Advanced Instructional Design Fall 2001 Dr. Santo Instructor Joel Price Presenter.
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Transcript of Advanced Instructional Design Fall 2001 Dr. Santo Instructor Joel Price Presenter.
![Page 1: Advanced Instructional Design Fall 2001 Dr. Santo Instructor Joel Price Presenter.](https://reader036.fdocuments.in/reader036/viewer/2022062519/5697bfac1a28abf838c9bb2d/html5/thumbnails/1.jpg)
Advanced Instructional Design
Fall 2001
Dr. SantoInstructor
Joel PricePresenter
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Computer-aided Instruction
Distance vs. Traditional Education Why are Students Successful? Why is Instruction Successful? How Important is Interaction? Cost vs. Benefits
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Distance vs. Traditional Education
Research indicates that the instructional format itself (e.g., interactive video vs. videotape vs. "live" instructor) has little effect on student achievement as long as the delivery technology is appropriate to the content being offered and all participants have access to the same
technology.
Achievement on various tests administered by course instructors tends to be higher for distant as opposed to traditional students (Souder, 1993).
Conventional instruction is perceived to be better organized and more clearly presented than distance education (Egan, et al., 1991).
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Why are Students Successful?
Distance education students: Are voluntarily seeking further
education. Have post-secondary education
goals with expectations for higher grades.
Are highly motivated and self-disciplined.
Are older. Possess a more serious attitude
toward the courses.
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Why is Instruction Successful?
Good distance teaching practices are fundamentally identical to good
traditional teaching practices. Extensive pre-planning and
formative evaluation is necessary. Learners get more from the courses
when the instructor seems comfortable with technology, maintains eye contact with the camera, repeats questions, and possesses a sense of humor.
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How Important is Interaction?
Many distant learners require support and guidance to make the most of their distance learning experiences.
Learners value timely feedback regarding course assignments, exams, and projects.
Learners benefit significantly from their involvement in small learning groups.
Learners are more motivated if they are in frequent contact with the instructor.
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Cost vs. BenefitsAnalysis
Costs of offering distance education courses may be high. There are high costs associated with offering distance ed courses.
Technology: hardware, software Transmission: Fiber, satellite Maintenance: Repair Infrastructure: Site Production: ID professional Support: Staff
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Benefits
Accessible training to students in rural areas.
Students may complete their course of study without suffering the loss of salary due to relocation.
Students are exposed to the expertise of the most qualified faculty.
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EFFECTIVE TEACHING AND LEARNING WITH DISTANCE
EDUCATION
Student Traits Successful students develop
persistence and skills in self-directed work.
Students must maintain persistence and a clear focus to succeed.
Self-direction, A passion for learning, Strong individual
responsibility
Teacher Traits Conversant with new
technology Develops new instructional
styles. Moving from creating
instruction to managing resources and students and disseminating views (Strain, 1987)
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Critical elements for successful teaching at a distance
Instructor enthusiasm Organization. Strong commitment to
student interaction. Familiarity with the
technology. Critical support
personnel.
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Technology effectiveness framework
The intersection of two continua - learning and technology performance - defines the effectiveness of a particular technology in student learning.
The framework's horizontal axis is learning, which progresses from passive at the low end of the continuum to engaged and sustained at the high end.
The vertical axis is technology performance, which progresses from low to high.
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Technology effectiveness framework
Pattern A - Engaged learning and high technology performance
Pattern B - Engaged learning and low technology performance
Pattern C - Passive learning and high technology performance
Pattern D - Passive learning and low technology performance
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Directions for Change
Type I trajectory: D - B.
This is movement from passive learning and low technology performance to engaged learning and low technology performance.
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Directions for Change
Type II trajectory: B -A.
This is movement from engaged learning and low technology performance to engaged learning and high technology performance.
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Directions for Change
Type III trajectory: C -A.
This is movement from passive learning and high technology performance to engaged learning and high technology performance.
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Directions for Change
Type IV trajectory: D -A.
This is movement from passive learning and low technology performance to engaged learning and high technology performance.
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Using the framework to evaluate technology
What are the learning goals (i.e., the vision of learning) to which technology is applied?
How are these learning goals moving the school toward reform? How will a technology-enhanced curriculum support instruction that address
those learning goals? Does the technology-enhanced approach help restructure the school to meet its
plan for educational reform? Do the students achieve the learning goals using the technology-enhanced
curriculum? Can the school implement cost-efficient technologies given its goals and current
realities? Can the school extend or adapt less functional technologies so that they are more
functional in supporting a global community of learners in sustained learning that is challenging and authentic?
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Moving toward engaged learning and high performance
E-Mail. e-mail lets students interact and explore
Computer-Driven Approaches and Educational Software
provide sophisticated expert systems for learning very complex concepts and procedures
Integrated Learning Systems (ILS’s). provide information from a central source using LANs
Distance Education Technologies combination of audio conferencing with graphic support
such as an electronic blackboard, still video, or computer-generated visual material
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Web-based (WBT) training
Issues relevant to the future of distance education: Market demand Learner participation Training options Program design
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Market demand
Technology-assisted training will represent half of all training methods by the year 2002 (McGee 1999) Some companies have
realized up to 75 percent savings in their training budgets
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Learner participation
The typical American distance learner is one who is 25-50 years of age, taking courses to learn new subjects and skills or to update old ones, and experienced in participating in education
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Training options
Asynchronous vs. Synchronous
Asynchronous classrooms are well suited to develop skills that require analysis, synthesis, and evaluation.
Synchronous classrooms allow the instructor and student to be online at the same time.
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Program design
“Most WBT programs are little more than self-paced learning, success in these programs hinges on the learner's ability to engage in self-directed learning and to develop metacognitive skills for the Web" (Driscoll 1999, p. 24).
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Learning Outcome Issues for Instructional Designers
Electronic instruction facilitated greater depth of learning
Allowed students greater ability to participate in discussions
Students felt disconnected and frustrated by technical problems
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Implementation Tips for Instructional Designers
Offer short classes. Make graphics simple and
easy to read. Foster collegiality Vary interactions Avoid superfluous media Use a combination of
synchronous and asynchronous learning
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Developing Electronic Classrooms
The electronic classroom is a technology and service package that allows educators to access and utilize a wide variety of available electronic resources. The resources can range from a video tape located at the
school's library to a live multi-point connection to broadcast an expert lecturer to various distant campuses.
The successful integration of video, audio, and computer transmission techniques, coupled with educational applications, form the backbone of the electronic classroom.
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Evaluation of Electronic Classrooms
Student and faculty response to technology must be analyzed.
Measuring satisfaction, outcomes, retention, and overall indications of student learning is imperative
Faculty satisfaction and support are critical to overall success of electronic classrooms.
Evaluation may include: faculty and student end-of-course surveys evaluation of new courses and instructors annual meetings
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What is WebCT?
WebCT provides the tools to present online learning in a variety of ways.
Homepages Discussion e-mail Chat Glossary Calendar Quiz