Interactive Distance Learning Exercises that
Really Work!
Mantyla, Karen (1999). Interactive distance
learning exercises that really work! Turn classroom
exercises into effective and enjoyable distance
learning activities.
Alexandria,
VA: ASTD.
SECTION 1: THE ROLE OF INTERACTIVITY IN DISTANCE
LEARNING
Chapter 1: Overview of Distance Learning Options for
Trainers
What is Distance Learning?
 |
Physical and/or temporal separation |
|
Interaction among learners, instructor, and content |
|
Multiple delivery methods |
|
Synchronous and/or asynchronous interaction |
Learners Need:
|
“Just-in-time” current information |
|
Real-world training |
|
Guidance about education and training |
|
Support |
|
A
variety of educational options |
Trainers Need:
|
A
change in mindset |
|
Recognition that their jobs are no longer support but
rather a critical job function |
|
Awareness, knowledge, and training on proper
technologies |
|
Commitment from leadership |
|
Funding |
|
Coordination with IT |
|
Training in instructional design and delivery skills |
Corporations Need:
|
Increased profit margins |
|
Competitive advantages |
|
Increased market share |
What are the Options?
(chart listing multiple instructional, presentation and
distribution methods)
Chapter 2: It’s a Learner-Centered World!
Formerly, trainers were the center of the learning
universe. Now trainees have a much more active role.
How
to Measure Learner Satisfaction
|
Achieving objectives |
|
Enjoyment |
|
Application to real-world |
|
Feeling comfortable asking questions |
|
Getting answers to those questions |
|
Feeling comfortable in the learning environment |
|
Understanding the technology |
|
Active learning |
|
Supporting materials |
|
Support |
Intro to
Ch.
3: Differences Between On-Site and Distance Learning
Interaction
The
Trainees’ Perspective
|
Not being in the same location with the trainer |
|
Not having the chance to network with peers |
|
Having to use technology |
|
Often being unsure of how to interact |
|
Not being sure of expectations |
|
Not knowing when or how to ask questions |
|
Being unsure of how to clarify content |
The
Trainer’s Perspective
|
Other trainers more likely to view our work |
|
Not knowing how to use the appropriate technologies |
|
Not wanting to look inexperienced |
|
Not knowing how to foster online interaction |
|
Trying to foster interaction whilst using technology |
|
Controlling students at different locations |
Chapter 3: Discovering the Difference Between On-Site
and Distance Learning
Events that Require Interaction
|
Gaining/stimulating/maintaining attention |
|
Informing learners of purpose |
|
Presenting information |
|
Asking and answering questions |
|
Providing feedback |
Definition: interaction is “the degree to which an
individual actively participates in an information
exchange.”
Types
|
Learner-content |
|
Learner-instructor |
|
Learner-learner |
|
Learner-interface |
Modalities
|
Synchronous |
|
Asynchronous |
Why
is Interaction Important?
Trainer’s Perspective:
|
Conducting instruction |
|
Evaluation achievement |
|
Evaluating instructional content |
|
Evaluating instructional adequacy |
|
Evaluating personal traits of individual learners |
Learner’s Perspective
|
Receiving the instruction |
|
Evaluating performance |
|
Evaluating instruction |
|
Evaluating personal traits |
|
Misery sharing and mutual learning |
Introduction to Chapter 4
Recommends Thomas L. Russell’s Book “The No Significant
Difference Phenomenon”.
Chapter 4: Distance Education Principles and Best
Practices
Instructors have to know more than technology. They
also have to:
|
Create an online presence |
|
Create a virtual learning environment |
|
Ensure learners are comfortable in the learning
environment |
|
Ensure learners have the skills to use the environment |
|
Keep the communication flowing |
|
Use a variety of formats and strategies |
|
Be able to work as a team member |
|
Know how to evaluate on different levels (e.g.,
instructor, technology, course) |
|
Be able to juggle a lot of variables! |
Principles of Training Instructors
|
Reach them with their love to instruct |
|
Provide a means for voicing issues and concerns |
|
Get them to “experience the experience” |
Key
Areas
|
Understanding the learner |
|
Knowing the environment |
|
Being a team player |
|
Developing formats and strategies |
|
Creating interaction activities, visuals, and print
materials |
|
Integrating support |
|
Monitoring for quality |
SECTION 2: CREATING INTERACTIVITY EXERCISES FOR LEARNING
TECHNOLOGIES
Chapter 5: Framework for Making a Transition to
Different Methods of Distribution
Questions to Ask
|
Can learners complete it on their own? |
|
Do they need ongoing guidance? |
|
Do they need visual and/or reference materials? |
|
Do they need to collaborate? |
|
How do they ask questions? |
|
Will there be embedded testing? |
|
How will they apply what they’ve learned? |
Chapter 6: Factors Influencing Media Selection
Presents a tool created by the
DLA
Center
for Training, Education and Development of the Defense
Logistics Agency.
Chapter 7: How to Adapt On-Site Exercises to Distance
Learning Exercises: Practical Applications
Exercises are “those activities conducted or directed…to
help them [learners] obtain and retain a block of
information.”
Exercises:
|
Assess Attainment of objectives |
|
Identify need for corrective feedback, additional
instruction, or additional practice |
|
Identify content that needs to be revised |
Good Exercises:
|
Have a definition beginning and end |
|
Have a clear purpose |
|
Let learners know what is expected of them |
|
Have clear, complete, and understandable directions |
|
Should be followed by feedback (and in some cases,
additional practice) |
Technologies
|
Teletraining |
|
Video teleconferencing |
|
Audio conferencing |
|
CD-ROM |
|
Internet |
|
Intranet |
Adapting Instructional Exercises
|
Role Playing |
|
Lectures |
|
Games |
|
Expert Panel |
|
Practical exercise |
|
Team Collaboration |
|
Reading |
|
Simulation |
Well, that’s it---hopefully, enough to give you the
flavor of the book and help you decide if you’d like to
read the whole thing. Here are the other chapters:
SECTION 3: MODEL EXERCISES IN DISTANCE LEARNING
|
Chapter 8: Creating Interactivity on the Web: A DoD
Case Study |
|
Chapter 9: Addressing Engineering Curricula: An
Audiographics Case Study |
|
Chapter 10: Training for Interactivity: A Case Study
of the Wisconsin Public Service Commission |
SECTION 4: A GUIDE TO REAL-WORLD APPLICATION
|
Chapter 11: Bringing it All Together |
|
Glossary |
|
Resources |
 |
Submit a Summary |
 |
|
Want to submit a book summary?
Email it to cogsim@cogsim.com.
If we post it, we'll credit
you.
|
