Advanced Instructional Design

Fall 2001

Dr. SantoInstructor

Joel PricePresenter

Computer-aided Instruction

Distance vs. Traditional Education Why are Students Successful? Why is Instruction Successful? How Important is Interaction? Cost vs. Benefits

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).

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.

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.

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.

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

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.

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)

Critical elements for successful teaching at a distance

Instructor enthusiasm Organization. Strong commitment to

student interaction. Familiarity with the

technology. Critical support

personnel.

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.

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

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.

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.

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.

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.

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?

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

Web-based (WBT) training

Issues relevant to the future of distance education: Market demand Learner participation Training options Program design

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

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

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.

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).

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

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

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.

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

What is WebCT?

WebCT provides the tools to present online learning in a variety of ways.

Homepages Discussion e-mail Chat Glossary Calendar Quiz