Meta- -Study of Distance Study of Distance Meta Education Com - - PDF document

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12/5/2003 Lea rner - -centered Instructiona l centered Instructiona l Lea rner Design a nd Dev elop m ent: Design a nd Dev elop m ent: Tw o Exa m p les of Success Tw o Exa m p les of Success A presentation prepared for the APRU 4 th DLI

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12/5/2003 1 Lea rner Lea rner -

  • centered Instructiona l

centered Instructiona l Design a nd Dev elop m ent: Design a nd Dev elop m ent: Tw o Exa m p les of Success Tw o Exa m p les of Success

Gale Parchom a Instructional Designer

UNIVERSITY OF SASKATCHEWAN UNIVERSITY OF SASKATCHEWAN

Saskatoon, Saskatchewan, Canada. www.usask.ca A presentation prepared for the APRU 4 th DLI Conference, Singapore: Novem ber 30 th to Decem ber 2 nd 20 0 3

University of Saskatchewan University of Saskatchewan -

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Meta Meta-

  • Study of Distance

Study of Distance Education Com pletion Rates Education Com pletion Rates

  • Distance students learn as much as conventional students
  • Correspondence students are much more likely to drop out

before completing their courses

  • Dropout rates range from 19 to 90 %
  • An overall rate of 40 %
  • Studies of this magnitude have yet to be conducted for

technology-based distance learning

  • Limited research to date suggests interactivity and novelty

may contribute to higher completion rates

Potashnik, M. & Capper, J. (1998). Distance education: Growth and diversity. International Monetary Fund and the I nternational Bank for Reconstruction and Development/ The World Bank.

University of Saskatchewan University of Saskatchewan -

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Trends 20 0 3: Progress towards Trends 20 0 3: Progress towards the European Higher Education the European Higher Education Area Area

  • New focus on learners’ needs
  • A paradigmatic shift from teaching to learning
  • The needs and aspirations of the students should constitute

the driving principle in the higher education European University Association – July 2003

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A Com parison of Perspectives A Com parison of Perspectives

Dom ain-Centered Design for Com puter-Mediated Learning Learner-Centered Design for Com puter-Mediated Learning

Gifford and Enyedy ( 19 99 )

University of Saskatchewan University of Saskatchewan -

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Dom ain Dom ain -

  • Centered Design

Centered Design

  • Prerequisite knowledge

Focus of design work is on content to be developed The content of the discipline

University of Saskatchewan University of Saskatchewan -

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Learner Learner-

  • Centered Design (LCD)

Centered Design (LCD)

  • Who are the learners? And what do

they need to know? Focus of design work is on learners’ needs How will learners benefit from learning?

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Basic Principles of LCD Basic Principles of LCD

Learnability The initial difficulty in learning how to use an a

com puter-m ediated learning environm ent

Usability Ease of use over tim e Understandability Meeting the content needs of the learner in order to

ensure that inform ation-seeking requirem ents, perform ance goals, and level of fam iliarity w ith topics encountered are accom m odated

Reeves (1999) “Prom ote a shared understanding of intentions and perm it coordinated action… for the m utual benefit of learners and their teachers.” Goodyear (1999)

University of Saskatchewan University of Saskatchewan -

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LCD Principles Applied to LCD Principles Applied to Instructional Design (ID) Instructional Design (ID)

Designing computer-mediated learning

environments as information fields

An information field (Reeves, 1999):

  • Reduces com plexity
  • Focuses on reducing cognitive load
  • Supports learners w ithin a cognitive

fram ew ork

“To design is … to add value and m eaning to illum inate, to sim plify, to clarify.”

Paul Rand

University of Saskatchewan University of Saskatchewan -

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Inform ation Field Design (IFD) Inform ation Field Design (IFD)

Distribution of Cognitive Load Human User Designed Object Tool-centered User-centered Learner-centered

Reeves ( 1 999 )

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University of Saskatchewan University of Saskatchewan -

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IFD Applied to Interface Design IFD Applied to Interface Design

  • Cognitive fram ework that system atically

connects a virtual learning environm ent to the learners – Fam iliarity with delivery platform – Help screens that are inform ative and appropriate for specific problem s – Intuitive navigation – Flexible – interface can cope with unexpected choices – Metaphors – Do they translate? – Sem antic density – Is it right?

University of Saskatchewan University of Saskatchewan -

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LCD LCD – – After the Interface… After the Interface…

Taking a learner-centered stance “forces designers to conceptualize the developm ent process from the learners’ perspective rather than that of the content.” Sims (2001)

University of Saskatchewan University of Saskatchewan -

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LCD inside ADDIE LCD inside ADDIE – – I I

Laks (2003) House (2002) Schwier (2002) Barclay (2001) Wilson (1999)

Detailed Learner Profiles

  • Dem ographics
  • Com fort w ith and access to

technology

  • Learning styles and preferences
  • Com fort w ith the language of

instruction

  • Com peting responsibilities
  • Academ ic self-concept
  • Achievem ent expectancies
  • Perceptions of authority
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University of Saskatchewan University of Saskatchewan -

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LCD inside ADDIE LCD inside ADDIE -

  • II

II

Learner-centered Task Analysis

Doyle (2002) Schwier (2002) Weston & Amundsen (2001) Merrill (2000)

  • Again, w hat do your learners already

know ?

  • W hat do they need to know ?
  • How big is the gap?
  • How are you going to connect your

learners’ prior know ledge to new know ledge?

  • How are you going to chunk the

inform ation that exists inside the gap?

  • W hat tools are provided to learners so

that they can m onitor and im prove their learning?

  • How w ill you dem onstrate the benefit
  • f successful learning to them ?

University of Saskatchewan University of Saskatchewan -

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LCD inside ADDIE LCD inside ADDIE – – III III

“I nstructional designers m ust interact w ith the people for w hom they design.” Thomas, Mitchell, & Joseph (2002) “End users—the ‘consum ers’ of the instructional ‘product’ should contribute directly to the project’s design and developm ent.” Wilson (1995)

  • Focus on the skills, needs, & interest
  • f the learners
  • Scaffold understanding
  • Plan to assist learners in their efforts

to m ake schem atic connections

  • Plan for just-in-tim e coaching
  • Make self-m onitoring and evaluating

activities explicit and obvious

  • I nclude learners in the design team

Vincini (2001), Murphy (2000), Reeves (1999)

University of Saskatchewan University of Saskatchewan -

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LCD inside ADDIE LCD inside ADDIE – – IV IV

I n an e-learning environm ent, “you have to interact w ith students on an individual level.” Barclay (2001) Learners “don’t care how m uch you know until they know how m uch you care.” Weston & Amundsen (2001) Foster an environm ent that allow s learners “to learn from course m aterials, the instructor, and each

  • ther.”

Collins & Berge (1996)

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LCD inside ADDIE LCD inside ADDIE – – V V

  • Em phases:
  • Form ative rather than sum m ative
  • I terative rather than periodical
  • Lateral rather than hierarchical

“Mem bers of a learning com m unity, including both teachers and students observe and m onitor learning and m ake needed adjustm ents to support each other in learning activities.” Wilson (1995)

University of Saskatchewan University of Saskatchewan -

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A Com parison of Two Success Stories A Com parison of Two Success Stories

COL - Writing Effectively for UNHCR –

English version

  • Project Sponsor: Commonwealth of Learning
  • Instructional Designer: Dr. David Murphy
  • Writer: Maree Bentley

– My role: One of several course tutors U of S - Designing Materials for

I ndividualized Instruction

  • Project Sponsor: University of Saskatchewan
  • Primary Instructional Designer: Dr. Richard Schwier
  • Student-Assistant Designers: Ruth and Thelma Cey
  • Writer: Dr. Richard Schwier
  • Instructor: Dr. Richard Schwier

– My role: Instructional Designer- “Trouble-maker”

University of Saskatchewan University of Saskatchewan -

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Define Success…for the Define Success…for the COL COL UNHCR UNHCR Course Course

Op en a nd Dista nce Lea rning Associa tion of Austra lia (ODLAA)

ODLAA ( 2 0 01 ) Aw ard for Excellence in Developm ent and Delivery

  • f Distance Education and Open Learning Program s to the

Com m onw ealth of Learning "W riting Effectively for UNHCR dem onstrates a com m itm ent to excellence that is am ply reflected in the final product. The

  • verall high quality represents the convergence of a range of

attributes, the m ost notable of these being:

  • An in-depth understanding of the target group and its

needs

  • Sound background research
  • Attention to the appropriateness of learning strategies

and m edia.

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Define Success…for the Define Success…for the COL COL UNHCR Course UNHCR Course

  • 2003 - Award of Excellence in International

Collaboration, Writing Effectively for UNHCR - Canadian Association of Distance Education (CADE)

  • Project is relevant and contributes to the practice of open and distance

education.

  • Project goals honour each participating partner's values and objectives.
  • Implementation demonstrates respect of partner's values and
  • bjectives.
  • Project goals are sensitive to cultural diversity and transcultural issues.
  • Program(s) and/or infrastructure are pedagogically sound.
  • Benefits are demonstrated in terms of ideas exchange and

development of new approaches to learning and communication in

  • pen and distance education.
  • Evidence of the project's sustainability is provided.

University of Saskatchewan University of Saskatchewan -

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W riting Effectiv ely for UNHCR W riting Effectiv ely for UNHCR — —A Few Statistics A Few Statistics

Enrolment in the English version of the course

2000 - 300 UNHCR staff in over 70 countries

2000 to 2002 total - 707 participants

Range of successful completion rates across all

cohorts: 74% to 84%

Consistently high ratings by participants of course

materials, relevance & level of difficulty of assignments, as well as quality of tutor support

High degree of satisfaction reported by course

tutors

University of Saskatchewan University of Saskatchewan -

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Sam ple of participant feedback Sam ple of participant feedback

Chart provided by the Com m onw ealth of Learning

  • 14. Each topic provided activities for testing or

self-monitoring my own learning. 2 4 6 8 10 12 1 2 3 4 5

  • 1. All or almos t all of the time
  • 2. Mos t of the time
  • 3. About half of the time
  • 4. Only s ome of the time
  • 5. Very little or none of the time

N o . o f s tu d e n ts M o dule 2 M o dule 3 Total

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LCD in LCD in W riting Effectiv ely for UHHCR W riting Effectiv ely for UHHCR

Learner Profiles

  • Employees often stationed in

remote, isolated field offices

  • Often, low-bandwidth access

to email; sometimes, no access to the WWW

  • Significantly demanding

workloads

  • Duties subject to sudden

change

  • Learning goals are work-

related

  • Wide range of existing skills

in written English

  • Wide range of educational

backgrounds LCD Features

  • Low-tech approach
  • Limits to file sizes, WWW

resources available, but

  • ptional
  • Flexible learner-defined

schedules

  • Extensions available
  • Dual track – learner choice
  • Assignments are work-

related

  • Up to three submissions
  • “Just-in-time” coaching for

learners

  • Detailed, frequent

feedback from learners

  • Feedback from tutors and

discussions among tutors

University of Saskatchewan University of Saskatchewan -

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Define Success…for the U of S Define Success…for the U of S

A pilot version of

Designing Materials for Individualized Instruction show-cased at the Gwenna Moss Teaching and Learning Centre’s Summer 2002 professional seminar on Best-practices in Technology Enhanced Learning.

The Educational Communications Department at the

University of Saskatchewan has adopted this model as a standard for delivery of Web-based courses.

Other departments have expressed interest in its design

approach.

University of Saskatchewan University of Saskatchewan -

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Designing Ma teria ls for Ind iv id ua lized Designing Ma teria ls for Ind iv id ua lized Instruction: A Few Sta tistics… Instruction: A Few Sta tistics…

2 0 0 2 Enrolm ent 1 3 graduate students 9 2 % com pletion rate 9 2 % success rate Consistently high ratings of course m aterials:

  • audio/ video lectures
  • Pow erPoint slides
  • print m aterials

High degree of overall student satisfaction w ith design & delivery choices Very high ( 1 0 0 % ) satisfaction rates on instructor support & feedback on assignm ents

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LCD at the U of S: LCD at the U of S: Designing Ma teria ls Designing Ma teria ls for Ind iv id ualized Instruction for Ind iv id ualized Instruction

Learner Profiles

  • Professional educators: 67%

full-time graduate students: 13%

  • Rural – Primarily Distance Only

50%

  • Urban- Primarily In-class

Attendance 50%

  • Ad hoc Mixed Option –

Distance/ In-class 33%

  • ~ 100 % access to high

bandwidth connections to the WWW

  • Learner needs: Skill in

designing instruction – career goal

  • Varied backgrounds in

graduate-level study – 75% < 9 credit units LCD Features

  • Flexible attendance
  • Relatively high tech
  • Applied project –

relevant to learners’ career goals

  • Iterative student-based

course evaluations and updates

  • Student-designer

involvement in course development

  • Self-monitoring tools
  • “Just-in-time” coaching
  • Rich resource base of

both Web-based and print materials

University of Saskatchewan University of Saskatchewan -

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How are these LCD exam ples different? How are these LCD exam ples different?

Writing Effectively…

  • Low tech
  • No f2 f contact
  • No expected access to

the W W W

  • Flexible assignm ent

schedule

  • Student-design

involvem ent lim ited to frequent, detailed course evaluation

  • W idely varied initial

know ledge & skill level

  • f students
  • Little or no opportunity

for collaboration

  • No com puter

conferencing Designing Materials…

  • Relatively high tech
  • Optional f2 f contact
  • Flexible attendance, but

fixed assignm ent dates

  • High program entry

expectations / hom ogeneous skills

  • Participatory student-

design involvem ent

  • Multiple opportunities for

com puter conferencing and collaboration

University of Saskatchewan University of Saskatchewan -

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How are these LCD exam ples alike? How are these LCD exam ples alike?

Interfaces and instructional features were

designed to fit the learners’ needs.

Content was analyzed to bring to the fore

learning strategies that matched learner profiles, as well as instructional goals.

At the end of the day…

  • Learners were successful.
  • Instructors & designers felt that their

efforts had been rewarded.

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12/5/2003 10 Thanks so m uch for your tim e… Thanks so m uch for your tim e…

My conta ct inform a tion is: Ga le.Pa rchom a @usa sk.ca

UNI VERSI TY OF SASKATCHEW AN UNI VERSI TY OF SASKATCHEW AN

Saskatoon, Saskatchewan, Canada. www.usask.ca

Parchom a, G. (20 0 3). Learner Parchom a, G. (20 0 3). Learner-

  • centered instructional design

centered instructional design and developm ent: Two exam ples of success. and developm ent: Two exam ples of success. Journa l of Dista nce Journa l of Dista nce Ed uca tion, 18 Ed uca tion, 18 (2). (2).