Creating Distributed Learning Environments: Educational Uses of Communication Technologies

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Creating Distributed Learning Environments
Educational Uses of Communication Technologies

• Grace Kirkman, Ph.D.
• Extension Urban Specialist, Program Design
• Alabama Cooperative Extension System
• July 2002

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Disclaimer

• Product names are used in the presentation for
  clarification only.

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• This PowerPoint session presents a range of
  technologies that may used as delivery systems to
  augment traditional face-to-face learning
  environments. It serves as a resource for
  improving the instructional soundness of
  technology-supported teaching and learning.
  Techniques are offered to enhance individuals
  technological fluency in evaluating, selecting,
  and integrating emerging technologies into a
  variety of instructional design contexts.

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• Suggestions are given for using different
  multimedia technologies alone, or in combination.
  This is done to ensure an appropriate and
  effective balance of flexibility and interaction
  for varied learning needs.
• The discussion focuses on the role of
  technology in teaching and learning,
  instructional design for interactive distributed
  learning environments, considerations for

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• determining the choice of media, and learning
  style awareness. Key terms are defined to
  increase contextual understanding of the
  material. Five categories of technologies that
  are currently used to support distance teaching
  and learning are presented. Each technology
  category discussed includes a description of

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• the medium, factors to consider (advantages and
  disadvantages), instructional strategies for
  incorporating the delivery system, and technical
  requirements for remote access to educational
  resources.

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Learning Objectives

• By the completion of the session, you will be
  able to
• 1) Identify the role of technology in teaching
  and learning
• 2) Identify factors that are critical to the
  selection of media for educational delivery
• 3) Identify advantages and disadvantages of each
  delivery medium

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Learning Objectives (continued)

• 4) Identify and select appropriate media to
  support learning for varied learning styles
• 5) Critically evaluate each delivery medium in
  terms of its attributes for a range of Extension
  content areas, targeted audiences, and
  educational situations
• 6) Integrate technologies into an educational
  design to facilitate effective and efficient
  collaboration and communication within
  distributed learning environments

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Technology-Supported Learning Scenario

• Youve been asked to design and develop a
  community-based educational program to provide
  training for homeowners in the safe use and
  storage of household chemicals. The target
  audience is comprised of working parents,
  elderly, youth, and small farm producers in a
  large remote area.

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• The reading level of the target audience ranges
• from the fifth grade to above twelfth grade.
• Two-thirds of the homeowners have computers
• with CD-ROM/DVD drive and Internet
• connectivity. The majority of the residents have
• VCRs and access to two cable television
• networks and the public broadcast system.

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• 1) What technology or combination of technologies
  would you use to deliver the content to the
  target population?
• 2) What strategies would you use to ensure the
  appropriate level of interactivity and
  flexibility in the learning environment?

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Definitions Used in Creating Distributed Learning
Environments

• The following terms are used throughout the
  session. The definitions provide a basis for
  contextual understanding.
• Asynchronous communication
• - Time-delayed interaction between
  individuals or
• among groups of individuals.
• Computer conferencing
• - Real-time or delayed online interactions
  between
• individuals.

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• Distributed learning environments
• - Technology-supported learning
  opportunities that provide remote access to
  participants.
• Electronic performance support system (EPSS)
• - Computer-based diagnostic tools used in
  problem solving.
• Hypertext links
• - Portions of a Web document that directs
  users to another resource usually depicted in
  color or some other identifier.

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• Instructional strategies
• - Methods used to facilitate participants
  ability to learn, retain, and transfer
  information.
• Learner-centered
• - A learning situation where the learner is
  responsible for his/her learning.
• Learning style
• - Individuals preferred way of comprehending
  and processing information.
• Media
• - Vehicles used for transmitting content from
  the source to the receiver.

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• One-way video and one-way audio
• - The transmission of audio, video, and data
  signals from the originating site to the remote
  site(s) where only the participants can see and
  hear the presenter.
• One-way video and two-way audio
• - The transmission of audio, video, and data
  signals from the originating site to the remote
  site(s) where the participants can see and hear
  the presenter and the presenter can hear the
  participants.

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• Point-to-point
• - Data transmission from the originating site
  to a single site.
• Point-to-multipoints
• - Data transmission from the originating
  site to multiple sites.
• Streaming media
• - Files containing audio, video, text, images,
  and animations delivered via the Internet in a
  continuous transaction. Participants may view
  files while files are being downloaded.

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• Synchronous communication
• - Interaction between two or more people in
  real time.
• Two-way video/two-way audio
• - The transmission of audio, video, and data
  signals from the originating site to the remote
  site(s) where participants can see and hear the
  presenter and presenter can see and hear the
  participants.
• Web-based course management software
• - A template for designing and developing
  course materials.

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Role of Technology in Teaching and Learning

• Supports learning for a variety of targeted
  audiences and learning environments
• Facilitates active involvement of the learner in
  constructing knowledge
• Provides a mechanism for simulating laboratory
  experiments
• Enhances participants ability to perceive the
  interrelatedness of concepts

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Role of Technology in Teaching and Learning

• Promotes collaboration among participants
• Facilitates drill and practice for mastery of
  concepts, etc.
• Permits content to be displayed in varied
  modalities (audio, graphics, text, etc.)
• Facilitates the use of real-life situations

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Instructional Design for Interactive Distributed
Learning Environments
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Major Questions

• Who are my participants?
• What do I want participants to know or be able to
  do after completing the learning experience?
• What interactive strategies and experiences will
  be needed?
• Will these decisions help participants reach
  their learning goals?

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Factors to Consider

• Listed below are several factors to consider
  when determining the choice of media for delivery
  of Extension programs and materials
• 1) The program objectives
• 2) The learning styles of the target audience
• 3) The size of the target audience
• 4) Whether media is cost-effective
• 5) How much time will be expended in translating
  the content to the particular medium

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Factors to Consider (continued)

• 6) The life-span of the media to be employed
• 7) Availability of media
• 8) Whether the content will become dated in a
  short period of time
• 9) Whether the content can be purchased from
  another source
• 10) Whether audience will be motivated to use
  content

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Learning Styles

• Learning style has been determined to consist of
  several modes.
• 1) Visual - One who learns best through reading
  and observing
• 2) Auditory - One who comprehends information
  best through listening
• 3) Kinesthetic/Tactile - One who learns best
  through hands-on activities
• 4) Olfactory - One who learns best through the
  sense of smell and taste

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References

• Frayer, D. A. (1998). Online Teaching and
  Learning Selected Readings.
• Center for Teaching Excellence. Duquesne
  University Pittsburgh, PA.
• Cited 22 March 2002. Available from
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• Cited 22 March 2002. Available from
• http//www.ion.illinois.edu/IONresources/onlinelea
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• Cited 25 March 2002. Available from
• http//1ts.ncsu.edu/guides/instructional_design/ap
  propriate_media.htm
• Cited 3 April 2002. Available from
• http//www.ion.illinois.edu/IONresources/instructi
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• Cited 3 April 2002. Available from
• http//www.rcc.ryerson.ca/learnontario/idnm/mod1/m
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• Cited 3 April 2002. Available from

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References (Continued)

• Cited 9 April 2002. A Teacher's Guide to
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• from http//fcit.coedu.usf.edu/distance/chap9.htm
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• Cited 23 April 2002. Interaction and
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• http//aee6541.ifas.ufl.edu/cdromversion/interacti
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• Cited 25 April 2002. Using Technology to
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• Available from http//www.uaa.alaska.edu/ed/ed626
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