Meta- -Study of Distance Study of Distance Meta Education Com - PDF document

12/5/2003 Lea rner - -centered Instructiona l centered Instructiona l Lea rner Design a nd Dev elop m ent: Design a nd Dev elop m ent: Tw o Exa m p les of Success Tw o Exa m p les of Success A presentation prepared for the APRU 4 th DLI Conference, Singapore: Novem ber 30 th to Decem ber 2 nd 20 0 3 Gale Parchom a Instructional Designer UNIVERSITY OF SASKATCHEWAN UNIVERSITY OF SASKATCHEWAN Saskatoon, Saskatchewan, Canada. www.usask.ca Meta- -Study of Distance Study of Distance Meta Education Com pletion Rates Education Com pletion Rates • Distance students learn as much as conventional students • Correspondence students are much more likely to drop out before completing their courses • Dropout rates range from 19 to 90 % • An overall rate of 40 % • Studies of this magnitude have yet to be conducted for technology-based distance learning • Limited research to date suggests interactivity and novelty may contribute to higher completion rates Potashnik, M. & Capper, J. (1998). Distance education: Growth and diversity. International Monetary Fund and the I nternational Bank for Reconstruction and University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division Development/ The World Bank. Trends 20 0 3: Progress towards Trends 20 0 3: Progress towards the European Higher Education the European Higher Education Area Area • New focus on learners’ needs • A paradigmatic shift from teaching to learning • The needs and aspirations of the students should constitute the driving principle in the higher education European University Association – July 2003 University of Saskatchewan University of Saskatchewan - - Extension Division Extension Division 1

12/5/2003 A Com parison of Perspectives A Com parison of Perspectives Dom ain-Centered Design Learner-Centered Design for for Com puter-Mediated Com puter-Mediated Learning Learning Gifford and Enyedy ( 19 99 ) University of Saskatchewan University of Saskatchewan - - Extension Division Extension Division Dom ain Dom ain - -Centered Design Centered Design Prerequisite knowledge Focus of design work is on � content to be developed The content of the discipline University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division Learner- Learner -Centered Design (LCD) Centered Design (LCD) Who are the learners? And what do they need to know? Focus of design work is on learners’ needs � How will learners benefit from learning? University of Saskatchewan University of Saskatchewan - - Extension Division Extension Division 2

12/5/2003 Basic Principles of LCD Basic Principles of LCD � Learnability � The initial difficulty in learning how to use an a com puter-m ediated learning environm ent � Usability � Ease of use over tim e � Understandability � Meeting the content needs of the learner in order to ensure that inform ation-seeking requirem ents, perform ance goals, and level of fam iliarity w ith topics encountered are accom m odated Reeves (1999) “Prom ote a shared understanding of intentions and perm it coordinated action… for the m utual benefit of learners and their teachers.” University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division Goodyear (1999) LCD Principles Applied to LCD Principles Applied to Instructional Design (ID) Instructional Design (ID) � Designing computer-mediated learning environments as information fields � An information field (Reeves, 1999): • Reduces com plexity • Focuses on reducing cognitive load • Supports learners w ithin a cognitive fram ew ork “To design is … to add value and m eaning to illum inate, to sim plify, to clarify.” Paul Rand University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division Inform ation Field Design (IFD) Inform ation Field Design (IFD) Distribution of Cognitive Load Human User Designed Object Tool-centered User-centered Learner-centered Reeves ( 1 999 ) University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division 3

12/5/2003 IFD Applied to Interface Design IFD Applied to Interface Design • Cognitive fram ework that system atically connects a virtual learning environm ent to the learners – Fam iliarity with delivery platform – Help screens that are inform ative and appropriate for specific problem s – Intuitive navigation – Flexible – interface can cope with unexpected choices – Metaphors – Do they translate? – Sem antic density – Is it right? University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division LCD LCD – – After the Interface… After the Interface… Taking a learner-centered stance “forces designers to conceptualize the developm ent process from the learners’ perspective rather than that of the content.” Sims (2001) University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division LCD inside ADDIE – – I I LCD inside ADDIE Detailed Learner Profiles • Dem ographics • Com fort w ith and access to technology • Learning styles and preferences • Com fort w ith the language of instruction • Com peting responsibilities • Academ ic self-concept • Achievem ent expectancies • Perceptions of authority Laks (2003) House (2002) Schwier (2002) Barclay (2001) Wilson (1999) University of Saskatchewan University of Saskatchewan - - Extension Division Extension Division 4

12/5/2003 LCD inside ADDIE - - II II LCD inside ADDIE Learner-centered Task Analysis • Again , w hat do your learners already know ? • W hat do they need to know ? • How big is the gap? • How are you going to connect your learners’ prior know ledge to new know ledge? • How are you going to chunk the inform ation that exists inside the gap? • W hat tools are provided to learners so that they can m onitor and im prove their learning? • How w ill you dem onstrate the benefit of successful learning to them ? University of Saskatchewan University of Saskatchewan - - Extension Division Extension Division Doyle (2002) Schwier (2002) Weston & Amundsen (2001) Merrill (2000) LCD inside ADDIE LCD inside ADDIE – – III III • Focus on the skills, needs, & interest of the learners • Scaffold understanding • Plan to assist learners in their efforts to m ake schem atic connections • Plan for just-in-tim e coaching • Make self-m onitoring and evaluating activities explicit and obvious • I nclude learners in the design team Vincini (2001), Murphy (2000), Reeves (1999) “I nstructional designers m ust interact w ith the people for w hom they design.” Thomas, Mitchell, & Joseph (2002) “End users—the ‘consum ers’ of the instructional ‘product’ should contribute directly to the project’s design and developm ent.” Wilson (1995) University of Saskatchewan University of Saskatchewan - - Extension Division Extension Division LCD inside ADDIE LCD inside ADDIE – – IV IV I n an e-learning environm ent, “you have to interact w ith students on an individual level.” Barclay (2001) Learners “don’t care how m uch you know until they know how m uch you care.” Weston & Amundsen (2001) Foster an environm ent that allow s learners “to learn from course m aterials, the instructor, and each other.” Collins & Berge (1996) University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division 5

12/5/2003 LCD inside ADDIE – – V V LCD inside ADDIE • Em phases: • Form ative rather than sum m ative • I terative rather than periodical • Lateral rather than hierarchical “Mem bers of a learning com m unity, including both teachers and students observe and m onitor learning and m ake needed adjustm ents to support each other in learning activities.” Wilson (1995) University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division A Com parison of Two Success Stories A Com parison of Two Success Stories � COL - Writing Effectively for UNHCR – English version • Project Sponsor: Commonwealth of Learning • Instructional Designer: Dr. David Murphy • Writer: Maree Bentley – My role: One of several course tutors � U of S - Designing Materials for I ndividualized Instruction • Project Sponsor: University of Saskatchewan • Primary Instructional Designer: Dr. Richard Schwier • Student-Assistant Designers: Ruth and Thelma Cey • Writer: Dr. Richard Schwier • Instructor: Dr. Richard Schwier – My role: Instructional Designer- “Trouble-maker” University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division Define Success…for the COL Define Success…for the COL UNHCR UNHCR Course Course ODLAA ( 2 0 01 ) Aw ard for Excellence in Developm ent and Delivery of Distance Education and Open Learning Program s to the Com m onw ealth of Learning " W riting Effectively for UNHCR dem onstrates a com m itm ent to excellence that is am ply reflected in the final product. The overall high quality represents the convergence of a range of attributes, the m ost notable of these being: • An in-depth understanding of the target group and its needs • Sound background research • Attention to the appropriateness of learning strategies and m edia. Op en a nd Dista nce Lea rning Associa tion of Austra lia (ODLAA) University of Saskatchewan - University of Saskatchewan - Extension Division Extension Division 6