INTERACTIVE DISTANCE LEARNING (IDL) DISTANCE EDUCATION OR LEARNING: The process of delivering live and OnDemand learning, or instructional resource-sharing opportunities, to geographically dispersed locations. INTERACTIVE Interactivity includes the capability of live interaction with the remote participants via technologyvoice, video, data and print.
Benefits of IDL Participants in different locations can be trained simultaneously and OnDemand Consistent message Less time away from job Reduced travel costs More up-to-date information Rapid program launches and updates Employee after-hour development courses
INSTRUCTOR ADVANTAGES Eliminates the Ive been on the road forever look.
INSTRUCTOR ADVANTAGES Participants cant see your feet!! Teach in comfort!!
Personal Benefits Better listener Diversity in training modalities Fun medium Acquired new skills –Adds interest –Increases marketability
Is there a difference in learning outcomes? The No Significant Difference Phenomenon A comparative research annotated bibliography on technology for distance education Compiled by Thomas Russell Office of Instructional Telecommunications North Carolina State University firstname.lastname@example.org
Is there a difference in learning outcomes? Journal of Distance Education, Vol. 12, NO. 1, 38-51 There were no significant differences in scores for the classes measured with the same instructor, same audience, just different format.
Is there a difference in learning outcomes? 1998 Virtual Teaching in Higher Education California State University, Northridge Results indicate the virtual students scored an average of 20 points higher on midterm and final exams.
Presentation Server The presentation server provides an interface that manages the interactive delivery of information to a geographically dispersed audience. Includes: Prompter cue cards Immediate viewer feedback Graphical results display Call on viewers by name Optional Touchscreen
PRESENTATION SERVER 4 Window Quadrants Upper Left Clockwise –Prompter Window –Remote Monitor (Caller )Windows –Event Window –Response Window
LEARNING STYLES Visual Auditory Kinesthetic Linear Analytical
Instructional Design Responsibilities –Determining content of course –Writing the course –Creating the student workbook –Creating the facilitator leader guide or script –Determining the visuals for the course
Instructional Design Responsibilities –Designing interactivity into the course – every 3-5 minutes –Screen change every 30-60 seconds –Work with management & facilitator to implement metrics
PROGRAM DEVELOPMENT TEAM Production responsibilities Production coordinates: Video Graphics Software Broadcast production
Facilitation - Know and understand content - Concentrate on skill development during rehearsals (coaching helps) - Deliver course content - Stimulate learning - Reinforce key learning points - Keep student interest high
Competencies for Distance Ed Trainers Understanding the IDL process Technical skills Distance communication and moderation skills Content expertise Confidence & motivation to teach Distance Learning
Needs to function as: Researcher Assessor Advisor/Counselor Process facilitator Content facilitator Technologist Designer Manager
PROGRAM DEVELOPMENT TEAM Optional Technical Direction –Ensure graphics, video and other sources are cued and switched –Manage broadcast timing
Introduction To Content Development & Course Conversion
Understanding The Difference Course Development –Create a new course from beginning to end Perform all development tasks Outside scope of this workshop Course Conversion –Adapting materials from existing courses for IDL delivery Assumed to be effective in current form Focus of this presentation
Topics In The Course Conversion Process Assess current course materials Establish effectiveness benchmark Review course evaluation criteria The importance of metrics
Assess Current Course Materials Leaders guide/text books Student guide/workbook Presentation resources PowerPoint slides Overheads Other media & props Video Web-links Software applications Instructional methods Learning activities Assessment tools Quizzes & tests Application exercises Soundness of ID Course & lesson level objectives Test/content congruity
Materials Assessment Objectives Get thorough overview of course content Assess its effectiveness Assess condition of current course materials Determine their suitability for IDL delivery Establish effectiveness benchmark
Assess Test Results Data Assuming the current course had testing, results data should be assessed to establish an effectiveness benchmark Compare pre-test results with post- test results
Assess Course Timing What is the current duration of the course –Total run time –Run time of individual instructional units How much satellite or video conferencing time will be available for the IDL version of the course Does any content seem extraneous? –E.g. No clear support of instructional objectives
Structure & Organization of Content Is content organized into instructional units of manageable length? Are the instructional units sequenced in a logical order?
Assess Presentation Resources Are props, charts or demonstration aides suitable for TV or PC monitor? Slide content –Amount of information, font size –Can information rich slides be broken into multiple slides? –Can complex information slides be broken into smaller units? Slide aspect ratio & TV Safe Area Color scheme suitable for TV?
Learning Activities Historically, too much time spent in passive listening –Interactivity is the key! Pacing of content appropriate Adequate variety of learning methods and activities
Course Compression Opportunities If course is too long –Shift some content to pre-work assignments –Shift some content to homework –Shift some content to asynchronous activities or independent study –Shift some content to study guide as added reference resources –Cut some content altogether
Interactions & Estimated Time Impact Formatted questions - 60 sec. Verbal Q & A - 90 sec. per interaction Panel discussions - 8 min. (Flex time) Off-line or Off-Air Activities & Role play - 15 min. Polling & Surveys - 2 to 3 min. per question Random calls - 2 to 3 min. per call
INTERACTIVITYThe Key to Successful IDL Presentations Questions & Quizzes Web browse Role Play (Three way call) Use of Flag key Group exercises Student Calls in, Instructor places call Touchpad messaging Application sharing (Desktop client)
INTERACTIVITY Role Play –Multi-site calls linking two sites with the presenter for a three-way discussion –Example: In a training course, one person plays the nurse and the other a patient –Using participants photos gives visual screen change
INTERACTIVITY Use of Flag Key for polling –Anonymous feedback –To give opinion –Signal end of team discussions –Indicate need to change pace of broadcast
INTERACTIVITY Group Exercises –Remote participants arranged in groups –Group facilitator identified –Group sits by that persons keypad –Instructor can turn on mic to check on discussions –Information needed is in workbook
INTERACTIVITY Instructor calls on student Student calls in How do we encourage and support call-ins?
INTERACTIVITY Encouraging Student call-ins: –Initial request for call-ins should be for an easy question with no right or wrong answer (Icebreaker) –All responses should be respected –Active Listening when participant calls Eye contact, nodding – Incentives Prizes, stickers, recognition Competitions between sites
APPLICATION SHARING Teaching software programs, such as MS Excel and allowing participants to practice under your guidance Showing participants how to fill out forms
Joyce Harvey & Associates, LLC www.joyceharvey.net 60 Sessions Session The Presentation Station tracks information collected in a IDL session in discrete units called Sessions. Each session tracks attendance, events and responses from viewers All sessions are saved in one file
Joyce Harvey & Associates, LLC www.joyceharvey.net 61 Results Analysis Program The ONETOUCH Results Analysis Program, also a Microsoft Windows application, allows presenters to analyze the effectiveness of their class sessions. User-friendly report generation Integrates question text View by question, viewer or site Helps certification and grading Customizable reports Export to LMS or HR system
Graphic Considerations Use a standardized color pallet Keep text and diagrams simple Design within Camera Safe area Use readable fonts (24 pt. or larger) Use multiple levels to show greater detail Use graphics to illustrate points - to lead audience to intended conclusion
Its A Visual Medium Presentation skills topics: –Understand your stage –Work inside your frame –On-camera attire –Graphic considerations –Make personal contact with audience –Tips & suggestions
Understand Your Stage Your stage is defined by the camera(s) Limit your movement within the stage Keep hand gestures within your body Use gestures more sparingly Move more slowly than you would in a classroom
Be Aware Of The Camera Shot Watch preview and program monitors Are you in a: –Close up? –Medium shot? –Wide shot? Applies to document camera and graphics
Wardrobe Suggestions No White or Black, Caution with Red Choose medium to darker tones No Fine Patterns- checks or hounds tooth Solids Work Best Microphone placement No flashy jewelry or noisy bracelets; caution with scarves around mic
Connecting With Your Audience Make good eye contact with the camera Make use of close ups and medium close ups when you are on camera Smile warmly Reveal your personality Acknowledge student input Close conversations before moving on Invite frequent audience participation
Tips & Suggestions Get VERY familiar with presenter tools Practice your presentation skills Know your course material Remember your audience & put yourself in their shoes Rehearse, rehearse, rehearse...
FORD MOTOR CO. Training Advantages Prior to 1995, Ford conducted all of its training in traditional leader-led classrooms. 11,263 dealership employees were trained in 1994 In 1995, the OneTouch network installed in less than half of the companys dealership locations (2000) but twice as many people were trained.
FORD MOTOR CO Training Advantages In 1996, upon the full roll-out of the Fordstar network to 6,400 sites, more than ten times as many dealership employees were trained (124,510) as compared to two years earlier, with traditional classroom-led training.
FORD MOTOR CO. The key is interactivity because thats the way adults learn. This [IDL training] is revolutionizing the sales training world. Larry Conley Former manager, (retired) Fordstar Communications Network
FORD MOTOR CO. Communication Advantages Clear, consistent & timely message to 6400 dealers May, 2001Firestone tire challenge –Using the Fordstar network, Ford management effectively communicated its tire replacement program to nearly 6,400 dealership associates. –Able to interact with thousands of dealers & employees simultaneously.
Pfizer Inc. #1 in Training Magazines 2003 & 2002 Top 100 Share Best practices and decrease time to market Pfizers sales force is seen as among the best in the industry for product knowledge/ skills Communications platform is used to provide interactivity/accountability
Pfizer Inc. #1 in Training Magazines 2003 & 2002 Top 100 Delivered to the desktops of over 500 district managers offices Reaches 5,400 professionals at 7 regional offices - largest sales force in pharmaceutical industry Pfizer sees communications as part of their corporate advantage