an overview of interactive distance learning

AN OVERVIEW OF AN OVERVIEW OF INTERACTIVE DISTANCE INTERACTIVE DISTANCE

LEARNINGLEARNING

Joyce Harvey:

Joyce HarveyHarvey & Associates, LLC

Kathleen AndersonOneTouch

COURSE OVERVIEWCOURSE OVERVIEW

Overview of Interactive Distance Learning Benefits IDL Equipment Designing IDL Programs Teaching Tools & Techniques Presentation Tools Case Studies

INTERACTIVE DISTANCE INTERACTIVE DISTANCE LEARNING (IDL)LEARNING (IDL)

DISTANCE EDUCATION OR LEARNING: The process of delivering live and OnDemand

learning, or instructional resource-sharing opportunities, to geographically dispersed locations.

INTERACTIVEInteractivity includes the capability of live

interaction with the remote participants via technology—voice, video, data and print.

Benefits of IDLBenefits 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 ADVANTAGESINSTRUCTOR ADVANTAGES

Less Travel


Eliminates the “I’ve been on the road forever” look.


Participants can’t see your feet!!

Teach in comfort!!

Personal BenefitsPersonal Benefits

Better listenerDiversity in training modalitiesFun mediumAcquired new skills

– Adds interest– Increases marketability

Is there a difference in learning Is there a difference in learning outcomes?outcomes?

The No Significant Difference PhenomenonA comparative research annotated bibliography on technology for distance education

Compiled by Thomas RussellOffice of Instructional TelecommunicationsNorth Carolina State [email protected]


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.”


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.”

BASIC COMPONENTS OF IDLBASIC COMPONENTS OF IDL

Presenter Presenter OneTouch ComponentsOneTouch Components

Presentation ServerViewer Response System SoftwareShared Application ServerOnDemand Capture Server

Presentation ServerPresentation Server

Presentation Server Allows Instructor To:– Present Material

– Call on Viewers

– Issue Questions

Presentation Server SoftwarePresentation Server Software

Presentation Server Software – Enables Log-in– Tracks Participation– Tracks Events– Provides Audio & Data Link

Presentation Server SoftwarePresentation 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 ServerShared 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 ComponentsRemote Site Components

Desktop computer:Desktop clients (computers)

Classroom IDL:Site controllerTouchpads

HOW IDL WORKSHOW IDL WORKS

Presentation ServerPresentation Server• The presentation server

provides an interface that manages the interactive delivery of information to a geographically dispersed audience.

• Includes:Prompter cue cardsImmediate viewer feedbackGraphical results displayCall on viewers by nameOptional Touchscreen

PRESENTATION SERVERPRESENTATION SERVER

4 Window QuadrantsUpper Left Clockwise

– Prompter Window– Remote Monitor

(Caller )Windows– Event Window– Response Window

TYPES OF IDL BROADCASTSTYPES OF IDL BROADCASTS

CurriculumCommunication

– Information Updates– Focus groups– Town Hall meetings

Executive Communication– CEO’S– SME’S

TEACHING & COMMUNICATION TEACHING & COMMUNICATION TOOLSTOOLS

VideoGroup exercisesRole-plays (Three way call)Student Calls inInstructor places call to studentApplication sharing (Desktop client)


TelestratorScanner (overhead) artWriting on overhead (flipchart)Whiteboard (desktop client)PropsWeb browsePower Point slides


Questions – Pop (on-the-fly)– Preformatted

Pre-formatted Quizzes– Self-paced pre & post tests

COURSE/PROGRAM COURSE/PROGRAM DEVELOPMENT OVERVIEWDEVELOPMENT 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 PROGRAM DEVELOPMENT TEAMTEAM

Instructional DesignProductionFacilitationCoachingTechnical DirectionInstitutional/Organizational Support

Understanding the audience learning style

Instructional Design Instructional Design ResponsibilitiesResponsibilities

LEARNING STYLESLEARNING STYLES

How do people learn?

LEARNING STYLESLEARNING STYLES

VisualAuditoryKinestheticLinear Analytical


– Determining content of course– Writing the course– Creating the student workbook– Creating the facilitator leader guide

or script– Determining the visuals for the

course


– Designing interactivity into the course – every 3-5 minutes

– Screen change every 30-60 seconds

– Work with management & facilitator to implement metrics

PROGRAM DEVELOPMENT TEAMPROGRAM DEVELOPMENT TEAM

Production responsibilitiesProduction coordinates:

VideoGraphicsSoftwareBroadcast production

FacilitationFacilitation

- 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 Competencies for Distance Ed TrainersTrainers

Understanding the IDL processTechnical skillsDistance communication and

moderation skillsContent expertiseConfidence & motivation to teach

Distance Learning

Needs to function as:Needs to function as:ResearcherAssessorAdvisor/CounselorProcess facilitatorContent facilitatorTechnologistDesignerManager

PROGRAM DEVELOPMENT TEAMPROGRAM DEVELOPMENT TEAM

Optional Technical Direction– Ensure graphics, video and other

sources are cued and switched– Manage broadcast timing

Introduction To Content Introduction To Content Development & Development &

Course ConversionCourse Conversion

Understanding The DifferenceUnderstanding 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 Topics In The Course Conversion ProcessCourse Conversion Process

Assess current course materials Establish effectiveness benchmark Review course evaluation criteria The importance of metrics

Assess Current Course MaterialsAssess Current Course Materials 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

Materials Assessment ObjectivesMaterials Assessment ObjectivesGet thorough overview of course

contentAssess its effectivenessAssess condition of current course

materialsDetermine their suitability for IDL

deliveryEstablish effectiveness benchmark

Assess Test Results DataAssess 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 TimingAssess 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 & OrganizationStructure & Organizationof Contentof Content

Is content organized into instructional units of manageable length?

Are the instructional units sequenced in a logical order?

Assess Presentation ResourcesAssess Presentation ResourcesAre 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 AreaColor scheme suitable for TV?

Learning ActivitiesLearning Activities

Historically, too much time spent in passive listening– Interactivity is the key!

Pacing of content appropriateAdequate variety of learning

methods and activities

Course Compression Course Compression OpportunitiesOpportunities

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

Interactions & Estimated Interactions & Estimated Time ImpactTime Impact

Formatted questions - 60 sec.Verbal Q & A - 90 sec. per interactionPanel discussions - 8 min. (Flex time)Off-line or Off-Air Activities & Role

play - 15 min.Polling & Surveys - 2 to 3 min. per

questionRandom calls - 2 to 3 min. per call

INTERACTIVITYINTERACTIVITY—The —The Key Key to Successful IDL Presentationsto Successful IDL Presentations

Questions & Quizzes Web browse Role Play (Three way call) Use of Flag key Group exercises Student Calls in, Instructor places call Touchpad messaging Application sharing (Desktop client)

INTERACTIVITYINTERACTIVITY

Role Play– Multi-site calls linking two sites with the

presenter for a three-way discussion– Example: In a training course, one

person plays the nurse and the other a patient

– Using participants photos gives visual screen change


Use of Flag Key for polling– Anonymous feedback– To give opinion– Signal end of team discussions– Indicate need to change pace of

broadcast


Group Exercises– Remote participants arranged in groups– Group facilitator identified– Group sits by that person’s keypad– Instructor can turn on mic to check on

discussions– Information needed is in workbook


Instructor calls on studentStudent calls in

How do we encourage and support call-ins?


Encouraging Student call-ins:–Initial request for call-ins should be for an easy question with no right or wrong answer (Icebreaker)–All responses should be respected–Active Listening when participant calls

• Eye contact, nodding

–Incentives• Prizes, stickers, recognition• Competitions between sites


Touchpad messaging

APPLICATION SHARINGAPPLICATION SHARING

Teaching software programs, such as MS Excel and allowing participants to practice under your guidance

Showing participants how to fill out forms

Joyce Harvey & Associates, LLCwww.joyceharvey.net 60

Sessions Sessions Session

The Presentation Station tracks information collected in a IDL session in discrete units called Sessions. Each session tracks attendance, events and responses from viewers

All sessions are saved in one file

Joyce Harvey & Associates, LLCwww.joyceharvey.net 61

Results Analysis ProgramResults Analysis Program

The ONETOUCH Results Analysis Program, also a Microsoft Windows application, allows presenters to analyze the effectiveness of their class sessions.

• User-friendly report generation• Integrates question text• View by question, viewer or site• Helps certification and grading• Customizable reports• Export to LMS or HR system

Graphic ConsiderationsGraphic ConsiderationsUse a standardized color palletKeep text and diagrams simpleDesign within “Camera Safe” areaUse readable fonts (24 pt. or larger)Use multiple levels to show greater

detailUse graphics to illustrate points - to

lead audience to intended conclusion

IDL Presentation SkillsIDL Presentation Skills

It’s A Visual MediumIt’s A Visual Medium

Presentation skills topics:– Understand your stage– Work inside your frame– On-camera attire– Graphic considerations– Make personal contact with audience– Tips & suggestions

Understand Your StageUnderstand Your StageYour stage is defined by the camera(s)Limit your movement within the stageKeep hand gestures within your bodyUse gestures more sparingly Move more slowly than you would in a

classroom

Be Aware Of The Camera ShotBe Aware Of The Camera ShotWatch preview and program

monitorsAre you in a:

– Close up?– Medium shot?– Wide shot?

Applies to document camera and graphics

Wardrobe SuggestionsWardrobe Suggestions

No White or Black, Caution with RedChoose medium to darker tonesNo Fine Patterns-checks or hound’s toothSolids Work BestMicrophone placementNo flashy jewelry or noisy bracelets;

caution with scarves around mic

Connecting With Your AudienceConnecting With Your Audience

Make good eye contact with the camera Make use of close ups and medium close

ups when you are on camera Smile warmly Reveal your personality Acknowledge student input Close conversations before moving on Invite frequent audience participation

Tips & SuggestionsTips & Suggestions

Get VERY familiar with presenter tools

Practice your presentation skillsKnow your course materialRemember your audience & put

yourself in their shoesRehearse, rehearse, rehearse ...

CASE STUDIESCASE STUDIES

Ford Pfizer

FORD MOTOR CO.FORD MOTOR CO. Training AdvantagesTraining Advantages

Prior to 1995, Ford conducted all of its training in traditional leader-led classrooms.

11,263 dealership employees were trained in 1994

In 1995, the OneTouch network installed in less than half of the company’s dealership locations (2000) but twice as many people were trained.

FORD MOTOR COFORD MOTOR COTraining AdvantagesTraining Advantages

In 1996, upon the full roll-out of the Fordstar network to 6,400 sites, more than ten times as many dealership employees were trained (124,510) as compared to two years earlier, with traditional classroom-led training.

FORD MOTOR CO.FORD MOTOR CO.

“The key is interactivity because that’s the way adults learn. This [IDL training] is revolutionizing the sales training world.”

Larry ConleyFormer manager, (retired)

Fordstar Communications Network

FORD MOTOR CO.FORD MOTOR CO.Communication AdvantagesCommunication Advantages

Clear, consistent & timely message to 6400 dealers

May, 2001—Firestone tire challenge– Using the Fordstar network, Ford

management effectively communicated its tire replacement program to nearly 6,400 dealership associates.

– Able to interact with thousands of dealers & employees simultaneously.

Pfizer Inc.Pfizer Inc. #1 in Training Magazine’s 2003 & 2002 Top 100#1 in Training Magazine’s 2003 & 2002 Top 100

Share Best practices and decrease time to market

Pfizer’s sales force is seen as among the best in the industry for product knowledge/ skills

Communications platform is used to provide interactivity/accountability

Pfizer Inc.Pfizer Inc. #1 in Training Magazine’s 2003 & 2002 Top 100#1 in Training Magazine’s 2003 & 2002 Top 100

Delivered to the desktops of over 500 district managers offices

Reaches 5,400 professionals at 7 regional offices - largest sales force in pharmaceutical industry

Pfizer sees communications as part of their corporate advantage

QUESTIONS?QUESTIONS?

Joyce Harvey, P.O. Box 160, Sylvania, OH. [email protected]

Kathleen Anderson-OneTouchwww.onetouch.comAnderson@onetouch.com773-714-8829

mailto:[email protected]

http://www.onetouch.com/

mailto:[email protected]

an overview of interactive distance learning

Documents

learning outcomes

ondemand learning

distance educationcompiled

journal of distance

software application

dispersed audience

different locations

dispersed locations