ALC 2015 Immersive Training Workshop Barbara B. Lockee June 8, 2011

Objectives Identify features of existing and emerging technologies that can support learning Describe evidence related to the use of various technologies for learning Select appropriate technologies for learning based on relevant factors such as access, cost, and instructional outcomes

The BIG PICTURE

Instructional Design Model

3M’s of Technology Mediated Learning Delivery Mode Media attribute Instructional Method

Delivery Mode & Media Attributes Properties of stimulus material manifest in physical parameters of media Inherent part of instructional system Consolidation of properties with digital evolution of media

Sign Types Possible representations of objects, ideas, or concepts Iconic-image that depicts referent Digital-abstract representation Wileman (1993) offers Pictorial Graphic Verbal

Dale’s Cone of Experience Words Graphics Photographs Motion Images (Video) Immersive Environments/Virtual Reality

Verbal Information Glaciers are dynamic systems Comprised of snow, ice, rock debris Formed from years of pressure from accumulating snow

Graphic Information

Pictorial Information

Sensory Modality Auditory or visual channel (or both) Referability Visuals can have permanence Auditory is transient (unless it’s recorded) Sequence vs. simultaneous Fixed pace vs. flexible pace

Realism and Abstraction Amount of detail Line drawings--photographs--3-D Realism can cause interference Color vs. Black & White No difference in learning Preferred by learners Color can provide visual cues

Realism and Abstraction Motion Motion vs. static No difference except when concept involves motion or change

Active Response & Feedback Overt vs. covert responding Overt--learner produces results Covert--intangible response(thinking) Feedback mechanisms Learner knowledge of results Beneficial when responses are incorrect More research needed

How about your systems? What are the media attributes (or features) of your delivery systems? Face to face Online Other?

Same Different Different Same Location Location Time Time Face-to- Face Classrooms

Same Different Different Same Location Location Time Time Face-to- Face Classrooms Conferencing Systems Multi-player Games Augmented Reality Systems

Same Different Different Same Location Location Time Time Face-to-Face Classrooms Conferencing Systems Multi-player Games Lab-Based Instruction Immersive Learning Augmented Reality Systems

Same Different Different Same Location Location Time Time Face-to-Face Classrooms Conferencing Systems Multi-player Games Lab-Based Instruction Immersive Learning Adaptive Learning Systems Asynchronous e-Learning Mobile Learning Augmented Reality Systems

Synchronous Distributed Systems Conferencing Systems Features Supports real-time communication for learning Various modalities Low development overhead What the Evidence Says Can be very effective in support of outcomes related to procedural knowledge or social interaction skills Instructor and student preferences related to social presence Some negative feedback from learners regarding “being on the spot”, hesitance to participate

Synchronous Distributed Systems Multi-Player Games Features Social interaction Competition and collaboration Rules and goals Players take on roles, can be team-based or individual Environments can vary from simplistic graphics to virtual reality (Second Life) What the Evidence Says Game accessibility and ease of use is critical to learning Not great for direct instruction, action is emergent and focused on interactions and player choices More appropriate for open-ended learning, gaining insights, triggering questions Debriefing upon completion can provide important feedback for both instructor and students

Synchronous Distributed Systems Augmented Reality Systems: mediated view of real world environment enhanced with digital information Features Information can be displayed through a variety of technologies including head- mounted displays, handheld devices (including smartphones & iPads), and spatial, projected displays Can support a variety of tasks including mechanical processes, navigation, surgery, military exercises, language translation Can support individual instructional activities or collaborative endeavors Digital enhancements are possible through a variety of media, including text, video, graphics, etc. What the Evidence Says Engagement and motivation of learners with prior challenges related to behavior and participation Development of distributed knowledge and positive interdependence Some learners experience cognitive overload Can be remedied with effective design decisions

Location-Specific Asynchronous Systems Lab-Based Instruction Features Usually involves access to specialized equipment or resources that are provided through a special facility Can support independent or collaborative activities Usually focused on complex processes or skills development Learner support can be provided just-in-time through live tutoring Variety of instructional strategies can be supported What the Evidence Says Can provide assessment data related to practice and test performance Some learner anxiety and procrastination when tasked to work alone Directed instruction is especially necessary to ensure that learners stay on track Fiscal constraints, maintenance and staffing needs can pose challenges for cost-efficiency

Asynchronous Distributed Systems Asynchronous E-Learning Features Flexibility in time and pace of coursework completion Depending on delivery system, can support wide range of media features (text, audio, video, animations, etc.) High overhead in initial development, but payoff related to ease of modifications and maintenance What the Evidence Says Learners appreciate independence and convenience Struggles with completion and attrition Can be remedied with firm deadlines and regular communication from instructor Some negative perspectives related to perceived decreased social presence Can be addressed with provision of feedback and communication flow

Asynchronous Distributed Systems Adaptive Learning Systems: computer-based instruction, content based on student input and performance Features Individualized instruction Customized to learner needs Mastery-learning Can support variety of delivery modes and media features What the Evidence Says Can enhance learner performance, as instruction is targeted to specific needs Heavy front-end design needs can present barriers Evaluated through comparison conditions, demonstrate system effectiveness

Asynchronous Distributed Systems Mobile Learning: the use of mobile technologies to deliver instruction Features Supports a variety of content and instructional approaches Often used to provide scaffolded support in field work or clinical instruction Can capture and deliver learner information in many forms (text, photos, voice) Device variance can be problematic Internet access necessary Can use a variety of media features, but small display and text input can pose challenges What the Evidence Says Content should be delivered in simplest possible form Same issues of procrastination as e-Learning, can be addressed through pushed reminders, phone communication, quizzes and questions Learner preferences indicate an appreciation for flexibility. When compared to standard e-Learning, learners preferred non-mobile option.

The good news is… Existing and emerging technologies for learning can provide effective means of providing training. Multiple technologies can be used to accomplish same instructional goal. Decisions to adopt and implement technology-based solutions (delivery mode) remain guided by cost and access issues primarily. Once these factors are delineated, examination of teaching method and available media attributes can help inform instructional design planning.

For more information Dr. Barbara B. Lockee 115 War Memorial Hall Blacksburg, VA ThankYou! Thank You!