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AN OVERVIEW OF AN OVERVIEW OF INTERACTIVE DISTANCE INTERACTIVE DISTANCE
LEARNINGLEARNING
Joyce Harvey:Joyce Harvey:
Joyce Harvey
Harvey & Associates, LLC
Kathleen Anderson
OneTouch
COURSE OVERVIEWCOURSE OVERVIEW
Overview of Interactive Distance Learning Benefits IDL Equipment Designing IDL Programs Teaching Tools & Techniques Presentation Tools Case Studies
INTERACTIVE DISTANCE INTERACTIVE DISTANCE LEARNING (IDL)LEARNING (IDL)
DISTANCE EDUCATION OR LEARNING: The process of delivering live and OnDemand
learning, or instructional resource-sharing opportunities, to geographically dispersed locations.
INTERACTIVEInteractivity includes the capability of live
interaction with the remote participants via technology—voice, video, data and print.
Benefits of IDLBenefits of IDL
Participants in different locations can be trained simultaneously and OnDemand
Consistent message Less time away from job Reduced travel costs More up-to-date information Rapid program launches and updates Employee after-hour development courses
INSTRUCTOR ADVANTAGESINSTRUCTOR ADVANTAGES
Less Travel
INSTRUCTOR ADVANTAGESINSTRUCTOR ADVANTAGES
Eliminates the “I’ve been on the road forever” look.
INSTRUCTOR ADVANTAGESINSTRUCTOR ADVANTAGES
Participants can’t see your feet!!
Teach in comfort!!
Personal BenefitsPersonal Benefits
Better listenerDiversity in training modalitiesFun mediumAcquired new skills
– Adds interest– Increases marketability
Is there a difference in learning Is there a difference in learning outcomes?outcomes?
The No Significant Difference PhenomenonA comparative research annotated bibliography on technology for distance education
Compiled by Thomas RussellOffice of Instructional Telecommunications
North Carolina State [email protected]
Is there a difference in learning Is there a difference in learning outcomes?outcomes?
Journal of Distance Education, Vol. 12, NO. 1, 38-51
“There were no significant differences in scores for the classes measured with the same instructor, same audience, just different format.”
Is there a difference in learning Is there a difference in learning outcomes?outcomes?
1998 “Virtual Teaching in Higher Education”
California State University, Northridge
“Results indicate the virtual students scored an average of 20 points higher on midterm and final exams.”
BASIC COMPONENTS OF IDLBASIC COMPONENTS OF IDL
Presenter Presenter OneTouch ComponentsOneTouch Components
Presentation ServerViewer Response System SoftwareShared Application ServerOnDemand Capture Server
Presentation ServerPresentation Server
Presentation Server Allows
Instructor To:
– Present Material
– Call on Viewers
– Issue Questions
Presentation Server SoftwarePresentation Server Software
Presentation Server Software
– Enables Log-in
– Tracks Participation
– Tracks Events
– Provides Audio & Data Link
Presentation Server SoftwarePresentation Server Software
Allows Presenter To:
– Monitor and Interact with Audience
– Issue Questions, Quizzes and Other
Events
– Manage System Software
– Capture results of session
Shared Application ServerShared Application Server
Enables the Instructor to:
– Demonstrate a Software Application to
the Audience
– Pass Control to Any Student
– Work with Any Windows Application
Remote Site ComponentsRemote Site Components
Desktop computer:Desktop clients (computers)
Classroom IDL:Site controllerTouchpads
HOW IDL WORKSHOW IDL WORKS
Presentation ServerPresentation Server• The presentation server
provides an interface that manages the interactive delivery of information to a geographically dispersed audience.
• Includes:
Prompter cue cards
Immediate viewer feedback
Graphical results display
Call on viewers by name
Optional Touchscreen
PRESENTATION SERVERPRESENTATION SERVER
4 Window Quadrants
Upper Left Clockwise– Prompter Window– Remote Monitor
(Caller )Windows– Event Window– Response Window
TYPES OF IDL BROADCASTSTYPES OF IDL BROADCASTS
CurriculumCommunication
– Information Updates– Focus groups– Town Hall meetings
Executive Communication– CEO’S– SME’S
TEACHING & COMMUNICATION TEACHING & COMMUNICATION TOOLSTOOLS
VideoGroup exercisesRole-plays (Three way call)Student Calls inInstructor places call to studentApplication sharing (Desktop client)
TEACHING & COMMUNICATION TEACHING & COMMUNICATION TOOLSTOOLS
TelestratorScanner (overhead) artWriting on overhead (flipchart)Whiteboard (desktop client)PropsWeb browsePower Point slides
TEACHING & COMMUNICATION TEACHING & COMMUNICATION TOOLSTOOLS
Questions – Pop (on-the-fly)– Preformatted
Pre-formatted Quizzes– Self-paced pre & post tests
COURSE/PROGRAM COURSE/PROGRAM DEVELOPMENT OVERVIEWDEVELOPMENT OVERVIEW
The IDL team and development process Types of IDL broadcasts IDL standards Essentials of good IDL design Course conversion Question formats for IDL courses
PROGRAM DEVELOPMENT PROGRAM DEVELOPMENT TEAMTEAM
Instructional DesignProductionFacilitationCoachingTechnical DirectionInstitutional/Organizational Support
Understanding the audience learning style
Instructional Design Instructional Design ResponsibilitiesResponsibilities
LEARNING STYLESLEARNING STYLES
How do people learn?
LEARNING STYLESLEARNING STYLES
VisualAuditoryKinestheticLinear Analytical
Instructional Design Instructional Design ResponsibilitiesResponsibilities
– Determining content of course
– Writing the course
– Creating the student workbook
– Creating the facilitator leader guide or script
– Determining the visuals for the course
Instructional Design Instructional Design ResponsibilitiesResponsibilities
– Designing interactivity into the course – every 3-5 minutes
– Screen change every 30-60 seconds
– Work with management & facilitator to implement metrics
PROGRAM DEVELOPMENT TEAMPROGRAM DEVELOPMENT TEAM
Production responsibilitiesProduction coordinates:
Video
Graphics
Software
Broadcast production
FacilitationFacilitation
- Know and understand content- Concentrate on skill development
during rehearsals (coaching helps)- Deliver course content- Stimulate learning- Reinforce key learning points- Keep student interest high
Competencies for Distance Ed Competencies for Distance Ed TrainersTrainers
Understanding the IDL processTechnical skillsDistance communication and
moderation skillsContent expertiseConfidence & motivation to teach
Distance Learning
Needs to function as:Needs to function as:ResearcherAssessorAdvisor/CounselorProcess facilitatorContent facilitatorTechnologistDesignerManager
PROGRAM DEVELOPMENT TEAMPROGRAM DEVELOPMENT TEAM
Optional Technical Direction– Ensure graphics, video and other
sources are cued and switched– Manage broadcast timing
Introduction To Content Introduction To Content Development & Development &
Course ConversionCourse Conversion
Understanding The DifferenceUnderstanding The Difference
Course Development – Create a new course from beginning to end
• Perform all development tasks• Outside scope of this workshop
Course Conversion– Adapting materials from existing courses for
IDL delivery• Assumed to be effective in current form• Focus of this presentation
Topics In The Topics In The Course Conversion ProcessCourse Conversion Process
Assess current course materials Establish effectiveness benchmark Review course evaluation criteria The importance of metrics
Assess Current Course MaterialsAssess Current Course Materials
Leader’s guide/text books
Student guide/workbook
Presentation resources PowerPoint slides Overheads Other media & props Video Web-links Software applications
Instructional methods Learning activities Assessment tools Quizzes & tests Application exercises Soundness of ID Course & lesson level
objectives Test/content congruity
Materials Assessment ObjectivesMaterials Assessment Objectives
Get thorough overview of course content
Assess its effectivenessAssess condition of current course
materialsDetermine their suitability for IDL
deliveryEstablish effectiveness benchmark
Assess Test Results DataAssess Test Results Data
Assuming the current course had testing, results data should be assessed to establish an effectiveness benchmark
Compare pre-test results with post-test results
Assess Course TimingAssess Course Timing
What is the current duration of the course– Total run time– Run time of individual instructional units
How much satellite or video conferencing time will be available for the IDL version of the course
Does any content seem extraneous?– E.g. No clear support of instructional
objectives
Structure & OrganizationStructure & Organizationof Contentof Content
Is content organized into instructional units of manageable length?
Are the instructional units sequenced in a logical order?
Assess Presentation ResourcesAssess Presentation ResourcesAre props, charts or demonstration
aides suitable for TV or PC monitor?Slide content
– Amount of information, font size– Can “information rich” slides be broken
into multiple slides?– Can complex information slides be
broken into smaller units?Slide aspect ratio & TV Safe AreaColor scheme suitable for TV?
Learning ActivitiesLearning Activities
Historically, too much time spent in passive listening
– Interactivity is the key!Pacing of content appropriateAdequate variety of learning
methods and activities
Course Compression Course Compression OpportunitiesOpportunities
If course is too long– Shift some content to pre-work
assignments– Shift some content to homework– Shift some content to asynchronous
activities or independent study– Shift some content to study guide as
added reference resources– Cut some content altogether
Interactions & Estimated Interactions & Estimated Time ImpactTime Impact
Formatted questions - 60 sec.Verbal Q & A - 90 sec. per interactionPanel discussions - 8 min. (Flex time)Off-line or Off-Air Activities & Role
play - 15 min.Polling & Surveys - 2 to 3 min. per
questionRandom calls - 2 to 3 min. per call
INTERACTIVITYINTERACTIVITY—The —The Key Key to Successful IDL Presentationsto Successful IDL Presentations
Questions & Quizzes Web browse Role Play (Three way call) Use of Flag key Group exercises Student Calls in, Instructor places call Touchpad messaging Application sharing (Desktop client)
INTERACTIVITYINTERACTIVITY
Role Play– Multi-site calls linking two sites with the
presenter for a three-way discussion– Example: In a training course, one
person plays the nurse and the other a patient
– Using participants photos gives visual screen change
INTERACTIVITYINTERACTIVITY
Use of Flag Key for polling– Anonymous feedback– To give opinion– Signal end of team discussions– Indicate need to change pace of
broadcast
INTERACTIVITYINTERACTIVITY
Group Exercises– Remote participants arranged in groups– Group facilitator identified– Group sits by that person’s keypad– Instructor can turn on mic to check on
discussions– Information needed is in workbook
INTERACTIVITYINTERACTIVITY
Instructor calls on studentStudent calls in
How do we encourage and support call-ins?
INTERACTIVITYINTERACTIVITY
Encouraging Student call-ins:–Initial request for call-ins should be for an easy question with no right or wrong answer (Icebreaker)–All responses should be respected–Active Listening when participant calls
• Eye contact, nodding
–Incentives• Prizes, stickers, recognition• Competitions between sites
INTERACTIVITYINTERACTIVITY
Touchpad messaging
APPLICATION SHARINGAPPLICATION SHARING
Teaching software programs, such as MS Excel and allowing participants to practice under your guidance
Showing participants how to fill out forms
Joyce Harvey & Associates, LLCwww.joyceharvey.net
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Sessions Sessions Session
The Presentation Station tracks information collected in a IDL session in discrete units called Sessions. Each session tracks attendance, events and responses from viewers
All sessions are saved in one file
Joyce Harvey & Associates, LLCwww.joyceharvey.net
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Results Analysis ProgramResults Analysis Program
The ONETOUCH Results Analysis Program, also a Microsoft Windows application, allows presenters to analyze the effectiveness of their class sessions.
• User-friendly report generation
• Integrates question text
• View by question, viewer or site
• Helps certification and grading
• Customizable reports
• Export to LMS or HR system
Graphic ConsiderationsGraphic Considerations
Use a standardized color palletKeep text and diagrams simpleDesign within “Camera Safe” areaUse readable fonts (24 pt. or larger)Use multiple levels to show greater
detailUse graphics to illustrate points - to
lead audience to intended conclusion
IDL Presentation SkillsIDL Presentation Skills
It’s A Visual MediumIt’s A Visual Medium
Presentation skills topics:– Understand your stage– Work inside your frame– On-camera attire– Graphic considerations– Make personal contact with audience– Tips & suggestions
Understand Your StageUnderstand Your Stage
Your stage is defined by the camera(s)Limit your movement within the stageKeep hand gestures within your bodyUse gestures more sparingly Move more slowly than you would in a
classroom
Be Aware Of The Camera ShotBe Aware Of The Camera Shot
Watch preview and program monitors
Are you in a:– Close up?– Medium shot?– Wide shot?
Applies to document camera and graphics
Wardrobe SuggestionsWardrobe Suggestions
No White or Black, Caution with RedChoose medium to darker tonesNo Fine Patterns-checks or hound’s tooth
Solids Work BestMicrophone placementNo flashy jewelry or noisy bracelets;
caution with scarves around mic
Connecting With Your AudienceConnecting With Your Audience
Make good eye contact with the camera Make use of close ups and medium close
ups when you are on camera Smile warmly Reveal your personality Acknowledge student input Close conversations before moving on Invite frequent audience participation
Tips & SuggestionsTips & Suggestions
Get VERY familiar with presenter tools
Practice your presentation skillsKnow your course materialRemember your audience & put
yourself in their shoesRehearse, rehearse, rehearse ...
CASE STUDIESCASE STUDIES
Ford Pfizer
FORD MOTOR CO.FORD MOTOR CO. Training AdvantagesTraining Advantages
Prior to 1995, Ford conducted all of its training in traditional leader-led classrooms.
11,263 dealership employees were trained in 1994
In 1995, the OneTouch network installed in less than half of the company’s dealership locations (2000) but twice as many people were trained.
FORD MOTOR COFORD MOTOR COTraining AdvantagesTraining Advantages
In 1996, upon the full roll-out of the Fordstar network to 6,400 sites, more than ten times as many dealership employees were trained (124,510) as compared to two years earlier, with traditional classroom-led training.
FORD MOTOR CO.FORD MOTOR CO.
“The key is interactivity because that’s the way adults learn. This [IDL training] is revolutionizing the sales training world.”
Larry Conley
Former manager, (retired)
Fordstar Communications Network
FORD MOTOR CO.FORD MOTOR CO.Communication AdvantagesCommunication Advantages
Clear, consistent & timely message to 6400 dealers
May, 2001—Firestone tire challenge– Using the Fordstar network, Ford
management effectively communicated its tire replacement program to nearly 6,400 dealership associates.
– Able to interact with thousands of dealers & employees simultaneously.
Pfizer Inc.Pfizer Inc. #1 in Training Magazine’s 2003 & 2002 Top 100#1 in Training Magazine’s 2003 & 2002 Top 100
Share Best practices and decrease time to
market
Pfizer’s sales force is seen as among the best
in the industry for product knowledge/ skills
Communications platform is used to provide
interactivity/accountability
Pfizer Inc.Pfizer Inc. #1 in Training Magazine’s 2003 & 2002 Top 100#1 in Training Magazine’s 2003 & 2002 Top 100
Delivered to the desktops of over 500
district managers offices
Reaches 5,400 professionals at 7 regional
offices - largest sales force in
pharmaceutical industry
Pfizer sees communications as part of their
corporate advantage
QUESTIONS?QUESTIONS?
Joyce Harvey, P.O. Box 160, Sylvania, OH. 43560
Kathleen Anderson-OneTouchwww.onetouch.comAnderson@onetouch.com773-714-8829
