Moving from Face-to-Face to Distance Learning

Created by Joseph SicardWalden UniversityEDUC6135

ScenarioTraining Manager is frustrated with:

Communication among trainees and trainers Converting training modules to blended learning

environment will… Will provide trainees and trainers the opportunity to

interact Opportunity to learn material in both F2F and Online

environments Training Manager is considering putting all training

materials on server to be available 24/7

Considerations Pre-Planning

Who will be the project lead? Collaboration between faculty and instructional design

team. Who are the learners? How will they be prepped for new

learning environment? What Course Management System (CMS) will be used? How will the course function? Technology tools to improve from F2F classroom Advantages & Disadvantages to moving online

“The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information” (Simonson et al., 2012)

Identifies who and what roles they assume for project Roles and responsibilities (White, 2000)

Subject Matter Expert / Instructional Designer / Instructors / Administrative Support etc…

Creates a manageable timeline for project (Hixson, 2008)

Facilitates the design of activities and materials appropriate for online environment (Hixson, 2008)

Researches appropriate technology tools

Project Lead

“Check Your Learning”

Does the Project Lead need to consider time and personnel for project? Yes or No

“Check Your Learning: Before we begin”

CORRECT! The Project Lead will consider:

• Personnel – Roles and responsibilities • Time• Facilitates design of activities and materials

“Check Your Learning: Before we begin”

As we covered… The Project Lead will consider:

• Personnel – Roles and responsibilities • Time• Facilitates design of activities and materials

Collaboration

Project Lead

Instructor

Administrative Support

Instructional Designer

SME

Collaborative approaches to the development of online courses involve several individuals working together toward a common goal. While some of the roles on these teams are consistent across programs, the way these individuals collaborate varies extensively.

(Hixson, 2008)Select each role to learn more

Instructor Prepares course materials to make transition

from classroom to online easier for students Rehearses online content prior to start of

course Creates all important syllabus Plans activities to keep students actively

engaged

Administrative Support Provides technical support Ensures communication pathways stay open Provides mediation between collaboration team Releases project status reports

Subject Matter Expert The subject matter expert and course author is

typically a faculty member who is well versed in the content being taught in the online course. The subject matter expert and course author is typically a faculty member who is well versed in the content being taught in the online course.

(Hixson, 2008)

Instructional Designer Ensures Instructional Design Model stages are

adhered to In charge of pedagogical strategies Provides instructional resources Assists in writing and transferring course objectives

from F2F to online environment Direct link to instructors for course materials and

development

Learner Analysis Conduct learner analysis to determine attitudes,

interests, and abilities of learners moving into online environment

Provides information on: General characteristics of target population Motivation levels to learn Cognitive and Learning strategies How will content translate to usable or real world

knowledge?

Learner Support Use an Instructional Design technology to create

course ADDIE Blooms Learning Taxonomy

Provide extensive information about how to succeed as a distance learner

Move to “Learner Centered Instruction”

“Not only does the instructor have to plan for interaction but students may require training to participate actively in these types of activities” (Simonson et al., 2012)

Learner Support Course content needs to be clear, concise, and well

organized Syllabus Navigational Menu Instructor Information

Plan activities to keep learners involved Topic Discussions Group Assignments

Instructor rehearsals“Learners who are engaged in learning are actively participating in their own understanding of the content” (Simonson et al., 2012)

“Check Your Learning”

Select each link to find more information on each learner support consideration…Using a Instructional Design ModelContent needs to be clear, concise, and well organizedPlan activities to keep learners involved

Course Management System Course Management Systems - standard way of delivering

asynchronous distance education courses (Simonson et al., 2012) Commonly used for distributed learning purposes, enabling

teachers of conventional F2F courses to provide learning resources, and deliver course related activities (Simonson et al., 2012)

Discussions & testing Majority of CMS’s are now open source enabling users to edit

course software Blackboard & Canvas

“Here, faculty use some of the basic tools a CMS offers and shift resources and course activities to an online format” (Simonson et al., 2012)

CMS Support No need to rely solely on CMS software to deliver

and distribute content Dropbox – used to turn in assignments Google Documents – group collaboration tool Digital Books Plagiarism Detection Tools Electronic Gradebook – teachers can share grades to

students and parents instantaneously

Course Operation Instructor

Guides learning through discussions, activities, and by providing learning resources

Constant communication with students

Establishes syllabus Ensures students abide

by university/program rules

Students Assume responsibility of

own learning Interact with other students

and instructor Establish schedule to meet

assignment deadlines Must have some technology

background

Technology Training Manager or University must consider all Instructional

Technologies available Wikis – website that allows editing by a group of people Blogs – information reporting on the web either with or without ability

for others to comment Videocast / Video streaming – posting videos on the web for download

or viewing Podcasts – recording voice files and placing them available to users via

the web One approach is to organize a course around themes or ideas

that directly relate to student activities (Simonson et al., 2012)

“The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies” (Simonson et al., 2012)

Advantages to Moving Online Students have full access to learning in asynchronous

environments Technology is ever increasing making learning easier Students and staff can access course from anywhere in the

world with a internet connection Students can collaborate together but at different times,

especially using tools like Google documents A well-conceived online course provides a variety of learning

experiences and accommodates different learning styles (Simonson et al., 2012)

Disadvantages to Moving Online Students must be familiar with technology Students must have computer and internet Time consuming for organizations to create courses online Some instructors are not familiar or comfortable with moving

to student-centered learning/teaching Technology is susceptible to crashing Students may become lazy especially if felt overwhelmed

Resources Chapman, D., & Nicolet, T. (2003). Using the Project Approach to Online

Course Development. The Technology Source, March/April 2003, Retrieved December 13, 2009 fromhttp://technologysource.org/article/using_the_project_approach_to_online_course_development/

Hixon, E. (2008). Team-based Online Course Development: A Case Study of Collaboration ModelsOnline. Online Journal of Distance Learning Administration, 11(4), Retrieved December 13, 2009 fromhttp://www.westga.edu/~distance/ojdla/winter114/hixon114.html

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education(5th ed.) Boston, MA: Pearson

White, C. (2000). Collaborative online course development: Converting correspondence courses to the web. Educational Technology, 40(6), 58-60.

References df White, C. (2000). Collaborative online course development:

Converting correspondence courses to the web. Educational Technology, 40(6), 58-60.