Media Selection for Distance Learning

Media Selection for Media Selection for Distance LearningDistance Learning

Your presenterYour presenterYour presenterYour presenter

PHILIP J.-L. WESTFALL, Ph.D.PHILIP J.-L. WESTFALL, Ph.D. FGDLA Chair of the BOD FGDLA Chair of the BOD

Director, Air Technology Network PMODirector, Air Technology Network PMODept of the Air ForceDept of the Air Force

&&The views expressed are those of the presenter and do not reflect the official policy or position of the U.S. Air Force, Department of Defense, or the U.S. Government.

The No-Spin Zone The No-Spin Zone of of Distance LearningDistance Learning

Caution! You are about to enter . . . Caution! You are about to enter . . . Caution! You are about to enter . . . Caution! You are about to enter . . .

The purpose of this session . . . The purpose of this session . . .

Oliver Wendell Holmes: Oliver Wendell Holmes:

I wouldn’t give one wit for simplicity this side I wouldn’t give one wit for simplicity this side of complexity . . . of complexity . . .

. . . but I would give my right arm for . . . but I would give my right arm for simplicity on the far side of complexitysimplicity on the far side of complexity

It’s the difference between realistic and It’s the difference between realistic and unrealistic principles . . .unrealistic principles . . .

Separating hype from reality . . .Separating hype from reality . . .

OverviewOverview

The learning climateThe learning climate What is What is distance learning distance learning WWhat are its benefits & limiting factors?hat are its benefits & limiting factors? Advantages & disadvantages of each mediumAdvantages & disadvantages of each medium Panacea SyndromePanacea Syndrome What does the research say? What does the research say? General considerations in media selection General considerations in media selection A few guiding principlesA few guiding principles Media Selection Resources

““...today we are the first generation in ...today we are the first generation in human history where knowledge is going human history where knowledge is going to be obsolete, not just once during our to be obsolete, not just once during our careers but several times.” careers but several times.”

Dr. Arno Penzias, Nobel Prize winner & Vice Dr. Arno Penzias, Nobel Prize winner & Vice President of Research at Bell LabsPresident of Research at Bell Labs

““Rate of information creation in our global Rate of information creation in our global society is 200,000 times faster than the society is 200,000 times faster than the growth of human population.”growth of human population.”

Dr. Joseph Pelton, Director of Telecommunications Dr. Joseph Pelton, Director of Telecommunications Program, Univ. of ColoradoProgram, Univ. of Colorado

Major drivers of distance learning:Major drivers of distance learning: A growing training & educational needsA growing training & educational needs A need for learning to be “anytime—A need for learning to be “anytime—

anywhere”anywhere” An increasing need to stay in the An increasing need to stay in the

workplaceworkplace Leaner budgetsLeaner budgets DownsizingDownsizing

In all cases, when instructionally In all cases, when instructionally feasible, alternatives to residence feasible, alternatives to residence instruction must:instruction must:

Meet instructional objectivesMeet instructional objectives Preserve instructional qualityPreserve instructional qualityIn some cases, these alternatives may In some cases, these alternatives may

also need to be:also need to be: Cost effectiveCost effective Geographically unconstrainedGeographically unconstrained InteractiveInteractive Responsive to frequent changeResponsive to frequent change

DISTANCE LEARNING . . . DISTANCE LEARNING . . .

. . . may be critical to your . . . may be critical to your survival survival

OverviewOverview


““Structured learning that takes place Structured learning that takes place

without the physical presencewithout the physical presence

of the instructor” of the instructor”

National Conference on Distance Learning, National Conference on Distance Learning,

Los Alamos National Labs & Univ. of California (1989) Los Alamos National Labs & Univ. of California (1989)

and . . .and . . .

DoD Instruction 1322.26 16 June 2006DoD Instruction 1322.26 16 June 2006

WHAT ISWHAT IS“DISTANCE LEARNING?”“DISTANCE LEARNING?”

AKA:AKA:

Distance Education/TrainingDistance Education/Training

Distributed Learning/Education/TrainingDistributed Learning/Education/Training

Interactive Distance Learning (IDL)Interactive Distance Learning (IDL)

““A rose by any other name . . .”A rose by any other name . . .”

But what, then, is “e-Learning?”But what, then, is “e-Learning?”One of two things:One of two things:

Either everything but printEither everything but print

or . . .or . . .

Just Just onlineonline learning learning

Basic features of Basic features of Distance LearningDistance Learning:: Physical Distance Physical Distance Institutional BaseInstitutional Base CurriculumCurriculum Measurement of LearningMeasurement of Learning

OverviewOverview


Short list of DL benefits:Short list of DL benefits:it’s it’s EFFECTIVEEFFECTIVE

• When properly designed, just as When properly designed, just as effective as resident instructioneffective as resident instruction

• Anytime—anywhere learningAnytime—anywhere learning• Use experts & standardize Use experts & standardize

instructioninstruction

Short list of DL benefits:Short list of DL benefits:it’s it’s EFFICIENTEFFICIENT

Saves travel time Saves travel time Saves travel and per diem costsSaves travel and per diem costs

Bottom line: Can gain a ten-fold increase in Bottom line: Can gain a ten-fold increase in student throughput, with ten-fold student throughput, with ten-fold decrease in per student costs decrease in per student costs

Short list of DL benefits:Short list of DL benefits:it it EXPANDSEXPANDS opportunities opportunities

Reach students unable to attend in Reach students unable to attend in residenceresidence

Reduce backlog of requirementsReduce backlog of requirements Share programs & facilities with Share programs & facilities with

other agenciesother agencies

Short list of DL benefits:Short list of DL benefits:it it ENHANCESENHANCES instruction instruction

Use as prerequisite or as follow-on to Use as prerequisite or as follow-on to resident studyresident study

Add real-time methods of Add real-time methods of communication and feedback to communication and feedback to nonresident programs nonresident programs

Enhance textbook formatEnhance textbook format

Direct observation of performance Direct observation of performance (especially psychomotor skills—(especially psychomotor skills—simulation only approximates)simulation only approximates)

Laboratory or special facilitiesLaboratory or special facilities Field tripsField trips Research not available at a Research not available at a

distance distance

But you may be facing some But you may be facing some limiting factors limiting factors if you require:if you require:

OverviewOverview


Two dimensions . . . Two dimensions . . .

WHAT ISWHAT IS“DISTANCE LEARNING?”“DISTANCE LEARNING?”

timetime placeplace

ResidenceResidence Synchronous Asynchronous Synchronous Asynchronous

Dimensions vs. Instructional ModesDimensions vs. Instructional Modes

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Text-Based: Print, e-Readers Text-Based: Print, e-Readers Audio: CD, Podcasting, Mob MediaAudio: CD, Podcasting, Mob Media Video: DVD, Streaming, F & Mob Media Video: DVD, Streaming, F & Mob Media Computer-Based Instruction (CBI) Computer-Based Instruction (CBI) Online Learning (WBI) (VLE) Online Learning (WBI) (VLE) Audioteleconferencing: F & M Media Audioteleconferencing: F & M Media Videoteleconferencing: F & M Media Videoteleconferencing: F & M Media Interactive Television Interactive Television

Media ComponentsMedia Components

Why go digital? Why go digital? Compression!Compression! Reduces transmission costReduces transmission cost Reduces bandwidth requirementsReduces bandwidth requirements Allows transmission via low Allows transmission via low

bandwidth media (i.e. POTS)bandwidth media (i.e. POTS) Decreases storage requirementsDecreases storage requirements Allows for establishing common Allows for establishing common

standards (e.g. IP) & blending of standards (e.g. IP) & blending of media typesmedia types

It’s a Digital WorldIt’s a Digital World

Video CompressionVideo Compression

AnalogAnalog• Full motion (30 fps)Full motion (30 fps)• “ “Broadcast” qualityBroadcast” quality• Data rate equivalent to 90 Mbps Data rate equivalent to 90 Mbps

of uncompressed videoof uncompressed video• Uses full satellite transponderUses full satellite transponder

Video CompressionVideo CompressionDigital—transmits only video “updates”—a Digital—transmits only video “updates”—a

tradeoff between resolution and motiontradeoff between resolution and motion Low bit rate video (LBRV) is 384 Kbps or lower (low Low bit rate video (LBRV) is 384 Kbps or lower (low

resolution compression includes POTS, Webcasting, resolution compression includes POTS, Webcasting, VTC) VTC)

Full motion (30 fps) begins at 384 KbpsFull motion (30 fps) begins at 384 Kbps “ “DVD Quality” (60 fps with 4 x 3 aspect ratio) DVD Quality” (60 fps with 4 x 3 aspect ratio)

achieved at 4 Mbpsachieved at 4 Mbps HDTV (60-240 fps with 16 x 9 aspect ratio) is HDTV (60-240 fps with 16 x 9 aspect ratio) is

variably compressed between 512Kbps and 6 Mbps—variably compressed between 512Kbps and 6 Mbps—resolution variesresolution varies

Uses fractional transponderUses fractional transponder

SatelliteSatellite• Generally more cost-effective for large-scale Generally more cost-effective for large-scale

distribution of video or large-file transferdistribution of video or large-file transfer• Quality of service generally better especially when Quality of service generally better especially when

avoiding agency firewalls or network bandwidth avoiding agency firewalls or network bandwidth limitationslimitations

• Most cases less expensive to install downlink than Most cases less expensive to install downlink than adding wireline serviceadding wireline service

WirelineWireline• More cost-effective for smaller networksMore cost-effective for smaller networks• More cost-effective for LBRVMore cost-effective for LBRV• More practical for distributed population outside More practical for distributed population outside

organizational sitesorganizational sites

Satellite or Wireline?Satellite or Wireline?


Making the right choiceMaking the right choice

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ClassroomsClassrooms Educational Research FacilitiesEducational Research Facilities Laboratories Laboratories Training FacilitiesTraining Facilities

ResidenceResidence

ResidenceResidence

AdvantagesAdvantages• Direct contactDirect contact• Observation of psychomotor behaviorObservation of psychomotor behavior• Low student-teacher ratio (high Low student-teacher ratio (high

interaction)interaction)• Use of labs/research facilitiesUse of labs/research facilities• Most preferred by students Most preferred by students

ResidenceResidence

DisadvantagesDisadvantages• Very high per-student costs (low Very high per-student costs (low

Student-Teacher ratio)Student-Teacher ratio)• Low student throughput (facility Low student throughput (facility

limitations)limitations)• Travel time, travel costTravel time, travel cost



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AsynchronousAsynchronous AdvantagesAdvantages

• Self-pacedSelf-paced• Anytime, anywhereAnytime, anywhere• High student satisfaction for short coursesHigh student satisfaction for short courses

DisadvantagesDisadvantages• No live interactionNo live interaction• Longer completion times—affected by Longer completion times—affected by

distractionsdistractions• ““Just-in-time” = “do-it-on-your-own-time”Just-in-time” = “do-it-on-your-own-time”• ““Anytime, anywhere = not now, maybe later” Anytime, anywhere = not now, maybe later” • High drop-out rates—pacing not optimizedHigh drop-out rates—pacing not optimized• Low student satisfaction for long coursesLow student satisfaction for long courses

PrintPrint

PrintPrint AdvantagesAdvantages

• Self-paced, low techSelf-paced, low tech• Inexpensive in-house development & Inexpensive in-house development &

deliverydelivery• Ubiquitous—the only truly “anytime-Ubiquitous—the only truly “anytime-

anywhere” DL medium!anywhere” DL medium!• University surveys indicate that if price is University surveys indicate that if price is

no object, print is 1no object, print is 1stst choice over e- choice over e-readers or Webreaders or Web

DisadvantagesDisadvantages• No interactionNo interaction

e-e-TextbooksTextbooks AdvantagesAdvantages

• Self-pacedSelf-paced• Generally half as Generally half as expensive as commercially expensive as commercially

produced textbooksproduced textbooks• Can be read on lap/desktopsCan be read on lap/desktops• Report says 17% studied more because it Report says 17% studied more because it

was easier to use was easier to use – CHE 12 Jun 09– CHE 12 Jun 09

• Some can cut-and-paste into Word Some can cut-and-paste into Word processing docsprocessing docs

ee-Textbooks-Textbooks

DisadvantagesDisadvantages• Awkward to navigate—no set standardsAwkward to navigate—no set standards• No interaction—legibility sometimes a No interaction—legibility sometimes a

problemproblem• Report says 40% studied less because Report says 40% studied less because

more difficult to use more difficult to use – CHE 12 Jun 2009– CHE 12 Jun 2009

• Biggest complaint: Battery life limitations Biggest complaint: Battery life limitations (1-2 hrs)—many need to carry around (1-2 hrs)—many need to carry around power cord—need to remember to power cord—need to remember to chargecharge

Print vs. on ScreenPrint vs. on ScreenScreen Paper Comp’n Reader ProfileScreen Paper Comp’n Reader Profile100 wpm 110 wpm 50% Insufficient100 wpm 110 wpm 50% Insufficient200 wpm 240 wpm 60% Average 200 wpm 240 wpm 60% Average 300 wpm 400 wpm 80% Good300 wpm 400 wpm 80% Good700 wpm 1000 wpm 85% Excellent700 wpm 1000 wpm 85% ExcellentReadingSoft.com ReadingSoft.com

Print vs. on ScreenPrint vs. on ScreenReading Patterns are different—based on eye Reading Patterns are different—based on eye

tracking research:tracking research:Only 1 in 6 read Web pages linearly—the rest jump Only 1 in 6 read Web pages linearly—the rest jump

around chasing key words, bullet points, visuals, around chasing key words, bullet points, visuals, and color and typeface variations—an “F-Pattern”and color and typeface variations—an “F-Pattern”

Jakob Nielsen, Web researcher for New York TimesJakob Nielsen, Web researcher for New York Times

Audio: CD, Podcast, Mobile Media Audio: CD, Podcast, Mobile Media One-way audioOne-way audio

AdvantagesAdvantages• Self-pacedSelf-paced• Inexpensive development & deliveryInexpensive development & delivery• Standardized Instruction Standardized Instruction • UbiquitousUbiquitous

DisadvantagesDisadvantages• No interactionNo interaction• No graphics or videoNo graphics or video

Audio: CD, Podcast, Mobile Media Audio: CD, Podcast, Mobile Media

DVD, Broadcasting, Streaming to DVD, Broadcasting, Streaming to Smart Pads & Smart PhonesSmart Pads & Smart Phones

One-way video & one-way audioOne-way video & one-way audio

AdvantagesAdvantages• Self-paced or scheduledSelf-paced or scheduled• High-quality video & audioHigh-quality video & audio• Inexpensive development and deliveryInexpensive development and delivery• Standardized Instruction Standardized Instruction • UbiquitousUbiquitous

DisadvantagesDisadvantages• No interactionNo interaction• Prerecorded courses tend not to be Prerecorded courses tend not to be

updated frequentlyupdated frequently

DVD, Broadcasting, StreamingDVD, Broadcasting, Streaming

Computer-Based InstructionComputer-Based Instruction(CBI) (IMI)(CBI) (IMI)

Interactive Courseware (CD, DVD, or Interactive Courseware (CD, DVD, or local server)local server)

Computer-BasedComputer-Based Instruction Instruction(CBI) (IMI)(CBI) (IMI)

AdvantagesAdvantages• Interaction (complex branching) Interaction (complex branching) • MultimediaMultimedia• Reduces learning timeReduces learning time• Standardized Instruction Standardized Instruction • On-the-spot remediation On-the-spot remediation

• Inexpensive deliveryInexpensive delivery


Advantages (cont.)Advantages (cont.)• Nearly ubiquitousNearly ubiquitous• Allows for large student enrollmentAllows for large student enrollment• Allows students to work at own pace & Allows students to work at own pace &

placeplace• Great choice for large amounts of text Great choice for large amounts of text

(reference documents)(reference documents)


Disadvantages Disadvantages • No unprogrammed interaction (canned)No unprogrammed interaction (canned)• Platform & software limitationsPlatform & software limitations• Outsourcing can be expensive & high riskOutsourcing can be expensive & high risk• Poor selection for large amounts of text Poor selection for large amounts of text

(reading through—slower reading speed) (reading through—slower reading speed) • Hard/Software incompatibilitiesHard/Software incompatibilities• High attrition ratesHigh attrition rates

Web-Based Instruction (WBI) Web-Based Instruction (WBI) a.k.a. online or e-learning (IMI)a.k.a. online or e-learning (IMI)

One-way text, graphics, CBIOne-way text, graphics, CBI Two-way text (threaded discussion) Two-way text (threaded discussion)

& graphics (Whiteboard)& graphics (Whiteboard) One-way video & One-way video &

audio (streaming audio (streaming media/Webcast & media/Webcast & IP multicasting) IP multicasting)

Web-Based Instruction (WBI)Web-Based Instruction (WBI) AdvantagesAdvantages

• Inexpensive if developed in-house Inexpensive if developed in-house ( (Rapid e-LearningRapid e-Learning))

• Can be updated & controlled from a Can be updated & controlled from a central location central location

• Offers standardized instruction Offers standardized instruction • Nearly ubiquitous—mobile media greatly Nearly ubiquitous—mobile media greatly

enhance accessenhance access• Allows for large student enrollmentAllows for large student enrollment• Allows students to work at own pace Allows students to work at own pace • Student progress can be tracked & remediatedStudent progress can be tracked & remediated• Greatly expands potential for informal learningGreatly expands potential for informal learning

Web-Based Instruction (WBI)Web-Based Instruction (WBI) DisadvantagesDisadvantages

• Need access—agency firewalls problematicNeed access—agency firewalls problematic• Bandwidth/browser limitations may restrict Bandwidth/browser limitations may restrict

instructional methodologies instructional methodologies • Limited bandwidth means slower Limited bandwidth means slower

performance for sound, video, and intense performance for sound, video, and intense graphics—especially with mobile devices graphics—especially with mobile devices

• Outsourcing can be expensive & high riskOutsourcing can be expensive & high risk• Updating can be slow when outsourcedUpdating can be slow when outsourced

Web-Based Instruction (WBI)Web-Based Instruction (WBI)

Disadvantages (cont.)Disadvantages (cont.)• Poor selection for large amounts of text Poor selection for large amounts of text

(slower reading speed) (slower reading speed) • Need additional personnel for help desksNeed additional personnel for help desks• Most institutions restrict student enrollment Most institutions restrict student enrollment

for synchronous applicationsfor synchronous applications• Asynchronous versions experience high Asynchronous versions experience high

attrition ratesattrition rates

Extensively used by AETC for Extensively used by AETC for Ancillary TrainingAncillary Training

Development of online learning standards in Development of online learning standards in cooperation with industry & academiacooperation with industry & academia

Jan 2000—DOD released first version of encyclopedic Jan 2000—DOD released first version of encyclopedic document called document called Sharable Content Object Reference Sharable Content Object Reference ModelModel, or SCORM, or SCORM

Excludes synchronous media, simulators, and non-Excludes synchronous media, simulators, and non-digital media digital media

DOD’s Advanced Distributed DOD’s Advanced Distributed Learning Initiative Learning Initiative

DOD’s Advanced Distributed DOD’s Advanced Distributed Learning Initiative Learning Initiative

FeaturesFeatures Asynchronous Web-based instructionAsynchronous Web-based instruction XML-based sharable object standardsXML-based sharable object standards Meta-tagging scheme for object retrievalMeta-tagging scheme for object retrieval Guidelines to parse/granularize Guidelines to parse/granularize

instructional materials—designed for reuseinstructional materials—designed for reuse Common LMS, common repositoriesCommon LMS, common repositories

WBI-SCORMWBI-SCORMAdvantagesAdvantages SCORM emerging as the international standard SCORM emerging as the international standard

for asynchronous Web-based instructionfor asynchronous Web-based instruction Offers Offers reusabilityreusability, , accessibilityaccessibility, , durabilitydurability, ,

and and interoperabilityinteroperability of learning objects of learning objects ““Repository of repositories” Content Object Repository of repositories” Content Object

Repository Discovery and Registration Repository Discovery and Registration Architecture (CORDRA) being designed to foster Architecture (CORDRA) being designed to foster contextualized search, discovery, identification, contextualized search, discovery, identification, resolution, retrieval and delivery of contentresolution, retrieval and delivery of content

ADL looking to expand to include simulation, ADL looking to expand to include simulation, performance support, mobile systems, performance support, mobile systems, intelligent tutoring, multiplayer online gamesintelligent tutoring, multiplayer online games

WBI-SCORMWBI-SCORMChallengesChallenges Does not address principles of instructional design and Does not address principles of instructional design and

cognitive information processing: instructionally based cognitive information processing: instructionally based sequencing, scope, structure of lesson segments sequencing, scope, structure of lesson segments

Objects need to be re-tooled to adapt to curriculum to Objects need to be re-tooled to adapt to curriculum to meet student’s prior knowledge and context of meet student’s prior knowledge and context of instructioninstruction

Meta-tagging useful for developers, but difficult to Meta-tagging useful for developers, but difficult to target meaningful instruction for students target meaningful instruction for students

The higher the granularity, the more difficult the The higher the granularity, the more difficult the sequencing—the lower the granularity, the more sequencing—the lower the granularity, the more difficult the reusabilitydifficult the reusability

The higher the granularity, the greater the expenseThe higher the granularity, the greater the expense Trend is to develop courses as single objects Trend is to develop courses as single objects

WBI-SCORMWBI-SCORMChallengesChallenges (cont.) (cont.) SCORM has provided SCORM has provided interoperabilityinteroperability and and

accessibility accessibility characteristics to content; characteristics to content; however, however, durabilitydurability, , reusabilityreusability, and , and discoverabilitydiscoverability have remained unattainable. have remained unattainable.

DurabilityDurability: withstand technological evolution: withstand technological evolution ReusabilityReusability: repurpose for other applications or : repurpose for other applications or

contextscontexts DiscoverabilityDiscoverability: Metadata taxonomy to support: Metadata taxonomy to support searching and identifying contentsearching and identifying content

Past, Present, and Future ChallengesPast, Present, and Future Challenges, Will Peratino Director of Innovation, , Will Peratino Director of Innovation, Emerging Solutions, Office of Personnel Management, 18 Aug 2010Emerging Solutions, Office of Personnel Management, 18 Aug 2010

WBI-SCORMWBI-SCORM

Where does DOD ADLI go from here?Where does DOD ADLI go from here? Separate content from the presentation layer so Separate content from the presentation layer so

that content is independent from delivery platformthat content is independent from delivery platform Systems are a liability—content is an assetSystems are a liability—content is an asset Employ knowledge object repositories: Federal Employ knowledge object repositories: Federal

Learning Registry (coming soon)Learning Registry (coming soon) Implement cross-domain communications to allow Implement cross-domain communications to allow

the re-use of content across multiple organizations the re-use of content across multiple organizations with customized designwith customized design

Past, Present, and Future ChallengesPast, Present, and Future Challenges, Will Peratino Director of Innovation, , Will Peratino Director of Innovation, Emerging Solutions, Office of Personnel Management, 18 Aug 2010Emerging Solutions, Office of Personnel Management, 18 Aug 2010



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SynchronousSynchronous AdvantagesAdvantages

• Live interaction—spontaneity, Live interaction—spontaneity, immediate reinforcementimmediate reinforcement

• Shorter completion timeShorter completion time• High completion rates—optimizes pacingHigh completion rates—optimizes pacing

DisadvantagesDisadvantages• Schedule may be inconvenientSchedule may be inconvenient• Requires a dedicated facilityRequires a dedicated facility

Classroom or Office?Classroom or Office? Classroom (ITV, VTC)Classroom (ITV, VTC)

• Closely approximates in resident classroom Closely approximates in resident classroom student interaction & facilitationstudent interaction & facilitation

• Best for multi-hour/multi-day courses—Best for multi-hour/multi-day courses—reduces distractionsreduces distractions

• Classroom may not be conveniently locatedClassroom may not be conveniently located Office (VTC, Web conferencing)Office (VTC, Web conferencing)

• ConvenientConvenient• Best for short courses (1 hr or less)Best for short courses (1 hr or less)• Office distractions are problematicOffice distractions are problematic

Web-Based Instruction (WBI) Web-Based Instruction (WBI) Webinar/WebconferencingWebinar/Webconferencing

Two-way text, (online chat)Two-way text, (online chat) Two-way graphics (whiteboard)Two-way graphics (whiteboard) One-way video (streaming One-way video (streaming

media/Web- cast & IP media/Web- cast & IP multicasting)multicasting)

Two-way audioTwo-way audio


AdvantagesAdvantages• Real-timeReal-time• Inexpensive development & delivery Inexpensive development & delivery • Interactive (whiteboard, file sharing, Interactive (whiteboard, file sharing,

graphics)graphics)• Interactive audio (VoIP or POTS)Interactive audio (VoIP or POTS)


DisadvantagesDisadvantages• Video streaming induces latencyVideo streaming induces latency• VoIP QoS may be poor—may need to rely on desk VoIP QoS may be poor—may need to rely on desk

phonesphones• Webinars may be slowed by low bandwidth Webinars may be slowed by low bandwidth • Typing speed limits speed of interactionTyping speed limits speed of interaction• High conversion timeHigh conversion time• Most institutions restrict student enrollment for Most institutions restrict student enrollment for

synchronous applicationssynchronous applications• Requires specialized softwareRequires specialized software


Defense Connect Online (DCO) Defense Connect Online (DCO) • Instant access to enterprise-wide Instant access to enterprise-wide

collaboration services—no specialized collaboration services—no specialized softwaresoftware

• Adobe’s Adobe’s Acrobat Connect Acrobat Connect – Flash Player.– Flash Player.• Jabber XCPJabber XCPTMTM instant messaging instant messaging• On demand or scheduled video streamingOn demand or scheduled video streaming• Multiuser text, video, & VoIP conferencingMultiuser text, video, & VoIP conferencing

https://www.dco.dod.mil

Virtual Learning EnvironmentsVirtual Learning Environments

Virtual Learning EnvironmentsVirtual Learning Environments

Online virtual world depicted as 3D—uses Online virtual world depicted as 3D—uses “avatars” as a means of live interaction “avatars” as a means of live interaction with other participants or “intelligent with other participants or “intelligent tutors”tutors”

Training meeting spaces in DOD often Training meeting spaces in DOD often associated with Second Lifeassociated with Second LifeTMTM, hosted by , hosted by Linden LabsLinden Labs

Virtual Learning EnvironmentsVirtual Learning EnvironmentsAdvantagesAdvantages Expands the capability of the Web to provide Expands the capability of the Web to provide

simulation & gamingsimulation & gaming Sense of presence & immediacy facilitates Sense of presence & immediacy facilitates

interaction & engagementinteraction & engagement Alternative to inefficient & expensive real-life Alternative to inefficient & expensive real-life

exercises exercises Can provide a stable, controlled environmentCan provide a stable, controlled environment MotivatingMotivating Intelligent tutors can replace live instructors in Intelligent tutors can replace live instructors in

“light-weight” applications“light-weight” applications

Virtual Learning EnvironmentsVirtual Learning EnvironmentsChallengesChallenges Often lacks robust audio capabilities Often lacks robust audio capabilities Difficulties mimicking humans for intelligent tutorsDifficulties mimicking humans for intelligent tutors Can be slow on lower performance desktopsCan be slow on lower performance desktops Security & identity issuesSecurity & identity issues May require more time to achieve desired May require more time to achieve desired

outcomes in formal learning when compared to outcomes in formal learning when compared to face-to-face approachesface-to-face approaches

No interoperability between virtual world systems No interoperability between virtual world systems Need to outsource development if no 3D Need to outsource development if no 3D

developers on staff developers on staff

AETC’s AETC’s MyBaseMyBase

"MyBase provides a virtual, exploratory and interactive environment in support of "MyBase provides a virtual, exploratory and interactive environment in support of continuous lifelong learning, from educating the general public, to entry into the continuous lifelong learning, from educating the general public, to entry into the service, and throughout our Airmen's careers and post-career years.” service, and throughout our Airmen's careers and post-career years.”

Maj Gen Lessel, Maj Gen Lessel, AETC Director of Plans, Programs, Requirements & AssessmentsAETC Director of Plans, Programs, Requirements & Assessments

Audioteleconference (ATC)Audioteleconference (ATC)

Audioteleconference (ATC)Audioteleconference (ATC) AdvantagesAdvantages

• Real-time Real-time • InexpensiveInexpensive• UbiquitousUbiquitous• Large throughputLarge throughput• Few technical problemsFew technical problems

DisadvantagesDisadvantages• No video interactionNo video interaction• Often needs supporting media (e.g. print, Often needs supporting media (e.g. print,

Web)Web)

Videoteleconference (VTC)Videoteleconference (VTC) TTwo-way video & audiowo-way video & audio Primarily land-based (microwave/cable), some Primarily land-based (microwave/cable), some

satellitesatellite

The newest iteration of VTC: The newest iteration of VTC: Virtual PresenceVirtual Presence

Videoteleconference (VTC)Videoteleconference (VTC)

Using mobile devicesUsing mobile devicesVideoteleconference (VTC)Videoteleconference (VTC)

Videoteleconference (VTC)Videoteleconference (VTC) AdvantagesAdvantages

• Real-timeReal-time• Instructor-student and student-student video Instructor-student and student-student video

and audio interactionand audio interaction• HD video (variable compression rates) HD video (variable compression rates) • Standardized instructionStandardized instruction• Inexpensive course development Inexpensive course development • Multiple instructor sitesMultiple instructor sites• Inexpensive (desk-top or mobile device)Inexpensive (desk-top or mobile device)

Videoteleconference (VTC)Videoteleconference (VTC) DisadvantagesDisadvantages

• Bridging system limits & problemsBridging system limits & problems• Ineffective with large groupsIneffective with large groups• Expensive infrastructure (room-size) Expensive infrastructure (room-size) • Requires trained technical staff (room-size) at all Requires trained technical staff (room-size) at all

sites sites • Note: DCO, which has a VTC feature, is not Note: DCO, which has a VTC feature, is not

generally used due to bandwidth limitations DOD-generally used due to bandwidth limitations DOD-widewide

DOD VTC Networks for DLDOD VTC Networks for DL

Army T-Net & Classroom XXIArmy T-Net & Classroom XXI AF – No standard networkAF – No standard network Navy Learning Network - DiscontinuedNavy Learning Network - Discontinued

Interactive Television (ITV)Interactive Television (ITV)

OOne-way video & two-way audio ne-way video & two-way audio (aka IVT, VTT, (aka IVT, VTT, BTV, IBV, SBT)BTV, IBV, SBT)

Via satellite, CCTVVia satellite, CCTV

Interactive Television (ITV)Interactive Television (ITV)

AdvantagesAdvantages• Real-timeReal-time• HD video (variable compression rates)HD video (variable compression rates)• Instructor-student and student-student Instructor-student and student-student

audio interactionaudio interaction• Enhanced on-site student-student Enhanced on-site student-student

interactioninteraction• Standardized instructionStandardized instruction

Interactive Television (ITV)Interactive Television (ITV) Advantages (cont.)Advantages (cont.)

• Inexpensive course development Inexpensive course development • Inexpensive delivery for medium-to-large Inexpensive delivery for medium-to-large

audiencesaudiences• Inexpensive downlink equipmentInexpensive downlink equipment• No professional tech support team required No professional tech support team required

at downlinksat downlinks

Interactive Television (ITV)Interactive Television (ITV) DisadvantagesDisadvantages

• No video returnNo video return• Expensive uplink equipmentExpensive uplink equipment• Expensive for small audiences (<10) Expensive for small audiences (<10) • Professional tech support team required at uplinkProfessional tech support team required at uplink

• And when the satellite fails . . .And when the satellite fails . . .

Government Education & Training NetworkGovernment Education & Training Network

• Interactive television for distance learningInteractive television for distance learning

• A network of Government networksA network of Government networks

• Shared facilities & programsShared facilities & programs

Currently the only interagency distance learning network

GETN

GETN MAPGETN MAPFAA FAA

OKLAHOMA CITY, OKOKLAHOMA CITY, OK

ANG ANG MCGHEE TYSON AFB, TNMCGHEE TYSON AFB, TN

USAFUSAFWRIGHT-PATT AFB, OHWRIGHT-PATT AFB, OH

DOJDOJCOLUMBIA SCCOLUMBIA SC

4 uplinks 4 uplinks reaching over reaching over 1,300 locations1,300 locations

GETN

Department of DefenseDepartment of DefenseUSAFUSAF — 1 uplinks (DETN Hub-6ch), 7 — 1 uplinks (DETN Hub-6ch), 7 Broadcast Centers, Broadcast Centers, 165 downlinks 165 downlinks

(316 cr)(316 cr)

AFRCAFRC — 3 Broadcast Centers, 46 downlinks (incl w/ USAF)— 3 Broadcast Centers, 46 downlinks (incl w/ USAF)

ANG ANG — 1 uplinks (2ch) – 3 Broadcast Centers, 228 downlinks (589 cr)— 1 uplinks (2ch) – 3 Broadcast Centers, 228 downlinks (589 cr)

US ARMY US ARMY — 4 Broadcast Centers, 41 downlinks (41 cr)— 4 Broadcast Centers, 41 downlinks (41 cr)

USNUSN — 2 — 2 Broadcast Centers, Broadcast Centers, 63 downlinks (63 cr)63 downlinks (63 cr)

Joint DODJoint DOD — 2 Broadcast Centers, 4 downlinks (4 cr)— 2 Broadcast Centers, 4 downlinks (4 cr)

Federal Executive AgenciesFederal Executive Agencies

FAA FAA — 1 uplink (3ch) - 123 downlinks (250 cr)— 1 uplink (3ch) - 123 downlinks (250 cr)

DOJ DOJ — 1 uplink (2ch) - 167 downlinks (245 cr)— 1 uplink (2ch) - 167 downlinks (245 cr)

GETN

Federal Executive AgenciesFederal Executive AgenciesNational Air & Space Administration National Air & Space Administration — 1 uplink – multiple downlinks— 1 uplink – multiple downlinks

Social Security AdministrationSocial Security Administration – 1 UL (8 Ch), 8 BC, 1,640 DLs – 1 UL (8 Ch), 8 BC, 1,640 DLs

Veterans Health Administration Veterans Health Administration — 1 UL (4ch) -— 1 UL (4ch) - 145 DLs145 DLs

Bureau of Land Management (DOI) Bureau of Land Management (DOI) — 1 BC/teleport, 136 DLs— 1 BC/teleport, 136 DLs

Centers for Disease Control (HHS) Centers for Disease Control (HHS) — 1 BC/teleport – no dedicated DLs— 1 BC/teleport – no dedicated DLs

Other Government Satellite NetworksOther Government Satellite Networks

VTC vs. ITVVTC vs. ITV

If one-way video is good, If one-way video is good, isn’t two-way video better?isn’t two-way video better?

VTC vs. ITVVTC vs. ITV QUALITYQUALITY

• Application (learning objectives)Application (learning objectives)• HBRV vs. LBRV HBRV vs. LBRV

High vs. low resolution video & graphicsHigh vs. low resolution video & graphics Full motion vs. lower Full motion vs. lower fpsfps motion motion

• No difference in learning outcomesNo difference in learning outcomes• Broadcast vs. point-to-point (symmetry)Broadcast vs. point-to-point (symmetry)• Location of desk-top & mobile devices for Location of desk-top & mobile devices for

VTCs and IP Multicasting impact quality of VTCs and IP Multicasting impact quality of learning environmentlearning environment


THROUGHPUTTHROUGHPUT• Unlimited sites vs system bridging limitsUnlimited sites vs system bridging limits• LAN distribution vs single roomLAN distribution vs single room• Large on-site audience vs VTC room Large on-site audience vs VTC room

limits of single monitorlimits of single monitor


COSTCOST

• Constant vs variable video costConstant vs variable video cost

• High uplink/low downlink costs vs High uplink/low downlink costs vs moderate/low costs at all sitesmoderate/low costs at all sites

• Low vs moderate-to-high cost for Low vs moderate-to-high cost for additional classrooms at same siteadditional classrooms at same site


ITV/VTC USED IN COMBINATIONITV/VTC USED IN COMBINATION• Shared programming Shared programming

(bridging existing networks)(bridging existing networks)• Guest speaker not at uplink facility Guest speaker not at uplink facility

(used as one-way) (used as one-way)• Student has access only to VTC or Student has access only to VTC or

mobile device (used as one-way—mobile device (used as one-way—quality permitting, including IP quality permitting, including IP multicasting)multicasting)


BOTTOM LINE:BOTTOM LINE:• Can’t compare ITV to VTC unless you Can’t compare ITV to VTC unless you

have first determined :have first determined : specific applicationspecific application student throughputstudent throughput need for shared programming & facilitiesneed for shared programming & facilities

FACTORS PRINT CBI WWW ITV/VTC RESFACTORS PRINT CBI WWW ITV/VTC RESSELF PACINGSELF PACING A A/B A/B D A A/B A/B D D DOPTIMAL PACING C C OPTIMAL PACING C C C C A A/C A A/CTHROUGHPUT A ATHROUGHPUT A A B/D B/D A/C A/C D DCOMPLETION RATE D D B/D A ACOMPLETION RATE D D B/D A ADVLP COST/TIME A DDVLP COST/TIME A D B/D B/D A A A ALEARNING STYLES D ALEARNING STYLES D A A/D C A/D C C CFACE-TO-FACE D DFACE-TO-FACE D D D C/B A D C/B ACOLLAB’VE LRNG D D A/D C/B ACOLLAB’VE LRNG D D A/D C/B AVOLATILITY C DVOLATILITY C D A/D A A/D A A ATECH PROBLEMS A BTECH PROBLEMS A B C/D B/C A C/D B/C AREVIEW A AREVIEW A A A A C C C CCONSISTENCY A A CONSISTENCY A A A A B B C CTRAVEL A ATRAVEL A A A A A D A D

KEY: A—D: KEY: A—D: EFFECTIVENESSEFFECTIVENESS

Factor ComparisonFactor Comparison

OverviewOverview


As Oliver said, “I wouldn’t give one wit for As Oliver said, “I wouldn’t give one wit for simplicity this side of complexity . . .”simplicity this side of complexity . . .”

. . . or what I call . . . or what I call the Panacea Syndromethe Panacea Syndrome

. . . which is the fallacy of hasty generalization: . . . which is the fallacy of hasty generalization: One medium is found to work best for some learning objectives, therefore it must work best for all learning objectives

Panacea SyndromePanacea Syndrome

““I believe motion pictures are I believe motion pictures are destined to revolutionize our destined to revolutionize our educational system and in a few educational system and in a few years will supplant largely, if not years will supplant largely, if not entirely, the use of textbooks.”entirely, the use of textbooks.”

Thomas Edison, 1922Thomas Edison, 1922

Panacea SyndromePanacea Syndrome““One of the goals should be to replace all One of the goals should be to replace all

textbooks with a PC. I would hope within textbooks with a PC. I would hope within five years they would have no more five years they would have no more textbooks.”textbooks.”

and . . .and . . .

““A 24-hour-a-day Internet should be used A 24-hour-a-day Internet should be used to replace the traditional classroom to replace the traditional classroom lecture.”lecture.”

Newt Gingrich Atlanta-Journal Constitution 9 Jun 98Newt Gingrich Atlanta-Journal Constitution 9 Jun 98

Hype-to-Productivity CurveHype-to-Productivity Curve (adapted from Centra & Gartner Group )(adapted from Centra & Gartner Group )

TROUGH OF DISILUSIONMENTTROUGH OF DISILUSIONMENT

PEAK OF INFLATED PEAK OF INFLATED EXPECTATIONEXPECTATION

PLATEAU OF PLATEAU OF PRODUCTIVITYPRODUCTIVITY

TECHNOLOGY TRIGGERTECHNOLOGY TRIGGER

BLENDED MEDIABLENDED MEDIA

VIRTUAL CLASSROOMSVIRTUAL CLASSROOMSSCORM for someSCORM for some

SLOPE OFSLOPE OFENLIGHTENMENTENLIGHTENMENT

TimeTime

VisibilityVisibility

SCORM for allSCORM for all

PALMTOP COURSESPALMTOP COURSES

CAI-CBICAI-CBI

SELF-PACED WBISELF-PACED WBI

END-TO-END PROVIDERSEND-TO-END PROVIDERS

MOBILE DEVICESMOBILE DEVICES

YOUTUBEYOUTUBE

LEARNING PORTALSLEARNING PORTALS

CHAT ROOMSCHAT ROOMS

SYNCHRONOUS WBISYNCHRONOUS WBI

““LEGACY” MEDIALEGACY” MEDIA

MIDDLEWAREMIDDLEWARE

Let’s find . . . Let’s find . . .

Simplicity on the far Simplicity on the far side of complexityside of complexity

OverviewOverview


Beware of the “Proteus Phenomenon”Beware of the “Proteus Phenomenon” Initial research often gives contradictory yet Initial research often gives contradictory yet

statistically significant, results significant, results Replication reduces the chance of errors in Replication reduces the chance of errors in

relationshipsrelationships Did you know that most results Did you know that most results even in even in

medicinemedicine, including those that appear in top-, including those that appear in top-flight peer-reviewed journals, can't be flight peer-reviewed journals, can't be reproduced?reproduced?

Caveat Emptor: the Inaccuracy of ResearchCaveat Emptor: the Inaccuracy of Research

““Many recent reports have raised the alarm that a shocking amount of Many recent reports have raised the alarm that a shocking amount of the published literature in fields ranging from cancer biology to the published literature in fields ranging from cancer biology to psychology is psychology is not reproduciblenot reproducible.”.”

““More than half of biomedical findings cannot be reproduced. . . . More than half of biomedical findings cannot be reproduced. . . . Amgen admitted that ‘over the past decade its oncology and Amgen admitted that ‘over the past decade its oncology and hematology researchers hematology researchers could not replicate 47 of 53 highly promising could not replicate 47 of 53 highly promising results they examined.’ . . . Bayer revealed it results they examined.’ . . . Bayer revealed it fails to replicate about fails to replicate about two-thirds two-thirds of published studies identifying possible drug targets.” of published studies identifying possible drug targets.”

““The reasons for this are myriad. The natural world is complex, and The reasons for this are myriad. The natural world is complex, and experimental methods do not always capture all possible variablesexperimental methods do not always capture all possible variables. . Funding is limited and the Funding is limited and the need to publish quickly is increasingneed to publish quickly is increasing. There . There are human factors, too. The are human factors, too. The pressure to cut cornerspressure to cut corners, to , to see what one see what one wants and believes to be truewants and believes to be true, to extract a , to extract a positive outcome from positive outcome from months or years of hard workmonths or years of hard work, and the , and the impossibility of being an expert impossibility of being an expert in all the experimental techniques requirein all the experimental techniques required in a high-impact paper are d in a high-impact paper are all contributing factors.”all contributing factors.”

-- -- Elizabeth Iorns,Elizabeth Iorns, CEO of Science Exchange CEO of Science Exchange - New Scientist, Sep 2012- New Scientist, Sep 2012


Watch your prejudices, or you’ll miss Watch your prejudices, or you’ll miss the right answers . . .the right answers . . .

““When led by [one’s] personal prejudices, When led by [one’s] personal prejudices, [one] will not be persuaded of the truth [one] will not be persuaded of the truth no matter what evidence you lay before no matter what evidence you lay before him [or her].”him [or her].”

Dr. R.C. Sproul, Theologian, Tabletalk June 1999Dr. R.C. Sproul, Theologian, Tabletalk June 1999


Yet we need research to find truth! So, Yet we need research to find truth! So, when looking at research, examine to see when looking at research, examine to see whether:whether:

Results are replicated in other studies Results are replicated in other studies (meta-(meta-analyses & literature reviews can be useful)analyses & literature reviews can be useful)

There is no conflict of interestThere is no conflict of interest It is from a reputable sourceIt is from a reputable source It is generalizable (e.g. large “n”) It is generalizable (e.g. large “n”) Acceptable test of statistical significance (P-Acceptable test of statistical significance (P-

value <0.05 for social sciences) value <0.05 for social sciences) It is accurately reported It is accurately reported

What about distance learning?What about distance learning?Research shows no significant Research shows no significant

difference in learning outcomes difference in learning outcomes with residence instruction when with residence instruction when appropriate media are selected appropriate media are selected

Any literature review over the past 20 yearsAny literature review over the past 20 years

Thomas L. Russell: "Thomas L. Russell: "The No Significant Difference The No Significant Difference

Phenomenon: A Comparative Research Annotated Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance EducBibliography on Technology for Distance Education" (2001, ation" (2001, IDECC, fifth edition), fully indexed, comprehensive research IDECC, fifth edition), fully indexed, comprehensive research bibliography of 355 research reports bibliography of 355 research reports

http://nosignificantdifference.org/ 1928 through 2009 1928 through 2009

ResearchResearch

““The best current evidence is that The best current evidence is that media are mere vehicles that media are mere vehicles that deliver instruction but do not deliver instruction but do not influence student achievement any influence student achievement any more than the truck that delivers more than the truck that delivers our groceries causes changes in our groceries causes changes in nutrition...only the content of the nutrition...only the content of the vehicle can influence vehicle can influence achievement.”achievement.”

Richard Clark, Review of Educational Research Richard Clark, Review of Educational Research Journal, 1993Journal, 1993

What do meta analyses reveal about What do meta analyses reveal about effective DL instructional design? effective DL instructional design?

Blended learning is slightly better than Blended learning is slightly better than individual media or classroom instruction individual media or classroom instruction alone - alone - US Dept of Ed meta analysis 2009US Dept of Ed meta analysis 2009

The most effective designs for learning The most effective designs for learning include a variety of media, combinations of include a variety of media, combinations of modalities, levels of interactivity, learner modalities, levels of interactivity, learner characteristics, and pedagogy based on a characteristics, and pedagogy based on a complex set of circumstances. - complex set of circumstances. - Metiri Group, Metiri Group, 20082008

What about learning styles?What about learning styles? Most common models are “VAK”: visual, aural, & kinesthetic—Most common models are “VAK”: visual, aural, & kinesthetic—

but some have presented over 70 distinct styles, and over a but some have presented over 70 distinct styles, and over a dozen models dozen models

Not a new debate—research on their effects has been ongoing Not a new debate—research on their effects has been ongoing for over 60 yearsfor over 60 years

Neuroscience research has estimated that 85% of the human Neuroscience research has estimated that 85% of the human brain is designed to process visual information, and that 90% brain is designed to process visual information, and that 90% of what the brain processes is visual information—human of what the brain processes is visual information—human primary primary learning modality learning modality is is visualvisual

Memory usually stored independent of Memory usually stored independent of anyany modality—but modality—but based in terms of based in terms of meaningmeaning or or contextcontext

Dr. Jolly Holden, An Instructional Media Selection Guide for Distance Learning Dr. Jolly Holden, An Instructional Media Selection Guide for Distance Learning (2010)(2010)

No significant relationship No significant relationship between learning styles and ITV, between learning styles and ITV, CBI, and in-residence instructionCBI, and in-residence instruction

Dee Taylor, AU staff research conducted at AFIT Dee Taylor, AU staff research conducted at AFIT

Investigators found “no evidence for validating Investigators found “no evidence for validating the educational applications of learning the educational applications of learning styles into general educational practice.”styles into general educational practice.”

Chronicle of Higher Education article (Dec, 2009) entitled Chronicle of Higher Education article (Dec, 2009) entitled Matching Teaching Style to Learning Style May Not Help Matching Teaching Style to Learning Style May Not Help Students Students

Research has not made a compelling argument Research has not made a compelling argument that “learning styles” have a significant that “learning styles” have a significant effect on student performanceeffect on student performance

Surely you have heard that Surely you have heard that we remember . . . we remember . . .

10% of what we read10% of what we read 20% of what we hear20% of what we hear 30% of what we see30% of what we see 50% of what we see and hear50% of what we see and hear 70% of what we say70% of what we say 90% of what we say and do90% of what we say and do

Totally unsubstantiated attempt to simplify a Totally unsubstantiated attempt to simplify a complex phenomenoncomplex phenomenon

Metiri Group, 2008 Metiri Group, 2008

What about interactivity?What about interactivity?

““As long as student/faculty interaction is at a As long as student/faculty interaction is at a tier necessary to support quality instruction, tier necessary to support quality instruction, learning will not decline in the absence of learning will not decline in the absence of interactivity, but may actually increase.”interactivity, but may actually increase.”

Dr. Harvey Stone, Rensselaer Polytechnic InstituteDr. Harvey Stone, Rensselaer Polytechnic Institute

““. . . (for ITV) interaction affects . . . (for ITV) interaction affects learner satisfaction but not learner learner satisfaction but not learner achievement.”achievement.”

Dr. Hank Payne, A Review of The Literature: IVT in DL Dr. Hank Payne, A Review of The Literature: IVT in DL Courses, 1997Courses, 1997

What about learner satisfaction?What about learner satisfaction?

““No relationship has been proven No relationship has been proven to link learner satisfaction to to link learner satisfaction to learner achievement.” learner achievement.”

Dr. Hank Payne, A Review of The Literature: IVT in DL Dr. Hank Payne, A Review of The Literature: IVT in DL Courses, 1997Courses, 1997

What about “High tech” vs. “low tech”?What about “High tech” vs. “low tech”?

None of the performance differences observed None of the performance differences observed were significant, indicating that performance were significant, indicating that performance is roughly the same using either the [online] is roughly the same using either the [online] modules or a textbook.modules or a textbook.

Larry Press, California State University - 2005Larry Press, California State University - 2005

Greatest disappointment of our time: Greatest disappointment of our time: Huge investments made in technology Huge investments made in technology (beginning with Telecommunications (beginning with Telecommunications Act of 1996) in public schools with Act of 1996) in public schools with negative results. negative results. Online Literacy Is a Lesser Kind, Mark Online Literacy Is a Lesser Kind, Mark

Bauerlein, Chronicle of Higher Education, Bauerlein, Chronicle of Higher Education, Sep 08Sep 08

What about the Digital Generation?What about the Digital Generation?

Should generational membership be Should generational membership be considered when designing and considered when designing and delivering instruction?delivering instruction?

““Researchers at the University of Western Ontario, Researchers at the University of Western Ontario, Michigan State University, and the University of Michigan State University, and the University of California, Davis, argue against major California, Davis, argue against major generational differences in the workplace, citing generational differences in the workplace, citing sample limitations, failure to replicate findings in sample limitations, failure to replicate findings in a national sample, and issues with the measures a national sample, and issues with the measures and instruments in studies that found broad and instruments in studies that found broad generational differences (Trzesniewski, generational differences (Trzesniewski, Donnellan, and Robins, 2008a). Put simply, the Donnellan, and Robins, 2008a). Put simply, the generational stereotypes perpetuated in pop-generational stereotypes perpetuated in pop-culture media, misguided organizational training, culture media, misguided organizational training, and lunchroom conversations have very little and lunchroom conversations have very little basis in fact.”basis in fact.”

Age-Based Stereotypes: Silent Killer of Collaboration and Age-Based Stereotypes: Silent Killer of Collaboration and Productivity - Productivity - by Chris Blauth, Jack McDaniel, Craig Perrin, by Chris Blauth, Jack McDaniel, Craig Perrin, Paul B. Perrin, Ph.D. Published by AchieveGlobalPaul B. Perrin, Ph.D. Published by AchieveGlobal

““A large group of university researchers has launched A large group of university researchers has launched a campaign to refute claims that generational a campaign to refute claims that generational differences in the workplace are huge and differences in the workplace are huge and pervasive. For example, researchers from the pervasive. For example, researchers from the University of Kentucky and Kutztown University University of Kentucky and Kutztown University argue:argue:

Much prior generational research is based on samples Much prior generational research is based on samples limited to college-bound adolescents, college limited to college-bound adolescents, college students, or white-collar workers… As such, claims students, or white-collar workers… As such, claims of generational differences have been limited by of generational differences have been limited by sample selection and other factors, leaving broad sample selection and other factors, leaving broad judgments about entire generations open to judgments about entire generations open to skepticism and criticism skepticism and criticism (Real, Mitnick, and (Real, Mitnick, and Maloney, 2010).”Maloney, 2010).”

Age-Based Stereotypes: Silent Killer of Collaboration and Age-Based Stereotypes: Silent Killer of Collaboration and Productivity Productivity by Chris Blauth, Jack McDaniel, Craig Perrin, Paul by Chris Blauth, Jack McDaniel, Craig Perrin, Paul B. Perrin, Ph.D. Published by AB. Perrin, Ph.D. Published by AchieveGlobalchieveGlobal

Chronicle of Higher Education’s Chronicle of Higher Education’s The Millennial The Millennial MuddleMuddle, October 2009:, October 2009:• ““To accept generational thinking, one must To accept generational thinking, one must

find a way to swallow two large find a way to swallow two large assumptions. That tens of millions of assumptions. That tens of millions of people, born over about 20 years, are people, born over about 20 years, are fundamentally different from people of fundamentally different from people of other age groups—other age groups—andand that those tens of that those tens of millions of people are similar to each other millions of people are similar to each other in meaningful ways.” in meaningful ways.” (Palmer H Muntz director (Palmer H Muntz director of admissions Lincoln Christian Univ.)of admissions Lincoln Christian Univ.)

““Today’s young people—including college students—are just Today’s young people—including college students—are just more complicated than any analysis of imaginary more complicated than any analysis of imaginary generations can ever reveal.”generations can ever reveal.”

Must consider vast range of skills, knowledge & experience Must consider vast range of skills, knowledge & experience of many segments of society—avoid focusing more on needs of many segments of society—avoid focusing more on needs of socially or financially privileged and of socially or financially privileged and overestimate the overestimate the digital skills of young people in general digital skills of young people in general

Familiarity with, understanding of, and dexterity with Familiarity with, understanding of, and dexterity with technology varies greatly within the 18-23 age group a few technology varies greatly within the 18-23 age group a few with amazing skills, a large number who can’t deal with with amazing skills, a large number who can’t deal with computerscomputers

Chronicle of Higher Education’s “Generational Myth” report of research on literacy Chronicle of Higher Education’s “Generational Myth” report of research on literacy and technology, Sept 2008and technology, Sept 2008

Playing games doesn’t translate to improving Playing games doesn’t translate to improving educational outcomeseducational outcomesChronicle of Higher Education’s “Generational Myth” report of research Chronicle of Higher Education’s “Generational Myth” report of research

on literacy and technology, Sept 2008on literacy and technology, Sept 2008

Leisure-time tech skills don’t translate to educational Leisure-time tech skills don’t translate to educational & training use of technology. Fast scanning doesn’t & training use of technology. Fast scanning doesn’t translate into academic reading. Intellectual habits translate into academic reading. Intellectual habits such as deep reflection decrease with increase time such as deep reflection decrease with increase time spent on browsing, blogging, IMing, Twittering, and spent on browsing, blogging, IMing, Twittering, and Facebooking Facebooking Online Literacy Is a Lesser Kind, Mark Bauerlein, Chronicle of Higher Online Literacy Is a Lesser Kind, Mark Bauerlein, Chronicle of Higher

Education, Sept 08Education, Sept 08

Thinking in generations too simplistic—keeps us from Thinking in generations too simplistic—keeps us from examining ethnic, gender, and class distinctions too examining ethnic, gender, and class distinctions too closely.closely.

““Once we assume that all young people love certain Once we assume that all young people love certain forms of interaction and hate others, we forge policies forms of interaction and hate others, we forge policies and design systems and devices that match those and design systems and devices that match those predispositions. By doing so, we either pander to predispositions. By doing so, we either pander to some marketing cliché or force otherwise diverse some marketing cliché or force otherwise diverse group of potential users into a one size-fits-all system group of potential users into a one size-fits-all system that might not meet their needs.” that might not meet their needs.”

Chronicle of Higher Education’s “Generational Myth” report of research on Chronicle of Higher Education’s “Generational Myth” report of research on literacy and technology, Sept 2008literacy and technology, Sept 2008

Although generational differences are evident Although generational differences are evident in workplace, they are not salient enough to in workplace, they are not salient enough to warrant different instructional designs or warrant different instructional designs or learning technologies. learning technologies.

A comprehensive literature review in 2006 conducted by Professor A comprehensive literature review in 2006 conducted by Professor Thomas Reeves , U of Georgia: Thomas Reeves , U of Georgia: Do Generational Differences Matter in Do Generational Differences Matter in Instructional Design?Instructional Design?

Instead of worrying about whether Instead of worrying about whether Boomers, GenXers or Millennials will learn Boomers, GenXers or Millennials will learn more from direct instruction or virtual more from direct instruction or virtual reality games, . . . [one] should begin by reality games, . . . [one] should begin by identifying the needs of any given set of identifying the needs of any given set of learnerslearners, design the best possible , design the best possible prototype learning environments prototype learning environments in situ.in situ.

““The Millennial Muddle” by E. Hoover, The Millennial Muddle” by E. Hoover, Chronicle of Chronicle of Higher Education,Higher Education, Oct 2009 Oct 2009

Student performance is not based in Student performance is not based in a significant way on:a significant way on:

student satisfactionstudent satisfaction learning stylelearning style technologytechnology interaction beyond requirementinteraction beyond requirement generational membershipgenerational membership

So what are the most significant So what are the most significant learner variables? learner variables?

The two factors that have the highest significant The two factors that have the highest significant predictive validity:predictive validity:

Prior knowledgePrior knowledge (cognitive: (cognitive: aptitude/ability/self-regulation)aptitude/ability/self-regulation)• SAT scores r=0.64SAT scores r=0.64• USAFA PlaVal predictive validity r=0.67USAFA PlaVal predictive validity r=0.67

MotivationMotivation (affective: intrinsic value/ (affective: intrinsic value/ self-efficacy) self-efficacy)• Journal of Ed Psy (APA), r=0.32-0.36 Journal of Ed Psy (APA), r=0.32-0.36

The rest of it is noise-levelThe rest of it is noise-level

OverviewOverview


When selecting media, what are the most When selecting media, what are the most important factors? important factors?

Remember, first, that the most significant factor in Remember, first, that the most significant factor in student learningstudent learning: : Quality instructionQuality instruction—not —not technologytechnology

The most important factor in media selection: The most important factor in media selection: Instructional objectives Instructional objectives (cognitive, affective, & (cognitive, affective, & psychomotor) psychomotor)

The next most important factor in media selection: The next most important factor in media selection: Student throughputStudent throughput (the larger the better) (the larger the better)

When selecting media you When selecting media you should also consider:should also consider:

Frequency of content changeFrequency of content change Development timeDevelopment time Degree & type of interactivity Degree & type of interactivity Potential for acquiring selected Potential for acquiring selected

medium for deliverymedium for delivery Student Environment (office, home, Student Environment (office, home,

classroom, or in between)classroom, or in between) Ease of administrationEase of administration A blended media solutionA blended media solution

Choice is a matter of symmetry . . .Choice is a matter of symmetry . . .Symmetrical TechnologiesSymmetrical TechnologiesWork best in highly collaborativeWork best in highly collaborativeEnvironments Environments (tend to be lower capacity)(tend to be lower capacity)• InternetInternet• LAN/WANLAN/WAN• Telephones (wireline)Telephones (wireline)• Mobile devices (wireless) Mobile devices (wireless) • Videoteleconferencing Videoteleconferencing • Satellite (LEO-VSAT)Satellite (LEO-VSAT)

Asymmetrical TechnologiesAsymmetrical TechnologiesWork best in low–interactionWork best in low–interactionApplicationsApplications(tend to be higher capacity)(tend to be higher capacity)• Satellite (FSS)Satellite (FSS)• Print, e-ReadersPrint, e-Readers• CDROM – DVD CDROM – DVD • CCTVCCTV• Commercial BroadcastCommercial Broadcast

. . . and success is a matter of blending. . . and success is a matter of blending

Cost AnalysisCost Analysis

No consensus on what to include, but in general, No consensus on what to include, but in general, should consider:should consider:

Course development, delivery, and annual Course development, delivery, and annual maintenancemaintenance

Telecommunications equipmentTelecommunications equipment Additional staffingAdditional staffing In-house vs. contractIn-house vs. contract Purchase vs. leasePurchase vs. lease

OverviewOverview


““Just because one medium can Just because one medium can be best for be best for somesome learning learning objectives, does not mean it is objectives, does not mean it is the best for the best for allall learning learning objectives.” objectives.”

““No single technology is a No single technology is a panacea for distance panacea for distance learning.”learning.”

Me, 1998 Me, 1998

Simplicity on the far side of Simplicity on the far side of complexitycomplexity

““Blended learning seems to have arisen from Blended learning seems to have arisen from a general sense of disillusionment with the a general sense of disillusionment with the

stand-alone adoption of online media.”stand-alone adoption of online media.”Janet MacDonald - Blended Learning & Online Tutoring, 2007Janet MacDonald - Blended Learning & Online Tutoring, 2007


““Blended media is the right Blended media is the right approach.”approach.”

Most DL practitioners in their right mindsMost DL practitioners in their right minds



““It’s time we stop worrying so It’s time we stop worrying so much about ‘what’s hot and much about ‘what’s hot and what’s not’ and put more energy what’s not’ and put more energy into discerning ‘what works and into discerning ‘what works and what doesn’t.’what doesn’t.’

Ron Zemke Sr editor of Training Magazine Ron Zemke Sr editor of Training Magazine Mar 02Mar 02

Simplicity on the far side ofSimplicity on the far side ofcomplexitycomplexity

If you are a practitioner or If you are a practitioner or manager, your aim should not be manager, your aim should not be to design, fund, and install the to design, fund, and install the most advanced technology to most advanced technology to anticipate any and all possible anticipate any and all possible uses (real or imagined) for uses (real or imagined) for distance learning . . .distance learning . . .


. . . Rather, your aim should be to:. . . Rather, your aim should be to:

Provide timely, high-quality instruction Provide timely, high-quality instruction while keeping costs down while keeping costs down (don’t (don’t apply more technology to the DL apply more technology to the DL solution than you have to) solution than you have to)

. . . Unless you have money to burn, of . . . Unless you have money to burn, of course!course!

Caution!Caution!Being on the Being on the

Leading EdgeLeading Edge can put you on the can put you on the

Bleeding Bleeding EdgeEdge


Let's not be so anxious to leave the past behind Let's not be so anxious to leave the past behind that we forget the fundamentals of good learningthat we forget the fundamentals of good learning

True progress does not mean leaving behind what True progress does not mean leaving behind what may still work best.may still work best.


Bottom LineBottom Line

Don’t select media Don’t select media before identifying applicationsbefore identifying applications

Or more bluntly:Or more bluntly:Prescription before diagnosis is Prescription before diagnosis is

malpractice!malpractice!

Bottom LineBottom Line

OverviewOverview


Media Selection ResourcesMedia Selection Resources

Instructional Media Selection GuideInstructional Media Selection Guide

Developing a Blended Learning StrategyDeveloping a Blended Learning Strategy

A Guide to Developing Cognitive Learning A Guide to Developing Cognitive Learning ObjectivesObjectives

http://www.fgdla.us/member_resources.htmlhttp://www.fgdla.us/member_resources.html

A Blended Learning GuideA Blended Learning Guide

http://www.fgdla.us/uploads/AIMSGDL_2nd_Ed__styled_010311.pdf

Professional OrganizationsProfessional Organizations

www.usdla.org

FEDERAL GOVERNMENT DISTANCE LEARNING ASSOCIATIONwww.fgdla.us

www.cmma.org

www.astd.org

Questions?Questions?

http://atn.afit.edu

Documents

Media Selection for Distance Learning