Creating Distributed Learning Environments: Educational

Uses of Communication Technologies

Grace Kirkman, Ph.D.Extension Urban Specialist, Program Design

Alabama Cooperative Extension SystemJuly 2002

Disclaimer

Product names are used in the presentation for clarification only.

This PowerPoint session presents a range of technologies that may used as delivery systems to augment traditional face-to-face learning environments. It serves as a resource for improving the instructional soundness of technology-supported teaching and learning. Techniques are offered to enhance individuals’ technological fluency in evaluating, selecting, and integrating emerging technologies into a variety of instructional design contexts.

Suggestions are given for using different multimedia technologies alone, or in combination. This is done to ensure an appropriate and effective balance of flexibility and interaction for varied learning needs.

The discussion focuses on the role of technology in teaching and learning, instructional design for interactive distributed learning environments, considerations for

determining the choice of media, and learning style awareness. Key terms are defined to increase contextual understanding of the material. Five categories of technologies that are currently used to support distance teaching and learning are presented. Each technology category discussed includes a description of

the medium, factors to consider (advantages and disadvantages), instructional strategies for incorporating the delivery system, and technical requirements for remote access to educational resources.

Learning Objectives

By the completion of the session, you will be able to:

1) Identify the role of technology in teaching and learning

2) Identify factors that are critical to the selection of media for educational delivery

3) Identify advantages and disadvantages of each delivery medium

Learning Objectives (continued)

4) Identify and select appropriate media to support learning for varied learning styles

5) Critically evaluate each delivery medium in terms of its attributes for a range of Extension content areas, targeted audiences, and educational situations

6) Integrate technologies into an educational design to facilitate effective and efficient collaboration and communication within distributed learning environments

Technology-Supported Learning Scenario

You’ve been asked to design and develop a community-based educational program to provide training for homeowners in the safe use and storage of household chemicals. The target audience is comprised of working parents, elderly, youth, and small farm producers in a large remote area.

The reading level of the target audience ranges

from the fifth grade to above twelfth grade.

Two-thirds of the homeowners have computers

with CD-ROM/DVD drive and Internet

connectivity. The majority of the residents have

VCRs and access to two cable television

networks and the public broadcast system.

1) What technology or combination of technologies would you use to deliver the content to the target population?

2) What strategies would you use to ensure the appropriate level of interactivity and flexibility in the learning environment?

Definitions Used in Creating Distributed Learning Environments

The following terms are used throughout the session. The definitions provide a basis for contextual understanding.Asynchronous communication

- Time-delayed interaction between individuals or among groups of individuals.

Computer conferencing

- Real-time or delayed online interactions between individuals.

Distributed learning environments

- Technology-supported learning opportunities that provide remote access to participants.

Electronic performance support system (EPSS)

- Computer-based diagnostic tools used in problem solving.

Hypertext links

- Portions of a Web document that directs users to another resource; usually depicted

in color or some other identifier.

Instructional strategies

- Methods used to facilitate participant’s ability to learn, retain, and transfer information.

Learner-centered

- A learning situation where the learner is responsible for his/her learning.

Learning style

- Individual’s preferred way of comprehending and processing information.

Media - Vehicles used for transmitting content from the source to the receiver.

One-way video and one-way audio

- The transmission of audio, video, and data signals from the originating site

to the remote site(s) where only the participants can see and hear the presenter.

One-way video and two-way audio

- The transmission of audio, video, and data signals from the originating site to the

remote site(s) where the participants can see and hear the presenter and the presenter can hear the participants.

Point-to-point - Data transmission from the originating site to a single site.

Point-to-multipoints- Data transmission from the originating site to multiple sites.

Streaming media - Files containing audio, video, text, images, and animations delivered via the Internet in a continuous transaction. Participants may view files while files are being downloaded.

Synchronous communication

- Interaction between two or more people in real time.

Two-way video/two-way audio- The transmission of audio, video, and data signals from the originating site to

the remote site(s) where participants can see and hear the presenter and presenter can see and hear the participants.

Web-based course management software

- A template for designing and developing course materials.

Role of Technology in Teaching and Learning

Supports learning for a variety of targeted audiences and learning environments

Facilitates active involvement of the learner in constructing knowledge

Provides a mechanism for simulating laboratory experiments

Enhances participant’s ability to perceive the interrelatedness of concepts

Role of Technology in Teaching and Learning

Promotes collaboration among participants

Facilitates drill and practice for mastery of concepts, etc.

Permits content to be displayed in varied modalities (audio, graphics, text, etc.)

Facilitates the use of real-life situations

Instructional Design for Interactive Distributed Learning

Environments

Major Questions

Who are my participants?

What do I want participants to know or be able to do after completing the learning experience?

What interactive strategies and experiences will be needed?

Will these decisions help participants reach their learning goals?

Factors to Consider Listed below are several factors to consider when determining the choice of media for delivery of Extension programs and materials:

1) The program objectives

2) The learning styles of the target audience

3) The size of the target audience

4) Whether media is cost-effective

5) How much time will be expended in translating the content to the particular medium

Factors to Consider (continued)

6) The life-span of the media to be employed7) Availability of media8) Whether the content will become dated in a short

period of time9) Whether the content can be purchased from another

source10) Whether audience will be motivated to use content

Learning StylesLearning style has been determined to consist of several modes.

1) Visual - One who learns best through reading and observing

2) Auditory - One who comprehends information best through listening

3) Kinesthetic/Tactile - One who learns best through hands-on activities

4) Olfactory - One who learns best through the sense of smell and taste

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