1. Conceptual Frameworks in Distance Training & Education TRDEV 533 Schreibler & Berge Chap. 2

2. Frameworks to View Training Instructor selected content transmitted to learner Learner transforms information & Generates hypotheses Makes decisions Obtains social construction through interpersonal communications

3. Training Vs Education Training – developing skills to solve problems within existing well-defined systems of knowledge Education- problem solving outside existing models & ill-defined systems of knowledge

4. Venues for Learning Campfires Watering holes Caves

5. Information Transmission Expert-to-novice (teacher- focused) Positivism – objectives, competencies, focus on content, instructor as expert, workbooks, linear, recipe Behaviorism – observable changes Leaders – Pavlov, Watson, Thorndike,Skinner Gagne, Bloom & Mager

6. Transformation (Constructivism) Individual thinking Construct meaning Training is:  More tentative  Flexible  Multiple-perspective  Experiential  Project-based  Holistic (learner-centered)

7. Social Constructivism Team work Greater synergy Team effect Sharing information Critiquing peer comments

8. Instructional Methods Lecture Questioning/recitation Drill & practice Guided discovery Demonstration/modeling Discussion Collaborative learning activities Authentic learning activities Self-assessment/reflection

9. Instructor-focused Venues Teach facts, rules, concepts, procedures Disseminate information Motivate Review skills and knowledge Supply feedback & guidance

10. Student-focused Venues Analyze, synthesize, & evaluate Ill-defined, authentic problems Multiple perspectives Content needs to be learned over time

11. Models for Distance Training 1)Vary by type of control  Learner  Instructor 2)By target audience  Group  Individual

12. Common Issues Strategic planning. Tech. Infrastructure. Rewards & incentives. Trainer access to support for tech. Trainee access to support for tech. Centralization Vs decentralization of tech. support Costs Evaluation Acknowledgment of the risk of innovation & reduction of costs to innovators

13. Common Issues (continued) Congruence between Performance Objectives Content Practice Evaluation

14. Principles of Student-centered Training Student faced with a problem to solve Must be personally challenged Inquiry is personally meaningful Problem investigation causes curiosity Curiosity leads to problem formulation and strategy for solution Process & possible solution are studied and reflected upon and improved

15. Instructor’s Role for Student- centered Learning Supplying a problem – but beyond that Create an environment to facilitate student ownership of the problem by encouraging: Low class structure High learner dialog Respect for a variety of viewpoints Flexibility in thinking Risk-taking behaviors

16. Factors In Technology- mediated Training Type of content interaction engage in by students. Interact & cognitively process the content. Just-in-time learning. Synchronicity of that interaction. Opportunity to interact with one another, with the instructor, and with the content, develop a “shared meaning”.

17. Factors In Technology- mediated Training (Continued) Amount of content and pace Synchronous Vs Asynchronous Teacher Vs Student Controls

18. Synchronous Real time Fact-to-face or at-a-distance

19. Asynchronous Displaced in time Mediated by technology Instructor may not be present

20. Advantages Synchronous Team building activities Asynchronous Time to reflect

21. Teacher Vs Student Controls Television, radio, lecture Teleconferencing, A/V/Computer conferencing, telephone CAI,interactive MM, A/V tape,FTP,print, Computer conferencing FAX, land mail, electronic discussion group Synchronous Asynchronous Content Interaction Interpersonal Interaction