Adapting for online delivery; selecting the right technology (Part-2)

...continueing from Part-1

3. Supplement the core

.
Provide communication, support or learner feedback to the extent permitted by timeframes and budgetary constraints.

Adopting such a model involves running a number of risks. Many of the elements that make up effective face to face instruction are not readily adapted from course resources. For example:

- Much of the actual content is often in the head of the presenter, not on paper.

- The role of a presenter as motivator can be missed in the adaption process.

- The ability to provide immediate feedback to learner's concerns or problems is part of the face to face environment. Elearning often involves delays in providing feedback. Good online delivery will address this issue by developing extensive feedback resources that are immediately available to learners.

- Much of the value in face to face learning is derived from the types of activities and interaction that takes place. Simply adapting resources does not necessarily result in learning activities or the level of interactive engagement that brings about deeper learning.

Working from existing resources also means that alternative resources and activities are often not included in the design of the course, so much as tacked on the end. For example, existing Internet resources are often listed as background material; learners are invited to go beyond the structured course resources if they choose to. Such an approach misses the opportunity to broaden the depth of learning available through existing online resources. Designing the learning process to incorporate such resources allows more effective use to be made of them.

The issue then is about selecting the appropriate technologies for the learners and training objectives. The respective advantages of core technologies can be summarised as:

1. Internet resources

- Provides access to training in a range of situations that learners might otherwise not be able to study in.
- Less suitable for modelling verbal skills or physical behaviours.
- Facilitates communication between students and tutors at a distance.
- Limited ability to provide feedback on behaviours (e.g. practical presentation skills)
- Provides access to current worldwide resources.
- Less interactivity/depth of learning experience than multimedia.

2. Multimedia resources

- Makes available a wide range of learning resources and realia
- More complicated to access 'live' and update.
- Incorporates a range of activities that stimulate and motivate learning
- Generally more involved development process

3. Print resources

- Provides a permanent record
- Difficult to update.
- More transportable and can be used in a wider range of situations.
- Costly to distribute
Don't assume that only one resource type should be used. Well designed customised training solutions will often combine a range of resources that, packaged together, provide a learning experience that draws on the strength of each one. For an example of training that combines multimedia, internet and print based resources, see www.tess2000.com, a course in study skills preparing learners for University ertiary level study.

About The Author

Phil has been involved in a number of projects in the field of flexible delivery, both research based and product-based.

http://www.toucanhouse.co.nz

Adapting for online delivery; selecting the right technology (Part-1)

It goes without saying that whatever technolgies are used, they have to be effective training tools. Previous Updaters have detailed how to determine the profile of the learner and what the training is designed to achieve, you're now in a good position to make an effective decision on appropriate technologies.

The most common difficulty is in balancing operational issues and a need to use existing structures, against the particular needs of the learners. The sorts of operational pressures often encountered include:
- Competing budgetary constraints. Often developmental initiatives compete with other 'special' projects in an environment of reduced and uncertain funding.

- Organisation wide change. Significant as the spread of elearning is, it still must integrate with other organisational change issues such as restructuring and the internationalisation of education.

- Institution-wide IT systems. Often, existing IT systems were originally designed to support the administration of organisations, rather than the provision of training. Where delivery software is purchased, the decision is often based on cost and ease of integration within existing systems.

- The development of courses has traditionally been seen as one part of the job of lecturers rainers. 'Getting a course going' was something that educators did as part of their wider delivery role. It sometimes demanded additional resourcing, which was negotiated as part of annual workload. As such, it was a cost to be minimised.

- Time pressure. Pre-determined course start dates often dictate small development timeframes.

1. Select the delivery tool.

Relevant factors here are:

- The existence of legacy systems such as generic online delivery tools
- The 'best fit' for existing course resources, with a focus on minimising the adaption process. For example, online availability of PDF documents generated from presentation materials.
- Lowest implementation cost.
- Minimising the need for staff training or upskilling in order to implement delivery.

2. 'Path of least resistance' development.

Collate existing resources (usually print) and adapt for online/distance delivery.

Continue reading Part-2

About The Author

Phil has been involved in a number of projects in the field of flexible delivery, both research based and product-based.

http://www.toucanhouse.co.nz

How to use the Internet for learning and fun

Go to the Head of the Class – How to use the Internet for learning and fun
By Alvah Parker

Several years ago when I was preparing to start my own business I decided to take an accounting class. I took the course at a local college. Each week I set out for the school which was in a nearby city after working a full day.

I drove during rush hour and left more than enough time to reach the city because parking spaces were scarce. After working a full day I was tired and hungry (I ate when I got home after class). Fighting the traffic to get to class and searching for a parking space were so exhausting that it is amazing that I passed that class!



Fast forward a few years. Now all sorts of classes are given by phone and over the web. The convenience is unbelievable. No more searching for parking, worrying about the weather, and thinking about an empty stomach rather than concentrating on the learning.

Today I can set myself up with my computer and telephone, bring along my sandwich and soda and listen, talk, and learn. E-learning also known as distance learning is simple, cost effective, and fun! And the choices are endless.

Search the web and you will find e-books, e-courses, teleclasses and downloadable recorded material on all sorts of topics. I could now enroll in my accounting class at the site www.KaplanUniversity.com and take the course for credit. Some sites even offer degreed programs.
In my journey investigating what was available I signed up for a teleclass. A teleclass is a class given by telephone, where everyone is connected to the leader of the class and to the other participants. The particular class I signed up for was free so the only cost I incurred was a long distance charge on my phone bill. Of course there are many classes for which you pay but the fee is usually low. I saw several for $19.

Since I am interested in business topics, the class I chose was called The Powered-Up Practice: Building Your Rolodex and was listed by www.CoachVille.com. The class was an hour long. The two leaders had many wonderful tips on the ways to improve networking so that you can create more really meaningful business connections. The next one is on Trends (also free) and I am planning to be on it too.

Sometimes the scheduled time for the teleclass does not fit your schedule. Often the leader will record the call and then provide the audio for sale on his/her website. It is interesting to peruse some sites to see what is available. The www.AwesomeDads.com website has RealAudio and MP3 recordings of their classes.

www.Chabad.org has a sophisticated site for its followers to study the Torah. They did not seem to have teleclasses but their material is provided in a choice of English or Hebrew, real audio, streaming MP3 and downloadable MP3. It also offers many downloadable videos on lots of topics including some for kids.

Have you been so busy at work that you haven’t had time to take that course that you want? You are not alone. Our busy lives today make it difficult to schedule a class. Now there is a way to keep up to date or learn something that’s fun and do it in the evening, on weekends or on a day off. Whatever your interest you can probably find a class on it somewhere on the Internet.

Software For Your Kids

Computers are all the rage today for people of all ages including children. There are many different types of software that you can choose from when it comes to picking something for your children to enjoy on the computer. Depending on the age bracket of your children you’ll have to take some time to choose software that does what you want it to do.

For the younger child aged three to five there is software that features some of their favorite television characters such as Dora the Explorer or Bob the Builder. Your children will be both entertained and educated as they play games, learn the alphabet, and learn to count. Software for very young children is easy for them to play so that you’re not always coming to their assistance whenever they press a wrong key.

Software for older children aged five to ten has even more interactive features than software for the younger child. You can buy software that is exclusively for learning and software that will only provide entertainment. Most software comes with a rating to let you know that it doesn’t contain any material that is inappropriate for children. Some types of software for this age group of children include puzzle games, software for learning a second language, math and science software, video game software, software for the artist, and software that allows your child to connect with the internet and play games with other children around the world.

Software for teens is something that you’ll need to supervise a little more closely since much of the software on the market can be objectionable and will often test the morals and virtues that you are trying to teach your children. When you buy software for your teen make sure that you take a good long look at what the software is all about, since many of the software games can feature a large amount of violence. There are, of course, software programs for your teen that are educational as well as fun and that they can use to enhance their schoolwork.

With so many different software choices out there how do you know that you’re making the right choices? Check out some of the parental listings that can be found on the internet. Many parent websites will offer you advice and ratings for much of the new software that comes out each month. This way you can be assured that other parents are approving a certain piece of software before you make your purchase.

Keep in mind that you should always limit the amount of time that your children spend on the computer. Children should be encouraged to spend just as much time playing outdoors as they do playing and learning on the computer.

Zack Macchio

Learning Suite Designer

ICT Suite is an interactive learning resource that is intended to help the designers of new suites in schools. This resource addresses many of the issues that school decision-makers face when designing a suite, and offers resolutions.

This is a little bit ironic i think becouse you design a tradational learning suite using high tech learning material :). But we have an argument called blended learning.

Flash XML Dictionary

Flash xml dictionary.
Can be useful for e-learning courses.