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ALC 2015 Immersive Training
Workshop
Barbara B. LockeeJune 8, 2011
ObjectivesIdentify features of existing and emerging
technologies that can support learning
Describe evidence related to the use of various technologies for learning
Select appropriate technologies for learning based on relevant factors such as access, cost, and instructional outcomes
The BIG PICTURE
Instructional Design Model
3M’s of Technology Mediated Learning
Delivery Mode
Media attribute
Instructional Method
Delivery Mode & Media Attributes
Properties of stimulus material manifest in physical parameters of media
Inherent part of instructional system
Consolidation of properties with digital evolution of media
Sign TypesPossible representations of objects, ideas, or
concepts
Iconic-image that depicts referent
Digital-abstract representation
Wileman (1993) offersPictorialGraphicVerbal
Dale’s Cone of Experience
Words
Graphics
Photographs
Motion Images (Video)
Immersive Environments/Virtual Reality
Verbal InformationGlaciers are dynamic systems
Comprised of snow, ice, rock debris
Formed from years of pressure from accumulating snow
Graphic Information
Pictorial Information
Sensory ModalityAuditory or visual channel (or both)
ReferabilityVisuals can have permanenceAuditory is transient (unless it’s recorded)
Sequence vs. simultaneous
Fixed pace vs. flexible pace
Realism and AbstractionAmount of detail
Line drawings--photographs--3-DRealism can cause interference
Color vs. Black & WhiteNo difference in learningPreferred by learnersColor can provide visual cues
Realism and AbstractionMotion
Motion vs. staticNo difference except when concept involves
motion or change
Active Response & Feedback
Overt vs. covert respondingOvert--learner produces resultsCovert--intangible response(thinking)
Feedback mechanismsLearner knowledge of resultsBeneficial when responses are incorrectMore research needed
How about your systems?What are the media attributes (or features) of
your delivery systems?
Face to face
Online
Other?
Same Different
Same
Different
Location
Time
Face-to-Face Classrooms
Same Different
Same
Different
Location
Time
Face-to-Face Classrooms
Conferencing Systems
Multi-player Games
Augmented Reality Systems
Same Different
Same
Different
Location
Time
Face-to-Face Classrooms
Conferencing Systems
Multi-player Games
Lab-Based Instruction
Immersive Learning
Augmented Reality Systems
Same Different
Same
Different
Location
Time
Face-to-Face Classrooms
Conferencing Systems
Multi-player Games
Lab-Based Instruction
Immersive Learning
Adaptive Learning Systems
Asynchronous e-Learning
Mobile Learning
Augmented Reality Systems
Synchronous Distributed SystemsConferencing Systems
Features Supports real-time communication for learning Various modalities Low development overhead
What the Evidence Says Can be very effective in support of outcomes related to
procedural knowledge or social interaction skills Instructor and student preferences related to social
presence Some negative feedback from learners regarding “being
on the spot”, hesitance to participate
Synchronous Distributed Systems Multi-Player Games
Features Social interaction Competition and collaboration Rules and goals Players take on roles, can be team-based or individual Environments can vary from simplistic graphics to virtual reality
(Second Life)
What the Evidence Says Game accessibility and ease of use is critical to learning Not great for direct instruction, action is emergent and focused on
interactions and player choices More appropriate for open-ended learning, gaining insights, triggering
questions Debriefing upon completion can provide important feedback for both
instructor and students
Synchronous Distributed Systems Augmented Reality Systems: mediated view of real world
environment enhanced with digital information
Features Information can be displayed through a variety of technologies
including head-mounted displays, handheld devices (including smartphones & iPads), and spatial, projected displays
Can support a variety of tasks including mechanical processes, navigation, surgery, military exercises, language translation
Can support individual instructional activities or collaborative endeavors
Digital enhancements are possible through a variety of media, including text, video, graphics, etc.
What the Evidence Says Engagement and motivation of learners with prior challenges related
to behavior and participation
Development of distributed knowledge and positive interdependence
Some learners experience cognitive overload
Can be remedied with effective design decisions
Location-Specific Asynchronous Systems
Lab-Based Instruction
Features Usually involves access to specialized equipment or resources that
are provided through a special facility Can support independent or collaborative activities Usually focused on complex processes or skills development Learner support can be provided just-in-time through live tutoring Variety of instructional strategies can be supported
What the Evidence Says Can provide assessment data related to practice and test
performance Some learner anxiety and procrastination when tasked to work alone Directed instruction is especially necessary to ensure that learners
stay on track Fiscal constraints, maintenance and staffing needs can pose
challenges for cost-efficiency
Asynchronous Distributed Systems
Asynchronous E-Learning
Features Flexibility in time and pace of coursework completion
Depending on delivery system, can support wide range of media features (text, audio, video, animations, etc.)
High overhead in initial development, but payoff related to ease of modifications and maintenance
What the Evidence Says Learners appreciate independence and convenience Struggles with completion and attrition Can be remedied with firm deadlines and regular communication from
instructor Some negative perspectives related to perceived decreased social
presence Can be addressed with provision of feedback and communication flow
Asynchronous Distributed Systems
Adaptive Learning Systems: computer-based instruction, content based on student input and performance
Features Individualized instruction Customized to learner needs Mastery-learning Can support variety of delivery modes and media features
What the Evidence Says Can enhance learner performance, as instruction is targeted to
specific needs Heavy front-end design needs can present barriers Evaluated through comparison conditions, demonstrate system
effectiveness
Asynchronous Distributed Systems
Mobile Learning: the use of mobile technologies to deliver instruction
Features Supports a variety of content and instructional approaches Often used to provide scaffolded support in field work or clinical instruction Can capture and deliver learner information in many forms (text, photos,
voice) Device variance can be problematic Internet access necessary Can use a variety of media features, but small display and text input can
pose challenges
What the Evidence Says Content should be delivered in simplest possible form Same issues of procrastination as e-Learning, can be addressed through
pushed email reminders, phone communication, quizzes and questions Learner preferences indicate an appreciation for flexibility. When compared to
standard e-Learning, learners preferred non-mobile option.
The good news is…Existing and emerging technologies for learning
can provide effective means of providing training.
Multiple technologies can be used to accomplish same instructional goal.
Decisions to adopt and implement technology-based solutions (delivery mode) remain guided by cost and access issues primarily.
Once these factors are delineated, examination of teaching method and available media attributes can help inform instructional design planning.
For more informationDr. Barbara B. Lockee
115 War Memorial Hall
Blacksburg, VA 24061-0313
540.231.9193
lockeebb@vt.edu
Thank You!
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