Get documents about "Itv Business Strategy
Description
Itv Business Strategy document sample
Document Sample
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Developing a Blended
Learning Strategy:
Instructional Media and
Pedagogical Considerations
Dr. Jolly Holden
Enliten Associate &
Chairman Emeritus,
United States Distance Learning Association
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
The Challenge
Driven by the demand to increase access to learning
opportunities, educators and trainers are continually
challenged to develop and integrate instructional delivery
options and reduce costs without impacting instructional
integrity, which leads to this question:
Q: How do you meet the demand and reduce costs
without sacrificing instructional quality?
A: The development and implementation of a blended
learning strategy.
Blended learning allows the instructional designer the opportunity to
leverage the strengths of instructional media with the efficacy of the
instructional components to ensure the instructional goal is attained.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Introduction
This presentation will provide you some background on
blended learning and instructional media, as well as
introducing some variables for your consideration when
developing a blended learning strategy.
Specifically, this presentation will provide:
Blended Learning Definitions
Evolution & Genealogy of Instructional Media
Learning Environments
Instructional Media Selection Considerations
Instructional & Pedagogical Considerations
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Navigating the Presentation
Blended Learning Evolution of Learning
Definitions Instructional Environments:
Media Synchronicity
Blended Learning Elasticity of Blended Learning
Model Blended Learning Market
Instructional
Component
This map depicts the major topics contained in this
Learning
Environment presentation. The menu bar at the bottom of the screen
Component
consists of hyperlinks and when clicked will direct you
Media
Component
to that topic. Also located on the menu bar are back (left
arrow icon) and forward (right arrow icon) buttons.
Note: On some screens, you will need to click this
button to view additional information and the menu bar.
Click on the left arrow Click on this link for Click on the right arrow
icon for the prior page a glossary of terms icon for the next page
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Blended Learning Definition
There is no universally accepted definition of blended
A Holistic Perspective
learning. The following pages articulate several definitions
Instruction using multiple media*
representing different perspectives in an attempt to define
term, but they all have of essential component in
this Includes the integrationoneinstructional media into a
traditional classroom of instructional media.
common...an integration or into a distance learning
environment by any other name is still a rose...
A rose
Includes any combination of media that supports
instruction, regardless of the mix of synchronous or
asynchronous media.
Source: Distance Learning Magazine, Vol 3, Number 2, 2006, Instructional Media Selection for Distance Learning: A Learning
Environment Approach
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Blended Learning Definition:
An Educational Perspective*
1. Courses that integrate online with traditional face-to-
face class activities in a planned pedagogically valuable
manner; and…
2. where a portion (institutionally defined) of face-to-face
time is replaced by online activity
Note: The two core elements (online and face-to-face instruction) of the above definition were
deemed critical and that it eliminated certain forms of stand-alone media such as videotape,
CD-ROM, or DVD that might be used solely in a face-to-face course. It would not eliminate
these media if used in a course that had both an online and a face-to-face component.
Click on the icon for Click on the icon for elements
a conceptual view comprising blended learning & online
* Source: Laster, S., G. Otte, A. G. Picciano and S. Sorg. Redefining blended learning. Presented at the 2005 Sloan-C Workshop on Blended Learning, Chicago, IL, April 18, 2005.
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
News Flash—
According to a recent report (March 2007) by the Sloan-C Foundation entitled
Blending In The Extent and Promise of Blended Education in the United States*, only
38% of surveyed universities agreed that ―blended courses hold more promise than
online courses‖ in 2004, a decrease from 46 percent agreement in 2003.
Note: The percentage of reported blended course offerings remained stable from
2002–2005 while the percentage offered online increased.
Schools report offering an average of 10.6 percent of their course sections online in
2005, up from 6.5 percent in 2003, while the respective percentages for blended
offerings shown a steady decline from 2003 (6.8%) to 2005 (5.6%)
Click on the icon for more statistics concerning penetration of
online & blended courses/programs in higher education*
•Source: Sloan-C/Eduventures Report: Blending In, available at http://www.blendedteaching.org/special_report_blending_in
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Consequently, from an educational perspective, blended learning is
primarily focused on integrating two separate paradigms… the traditional
face-to-face classroom environment and the online environment.
Traditional Blended
Learning Online
Classroom
When developing a blended learning strategy, consider
all available media to leverage their specific strengths in
attaining the most optimal solution.
so consider this definition…
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Another Definition of Blended Learning
Courses that are taught both in the classroom (face-to-face)
and at distance and that use a mix of different pedagogic
strategies (edutechwiki, 2006)
More specifically…
To combine or mix modes of web-based technology (e.g., live virtual
classroom, self-paced instruction, collaborative learning, streaming
video, audio, and text) to accomplish an educational goal.
To combine various pedagogical approaches (e.g., constructivism,
behaviorism, cognitivism) to produce an optimal learning outcome with
or with out instructional technology.
To combine any form of instructional technology (e.g., videotape, CD-
ROM, web-based training, film) with face-to-face instructor-led training.
To mix or combine instructional technology with actual job tasks in
order to create a harmonious effect of learning and working.
Source: Margaret Driscoll, n.d, retrieved Jan 5, 2007 from: http://edutechwiki.unige.ch/en/Blended_learning
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Where [and when] it really Started
“I do not know any innovation upon existing methods more
radical and revolutionary than this”
Although this quote sounds as if it were referring to a new technological break-
through, in reality, this profound statement was uttered by the Reverend Joseph
H. Odell, D. D. (1910) in his address titled "The New Era in Education: A Study
of the Psychology of Correspondence Methods of Instruction" delivered in 1910
at the dedication of the instruction building of the International Correspondence
Schools in Scranton, Pennsylvania.
Nearly a century later, similar sentiments are still echoed today
Blended learning is ―…the single greatest
unrecognized trend in higher education.‖
J. Young, President, Pennsylvania State University, 2002
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Evolution of Instructional Media
What does it mean? As instructional media continues to evolve, propelled
by advances in technology and fueled by the need to increase learning
opportunities, the evolution and advancements of instructional media will
continue to accelerate as well. As a result, permutations of the basic
So let’s resulting the journey…
concept will also emerge, begin in different applications of blended
learning and further variations of the definition. Consequently, by tracing
the history and genealogy of instructional media, one can establish a
solid foundation by which to better understand and apply the basic
constructs of blended learning.
Developing a comprehensive blended learning strategy is more
than just integrating instructional media. It‘s about considering all
aspects of the learning event in attaining the ultimate goal:
Increasing performance
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
1985
1840
National Technological
Establishment of first
correspondence Evolution of
University founded
1982
1989
Los Alamos Nat‘l Labs
school in Europe
1910 Instructional Media
National University
Teleconferencing
launches 1st nat‘l conf.
on distance learning
International Network founded
1996
Correspondence 1971
School launched in British Open Univ E-learning arrives
Pennsylvania established
1921
1883 First educational radio 1987
2005
Chautauqua Institute license issued to Latter
US DOE E-learning
[Correspondence] Day Saints‘ Univ.
launches Star 2.0 emerges
founded in NY Schools Project
1950
1993 1995
Iowa State launched
first educational learning in the 1st online, accredited late 19th century, Chris Dede
One can trace the evolution of distanceTV United States from the Prof
where based on our society‘s egalitarian approach to education, had its early beginnings in coins ―Distributed
programs
1964 university launched and
As the country grew
correspondence courses [Note: Correspondence courses originated much earlier evolved from an agrarian
[Jones Intl Univ.] in Europe].Learning‖
society to an industrialized nation, 120 demand for
This timeline traces the genealogy of instructional media by depicting its early origins over the
PBS is created education increased demands.
years ago to the application of modern communication media to meet today‘ssignificantly. With the ensuing
and launches emergence of radio and TV, the education realized
Then, with the introduction of the computer, learning communities quicklycommunity
education TV quickly realized the potential as another delivery tool.
the potential of this powerful new technology and adopted itof these new media and
adopted new to distribute education programs to a
As the computer continued to evolve, athem generation of the computer-mediated
in the emergence of the workforce.
instruction arrived, culminatinggeographically dispersed Internet.
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
In the beginning, there was only correspondence courses, and the concept of “blending” wasn’t born yet.
Correspondence
(1883-present)
Technology-enabled • TV (satellite & cable)
(circa 1950s-1990s • audio tape
• audio graphics
Then along came radio and TV • audio conferencing
with its multimedia and broadcast
capability, was adopted by the
education community to deliver e-learning As the technology evolved,
courses to a geographically (circa 1995-present) more delivery tools
dispersed workforce, particularly emerged to where the
the agrarian population
Electronic-assisted instructional designer now
Learning has a plethora of choices
(circa 1990-present) that can be used singularly
or integrated to create a
Computer-mediated blended learning solution.
Learning
Satellite Video
(circa 1970-present)
e-learning Conferencing
The Family Tree of
Computer-based
Training (CBT)
Web-based Training
Online Learning
Instructional Media
Electronic
whiteboards Video tape/DVD/
ipods
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
The Basics
The Learning Environment: Two Dimensions
Although synchronicity is dichotomous, per se, either synchronous or asynchronous, it does not
mean they are mutually exclusive when considering a blended learning solution. If viewed as being
Synchronous Asynchronous
on opposite ends of a continuum, the degree to which these two dichotomous environments can be
integrated would result in a blending of synchronicity.
• Same time/same place
(traditional instructor-led classroom)
• Synchronous
Same time/different place Asynchronous
• Different time/different place
(virtual instructor-led classroom)
Blended Learning
Therefore, to attain the most optimum blend, one must consider the instructional
objectives and attributes of each instructional medium. Consequently, blended
learning can include any combination of media that supports instruction, regardless
of the mix of synchronous or asynchronous media.
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Blended Learning Model Components
A model can be a description of a system or phenomenon that accounts for its known or inferred
properties and used for further study of its characteristics. Therefore, a blended learning model
can be used as a guide in evaluating and integrating separate components which typify an
instructionally sound learning situation. These 3 components are...
Learning
Environment Instructional
Component Component
Click here to view a Media
concept map of this model Component
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Learning Learning Instructional
Blended Environment
Component
Environment Component
Component
Learning Blended
Instructional
Component
Model Learning
Media
Click on any of the “Home” icons
The degree of integration is based upon
Component
for more detailed information
evaluating each component's specific
Media
concerning the specific
attributes, resulting in the most appropriate
blend to ensureof the model. the overall
components attainment of
Component
instructional goal.
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
A Blended Learning Model
The power of blended learning is in its elasticity
The point is this…there may be several
Learning
―blended‖ solutions that can meet your
Depending upon the [cognitive] level of the
Learning
Learning Instructional
learning objectives and the learning Environment
Learning
instructional objectives, so consider the Instructional
Environment Instructional
Environment
Environment Instructional
environment (synchronous vis-a-vis
qualitative merits of all instructional
asynchronous), different combinations of
instructional media and goal is to increase
media. The ultimate instructional
performance through the levels of
strategies can support varioussystematic Media
Media
interactivity to attain the most appropriate
evaluation of intra-dependent variables
"blend". As the blend changes, the model Media
that would result in the most appropriate Any combination of instructional delivery medium,
becomes "elastic", allowing the instructional including the traditional classroom, can result in a
Media
integration of media.
designer to modify the ―blend‖ to meet blended learning solution, but the instructional
efficacy of the solution is most dependent upon the
specific learning outcomes. instructional and learning environment components.
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
What Does the Research Indicate?
Research shows no significant difference in learning
outcomes with residence instruction when appropriate
media are selected
No significant relationship between learning styles
and instructional media when appropriate media are
selected
Degree of interactivity does not always correlate
with performance but does affect satisfaction
The amount of interaction does not affect learning
outcomes
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
How Does the Market Accept
Blended Learning?
Surveys from different organizations indicate...
Use Blended Learning
Frequently - 39%
Use Blended Learning
Sometimes - 61%
Don't Use Blended
Learning-15%
56% Use blended learning approach
with the classroom
Use Blended
Source: Bersin & Associates, 2005 Learning-85%
75% of the blended learning mix
includes the traditional classroom
Source: The E-Learning Guild, 2003
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Consider This…
"It is likely not the ‗blendedness‘ that makes the
difference, but rather the fundamental re-
consideration of the content in light of new
instructional and media choices.―
Source: Richard Voos, Blended Learning-What is it and where might it take us? Sloan-C View, Volume 2 Issue
1 - February 2003. Retrieved 1/10/2007 from http://www.sloan-c.org/publications/view/v2n1/coverv2n1.htm
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
And Metaphorically Speaking…
The best current evidence is that
media are mere vehicles that deliver
instruction but do not influence
student achievement any more than
the truck that delivers our groceries
causes changes in nutrition… only
the content of the vehicle can
influence achievement.
Richard Clark, Review of Educational Research Journal, 1993
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Final Note
The Learning Mantra: Why are we here?
Training/education is the process
Learning is the outcome
The technology is the means
Sender Receiver
Delivery System
(Instructor) (Learner)
The learner is why we are here!
Focus on learning outcomes…the end result:
Improving human performance
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
End of Presentation
Please make a selection from the menu bar below or click the icon to return to the start
Definitions Media Evolution Learning Environments Blended Learning Model Elasticity Implications
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Learning Environment Component
Click to return to Blended
Learning Model page
A learning environment can either be
Asynchronous
synchronous or asynchronous, per se, the
learning is either occurring real-time with an
instructor (synchronous), or it is occurring Distance
without the presence of an instructor Learning
(asynchronous). Regardless, each learning
environment has their distinct advantages and
disadvantages, and the goal of developing a
Synchronous
blended learning strategy is to leverage those
specific attributes of each environment to
ensure the most optimum use of resources to
attain the instructional goal. Traditional
Classroom
Click on the hyperlinks for detailed
information concerning the topic
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
The Synchronous Learning Environment
Same Time Different Place
Advantages
Provides for a dialectic learning environment with a high level of
interactivity
• Encourages spontaneity of oral responses
• Immediate reinforcement of ideas
Supports activation learning strategies such as idea generation
(brainstorming)
Provides for peer support (social learning theory)
Structured learning environment
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
The Synchronous Learning Environment
Same Time Different Place
Disadvantages
Limited to same time
• Required dedicated instructor
• Does not provide for self-pacing
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
The Asynchronous Learning Environment
Different/Same
Different Time
Place
Advantages
Provides for more opportunity of reflective thought
• Not constrained by time
Delayed reinforcement of ideas
Provides for flexibility in delivery of content
Less structured learning environment
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
The Asynchronous Learning Environment
Different/Same
Different Time
Place
Disadvantages
No live interaction
• Longer completion times
• ―Just-in-time‖ = ―do-it-on-your-own-time‖
• High drop-out rates—pacing not optimized
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Media Component
Some instructional media may be more appropriate than others in supporting either a synchronous or
asynchronous learning environment, but no single medium is inherently better or worse than another.
Although the delivery medium does not affect the content, the selection of certain media may affect how
you design the content based on the attributes of that specific medium. Regardless, when the ―most
appropriate‖ media are selected based on the ISD process, then learning outcomes will not be affected.
Media are vehicles that simply deliver Synchronicity
their contents. When developing a Click to return to Blended
Learning Model page
blended learning solution, the selection of
the most appropriate media is not based
solely on the attributes for that specific
medium, but how the media may also
impact the pedagogical components, Asynchronous Synchronous
e.g., the learning environment and
instructional components.
Instructional Instructional
Media Media
Click on the hyperlinks
Portability for detailed information
concerning the topic
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Taxonomy of Blended Learning Media
The taxonomy is focused primarily on a dichotomous learning environment *
Synchronous Asynchronous
Visual Only Correspondence (print)
(includes graphics) Recorded Video
Aural Only Audio Conferencing Recorded Audio
Visual & Aural
Instructional Television Recorded Video
Satellite e-Learning Computer Based
Video Teleconferencing Instruction
Synchronous Web-based Asynchronous Web Based
Instruction/Web Conferencing Instruction
Audiographics Instructional Television
Source: Distance Learning Magazine, Vol 3, Number 2, 2006, Instructional Media Selection for Distance Learning: A Learning Environment Approach
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Technologies Supporting Blended Learning
Synchronous Asynchronous
Video Teleconferencing Pre-recorded video audio
Satellite e-learning
(video/audio tapes,
DVDs, iPods, etc.)
Audio Conferencing
CBT
Audio Graphics
Cable TV
Web Conferencing
Correspondence
Online (stand-alone
modules)
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Integrating Instructional Media:
A Blended Learning Approach
Synchronous Media Asynchronous Media
• Satellite e-learning • Online (Web-Based Training)
• Video Conferencing • Computer-based Training
• Audio Conferencing • Video Tape/DVD
• Audio Graphics • Audio Tape
• Web Conferencing
Traditional
Classroom
Blended Solution
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Synchronous Instructional Media
Technology
Description
Delivery
An audio-only environment in which students in different locations use telephones or audio
conferencing equipment to communicate with each other in real time. Supports a synchronous
Audio
interactive environment between the instructor, remote students, and multiple sites but does not
Conferencing support visual images and graphics, and often supplemented by electronic or printed handouts.
Can be integrated with other delivery systems to provide synchronous audio.
Audiographics combines audio conferencing with personal computer text and graphics, allowing
both voice and data to be transmitted to remote sites. Typically, a site consists of audio
Audiographics conference equipment, plus a large screen that serves as an electronic whiteboard. This system
allows for two-way data exchange (limited to high-resolution still images only) and a
synchronous interactive environment between the instructor and students at multiple sites.
Internet-based software and services delivered over the Web that enable synchronous audio or
Synchronous Web-Based web conferencing, text chat, audio, video, document and application sharing, whiteboards,
Instruction (WBI)/Web presentations, etc. Can support synchronous oral interaction between the instructor and remote
Conferencing students at multiple locations as well as supporting a Multi-User Virtual Environment (MUVE) or
webinars. Due to bandwidth limitations, high-resolution images and video may be limited.
ITV is defined as a one-way, full motion video and audio transmission of classroom instruction
Instructional Television
through a telecommunications channel such as satellite, cable TV, or Instructional TV Fixed
(ITV)
Service (ITFS), a dedicated 2.5GHz spectrum managed by the FCC and limited to educational
programming only, usually transmitted via microwave
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Synchronous Instructional Media
Technology
Description
Delivery
towers. This specific application would not be available to instructional programming
programming received via commercial cable TV). Due to the bandwidth available via satellite
Instructional Television
or ITFS, this delivery medium can emulate the live, traditional classroom environment but at a
(ITV)- con’t distance. ITV is sometimes referred to as Business Television (BTV), Interactive Video
Teletraining, or Interactive TV, and can be transmitted via analog or digital systems.
Satellite e-learning represents the next generation of distributed media. Utilizing IP (Internet
Protocol) as the network layer and distribution technology, it also incorporates the latest MPEG
(Moving Picture Experts Group) video standard or latest version of Widows Media. Similar in
application to ITV, it allows for the live traditional classroom to be transmitted to a remote site
while synchronous oral interactivity is supported by audio teleconferencing or student response
systems integrating audio and keypad technology (data interaction). Additionally, since
satellite e-learning uses IP, video streaming can be utilized at extremely high bandwidths
Satellite
(~3.0Mbps). The IP-based video can be distributed directly to the user‘s end-point and then
e-learning distributed via the LAN to either a classroom or desktop computer, or both. Also, satellite e-
learning can easily transmit large multimedia/web-based training modules (known as data
casting) without being constrained by bandwidth, as is common with a terrestrial network. This
capability allows the data to bypass the WAN by transmitting directly to the user‘s end-point
and then distributed locally via the LAN, thereby effectively bypassing the terrestrial
infrastructure and the Internet. Satellite e-learning is also referred to as BTV/IP (Business
Television/Internet Protocol).
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Synchronous Instructional Media
Technology
Description
Delivery
VTC systems are two-way communication systems that offer both audio and video from local
and remote sites and provide for synchronous interaction between the instructor and remote
students at multiple locations. It allows for the instructor to observe the students at the far end
Video
(remote location), allowing the student to demonstrate an event. These systems can be
Teleconferencing (VTC) terrestrial, satellite-based, or microwave-based Instructional TV Fixed Service (ITFS).
Generally VTCs transmit and receive between 384Kbps – 1.5Mbps, with the next generation
coders/decoders (codecs) IP enabled.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Asynchronous Instructional Media
Technology
Description
Delivery
On-demand, online-based instruction stored on a server and accessed across a distributed
electronic network. It can be delivered over the Internet or private local area network (LANs) or
Asynchronous Web-Based Wide Area Networks (WANs) where the content is displayed utilizing a web browser. Student
Instruction (WBI) access is asynchronous, self-paced, and does not provide for synchronous interaction between
the instructor and the remote student. High-resolution images and video may be limited due to
available bandwidth.
Interactive instructional experience between a computer and the learner where the computer
Computer Based provides the majority of the stimulus and the student responds. The computer is the storage
Instruction (CBI) and delivery device with all content resident on the student‘s computer. It provides the primary
display and storage capability and can support high-resolution images and video.
Entirely print-based, asynchronous and self-paced. Can be augmented through the use of
Correspondence (print) multimedia CD-ROM. Instructor feedback can be facilitated through the use of e-mail. Used
extensively to support other media
Recorded audio content—on tape or transmitted electronically—which can be used as a stand-
Recorded Audio (Tape and
alone delivery tool or part of a blended learning approach. Can be used as the sole means of
digital broadcast) content or as part of a blended approach.
A method of capturing learning content on tape or as a digital file for viewing on-demand. Can
be used as the sole means of content or as part of a blended approach. Often used to capture
Recorded Video (Tape and
a real time event and is an effective distribution medium that supports high-resolution images
digital broadcast) and video but does not support a synchronous interactive environment between the instructor
and the remote student.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Portability
• Refers to how portable (mobile) a specific media may be, e.g., cell
phones, ipods, personal DVD players, other similar wireless devices.
• When evaluating portability, consider symmetry, per se, the amount of
information [digital bits] that flows to/from the sender and receiver in
either direction. For example:
• Asymmetrical interaction is when the flow of information is predominantly in a
single direction such as in a didactic lecture or computer based instruction
with little or no interaction between the student and instructor. Most consumer
internet services are asymmetrical in that the majority of digital information is
only flowing one direction for downloading.
• Conversely, in a conferencing or collaborative learning environment, the
information flow is symmetrical; that is to say, the information flow is evenly
distributed between learners and instructors and equal amounts of digital
information is flowing both directions.
• A close relationship exists between symmetry and interactivity. The more
the interaction, the greater the need for a symmetrical delivery system.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Symmetrical vs. Asymmetrical Learning Environments
When articulating a blended learning strategy, considering symmetry of the learning environment is
almost as important as considering its synchronicity. If not taken into account, it may lead the course
designer to make less than optimal choices in instructional media selection.
High
Video Conferencing
Audio Conferencing
Web conferencing
Satellite e-learning
Symmetry
Print
Pre-recorded audio/
video (Tape/DVD)
ipods/vpods
CBT/WBT
Low High
Interactivity
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Instructional Component: Click to return to Blended
Learning Model page
Variables to Consider Multimedia
(aural/visual)
Instructional Rapidity of
Objectives Change
Content
Complexity
When developing a blended learning Instructional
solution, maintaining instructional Strategies
quality is paramount. To that end,
learning objectives should never be
sacrificed to achieve a blended
learning solution.
When integrating instructional strategies (which
Interactivity
are the products of learning objectives and serve
to ensure the learning objectives are attained),
some strategies may be more appropriate than
others to achieve optimal learning.
Asynchronous Synchronous
Click on the hyperlinks for detailed
information concerning the topic
Collaboration
Didactic# Collaboration Dialectic*
(P2P)
(P2P)
# Instructor-student * Instructor-student-instructor
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Note on Learning Objectives
The most significant factors in student learning are quality and
effectiveness of instruction, and the most important single factor
in developing a blended learning solution is the instructional
objective. The level of cognitive objectives is a critical variable to
consider when selecting the most appropriate media for blended
learning, and generally speaking:
• Asynchronous media may be more appropriate for the lower
cognitive levels where knowledge and comprehension and
repetition/drill & practice are the primary focus, and
• Synchronous media may be more appropriate for the higher
cognitive levels (synthesis/analysis/evaluation) where a
synchronous learning environment is required to support a high
level of interaction (dialog).
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
What is a Learning Objective?
• A learning objective (aka behavioral objective,
instructional objective, enabling objective, or
performance objective) is a succinct statement that
describes a specific learning activity
o Includes a description of a performance you want
learners to be able to exhibit in order to evaluate
competency
o Expressed in terms of the student and formulated in
terms of observable behavior and the special
conditions in which the behavior is manifested.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Why Developing Learning Objectives?
• The purpose of creating learning objectives is to
provide a means of clarifying the instructional goal and
ensure the training/education is successful.
• Establishes the criteria for student performance used
to assess learning
• Used to develop instructional strategies
• Basis for media selection
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Types of Objectives
Instructional objectives are developed from a
taxonomy known as the domain of learning objectives
and includes three overlapping domains:
• Psychomotor
• Affective
• Cognitive
− Demonstrated by knowledge recall and the intellectual skills:
comprehending information, organizing ideas, analyzing and
synthesizing data, applying knowledge, choosing among
alternatives in problem solving, and evaluating ideas or actions
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Learning objectives are the foundation for
the development of instructional content
An metaphor depicting the taxonomy of learning objectives can be thought as
assembling blocks in building a pyramid. The knowledge and comprehension
levels create the foundation from which one develops higher order thinking skills
commensurate with the higher cognitive levels (analysis, synthesis,& evaluation).
Continuum of Cognitive Objectives
Lower Higher
Knowledge Comprehension Application Analysis Synthesis Evaluation
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Cognitive Domain of Learning Objectives
Knowledge The first level of learning is knowledge. Knowledge can be characterized as
awareness of specifics and of the ways and means of dealing with specifics. The
knowledge level focuses on memory or recall where the learner recognizes
information, ideas, principles in the approximate form in which they were learned.
Comprehension Comprehension is the next level of learning and encompasses understanding.
Has the knowledge been internalized or understood? The student should be able
to translate, comprehend, or interpret information based on the knowledge.
Application Application is the use of knowledge. Can the student use the knowledge in a new
situation? It can also be the application of theory to solve a real world problem.
The student selects, transfers, and uses data and principles to complete a
problem or task.
Analysis Analysis involves taking apart a piece of knowledge, the investigation of parts of a
concept. It can only occur if the student has obtained knowledge of and
comprehends a concept. The student examines, classifies, hypothesizes, collects
data, and draws conclusions.
Synthesis Synthesis is the creative act. It‘s the taking of knowledge and the creation of
something new. It is an inductive process—one of building rather than one of
breaking down. The student originates, integrates, and combines ideas into
something that is new to him/her.
Evaluation Evaluation is judgment or decision-making. The student appraises, assesses or
criticizes on a basis of specific standards and criteria.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Instructional Strategies
The dissemination of content through the use of instructional
media is only as effective as the design of the instruction
• Instruction is designed to transfer knowledge from the
instructor to the learner to the real-world environment.
• The transfer of learning is facilitated by the development of
instructional strategies
o Certain synchronous instructional technologies may be
best suited for instructional strategies that require a live
and dialectic learning environment.
o Conversely, there are asynchronous instructional
technologies that are best integrated with strategies that
require asynchronous learning environment.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Table of Instructional Strategies
Instructional
Description
Strategies
Allows for transfer of learning through mere declaration and explication of
Narration/
knowledge. When interaction is available, it allows for reinforcement of
Description
behavior, spontaneous questioning, dialogue, and social interaction with
(Lecture) immediate feedback.
Demonstration Skill transfer through the depiction of procedural tasks, events, processes, etc.
Involves recreating a situation relating to a real-world problem in which
participants act out various roles. Promotes an understanding of other
Role Playing people‘s positions and their attitudes as well as the procedures that may be
used for diagnosing and solving problems. Learners may assume the role of a
particular character, organization, professional occupation, etc.
Supports a synchronous, dialectic learning environment through the
spontaneous and free-flowing exchange of information. Encourages active,
Guided
participatory learning that supports knowledge transfer through dialogue.
Discussion Students may discuss material more in-depth, share insights and experiences,
and answer questions.
Replicates or mimics a real event and allows for continual observation. A
Simulation
simulation creates a realistic model of an actual situation or environment.
Illustration Depicts abstract concepts with evocative, palpable real-world examples.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Table of Instructional Strategies
Instructional
Description
Strategies
Imagery is the mental visualization of objects, events, and arrays. It enables
internalized visual images that relate to information to be learned. Imagery
Imagery
helps to create or recreate an experience in the learner‘s mind. Imagery
involves all the senses: visual, kinesthetic, auditory, and tactile.
A contrived, simplified version of an object or concept that encapsulates its
Modeling
salient features.
Brainstorming is a valid and effective problem-solving method in which criticism
is delayed and imaginative ways of understanding a situation are welcomed,
where quantity is wanted and combination and improvement are sought.
Brainstorming
Brainstorming can occur with individuals or in a group setting, and involves
generating a vast number of ideas in order to find an effective method for solving
a problem.
A problem-solving strategy similar to simulation that works by presenting a
Case Studies realistic situation that requires learners to respond and explore possible
solutions.
Repetition of a task or behavior until the desired learning outcome is achieved.
Drill & Practice
Allows for transfer of knowledge from working memory to long-term memory.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Instructional Strategies Supporting
Asynchronous Media
Media Appropriate Instructional Strategy
• Narration/Description (Lecture)
• Demonstrations
• Simulations
• Illustrations
Asynchronous Web-Based Instruction (WBI) • Drill and Practice
• Tutorials
• Case Studies
• Modeling
• Role Playing
• Narration/Description
• Case Studies
• Role Playing
• Demonstration
Computer Based Instruction (CBI) • Illustrations
• Simulation
• Drill and Practice
• Tutorials
• Narration/Description
• Drill and Practice
Correspondence (print) • Case Studies
• Narration
Recorded Audio (Tape and digital broadcast) • Narration/Description (Lecture)
• Narration/Description (Lecture)
Recorded Video (Tape and digital broadcast) • Case Studies
• Illustrations
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Instructional Strategies
Supporting Synchronous Media
Media Appropriate Instructional Strategy
• Narration/Description (Lecture)
Audio
• Guided Discussion
Conferencing
• Brainstorming
• Narration/Description (Lecture)
• Guided Discussion
Audiographics
• Brainstorming
• Illustrations
• Narration/Description (Lecture)
• Guided Discussion
• Brainstorming
• Case Studies
Instructional Television (ITV)
• Role Playing
• Panel Discussion
• Simulation
• Demonstration
• Drill and Practice
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Instructional Strategies
Supporting Synchronous Media
Media Appropriate Instructional Strategy
• Narration/Description (Lecture)
• Guided Discussion
• Brainstorming
• Case Studies
Satellite e-learning • Role Playing
• Panel Discussion
• Simulation
• Demonstration
• Drill and Practice
• Narration/Description (Lecture)
• Discussion
Synchronous Web-Based • Simulation
Instruction (WBI)/Web Conferencing • Case Studies
• Demonstration
• Illustrations
• Narration/Description (Lecture)
• Guided Discussion
• Brainstorming
• Case Studies
Video
• Role Playing
Teleconferencing (VTC) • Panel Discussion
• Simulation
• Demonstration
• Drill and Practice
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Click to go back
Source: Picciano, A.G. (February 9, 2005).
Posting to the Official Website of the 2005
Sloan-C Summer Workshop held in
Victoria, British Columbia.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
According to the Sloan-C Foundation, blended courses/programs are defined as having
between 30 percent and 79 percent of the course content delivered online. ―Face-to-
face‖ instruction includes those courses in which zero to 29 percent of the content is
delivered online (includes both traditional and web facilitated courses), and an online
course is where 80%+ of the content is delivered online.
Click to go back
Source: Sloan-C/Eduventures Report, March 2007, Blending In The Extent and Promise of Blended Education in the United States, available at: http://www.blendedteaching.org/system/files/Blending_In.pdf
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
In June 2006, Eduventures conducted a national survey of 2,033 U.S. adults who identified themselves as
interested in pursuing postsecondary education in the next three years. The survey was designed to
improve understanding of consumer experience and interest in different delivery modes, such as online,
campus-based, and blended forms of education delivery. Analysis of the survey was published by
Eduventures in the report Expanding Demand for Online Higher Education (August, 2006).
Click to go back
Source: Sloan-C/Eduventures Report, March 2007, Blending In The Extent and Promise of Blended Education in the United States, available at: http://www.blendedteaching.org/system/files/Blending_In.pdf
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Asynchronous1
Distance Traditional
Learning Classroom Blended
Synchronous2 Learning
Learning
1. Different Time/ Different Place
Environment
Component
Model
2. Same Time/Different Place
Concept Map
Instructional
Objectives
Blended
Learning Click to go back
Instructional
Media Component
Component
Content
Instructional
Symmetry Synchronicity Strategies
Rapidity
Complexity
of Change
Asymmetrical Asynchronous Synchronous
Media Instructional Instructional
Media Media
Multimedia
(aural/visual)
Interactivity
Symmetrical
Media Portability
Asynchronous Synchronous
Collaboration Collaboration
Didactic# Dialectic*
(P2P) (P2P)
# Instructor-student * Instructor-student-instructor
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Glossary
Asynchronous learning environment is when communication between the instructor and the student is not real-time.
Asynchronous media is a type of delivery medium that only supports communication between the sender and receive one-way, and does not
occur in real time.
Behavorialism (behavioral learning theory) is mostly concerned with observable output and does not place any emphasis on the social context of
learning. In a behavioral model of instruction the mind is viewed as a “black box” in the sense that response to stimuli can be observed and
anything that exists, exists in a certain quantity and can be measured and where conditioning refers to the strengthening of [desired] behavior which
results from reinforcement. Through the use of reinforcement in a predominantly individualized system of instruction, behaviorists seek to increase
the number or strength of correct student responses. Under most circumstances, behaviorism is an excellent approach for assessing a learners
knowledge and comprehension of a particular subject.
Cognitive Levels. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual
behavior important in learning. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest
level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. The six levels are:
knowledge, comprehension, application, analysis, synthesis, and evaluation.
Cognitivism (cognitive learning theory) comes from the perspective that students actively process information and that learning takes place through
the efforts of the student as they organize, store, and then find relationships between information, linking old to new knowledge. Cognitive theorists
believe that much learning occurs with associations through contiguity and repetition and acknowledges the importance of reinforcement. Cognitive
theorists believe that human beings need to acquire and reorganize information into cognitive structures that are understandable. Note: Circa 1960,
psychologists began to realize there were many aspects of learning that behavioral theorists could not account for in explaining some of the
inconsistencies in learning, so cognitive theory was thrust into the forefront. However, the beginning of cognitive theory can be traced as far back
as the 1920’s.
Constructivism is a view that emphasizes the active role of the learner in building understanding and making sense of information. Constructivist
approaches to learning assume that subjectivity is critical because learners take in information and process it in unique ways that reflect their needs,
dispositions, attitudes, beliefs, and feelings. The basic idea of constructivism is that knowledge must be constructed by the learner, it cannot be
supplied by the teacher.
Developing a Blended Learning Strategy:
Instructional Media and Pedagogical Considerations
Dialectic. Discussion and reasoning by dialogue as a method of intellectual investigation; in a learning environment, the inquiry method by which
the instructor and student engage in question and answering.
Didactic. Designed or intended to teach; intended to convey instruction and information. In a learning environment, the transfer of information is
primarily one-way from the instructor to the student as in a lecture.
Distance Learning. The acquisition of knowledge and skills through mediated information and instruction; also, structured learning that takes place
without the physical presence of the instructor.
Distance Education. Institutionally based formal education where the learning group is separated and where interactive communications systems
are used to connect instructors, learners, and resources.
e-Learning. The delivery of content via the Internet, intranet-extranet, audio and videotape, satellite broadcast, interactive TV, and CD-ROM; also,
the educational content, learning services, and delivery solutions that support and enable network-based learning that is either asynchronous or
synchronous; instructional content or learning experiences delivered or enabled by electronic technology.
Instructional media includes all means of delivering instruction via various delivery mediums including printed material (correspondence courses)
and electronic devices such as computers, cable TV, satellite, electronic whiteboards, audio/video tapes, audio and videoconferencing systems,
ipods, PDAs, cell phones, etc., using either wireless or wireline technologies.
Instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources
for learning. Educational Technology a more broader term but used synonymously with IT.
Pedagogy. The activities of educating or instructing or teaching; activities that impart knowledge or skill.
Synchronous learning environment supports live (real time), two-way oral and/or visual communications between the instructor and the student.
Synchronous media is any type of delivery medium that supports real time communication both ways between the sender and receive.
Related docs
Other docs by ezk14446
