Joyce Harvey: AN OVERVIEW OF INTERACTIVE DISTANCE LEARNING Joyce Harvey Harvey & Associates, LLC Kathleen Anderson OneTouch
COURSE OVERVIEW • Overview of Interactive Distance Learning • Benefits • IDL Equipment • Designing IDL Programs • Teaching Tools & Techniques • Presentation Tools • Case Studies
INTERACTIVE DISTANCE LEARNING (IDL) DISTANCE EDUCATION OR LEARNING: The process of delivering live and OnDemand learning, or instructional resource-sharing opportunities, to geographically dispersed locations. INTERACTIVE Interactivity includes the capability of live interaction with the remote participants via technology—voice, video, data and print.
Benefits of IDL • Participants in different locations can be trained simultaneously and OnDemand • Consistent message • Less time away from job • Reduced travel costs • More up-to-date information • Rapid program launches and updates • Employee after-hour development courses
INSTRUCTOR ADVANTAGES Less Travel
INSTRUCTOR ADVANTAGES Eliminates the “I’ve been on the road forever” look.
INSTRUCTOR ADVANTAGES • Participants can’t see your feet!! • Teach in comfort!!
Personal Benefits • Better listener • Diversity in training modalities • Fun medium • Acquired new skills • Adds interest • Increases marketability
Is there a difference in learning outcomes? The No Significant Difference Phenomenon A comparative research annotated bibliography on technology for distance education Compiled by Thomas Russell Office of Instructional Telecommunications North Carolina State University email@example.com
Is there a difference in learning outcomes? Journal of Distance Education, Vol. 12, NO. 1, 38-51 “There were no significant differences in scores for the classes measured with the same instructor, same audience, just different format.”
Is there a difference in learning outcomes? 1998 “Virtual Teaching in Higher Education” California State University, Northridge “Results indicate the virtual students scored an average of 20 points higher on midterm and final exams.”
Presenter OneTouch Components • Presentation Server • Viewer Response System Software • Shared Application Server • OnDemand Capture Server
Presentation Server • Presentation Server Allows Instructor To: • Present Material • Call on Viewers • Issue Questions
Presentation Server Software • Presentation Server Software • Enables Log-in • Tracks Participation • Tracks Events • Provides Audio & Data Link
Presentation Server Software • Allows Presenter To: • Monitor and Interact with Audience • Issue Questions, Quizzes and Other Events • Manage System Software • Capture results of session
Shared Application Server • Enables the Instructor to: • Demonstrate a Software Application to the Audience • Pass Control to Any Student • Work with Any Windows Application
Remote Site Components Desktop computer: • Desktop clients (computers) Classroom IDL: • Site controller • Touchpads
Presentation Server • The presentation server provides an interface that manages the interactive delivery of information to a geographically dispersed audience. • Includes: Prompter cue cards Immediate viewer feedback Graphical results display Call on viewers by name Optional Touchscreen
PRESENTATION SERVER 4 Window Quadrants Upper Left Clockwise • Prompter Window • Remote Monitor (Caller )Windows • Event Window • Response Window
TYPES OF IDL BROADCASTS • Curriculum • Communication • Information Updates • Focus groups • Town Hall meetings • Executive Communication • CEO’S • SME’S
TEACHING & COMMUNICATION TOOLS • Video • Group exercises • Role-plays (Three way call) • Student Calls in • Instructor places call to student • Application sharing (Desktop client)
TEACHING & COMMUNICATION TOOLS • Telestrator • Scanner (overhead) art • Writing on overhead (flipchart) • Whiteboard (desktop client) • Props • Web browse • Power Point slides
TEACHING & COMMUNICATION TOOLS • Questions • Pop (on-the-fly) • Preformatted • Pre-formatted Quizzes • Self-paced pre & post tests
COURSE/PROGRAM DEVELOPMENT OVERVIEW • The IDL team and development process • Types of IDL broadcasts • IDL standards • Essentials of good IDL design • Course conversion • Question formats for IDL courses
PROGRAM DEVELOPMENT TEAM • Instructional Design • Production • Facilitation • Coaching • Technical Direction • Institutional/Organizational Support
Instructional Design Responsibilities • Understanding the audience learning style
LEARNING STYLES • How do people learn?
LEARNING STYLES • Visual • Auditory • Kinesthetic • Linear Analytical
Instructional Design Responsibilities • Determining content of course • Writing the course • Creating the student workbook • Creating the facilitator leader guide or script • Determining the visuals for the course
Instructional Design Responsibilities • Designing interactivity into the course – every 3-5 minutes • Screen change every 30-60 seconds • Work with management & facilitator to implement metrics
PROGRAM DEVELOPMENT TEAM • Production responsibilities Production coordinates: Video Graphics Software Broadcast production
Facilitation • Know and understand content • Concentrate on skill development during rehearsals (coaching helps) • Deliver course content • Stimulate learning • Reinforce key learning points • Keep student interest high
Competencies for Distance Ed Trainers • Understanding the IDL process • Technical skills • Distance communication and moderation skills • Content expertise • Confidence & motivation to teach Distance Learning
Needs to function as: • Researcher • Assessor • Advisor/Counselor • Process facilitator • Content facilitator • Technologist • Designer • Manager
PROGRAM DEVELOPMENT TEAM • Optional Technical Direction • Ensure graphics, video and other sources are cued and switched • Manage broadcast timing
Understanding The Difference • Course Development • Create a new course from beginning to end • Perform all development tasks • Outside scope of this workshop • Course Conversion • Adapting materials from existing courses for IDL delivery • Assumed to be effective in current form • Focus of this presentation
Topics In The Course Conversion Process • Assess current course materials • Establish effectiveness benchmark • Review course evaluation criteria • The importance of metrics
Leader’s guide/text books Student guide/workbook Presentation resources PowerPoint slides Overheads Other media & props Video Web-links Software applications Instructional methods Learning activities Assessment tools Quizzes & tests Application exercises Soundness of ID Course & lesson level objectives Test/content congruity Assess Current Course Materials
Materials Assessment Objectives • Get thorough overview of course content • Assess its effectiveness • Assess condition of current course materials • Determine their suitability for IDL delivery • Establish effectiveness benchmark
Assess Test Results Data • Assuming the current course had testing, results data should be assessed to establish an effectiveness benchmark • Compare pre-test results with post-test results
Assess Course Timing • What is the current duration of the course • Total run time • Run time of individual instructional units • How much satellite or video conferencing time will be available for the IDL version of the course • Does any content seem extraneous? • E.g. No clear support of instructional objectives
Structure & Organizationof Content • Is content organized into instructional units of manageable length? • Are the instructional units sequenced in a logical order?
Assess Presentation Resources • Are props, charts or demonstration aides suitable for TV or PC monitor? • Slide content • Amount of information, font size • Can “information rich” slides be broken into multiple slides? • Can complex information slides be broken into smaller units? • Slide aspect ratio & TV Safe Area • Color scheme suitable for TV?
Learning Activities • Historically, too much time spent in passive listening • Interactivity is the key! • Pacing of content appropriate • Adequate variety of learning methods and activities
Course Compression Opportunities • If course is too long • Shift some content to pre-work assignments • Shift some content to homework • Shift some content to asynchronous activities or independent study • Shift some content to study guide as added reference resources • Cut some content altogether