Conceptual Frameworks in Distance Training & Education TRDEV 533 Schreibler & Berge Chap. 2

Frameworks to View Training Instructor selected content transmitted to learner Learner transforms information & Generates hypotheses Makes decisions Obtains social construction through interpersonal communications

Training Vs Education Training – developing skills to solve problems within existing well-defined systems of knowledge Education- problem solving outside existing models & ill-defined systems of knowledge

Venues for Learning Campfires Watering holes Caves

Information Transmission Expert-to-novice (teacher- focused) Positivism – objectives, competencies, focus on content, instructor as expert, workbooks, linear, recipe Behaviorism – observable changes Leaders – Pavlov, Watson, Thorndike,Skinner Gagne, Bloom & Mager

Transformation (Constructivism) Individual thinking Construct meaning Training is:  More tentative  Flexible  Multiple-perspective  Experiential  Project-based  Holistic (learner-centered)

Social Constructivism Team work Greater synergy Team effect Sharing information Critiquing peer comments

Instructional Methods Lecture Questioning/recitation Drill & practice Guided discovery Demonstration/modeling Discussion Collaborative learning activities Authentic learning activities Self-assessment/reflection

Instructor-focused Venues Teach facts, rules, concepts, procedures Disseminate information Motivate Review skills and knowledge Supply feedback & guidance

Student-focused Venues Analyze, synthesize, & evaluate Ill-defined, authentic problems Multiple perspectives Content needs to be learned over time

Models for Distance Training 1)Vary by type of control  Learner  Instructor 2)By target audience  Group  Individual

Common Issues Strategic planning. Tech. Infrastructure. Rewards & incentives. Trainer access to support for tech. Trainee access to support for tech. Centralization Vs decentralization of tech. support Costs Evaluation Acknowledgment of the risk of innovation & reduction of costs to innovators

Common Issues (continued) Congruence between Performance Objectives Content Practice Evaluation

Principles of Student-centered Training Student faced with a problem to solve Must be personally challenged Inquiry is personally meaningful Problem investigation causes curiosity Curiosity leads to problem formulation and strategy for solution Process & possible solution are studied and reflected upon and improved

Instructor’s Role for Student- centered Learning Supplying a problem – but beyond that Create an environment to facilitate student ownership of the problem by encouraging: Low class structure High learner dialog Respect for a variety of viewpoints Flexibility in thinking Risk-taking behaviors

Factors In Technology- mediated Training Type of content interaction engage in by students. Interact & cognitively process the content. Just-in-time learning. Synchronicity of that interaction. Opportunity to interact with one another, with the instructor, and with the content, develop a “shared meaning”.

Factors In Technology- mediated Training (Continued) Amount of content and pace Synchronous Vs Asynchronous Teacher Vs Student Controls

Synchronous Real time Fact-to-face or at-a-distance

Asynchronous Displaced in time Mediated by technology Instructor may not be present

Advantages Synchronous Team building activities Asynchronous Time to reflect

Teacher Vs Student Controls Television, radio, lecture Teleconferencing, A/V/Computer conferencing, telephone CAI,interactive MM, A/V tape,FTP,print, Computer conferencing FAX, land mail, electronic discussion group Synchronous Asynchronous Content Interaction Interpersonal Interaction