use of mobile learning High Low Interactivity Back to Main PageMedia ComponentTaxonomyPortability

41. Instructional Component: Variables to Consider Learning Styles Multimedia (aural/visual) Rapidity of Change Instructional Objectives Content Complexity Instructional Strategies When developing a blended learning solution, maintaining instructional quality is paramount. Consequently, learning objectives are never compromised when developing a blended learning solution. Instructional strategies are the products of learning objectives and serve to ensure the learning objectives and facilitate the transfer of learning. Click for information on learning styles Interactivity (strategies supporting specific media) Asynchronous Synchronous Collaboration (P2P) Collaboration (P2P) Didactic# Dialectic* # Instructor-student * Instructor-student-instructor Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

42. Note on Learning Objectives The most significant factors in student learning are quality and effectiveness of instruction, and the most important single factor in developing a blended learning solution is the instructional objective. The level of cognitive objectives is a critical variable to consider when selecting the most appropriate media for blended learning, and generally speaking: • Asynchronous media may be more appropriate for the lower cognitive levels where knowledge and comprehension and repetition/drill & practice are the primary focus, and • Synchronous media may be more appropriate for the higher cognitive levels (synthesis/analysis/evaluation) where a synchronous learning environment is required to support a high level of interaction (dialog). Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

43. What is a Learning Objective? • A learning objective (aka behavioral objective, instructional objective, enabling objective, or performance objective) is a succinct statement that describes a specific learning activity • Includes a description of a performance you want learners to be able to exhibit in order to evaluate competency • Expressed in terms of the student and formulated in terms of observable behavior and the special conditions in which the behavior is manifested. Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

44. Why Developing Learning Objectives? • The purpose of creating learning objectives is to provide a means of clarifying the instructional goal and ensure the training/education is successful. • Establishes the criteria for student performance used to assess learning • Used to develop instructional strategies • Basis for media selection Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

45. Types of Objectives • Instructional objectives are developed from a taxonomy known as the domain of learning objectives and includes three overlapping domains: • Psychomotor • Affective • Cognitive • Demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem solving, and evaluating ideas or actions Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

46. Bloom’s Taxonomy of Cognitive Objectives A metaphor depicting the taxonomy of learning objectives can be thought as assembling blocks in building a pyramid. The knowledge and comprehension levels create the foundation from which one develops higher order thinking skills commensurate with the higher cognitive levels (analysis, synthesis,& evaluation). Doing Higher Lower Knowing Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

47. Instructional Strategies The dissemination of content through the use of instructional media is only as effective as the design of the instruction • Instruction is designed to transfer knowledge from the instructor to the learner to the real-world environment. • The transfer of learning is facilitated by the development of instructional strategies • Certain synchronous instructional technologies may be best suited for instructional strategies that require a live and dialectic learning environment. • Conversely, there are asynchronous instructional technologies that are best integrated with strategies that require asynchronous learning environment. Click here for an explanation of the difference between instructional strategies and cognitive learning strategies. Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

48. Table of Instructional Strategies Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

49. Table of Instructional Strategies Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

50. Instructional Strategies Supporting Asynchronous Media Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies