This weeks post consists of the best practices that should be utilized throughout the conversion of classroom content into distance learning interactive content. The scenario provided for this assignment consists of a training manager that has been frustrated with the quality of communication among trainees in his face- to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.
When teaching at a distance, additional requirements in planning and organizing need to be implemented. To ensure that all of the necessary steps are included, I will be utilizing the ADDIE model.
The ADDIE Model
It is argued that the ADDIE model is a reliable method for identifying the required skills and knowledge needed. By following each step, the trainer/instructional designer will be able to develop a blended learning format that considers the key areas of the instruction design process.
Analysis
The analysis phase of the model focuses on clarifying the instructional learning objectives while also gathering the necessary information of the learners. Additional information will also be gathered such as:
• Previous education such as computer skills • Work experience, and • Equipment provided to the trainer and students Design
The design phase addresses the strategic approach, appearance and layout of the lesson while catering to the learning objectives. The design phase looks at each detail of the lesson by utilizing storyboards and site maps to provide a visual flow of the course content, resources, assignments, and assessments. By using a site map, the trainer will also be able to determine which type of interactive features could be incorporated within the blended formate of the course. For example, if the original class had a time allotted for in-class discussions, would a discussion board feature be thebest solution or should something else be added to the curriculum. In addition, the structure of the course is determined to ensure that the learners are aware of what is expected from them by the trainer.
Development
The development phase is were everything comes together from the two previous phases. Everything from storyboarding, selection of graphics, text choices, and even audio files if needed are chosen and implemented in the development phase.
Implementation
The fourth step of the model consists of the implementation phase. This phase deals with how the trainer will facilitate the learning material and any additional tools needed to instruct the material. The needs of the learner are also reviewed to ensure that the the necessary understanding of how to navigate the material is covered in this phase. It is essential to provide the learners with the curriculum information so that they are able to participate, resulting in a greater chance to succeed (Simonson, et al, 2009).
Evaluation
The fifth and final stage of the ADDIE model consists of the evaluation phase. The evaluation phase consists of both a formative and summative evaluation of the material. The formative portion is present in each of the five phases to ensure that the purpose of the module is being addressed. While the summative evaluation deals with assessing the material provided throughout the module.
Providing an approach that combines personalized content and interactive features, will be better prepare learners to meet the needs of the organization. By developing customized modules using the ADDIE model, learners will benefit by using the learning style that best suits their needs. The ADDIE model provides a step-by-step approach when evaluating the learners needs. In addition, the ADDIE model allows the trainer/instructional designer to design and develop training materials while also gaining the ability to evaluate the effectiveness of the material. By providing feedback through the evaluation, the instructional designer can determine if the goals of the module are indeed being achieved.
When converting the original classroom training program to a blended distance learning formate, several areas such as delivery, instruction, and activities of the course should be reviewed for changes. The instructional method would be modified and in turn better determine learning needs. For example, blogs, wikis, video based discussion and feedback would enhance the overall effectiveness of the learning experience. Through questions posed in the ‘evaluation’ stage of the ADDIE, facilitators will identify and become aware of components which need to be edited.
The role of the trainer will change into more of a facilitator role. As, previously stated in the my October 20 post, “the position of the facilitator within a peer learning environment is at the centre of the learning process. As the expert, the facilitator is responsible for presenting a topic within the discussion board to encourage a progression of learning beyond a question and answer approach within the forum. By providing such an environment that encourages deeper learning of the content, the learners are required to take a central role in the learning process” (Boud & Lee, 2005; Kear, 2004).
By providing discussion topics in advance, facilitators can ensure that learners are able to prepare meaningful discussion that can stimulate dialogue within the forum. In addition, by giving learners an opportunity to research the topic of discussion, improvements in learner involvement and learning outcomes become more beneficial to the learning process (e.g. Rourke & Anderson, 2002).
The responsibility of the learners in contributing conversation within the discussion forum is to provide feedback that addresses the questions presented. In addition, responses should include insight, thought, and effort to allow the thread to develop (Simonson. et. al, 2009).
References:
Biggs, J. (1999). Teaching for quality learning at University. Buckingham: Open University Press.
Boud, D. & Lee, A. (2005). ‘Peer learning’ as pedagogic discourse for research education. Studies in
Higher Education, 30(5), 501-516.
Garrison, D. R. (1997). Computer conferencing: the post-industrial age of distance education. Open
Learning: The Journal of Open and Distance Learning, 12(2), 3-11.
McLoughlin, C. and Luca, J. (2002), A learner–centred approach to developing team skills through web–based learning and assessment. British Journal of Educational Technology, 33: 571–582. doi: 10.1111/1467-8535.00292
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction, 5th ed. New York: John Wiley.
Simonson, M., Smaldino, S., Albright, M., & Zvacek S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4th ed.) Boston, MA: Pearson.
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