II. The Magic of Synchronous and Asynchronous Tools and Techniques
Curt Bonk, Professor, Indiana UniversityPresident, CourseShare and SurveyShare
http://php.indiana.edu/~cjbonk
http://CourseShare.com
Ten Minnie-Myths of E-Learning and the Data to Dispel Them (Corporate)
Dr. Curtis J. BonkAlias: Mickey Mouse President, CourseShare.comAssociate Professor, Indiana Universityhttp://php.indiana.edu/~cjbonk, [email protected]
With supporting Help from:
Ms. Minnie MouseOrlando, [email protected]
Corporate E-Learning Myths
For full report, see: http://PublicationShare.com
Myth #1.E-learning will soon go away.
Figure 42. Percent of Instructional Time spent training via the Web in the next decade
0%
20%
40%
60%
80%
100%
1 Year 2Years
5Years
10Years
76-100%
51-75%
26-50%
1-25%
0%
Myth #2.E-learning can now take place
at home and on the road.
Figure 49. Location Where Learners Access Web-Based Training
0 10 20 30 40 50 60 70 80
Office
Home
Road
Other
Percent of Respondents
Myth #3. Everyone is evaluating e-learning but us.
Figure 26. How Respondent Organizations Measure Success of Web-Based Learning According to the
Kirkpatrick Model
0102030405060708090
Learner satisfaction Change inknowledge, skill,
atttitude
Job performance ROI
Kirkpatrick's Evaluation Level
Pe
rce
nt
of
Re
spo
nd
en
ts
Myth #4.Learner completion rate has
magical importance.
Figure 53. Learner Completion Rate in Web-Based Courses
0
5
10
15
20
25
0-25% 26-50% 50-59% 60-69% 70-79% 80-89% 90-99% 99-100%
Learner Completion Rate
Per
cen
t o
f R
esp
on
den
ts
Myth #5.Work-related incentives are important in motivating e-
learners.
Figure 55. Incentives for Successful Completion of Web-Based Learning
0 10 20 30 40 50 60
None
Inc Job Responsibility
Public Recognition
Awarding Credits to Degree
Inc Job Security
Salary
Promotion
Percent of Respondents
Myth #6.Thiagi has convinced the world of the need for interactivity and
social ice-breakers.
Figure 41. Activities Learners Would Deem Highly Engaging and Useful
0 10 20 30 40 50 60 70
Cases or Job Reflections
Brainstorming
Group Projects/Teams
Electronic Guests/Mentoring
Students Leading Discussion
Symposia/Panels
Voting/Polling
E-mail Pals/Peer Review
Role Play/Debates
Article Discussion/Critique
Display Products
Ice Breakers/Social
Percent of Respondents
Myth #7.Watch out…trainers will
soon be out of a job.
Figure 19. Purpose of Web-Based Learning in Organization
0
10
20
30
40
50
60
70
Sole source oflearning
Supplementtraditional
Follow-up totraditional
Alternative totraditional
Other
Pe
rce
nrt
of
Re
sp
on
de
nts
Myth #8.Traditional instructional
strategies (e.g., lecture, role play, etc.) will not work online.
Figure 38. Instructional Strategies Perceived as Fairly Equally Supported by Online and Traditional Classroom Environments
0
10
20
30
40
50
60
70
80
Exploration StudentGenerated
Content
Case-Based GuildedLearning
PBL Modeling
Per
cen
t o
f R
esp
on
den
ts
Online
Traditional
Equal
Figure 39. Instructional Strategies Perceived as Better Supported by Online than Traditional Classroom
Environments
0
10
20
30
40
50
60
Group ProbSolving &
Collab
SocraticQuestioning
Role Play &Simulations
Discussion Coaching orMentoring
Lecturing
Pe
rce
nt
of
Re
sp
on
de
nts
Online
Traditional
Equal
Myth #9.Trainers operate alone and do not want to give away trade secrets.
Figure 56. Important Features of a Free Course-Sharing Resource Community
0 10 20 30 40 50 60 70 80
Articles and New sletters
Professional Links
Expert Advice
Web Resource Sharing Tools
Courses, Catalogs, Products
Answ ers to Teaching Problems
Stories of instructional experiences
Pedagogical Ideas
Pre-Rated Web Resources
Percent of Respondents
Myth #10.Trainers are loyal.
Figure 44. Freelance or Adjunct Instructor Web-Based Training
0%
20%
40%
60%
80%
100%
Past Experience Future Interest
No
Yes
Want a copy of the report???See: PublicationShare.com
Free Reports!!!
What are your e-learning myths???
II. E-Learning Magic….or lack thereof…
Lack of Motivation or Incentive to Complete!!!
Corporate Study• 55% did not track or did not know their
completion rates• Of those that did, 22% reported completion
rates of less than a fourth of students.• Nearly half reported less than 50%
completion rates• Only 2% reported 100% completion.
E-Learning: Harnessing the hype. Cohen & Payiatakis (2002, Feb).
Performance Improvement, 41(7), 7-15.
…both instructional and graphic (design)…must be compelling and engaging enough to keep the learner involved, interested, and stimulated…The ideal future is a learning experience designed to be memorable, motivational, and magical if it is to make a lasting impact on the capabilities of the learner.
Motivating Employees During Down Times, Training Magazine, April 2002
“True motivation comes from within. Programs of manipulation, incentive schemes and other gimmicks never bring about the ongoing change that is truly needed. Ultimately, we have to be inwardly motivated and emotionally engaged while doing it.”
R. Brayton Bowen, Author
of Recognizing and
Rewarding Employees.
Online Training Boring?
From Forrester, Michelle Delio (2000), Wired News. (Interviewed 40 training managers and knowledge officers)
Six Types of E-learning ContentClark Aldrich, A Field Guide to Educational
Simulations
1. Extended Books
2. Extended Lectures
3. Extended Communities
4. Extended Expert Access
5. Embedded Help
6. Simulations
Part III. Motivational Strategies: Asynchronous E-Learning
Motivational Aspects of Web-Based Learning
0 20 40 60 80 100
Relevant Materials
Responsive Feedback
Goal-Driven
Personal Growth
Choice/Flexibility
Interactive/Collab.
Variety/Novelty
Curiosity/Fun
Percent of Respondents
Types of Asynchronous Activities1. Online Testing2. Learner-Content Interactions3. Scenarios4. Games and Simulations5. Sharing Perspectives from Cases, Internships,
Jobs, Field Experiences6. Collaborative or Virtual Team Writing7. Reflection on Online Cases8. Web Resource Reviews9. Concept Mapping10.Annotations and Animations in E-Books
1. Online Testing
1. Online Exams and Gradebooks
Test Selection Criteria (Hezel, 1999; Perry & Colon, 2001)
• Easy to Configure Items and Test• Handle Symbols, Timed Tests• Scheduling of Feedback (immediate?)• Flexible Scoring and Reporting
– (first, last, ave, by individual or group)• Easy to Pick Items for Randomizing• Randomize Answers Within a Question• Weighting of Answer OptionsWeb Resource: http://www.indiana.edu/~best/
Electronic Gradebooks (Vockell & Fiore, 1993)
• Calculate scores, store info
• Weight scores
• Flag students with certain characteristics
• Print reports by individual or group
• Provide prompt feedback
• But inflexible, impersonal, & can be incorrect
2. Learner-Content Interactions (Option 6)
Clark Aldrich, A Field Guide to Educational Simulations
• Multiple Choice Pros– Simple to figure out
– Provides new info
– Cheap to create
• Multiple Choice Cons– Can lead the learner too much
– Railroads people into a certain decision
– May be too easy
– May not be sufficiently rich to capture real world
2. More Learner Content Interactionfrom Option 6
2. Even More Option 6 (Option 7?)
3. Scenarios: Wisdom Tools: Time-Revealed Scenarios (TRS)
Strengths of Scenariosper Marty Siegel (May, 2003)
• They take little time to build• They are (in comparison) cheap to build and
implement; weeks vs. months (soon, even in days!)
• They follow a fixed path (some may see this as a flaw, but it's not); the designer controls the path experience; thus, important
• Paths are always experienced.• Because they describe a reality, like a good
novel, it can feel VERY realistic.
Scenarios…
• Incorporate case study methodology, simulation and story-telling
• Occur in a rich context and are authentic in form
• Allow exploration of multiple paths from various perspectives
• Involve interactive real-world tasks with no single, correct answer
WisdomTools™ Scenarios
• Scenarios equip individuals or teams to achieve results on mission critical or complex issues
• Scenarios create a shared experience at the learner’s convenience
• Learners can “see” failure, be challenged by other viewpoints, reflect and apply new learning, build community and culture
• Self and group assessment provided via quizzes, surveys, and facilitators/coaches
• Scenarios lead to insight, judgment, and strategic thinking
Why Scenarios?
4. Games and Simulations
“There’s something new on the horizon, though: computer-based soft skills simulations, which let learners practice skills such as negotiation and team building.”
Clark Aldrich, The State of Simulations, Sept. 2001, Online Learning
4. A. Simple Games (7-Down)(see Thiagi.com
Or deepfun.com)
1. Puzzle games
2. Solve puzzle against timer
3. Learn concepts
4. Compete
5. Get points
4. Games and Simulations
B. Online Jeopardy Gamewww.km-solutions.biz/caa/quiz.zip
Game based Story Based
Simulation Based
Off-the-Shelf Flight Simulators
Wheel of Fortune
Solitaire
Cognitive Arts
Accenture/Indeliq
Will Interactive
SimuLearn
The Sims
Airline Flight Simulators
Medal of Honor
You Don’t Know Jack Choose-your-own AdventureGames2Train
Visual Purple
(Clark Aldrich, 2003)
Simulation-Based:Number of Calculations/Turn
(Clark Aldrich, 2003)
10 1001000
10K
100K
1000K
1990 1995 2000 2005 2010 2015
Simu-game-story: Development Budget
(Clark Aldrich, 2003)
5K50K
500K
2M
1990 1995 2000 2005
Mark Brodsky, May 7, 2003
“Another business driver that will ultimately perpetuate an important trend in e-learning, specifically the greater use of simulation-based e-learning, is the migration of more and more services to automated or "self-service" applications. With the greater use of self-service applications, the type of training organizations provide their employees will change.”
Marty Siegel, IU Professor, and Founder of Wisdom Tools (May, 2003)
• Simulations are data driven. There's a model of behavior that underlies them, simulating some process or behavior.
• A simulation approximates reality. It is not reality.• Simulations allow users to interact with
characters or events or processes and see what happens.
• They're very interactive (most of the time) and can include sophisticated graphics.
• Many computer games employ simulation technology. MAXIS makes great games.
Marty Siegel, IU Professor, and Founder of Wisdom Tools
• “If you're building a game and selling 10s of thousands of copies, you can invest a lot to build them and sell them for $50 a pop.”
• “If you're using them for training, they'll still cost a bundle to build, and you'll need to charge a lot to implement (that is, if the simulation is specific to a company; if it's general, then you can sell it for less; it still costs a bundled to produce).... And it takes a lot of time to produce.”
4D. Turn Based Simulations (e.g., Chess)
Clark Aldrich, A Field Guide to Educational Simulations
• Turn-Based Simulation Pros– Promotes contemplation, thoughtfulness, and reflection
– Less expensive
– Sense of flow
• Turn-Based Simulation Cons– Not real
– People get more manipulative
– Need to be highly positive experiences
4E. Complex Virtual Worlds/Virtual Reality
Avatars--representations of peopleObjects--representations of objects Maps--the landscape which can be exploredBots--artificial intelligence
The Sims: What will strike you?Clark Aldrich, Simulations and the Future of
Learning, Jossey-Bass, Fall 2003
• Rudimentary and incomplete the game feels– The Sims don’t talk, they mumble, cleaning the house is a drag
• The interface is confusing• How much fun it is
– Earning money is rewarding, you can decorate your house, flirt with the neighbor’s spouse, buy expensive tools, sleep late, invite friends over instead of going to work
• You might even reflect on your own life• Time is a precious commodity
Clark Aldrich, A Field Guide to Educational Simulations
• Abstract Manipulation Pros– More options
– Interface can help organize info
– Responsive in real time
– Intuitive
• Abstract Manipulation Cons– Very expensive
– Need instructions to use; must be committed
– As much art as science
– Many are younger than age 35
4F. SimuLearn’s Virtual Leader
Virtual Leader Components
1. Power: explores the effects of informal (i.e., expertise and recognized alliances) and formal (e.g., title) power
2. Ideas: explores effective strategies for generating ideas
3. Tension: looking at how tension affects performance
• Once the 3 ingredients are aligned and balanced, the leaders commit to a course of action.
Clark Aldrich, A Field Guide to Educational Simulations
• Computer Graphics Pros– Easy to tweak– Taps creativity of user– Explores uncharted territory– Generalizes skills– Good for high level business skills
• Computer Graphics Cons– Expensive– Requires significant processing power– Skill base to produce is hard to find
4G. Ninth House Publishing
Clark Aldrich, A Field Guide to Educational Simulations
• Video Based Pros– Lots of details, nuances, & specific behaviors– Feel serious and real– Over-forty people are used to TV – Works off dumb terminals
• Video Based Cons– Expensive– Huge bandwidth required– Interaction with video has delays– Hard to get just right– Hard to make small changes
4H. eDrama (Front Desk Hiring)
4I. Intermezzon: MoneyMaker Sales Training
4J: Virtual University Adminstrator
4K. Indeliq• Simulation: Perform Real-World Tasks
– Conduct analyses, make decisions, see immediate results, model expert decisions and behaviors
• Feedback: Evaluate and Coach– Identify mistakes, reinforce best practices,
provide individualized coaching, offer feedback unique to each learner
• Reference: Fill Knowledge Gaps– Access expert war stories and perspectives,
read industry examples and cases consult rich glossary, complete practice activities
4L. Florio: simulation to see connection between individuals actions
and overall corporate performance
Clark Aldrich, A Field Guide to Educational Simulations
• Branching Calculation Models Pros– Adaptive– You know how they got there, so can embed linear
instructional content– Allows for more hand-holding– Can be cost effective– Consistency in assessment– Good for story telling
• Branching Calculation Models Cons– More of an assessment than an experience– Feels manipulative if can’t do what want to do– Feels confined to set space
Army Simulations
4M. Army AC3-DL Simulation Tools
• A highly realistic and innovative PC video game that puts you inside an Army unit.• You’ll face your first tour of duty along with your fellow Soldiers.
4N. America’s Army
Differences between Scenarios and Simulations
Marty Siegel, 2003
1. Scenarios are designed to ensure learners are directed towards a specific outcome or “path” whereas simulations can yield different results or outcomes and important paths are often missed
2. Simulations take significantly more time, resources and money to develop than Scenarios
3. People tend to try to “game” a simulation by tweaking inputs vs. directly facing the types of challenging situations they see on the job
4. Simulations tend to be built for individuals instead of encouraging collaboration amongst individuals grappling with a complex challenge
5. Collaborative simulations are very expensive and time consuming to build and even then must be operated in a synchronous environment
6. Scenarios allow learners to build upon each other’s experiences as they are reacting to the story
7. Scenarios provide necessary context around available resources and ensure their proper use, leveraging the prior investments made in these resources
Simulation IssuesClark Aldrich, A Field Guide to Educational
Simulations
• Harder to evaluate simulation content—no ID theories
• Huge cultural shift from:– Just-enough, just-in-time, fast, relevant, bite-sized content
• Hard to know how much guidance to give learner• SME and designers difficult to identify• People may try beat to system rather than learn• Bandwidth an issue; especially on multiplayer
games• Tough to evaluate what people learned• No real standards
5. Case-Based Learning: A. Business
5. Case-Based Learning: B. Medical: My Patient.com
5. Case-Based Learning: B. Medical: My Patient.com
5. Case-Based Learning: C.Educational: SimTeacher
6. Sharing PerspectivesExperiences
Perspective sharing discussions: Have learners relate the course material to a real-life experience. Real situations or cases.
• Example: In a course on leadership development, have learners share experiences where they were all-of-a-sudden been put in charge of some project or activity and describe what happened as well as what they would do differently.
7. Collaborative Writing
Groove.net
8. Web Resource Reviews
8. Perhaps Turn a Resource Review into a Debate
9. Concept Mapping
• Visual, Auditory, or Tactile/Kinesthetic Learners prefer diagrams, flowcharts, timelines, pictures, films, and demonstrations.
Concept Mapping:Inspiration Example
10. Annotations and Animations in Electronic Books: MetaText (eBooks)
• June 2003, Page 4D • E-books are getting a
boost at BookExpo Free Adobe software helps get word out
• By Jefferson GrahamUSA TODAY
• LOS ANGELES -- E-books are still alive and are getting a new sales pitch, judging from the weekend's BookExpo America, the annual booksellers' convention.
Pick an Idea
• Definitely Will Use: ___________________________
• May Try to Use: ___________________________
• No Way: ___________________________
Part III. Motivational Strategies: Synchronous E-Learning
Growth in Live-eLearning (US$M) (Cushing Anderson, 2002, IDC)
0
1,000
2,000
3,000
4,000
5,000
6,000
2001 2002 2003 2004 2005 2006
United States andCanadaWorldwide
54% growth in US
65% WW
Online Learning Goes Synchronous(see Tom Barron, ASTD, Learning Circuits, Jan 2000)
“Just when you were getting used to the idea of Web-based training (WBT), with its easy content distribution, electronic bulletin boards, and self-paced learning model, the Web’s technological juggernaut has thrown the workplace learning field a new curve: synchronicity.”
Synchronous WBT Products Jennifer Hoffman, ASTD, Learning Circuits, (2000, Jan)
• Deluxe (InterWise, LearnLinc, Centra)– 2-way audio using VOIP, one-way or two-way
video, course scheduling, tracking, text chat, assessment (requires thick client-side software)
• Standard (HorizonLive, PlaceWare)– One-way VOIP or phone bridge for two-way
audio, text chat, application viewing, (requires thin client-side app or browser plug-in)
• Economy (Blackboard, WebCT)– Browser-based, chat, some application viewing
(Requires Java-enabled browsers, little cost, free)
Web Conferencing Tools(e.g., Meetings, events, seminars, application sharing;
see Tom Barron, Demo’ing Synchronous WBT—on the Skinniest of Bandwidths, ASTD, Learning Circuits, Jan 2000)
• Astound (Genysis)• Centra• HorizonLive• Interwise• LearnLinc (Mentergy)• Lotus LearningSpace (DataBeam)• NetPodium (Intervu)• PlaceWare• WebEx
“There are, say, 20 features that encompass live e-learning, and all the products have 17 of them.”
Jennifer Hofmann, quoted by Wendy Webb, Online Learning, November, 2001, p. 44.
Web Conferencing Features
• Audio (VOIP, bridge) and Videostreaming• Application Sharing or Viewing (e.g., Word and
PowerPoint) Includes remote control and emoticons
• Text (Q&A) Chat (private and public)• Live Surveys, Polls, and Reports• Synchronous Web Browsing• File Transfer
Web Conferencing Features
• Content Windows—HTML, PowerPoint• Discussion Boards—post info, FAQs, post
session assignments• Archive Meeting—record and playback• Breakout Rooms• Shared Whiteboards• Hand-Raising and Yes/No Buttons
Web Conferencing Features
• Assistant instructor options• Pre-session content distribution• Assessment/Testing—pre and post session• Button—for students to notify instructor they
are stepping away.• Breakout Rooms—to share info or gossip• Web Tours
Types of Synchronous Activities
1. Webinar, Webcast2. Guest speaker or expert moderated (or open)
Q&A forum3. Peer and Expert Chats and Online Communities4. Wearable and Wireless Technologies5. Brainstorming ideas, What-Ifs, Quick reflections6. Online Role Play or 6 Hats Technique7. Quick Polls/Quizzes, Voting Ranking, Surveys8. Graphic Organizers in Whiteboard (e.g., Venn)9. Synchronous Course Training10.Discuss Content and Invite Author in for Chat
1. Webinar
1. Live Application Sharing in HorizonLive
2. Electronic Guests & Mentoring
1. Find article or topic that is controversial
2. Invite person associated with that article (perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief (i.e., did anyone change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)
2. Chat in HorizonLive
3. Peer and Expert Chats and Communities
Some Expertise is Misleading!LearnKey's e-learning model integrates all of the proven products that LearnKey has developed and introduced worldwide into the growing IT certification market. We call this new product OnlineExpert™, a hybrid next generation delivery infrastructure and e-learning platform. March 2003, Chief Learning Officer
3. Expert and Peer Chat. Online Language
Support and Translation (pronunciation, communication,
vocabulary, grammar, etc.)
Typical Features (e.g., Englishtown (millions of users from over
100 countries)
• Online Conversation Classes• Experienced Teachers (certified ESL)• Expert Mentors• Peer-to-Peer Conversation• Private Conversation Classes• Placement Tests• Personalized Feedback• University Certification• Self-Paced Lessons
4. Wireless and Wearable Computing
5. Brainstorming
• Come up with interesting or topic or problem to solve
• Anonymously brainstorm ideas in a chat discussion
• Encourage spin off ideas• Post list of ideas generated• Rank or rate ideas and submit to
instructor• Calculate average ratings and
distribute to group
5. Group Brainstorming and Decision Making with GroupSystems
5a. Group Brainstorming in GroupSystems
1. GroupSystems:
Although each person has her own computer, everyone is working on the same list of ideas. If Mary from Marketing enters an idea, everyone else sees it.
5a. Group Brainstorming in GroupSystems
2. GroupSystems:
However, all inputs are fully anonymous, so each participant is free to be honest and open. If Joe from Sales doesn't agree with one of Mary's ideas, he can enter his opinion without worrying about offending Mary. Likewise, Mary can debate an issue without even knowing who entered it. Ideas are the focus, not their authors.
5a. Group Brainstorming in GroupSystems
3. GroupSystems:
At the end of the session, Sally, the team leader, creates a report that includes not only the team's end result, but full documentation of each step leading to that outcome. The report is complete and in the participants' own words.
5a. Sample Tool: Voting Tool
6. Role Play: Six Hats (from De
Bono, `985; adopted for online learning by Karen Belfer, 2001, Ed Media)
• White Hat: Data, facts, figures, info (neutral)
• Red Hat: Feelings, emotions, intuition, rage…
• Yellow Hat: Positive, sunshine, optimistic
• Black Hat: Logical, negative, judgmental, gloomy
• Green Hat: New ideas, creativity, growth
• Blue Hat: Controls thinking process & organization
Note: technique used in a business info systems class where discussion got too predictable!
7. Synchronous Tools Voting and Polling During Webinar
8. Graphic Organizers (e.g., Digital Whiteboards)
Mapedit Tool
The Mapedit program, was developed to create map overlays, emulating plastic sheets on which symbols are drawn that are laid onto a map (like football playbooks for the maneuver officer). And if students want a whiteboard, they simply have to open a blank overlay (no map background).
Mapedit ToolMapedit allows multiple users to add,
delete, and move symbols and lines on the map overlay. In Mapedit, the driver chooses which file to open, and names the file to save, but all users can edit the contents.
8. Electronic Whiteboard in HorizonLive
9. Synchronous Training (Coast Guard)
10. Asynchronous Discussion in SiteScape Forum
10. Discussion plus Chat (e.g., Starter-Wrapper + Sync Guest Chat)(Discuss books and invite authors in for a chat)
Questions?
Comments?
Concerns?
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