Dr' Jolly Holden

1
The Road to Enlightened Blended Learning
Instructional Design Considerations
ASTD 2009 International Conference
Expo Session W206
Dr. Jolly Holden Graduate Adjunct Faculty School
of Education American InterContinental University
2
Introduction
Blended learning is more than just combining an
online component to the traditional classroomit
is a systematic process of selecting the most
appropriate media for a specific learning
intervention based upon the learning objectives.
With that said, given the plethora of
instructional media available to the
instructional designer today, combined with the
emergence of web-based collaborative tools, there
is a renewed focus on integrating web
2.0/e-Learning 2.0 tools and other instructional
media in meeting todays learning challenges.
Blended learning represents a fundamental
shift in instructional strategy North American
Council for Online Learning, Blended Learning
The Convergence of Online and Face-to-Face
Education, 2008
3
Why Blended Learning The Challenge
Driven by the demand to increase learning
opportunities and reduce costs without impacting
instructional integrity, educators and trainers
are continually challenged in searching for the
for right mix of instructional media. Taking
into consideration all of the instructional
technologies available today, selecting the right
mix of live, virtual, and constructive courseware
delivery methods in meeting the needs of our
learners can be a challenging and daunting task.
Consequently, this presentation address these two
basic questions
Q1 What is the most appropriate mix of
instructional media, and Q2 What are the
variables to consider when selecting the most
appropriate media?
4
Rules of Engagement for Blended Learning
Blended learning allows the instructional
designer the opportunity to leverage the
strengths of instructional media with the
efficacy of the instructional components to
ensure the instructional goal is attained. For
a blended learning solution to be successful, it
is imperative a thorough media analysis and needs
assessment is conducted while addressing the
fundamental components of the instructional
systems design process.
Migrating to blended learning formats requires
instructional design analysis that integrates
with the technologies that will be utilized to
deliver it. The e-Learning Developers Journal
(2005)
5
Basic Blended Learning Concepts

• Delivery media does not affect the content, but
  affects how you design the content
• Asynchronous media is not adaptive to dynamic
  content
• Synchronous media can accommodate dynamic content

6
Basic Blended Learning Concepts

• Delivery media does not affect the content, but
  affects how you design the content
• Asynchronous media is not adaptive to dynamic
  content
• Synchronous media can accommodate dynamic content

• Blended learning integrates multiple media with
  the appropriate instructional strategies, and can
  also include
• Collaborative tools used to facilitate the
  transfer of learning (wikis, discussion
  boards)
• Adaptive tools used for dynamic content/increased
  interaction (blogs)

7
Basic Blended Learning Concepts

• Delivery media does not affect the content, but
  affects how you design the content
• Asynchronous media is not adaptive to dynamic
  content
• Synchronous media can accommodate dynamic content

• Blended learning integrates multiple media with
  the appropriate instructional strategies, and can
  also include
• Collaborative tools used to facilitate the
  transfer of learning (wikis, discussion
  boards)
• Adaptive tools used for dynamic content/increased
  interaction (blogs)

• Media attributes are important in that they may
  affect your choice of instructional strategies

8
The Blended Learning Journey
This presentation will provide some background on
blended learning and instructional media, as well
as introducing variables to consider when
developing a blended learning strategy. Additiona
lly, this presentation will introduce the
concepts of synchronicity (integration of
learning environments) and elasticity
(integration of instructional media with
instructional strategies) to ensure the right mix
is attained.

• Presentation objectives
• Define Blended Learning
• Review the Evolution Genealogy of Instructional
  Media
• Define Learning Environments
• Identify Instructional Media Selection
  Considerations
• Identify Evaluate Instructional Pedagogical
  Variables
• Define Elasticity and Synchronicity

9
The Blended Learning Road Map
Click for Glossary
Navigation Bar Click on any link for direct
access to that topic
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
10
Blended Learning Definitions
Although the application of blended learning has
been around for decades, there is no universally
accepted definition. While it appears the term
first appeared in the literature circa 1999, the
following pages articulate several definitions
that represent different perspectives in an
attempt to define the term, but they all have one
essential component in common...an integration of
instructional media. The definitions offered in
this presentation reflect 5 different
perspectives concerning blended
learning Holistic Educational Pragmatic Training
Chief Learning Officer (CLO) Point of View
A rose by any other name is still a rose
More definitions of blended learning available
at http//www.nwlink.com/donclark/hrd/elearning/
blended.html
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
11
Blended Learning Definitions

• A Holistic Perspective
• The delivery of instruction using multiple media
• Includes the integration of instructional media
  into a traditional classroom or into a distance
  learning environment.
• Includes any combination of media that supports
  instruction, regardless of the mix of synchronous
  or asynchronous media.
• Source Distance Learning Magazine, Vol 3,
  Number 2, 2006, Instructional Media Selection for
  Distance Learning A Learning Environment Approach

Note This definition represents a general
construct in that it is applicable to any
learning environment that combines more than one
media to deliver content.
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
12
Blended Learning Definitions
An Educational Perspective
Courses that integrate online with traditional
face-to- face class activities in a planned
pedagogically valuable manner andwhere a
portion (institutionally defined) of face-to-face
time is replaced by online activity.
Blended Learning
Consequently, from an educational perspective,
blended learning is primarily focused on
integrating two separate paradigmsthe
traditional classroom synchronous environment
and the asynchronous online environment.
Note Hybrid learning, vis-à-vis blended
learning, is often used in higher education when
the student has a choice between an online class
and the traditional classnot necessarily the
integration of the two.

• Source Laster, S., G. Otte, A. G. Picciano and
  S. Sorg. Redefining blended learning. Presented
  at the 2005 Sloan-C Workshop on Blended
  Learning, Chicago, IL, April 18, 2005.

Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
13
Blended Learning Definitions
A Pragmatic Perspective Courses that are taught
both in the classroom (face-to-face) and at a
distance and that use a mix of different
pedagogic strategies (Source edutechwiki, 2006,
Available at http//edutechwiki.unige.ch/en/Blende
d_learning)

• More specifically
• To combine or mix modes of web-based technology
  (e.g., live virtual classroom, self-paced
  instruction, collaborative learning, streaming
  video, audio, and text) to accomplish an
  educational goal
• To combine various pedagogical approaches (e.g.,
  constructivism, behaviorism, cognitivism) to
  produce an optimal learning outcome with or with
  out instructional technology
• To combine any form of instructional technology
  (e.g., videotape, CD-ROM, web-based training,
  film) with face-to-face instructor-led training
• To mix or combine instructional technology with
  actual job tasks in order to create a harmonious
  effect of learning and working
• Source Margaret Driscoll, n.d, retrieved Jan
  5, 2007 from http//edutechwiki.unige.ch/en/Blend
  ed_learning

Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
14
Blended Learning Definitions
A Corporate Training Perspective The use of
multiple instructional delivery media to deliver
one course or curriculum, such as a sales
training course with pre-reading, asynchronous
online product knowledge training, and
synchronous lectures and role play practices.
Source e-Learning Guilds Research Report
,Synchronous Learning Systems, June 2008
Synchronous and asynchronous media. For
clarification, blended learning is also applied
to a mix of online and face-to-face training, and
more generally to approaches to course design and
delivery that combine different modalities (e.g.,
self-paced Web-based training, followed by
classroom instruction, accompanied by printed job
aids, and supplemented by virtual classroom
follow-up sessions). Source e-Learning Guild
Handbook on Synchronous e-Learning (2007)
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
15
Blended Learning Definitions
A Chief Learning Officer Perspective
Executing a learning strategy that integrates
multiple delivery modalities (both synchronous
and asynchronous) and, in doing so, creating the
best possible learning solution for your target
audience. Source Chief Learning Officer
Magazine (www.clomedia.com), Executing Blended
Learning, Jan., 2009
Collaborative online learning is now recognized
as a component of a mature blended-learning
strategy. Bersin Associates, Technology
Update Open Source e-Learning Systems, June 2007
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Evolution of Instructional Media When it all
Began
I do not know any innovation upon existing
methods more radical and revolutionary than this
Although this quote sounds as if it were
referring to a new technological break- through,
in reality, this profound statement was uttered
by the Reverend Joseph H. Odell, D. D. (1910) in
his address titled "The New Era in Education A
Study of the Psychology of Correspondence Methods
of Instruction" delivered in 1910 at the
dedication of the instruction building of the
International Correspondence Schools in Scranton,
Pennsylvania.
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Evolution of Instructional Media The Emergence
of Blended Learning
What does it mean to the future of education and
training? As instructional media continues to
evolve, propelled by advances in technology and
fueled by the need to increase learning
opportunities, the evolution and advancements of
instructional media will continue to accelerate
as well. As a result, blended learning will
become an integral component in developing a
comprehensive learning strategy. Consequently,
When developing a learning strategy for the
future, it is sometimes prudent to study the past
in order to develop a plan for tomorrow
The term blended learning has been redefined,
from a combination of instructor and Web-based
training to a blend of many types of interactive
content Josh Bersin, Todays High-Impact
Learning Organization, Chief Learning Officer
Magazine, Aug, 2008
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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The Family Tree of Instructional Media
As the country grew and evolved from an agrarian
society to an industrialized nation, the demand
for education increased significantly. With the
ensuing emergence of radio and TV, the education
community quickly realized the potential of these
new media and adopted them to distribute
education programs to a geographically dispersed
workforce.
Then, as the technology evolved, more delivery
tools emerged to where the instructional designer
now has a plethora of choices that can be used
singularly or integrated to create a blended
learning solution.
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
19
Note In the early 90s, a migration began from a
mainframe-centric environment to a more of a
stand-alone distributed computer environment
that allowed for more local hosting of
computer-based training (CBT).
With the introduction of the computer, learning
communities quickly realized the potential of
this powerful new technology and adopted it as
another delivery tool. As the computer continued
to evolve, a new generation of the
computer-mediated instruction arrived, and with
the emergence of the internet, new collaborative
tools and delivery media also appeared.
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Extending the Family Tree of Instructional Media
to Tomorrow
Distance learning will evolve from basic
enrollment in computer and web-based courses to
virtual learning environments that support online
collaboration and classes taught by both live and
virtual instructors. Air Force White Paper,. On
Learning The Future of Air Force Education and
Training (2008)
Change is inevitable, and tomorrow will bring
newer and better technologies, accompanied by a
new set of challenges, but the goal is the same
Optimize the technology without sacrificing
instructional quality. In the end, incorporating
sound instructional design principles will
provide for a solid foundation to ensure learning
outcomes are attained.
In this global, networked world, several
technologies including search engines, blogs,
podcasts, Web 2.0 applications and virtual worlds
such as Second Life will be used for
learning. Ed Hoff, CLO IBM, Learning in the 21st
Century A Brave New World, CLO Magazine, April,
2008
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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The Basics
The Learning Environment Two Dimensions
Synchronous
Asynchronous

• Same time/same place
• (traditional instructor-led classroom)
• Same time/different place
• (virtual instructor-led classroom)

• Different time/different place

Click here for note on Web 3.0 Virtual Worlds
Courses will combine live, virtual and
constructive formats even while being distributed
to increase training effectiveness and as well as
shift to more cost-effective methods. Air Force
White Paper,. On Learning The Future of Air
Force Education and Training (2008)
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Integration of Both Dimensions The Concept of
Synchronicity
Although synchronicity is dichotomous, per se,
either synchronous or asynchronous, it does not
mean they are mutually exclusive when considering
a blended learning solution. If viewed as being
on opposite ends of a continuum, the degree to
which these two dichotomous environments can be
integrated would result in a blending of
synchronicity.
Synchronous
Asynchronous
Blended Learning
Therefore, to attain the most optimum blend, one
must consider the vehicle(s) that deliver the
content, the learning environment in which the
learning occurs, and the instructional
objective(s) which drive the development of the
content and instructional strategies.
Consequently, blended learning can include any
combination of media that supports instruction,
regardless of the mix of synchronous or
asynchronous media.
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
23
Blended Learning Model Concept Map
Learning Environment Component
Depicted in this concept map is the blended
learning model three main components and
subcomponents. The degree of integration
of each of the subcomponents is based upon
evaluating specific attributes of each component,
resulting in the most appropriate blend to ensure
attainment of the instructional goal. Note This
model is based upon a set of related components,
although evaluated separately, are viewed
holistically, per se, each components specific
contribution must be viewed as it relates to the
sum total of all the parts which results in a
comprehensive blended learning solution.
Instructional Component
Collaborative Tools
Media Component
Synchronicity
Symmetry
Asynchronous Instructional Media
Synchronous Instructional Media
Asymmetrical Media
Symmetrical Media
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Blended Learning Model Components
Derived from the blended learning concept map is
the tri-dimensional blended learning module. A
model can be a description of a system or
phenomenon that accounts for its known or
inferred properties and used for further study of
its characteristics. Therefore, a blended
learning model can be used as a guide in
evaluating and integrating separate components
that would result in an instructionally sound
learning situation.
Learning Environment Component
Instructional Component
Media Component
Click on any of the model component links for
detailed information for that specific component.
Click here for a summary of each component.
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
25
Concept of Elasticity in Blended Learning
The power of blended learning is in its
elasticity
Depending upon the cognitive level of the
learning objectives and the learning environment
(synchronous vis-a-vis asynchronous), different
combinations of instructional media and
instructional strategies can support various
levels of interactivity to attain the most
appropriate "blend".
Learning Environment
Instructional
As the blend changes, the model becomes
"elastic", allowing the instructional designer to
modify the blend to meet specific learning
outcomes.
Media
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
26
Elasticity in Blended Learning
What is the right mix? There may be several
blended solutions that can meet the
instructional objectives, so consider the
qualitative merits of all instructional media.
The ultimate goal is to increase performance
through the systematic evaluation of
intra-dependent variables that would result in
the most appropriate integration of media.
With that said, any combination of instructional
delivery medium, including the traditional
classroom, can result in a blended learning
solution, but the instructional efficacy of the
solution is most dependent upon the
instructional and learning environment
components.
Click here for another view of the blend
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
27
Survey of Chief Learning Officers (CLOs) Use of
Blended Learning

• Survey from the Chief Learning Officer magazine
  Business Intelligence Board

The traditional classroom is still the primary
delivery media (56) but synchronous
asynchronous e-learning is increasing (24),
along with the use of m-learning (6)
Source Chief Learning Officer Magazine. (July,
2007). Blended Learning Mixing Modalities.
Available at http//www.clomedia.com
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Survey of CLOs Use of Blended Learning (cont)
The greatest change in the delivery mix will
continue to come via the increased adoption of
e-learning and the increased use of portable
technologies.
IBMs perspective on blended learning and
workforce mobility
Did you know thatclick here
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Survey of CLOs Use of Blended Learning (cont)
There is an important link between content
type and delivery method and that
student-instructor interaction receives strong
consideration in determining which delivery
methods get employed within an organization...
and The value of student-to-instructor
interaction remains a primary driver for both
classroom-based ILT and synchronous
e-learning.as well as student-to-student
interaction. CLO Magazine., July, 2007, pg. 48-49
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
30
Growth of Blended Learning in Higher Education
Survey indicated that more emphasis is expected
on blended learninginstruction that combines
face-to-face with online offeringsthan on fully
online courses. Those surveyed predicted a
distinct shift from about one quarter of classes
being blended today to perhaps the vast majority
of courses having some Web component by the end
of the decade.
Source Kyong-Jee Kim and Curtis J. Bonk, The
Future of Online Teaching and Learning in Higher
Education, EDUCAUSE Quarterly, Number 4, 2006.
Available at http//connect.educause.edu/Library/
EDUCAUSEQuarterly/TheFutureofOnlineTeaching/40000
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
31
SoWhat Does it Mean?
The best current evidence is that media are
mere vehicles that deliver instruction but do not
influence student achievement any more than the
truck that delivers our groceries causes changes
in nutrition only the content of the vehicle can
influence achievement. Richard.Clark,
Reconsidering Research on Learning from Media.
Review of Educational Research, Winter, Vol. 53,
No. 4, 1983, pp. 445-459
"It is likely not the blendedness that makes
the difference, but rather the fundamental
re-consideration of the content in light of new
instructional and media choices. Richard Voos,
Blended Learning-What is it and where might it
take us? Sloan-C View, Volume 2, Issue 1 Feb,
2003. Available at http//www.sloan-c.org/public
ations/view/v2n1/coverv2n1.htm
Theres an important point that is easy to miss
in the frenzy of change. Web 2.0 is not about
technology, and neither is e-Learning 2.0. The
human element is what makes the new Web work.
Without user-generated content, the new Web would
be an empty shell of fancy technologies.
e-Learning Guild, What is e-Learning 2.0? , Aug,
2008
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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Its not just about technologyits about people
Final Note The Learning Mantra

• Training/education is the process
• Learning is the outcome
• The technology is the means

Focus on learning outcomesthe end result
Improving human performance
Definitions Media Evolution
Learning Environments Blended Learning
Model Elasticity Implications
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End of Presentation
One only needs two tools in life WD-40 to make
things go, and duct tape to make them stop. G.
M. Weilacher, American humorist
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Learning Environment Component
A learning environment can either be synchronous
or asynchronous, per se, the learning is either
occurring real-time with an instructor
(synchronous), or it is occurring without the
presence of an instructor (asynchronous).
Regardless, each learning environment has their
distinct advantages and disadvantages, and the
goal of developing a blended learning strategy is
to leverage those specific attributes of each
environment to ensure the most optimum use of
resources to attain the instructional goal.
Asynchronous
Distance Learning
Synchronous
Traditional Classroom
Back to Main Page Learning Environment Page
Synchronous Asynchronous
36
The Synchronous Learning Environment
Synchronous
Asynchronous

• Advantages
• Provides for a dialectic learning environment
  with a high level of interactivity
• Encourages spontaneity of oral responses
• Immediate reinforcement of ideas
• Supports activation learning strategies
• such as idea generation (brainstorming)
• Provides for peer support (social
• learning theory)
• Allows for peer-to-peer interaction
• Structured learning environment

• Disadvantages
• Limited to same time
• Required dedicated instructor
• Does not provide for self-pacing
• May be limited to same place
• (albeit at a distance)
• High cognitive load

Back to Main Page Learning
Environment Page Synchronous Asynchronous

37
The Asynchronous Learning Environment
Different Time
Different/Same Place

• Advantages
• Provides for more opportunity of reflective
  thought
• Not constrained by time
• Delayed reinforcement of ideas
• Provides for flexibility in delivery of content
• Less structured learning environment
• Provides for flexibility in location (home,
  office, etc.)

• Disadvantages
• No live interaction
• Longer completion times
• Just-in-time do-it-on-your
• own-time
• Higher non-completion rates
• pacing not optimized

Back to Main Page Learning
Environment Page Synchronous Asynchronous
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Media Component
Some instructional media may be more appropriate
than others in supporting either a synchronous or
asynchronous learning environment, but no single
medium is inherently better or worse than
another. Although the delivery medium does not
affect the content, the selection of certain
media may affect how you design the content based
on the attributes of that specific medium.
Regardless, when the most appropriate media are
selected based on the ISD process, then learning
outcomes will not be affected.
Media are vehicles that simply deliver their
contents. When developing a blended learning
solution, the selection of the most appropriate
media is not based solely on the attributes of
the media, but the potential impact it may have
on the design of the instructional components
and corresponding physical learning environment.
Click here for more on media mapped to the
distance learning environment.
Back to Main Page Media Component
Taxonomy Portability
40
Taxonomy of Media for Blended Learning
The taxonomy is focused primarily on a
dichotomous learning environment
Click here for note on use of Wikis Blogs as
collaborative tools
Source Distance Learning Magazine, Vol 3,
Number 2, 2006, Instructional Media Selection
for Distance Learning A Learning Environment
Approach
Back to Main Page Media Component
Taxonomy Portability
41
Integrating Media A Blended Learning Approach
Integrating any combination of synchronous/
asynchronous media with the traditional classroom
results in a blended learning solution.
Back to Main Page Media Component
Taxonomy Portability
42
Synchronous Instructional Media
43
Synchronous Instructional Media
44
Synchronous Instructional Media
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When evaluating media components, wikis, blogs,
and discussion boards are primarily collaborative
tools and not considered stand-alone
instructional media delivery options. However,
they can be integrated into a course/learning
module in developing a social learning structure
that supports active learning and knowledge
construction through peer-to-peer interaction.
In a research study investigating the interplay
of synchronous and asynchronous communication
used in online courses, students seemed more
satisfied with face-to-face courses that used
asynchronous discussion boards as alternative
communication media than courses that were
entirely asynchronous based. Significant data
were found to indicate the effect of synchronous
media in a mostly asynchronous discussion forum.
The ability of synchronous media to foster social
presence is not shown or disproved by the
research Source A Field Study of Use of
Synchronous Chat in Online Courses (2002),
Retrieved from http//www.hicss.hawaii.edu/HICSS3
6/HICSSpapers/CLTSL03.pdf
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Asynchronous Instructional Media
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Portability

• Refers to how portable (mobile) a specific media
  may be, e.g., cell phones, ipods/Blackberrys,
  personal DVD players, other similar wireless
  devices.
• When evaluating portability, consider symmetry,
  per se, the amount of information digital bits
  that flows to/from the sender and receiver in
  either direction. For example
• Asymmetrical interaction is when the flow of
  information is predominantly in a single
  direction such as in a didactic lecture or
  asynchronous learning module with no interaction
  between the student and instructor.
• Conversely, in a conferencing or collaborative
  learning environment, the information flow is
  symmetrical, per se, the information flow is
  evenly distributed between learners and
  instructors and equal amounts of digital
  information is flowing both directions.
• A close relationship exists between symmetry and
  interactivity. The more the student-instructor
  interaction, the greater the need for a
  symmetrical delivery system.

Back to Main Page Media Component
Taxonomy Portability
51
Symmetrical vs. Asymmetrical Learning Environments
When articulating a blended learning strategy,
considering symmetry of the learning environment
is almost as important as considering its
synchronicity. If not taken into account, it may
lead the course designer to make less than
optimal choices in instructional media selection.
High
Symmetry
Click on the icon of how Merrill Lynch use of
mobile learning
High
Low
Interactivity
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Taxonomy Portability
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Instructional Component Variables to Consider
Multimedia (aural/visual)
Rapidity of Change
Instructional Objectives
Content
Complexity
Instructional Strategies
When developing a blended learning solution,
maintaining instructional quality is paramount.
Consequently, learning objectives are never
compromised when developing a blended learning
solution. Instructional strategies are the
products of learning objectives and serve to
ensure the learning objectives and facilitate the
transfer of learning.
Click for information on learning styles
Interactivity (strategies supporting specific
media)
Synchronous
Asynchronous
Collaboration (P2P)
Collaboration (P2P)
Didactic
Dialectic
Instructor-student-instructor
Instructor-student
Back to Main Page Instructional Component
Instructional Objectives Instructional
Strategies
54
Note on Learning Objectives

• The most significant factors in student learning
  are quality and effectiveness of instruction, and
  the most important single factor in developing a
  blended learning solution is the instructional
  objective. The level of cognitive objectives is
  a critical variable to consider when selecting
  the most appropriate media for blended learning,
  and generally speaking

• Asynchronous media may be more appropriate for
  the lower cognitive levels where knowledge and
  comprehension and repetition/drill practice are
  the primary focus, and
• Synchronous media may be more appropriate for the
  higher cognitive levels (synthesis/analysis/evalua
  tion) where a synchronous learning environment is
  required to support a high level of interaction
  (dialog).

Back to Main Page Instructional Component
Instructional Objectives Instructional
Strategies
55
What is a Learning Objective?

• A learning objective (aka behavioral objective,
  instructional objective, enabling objective, or
  performance objective) is a succinct statement
  that describes a specific learning activity
• Includes a description of a performance you want
  learners to be able to exhibit in order to
  evaluate competency
• Expressed in terms of the student and formulated
  in terms of observable behavior and the special
  conditions in which the behavior is manifested.

Back to Main Page Instructional Component
Instructional Objectives Instructional
Strategies
56
Why Developing Learning Objectives?

• The purpose of creating learning objectives is to
  provide a means of clarifying the instructional
  goal and ensure the training/education is
  successful.
• Establishes the criteria for student performance
  used to assess learning
• Used to develop instructional strategies
• Basis for media selection

Back to Main Page Instructional Component
Instructional Objectives Instructional
Strategies
57
Types of Objectives

• Instructional objectives are developed from a
  taxonomy known as the domain of learning
  objectives and includes three overlapping
  domains
• Psychomotor
• Affective
• Cognitive
• Demonstrated by knowledge recall and the
  intellectual skills comprehending information,
  organizing ideas, analyzing and synthesizing
  data, applying knowledge, choosing among
  alternatives in problem solving, and evaluating
  ideas or actions

Back to Main Page Instructional Component
Instructional Objectives Instructional
Strategies
58
Blooms Taxonomy of Cognitive Objectives
A metaphor depicting the taxonomy of learning
objectives can be thought as assembling blocks in
building a pyramid. The knowledge and
comprehension levels create the foundation from
which one develops higher order thinking skills
commensurate with the higher cognitive levels
(analysis, synthesis, evaluation).
Higher
Doing
Lower
Knowing
Back to Main Page Instructional Component
Instructional Objectives Instructional
Strategies
59
Instructional Strategies
The dissemination of content through the use of
instructional media is only as effective as the
design of the instruction

• Instruction is designed to transfer knowledge
  from the instructor to the learner to the
  real-world environment.
• The transfer of learning is facilitated by the
  development of instructional strategies
• Certain synchronous instructional technologies
  may be best suited for instructional strategies
  that require a live and dialectic learning
  environment.
• Conversely, there are asynchronous instructional
  technologies that are best integrated with
  strategies that require asynchronous learning
  environment.

Click here for an explanation of the difference
between instructional strategies and cognitive
learning strategies.
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Instructional Objectives Instructional
Strategies
60
Table of Instructional Strategies
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Instructional Objectives Instructional
Strategies
61
Table of Instructional Strategies
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Instructional Objectives Instructional
Strategies
62
Instructional Strategies Supporting Asynchronous
Media
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Instructional Objectives Instructional
Strategies
63
Instructional Strategies Supporting Synchronous
Media
Back to Main Page Instructional
Component Instructional Objectives
Instructional Strategies
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Summarizing The Media Component

• While media does not affect the content, it can
  affect how you design the content for a specific
  medium
• Variables to consider
• Media richness (motion handling, visual
  clarity/pixel resolution)
• Dispersion of workforce/distribution of content
• Ability to update content quickly
• Technological infrastructure
• Capital recurring costs
• Bandwidth
• Hardware end points
• Portability
• Simplex (one-way) data vis-a-vis
• duplex (2-way data)

• Click here for more on distance learning
  environments
• Click here for e-learning 2.0 technologies
  definitions
• Click here for an introduction to Media
  Synchronicity Theory

66
Summarizing The Learning Environment Component

• Synchronicity Is the learning environment
  primarily synchronous or asynchronous or a
  combination of both?
• Variables to consider
• Time space
• Live interaction
• Collaboration
• Pacing
• Flexibility in content delivery
• Timeliness of completion
• Reinforcement of ideas (immediate
  vs. delayed)
• Reflection of ideas

Learning Environment Component
Instructional Component
Media Component
67
Summarizing The Instructional Component

• Asynchronous media may be more appropriate for
  the lower cognitive levels whereas synchronous
  media may be more appropriate for the higher
  cognitive levels.
• Variables to consider
• Level of interactivity
• Spontaneity
• Collaboration
• Peer-to-peer
• Instructor-student (didactic)
• Instructor-student-instructor (dialectic)
• Cognitive load
• Reinforcement of ideas/thoughts
  (immediate/delayed)
• Rapidity of content change
• Complexity of content
• Level of cognitive objectives (click here for a
  brief over of Blooms Taxonomy of Cognitive
  Objectives)
• What about learning styles (click here)?

Learning Environment Component
Instructional Component
Media Component
68
Synchronous Instructional Media Mapped to
Instructional Strategies
Instructional TV/Satellite e-Learning
Video Teleconferencing

• Narration (Lecture)
• Guided Discussion/Panel Discussion/ Group
  Discussion
• Idea Generation (Brainstorming)
• Illustrations/Imagery/Modeling
• Demonstration
• Case Studies
• Simulations
• Role Playing

• Narration (Lecture)
• Guided Discussion/Panel Discussion
• Idea Generation (Brainstorming)
• Illustrations/Imagery/Modeling
• Demonstration
• Case Studies
• Simulations

Web Conferencing
Audio Conferencing
Audio Graphics

• Narration (Lecture)
• Guided Discussion/Panel Discussion
• Idea Generation (Brainstorming)
• Illustrations/Imagery/Modeling
• Case Studies
• Simulations

• Narration (Lecture)
• Guided Discussion/Panel Discussion
• Idea Generation (Brainstorming)
• Illustrations/Imagery/Modeling

• Narration (Lecture)
• Guided Discussion/Panel Discussion
• Idea Generation (Brainstorming)

69
Asynchronous Instructional Media Mapped to
Instructional Strategies
Pre-recorded video (CD/DVD, vodcast, tape)
Computer-based Instruction
Webinars

• Narration (Lecture)
• Illustrations/Imagery/Modeling
• Demonstration
• Case Studies
• Simulations
• Role Playing
• Drill Practice

• Narration (Lecture)
• Guided Discussion/ Panel Discussion
• Illustrations/Imagery/Modeling
• Demonstration
• Simulations
• Role Playing

• Narration (Lecture)
• Illustrations/Imagery/Modeling
• Demonstration
• Case Studies
• Simulations
• Drill Practice

Pre-recorded audio (podcast, cassette, CD)
Correspondence

• Narration (Lecture)
• Case Studies
• Drill Practice

• Narration (Lecture)

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Portability An IBM Workforce Mobility
Perspective
Blended learning allows companies to mix
scheduled and unscheduled training modules and
structured and unstructured learning experiences,
as well as provide self-paced material to keep
todays learners engaged.
Return to previous page
Source On demand learning blended learning
for todays evolving workforce, IBM Learning
Solutions, September 2005, Available at
http//www-935.ibm.com/services/us/imc/pdf/gw510-6
396-on-demand-learning.pdf
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Mobile Learning Merrill Lynch Compliance
Training Delivered via BlackBerrys

• Background. With a population of 60,000
  employees, Merrill Lynch has more than 21,000
  BlackBerry devices in use globally, with 500 new
  devices being added monthly. One of the primary
  advantages of using BlackBerries to delivery
  m-learning is that the devices are integrated
  within the corporate network.
• Goals. Enable learning outside the office during
  naturally occurring downtime leverage existing
  BlackBerry usage habits allow employees to
  complete learning in small bursts, regardless of
  time and place with no need for network coverage.
• Results. Offered 3 compliance training courses
  via BlackBerry for a 2 month period and achieved
• Increase of 1.21 in average competency score to
  the control groups
• Attained a 12 higher completion rate at the
  45-day milestone
• Attained an average of 45 less time in training,
  with some completing the training in lt80 with no
  loss of comprehension

Source Chief Learning Officer magazine,
Merrill Lynch Bullish on Mobile Learning, April,
2008.
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What Might Go in the Blend
Return to previous page
Source Allison Rossett and Rebecca Vaughan
Frazee, Blended Learning Opportunities, American
Management Association Special Report, 2006
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Delivery Media Mapped to the Distance Learning
Environment

• Distance Learning Classroom
• group centric (classroom environment)
• primarily synchronous
• dialectic collaborative
• constrained by time place
• Supporting Media
• Satellite e-learning
• Video Conferencing
• Audio Conferencing
• Audio Graphics

Since media are vehicles that simply deliver
their contents, the selection of the most
appropriate media is not based solely on the
attributes of the media, but the potential impact
it may have on the design of the instructional
components and corresponding physical learning
environment. For example, the group centric
distance learning classroom is best supported by
media that can provide for a dialectic and
collaborative environment, but is limited by time
and place, whereas portable media best supports
the individual learner anytime/anyplace but with
limited peer support and interaction.

• Virtual Classroom
• individual centric (office environment)
• synchronous asynchronous capability
• mostly didactic but can support interaction
• constrained by time not place
• Supporting Media
• Web conferencing tools

• Virtual Learner
• Individual centric (portable to any location)
• primarily asynchronous
• primarily didactic with little/no interaction
• not constrained by time place
• Supporting Media
• Mobile devices

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Delivery Media Mapped to the Distance Learning
Environment

• Distance Learning Classroom
• group centric (classroom environment)
• primarily synchronous
• dialectic collaborative
• constrained by time place
• Supporting Media
• Satellite e-learning
• Video Conferencing
• Audio Conferencing
• Audio Graphics

In a group centric distance learning classroom,
the most appropriate media are those that can
provide for a dialectic and collaborative
environment but maybe constrained by time and
place. However, portable media best supports the
individual learner anytime/anyplace but with
limited peer support and interaction.

• Virtual Classroom
• individual centric (office environment)
• synchronous asynchronous capability
• mostly didactic but can support interaction
• constrained by time not place
• Supporting Media
• Web conferencing tools

• Virtual Learner
• Individual centric (portable to any location)
• primarily asynchronous
• primarily didactic with little/no interaction
• not constrained by time place
• Supporting Media
• Mobile devices

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Teaching with Instructional Television (ITV)--Did
you Know
There is a tendency to regard the future of
distance learning as belonging solely to online
or web classes. However, some researchers have
found that courses offered in ITV were sometimes
preferred by students even when the same course
was offered online. Also, the visual and
interactive nature of instructional television
benefited students and that student satisfaction
with ITV has been generally confirmed. Teaching
with ITV (Jan, 2008). International Journal of
Instructional Technology and Distance Learning
http//www.itdl.org/Journal/Jan_08/index.htm
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Click for Glossary
Media Synchronicity Theory
Media synchronicity theory is primarily focused
on groups and proposes that a set of media
capabilities are important to group work, and
that all tasks are composed of two fundamental
communication processes (conveyance and
convergence). Communication effectiveness is
influenced by matching the media capabilities to
the needs of the fundamental communication
processes, not aggregate collections of these
processes (i.e., tasks) as proposed by media
richness theory. The theory postulates it is
possible for one medium to possess different
levels of a communication capability depending
upon how it is configured and used. Media possess
many capabilities, each of which may be more or
less important in a given situation. The
"richest" medium is that which best provides the
set of capabilities needed by the situation the
individuals, task, and social context within
which they interact (Note richness applies to
the message/content, not the richness of the
visual media). Thus, concluding that face-to-face
communication is the "richest" media is
inappropriate. Communication effectiveness is
influenced by matching the media capabilities to
the needs of the fundamental communication
processes, not aggregate collections of these
processes as tested in examinations of media
richness theory.
Source Alan R. Dennis, Alan R., Valacich,
Joseph S., (1999), Rethinking Media Richness
Towards a Theory of Media Synchronicity,
Retrieved from http//csdl2.computer.org/comp/pro
ceedings/hicss/1999/0001/01/00011017.PDF
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84
Media Synchronicity Theory Dimensions of Task
Functions, Communication Processes, and Media
Characteristics
Communication effectiveness is influenced by
matching the media capabilities to the needs of
the fundamental communication processes, not
aggregate collections of these processes as
tested in examinations of media richness theory.
Source Alan R. Dennis, Alan R., Valacich,
Joseph S., (1999), Rethinking Media Richness
Towards a Theory of Media Synchronicity,
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• e-Learning 2.0 Technologies
• Wikis
• Blogs
• Podcasts
• Vodcasts
• Immersive learning environments, e.g., multi-user
  virtual environments (MUVEs)
• Note Wikis blogs are primarily collaborative
  tools and not instructional media used to deliver
  content
• Definitions
• Web 2.0 The stage of the WWW where the Internet
  has become a platform for users to create,
  upload, and share content with others, versus
  simply downloading and consuming content.
• e-Learning 2.0 The idea of learning through
  digital connections and peer collaboration
  enhanced by technologies driving Web 2.0.
  Users/learners are empowered to search, create,
  and collaborate in order to fulfill intrinsic
  needs to learn new information.
• Source e-Learning Guild Research Report on
  e-Learning 2.0Learning in a Web 2.0 World, Sep
  2008

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Virtual worlds are online, computer-generated
simulations of simulated environments where users
guide their "avatar," or digital representation
of their physical selves, to accomplish various
goals. Typical virtual world activities include
meeting and socializing with other avatars,
buying and selling virtual items, playing games,
etc. Virtual worlds combine both synchronous
capabilities (audio, text chat, whiteboards), as
well as asynchronous capabilities (static text,
embedded learning modules, learning objects,
etc.). Within the context of the evolution of the
Internet from Web 1.0 to Web 3.0, Virtual
worlds--especially the 3D kinds--are classified
under the Web 3.0 category because of their
profound ability to integrate multiple types of
content, information sources, and feeds into one
highly engaging and interactive format.
Return to previous page
For information on virtual worlds used in the
Federal Government Federal Consortium on Virtual
Worlds. Hosted by National Defense University
(NDU), Information Resources Management College
(IRMC) http//www.ndu.edu/IRMC/fedconsortium.html
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Blooms Taxonomy of Cognitive Objectives
Doing
A metaphor depicting the taxonomy of learning
objectives can be thought as assembling blocks in
building a pyramid. The knowledge and
comprehension levels create the foundation from
which one develops higher order thinking skills
commensurate with the higher cognitive levels
(analysis, synthesis, evaluation).
Knowing
Continuum of Cognitive Domain Objectives
Lower
Higher

Knowledge
Comprehension Application Analysis
Synthesis Evaluation
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91
Blooms Revised Taxonomy of Cognitive Objectives
Mapped to Instructional Media
Adapted from John Lasseters media selection
table
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• What are Learning Styles/Cognitive Styles?
• Cognitive style is viewed as a bipolar dimension
  representing a person's typical or habitual mode
  of problem solving, thinking, perceiving and
  remembering considered stable over time, and
  related to theoretical or academic research.
• Learning style entails many elements, are related
  to practical applications, and usually not
  either-or extremes. Learning styles are
  characterized by how information is
  preferentially perceived (sensory or intuitive),
  organized (inductive or deductive), and processed
  (active or reflective), and modality is
  preference (visual, aural, or kinesthetic).
• What cognitive science has revealed is learners
  differ in their abilities with different
  modalities, but teaching to a learners best
  modality doesn't affect his/her educational
  achievement. What does matter is whether the
  learner is taught in the content's best modality.
  All students learn more when content drives the
  choice of modality.
• The majority of research does not support a
  significant statistical relationship between
  learning/cognitive styles and learning outcomes,
  and postulates learning/cognitive styles have lt5
  affect on the variability in learning (Note
  Prior knowledge and motivation account for 70
  of the variability in learning).
• Source Willingham, Daniel. Do Visual, Auditory,
  and Kinesthetic Learners Need Visual, Auditory,
  and Kinesthetic Instruction? American Educator,
  Summer 2005. Available at http//www.aft.org/pub
  s-reports/american_educator/issues/summer2005/cogs
  ci.htm

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• Different Lea