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
http://www.toucanhouse.co.nz
