Instructional Media Selection Implications for Blended Learning Dr

Instructional Media Selection: Implications for Blended Learning Dr. Jolly Holden Associate Professor, School of Education American Inter. Continental University

Introduction Blended learning is more than just combining an online component to the traditional classroom…it is a systematic process of selecting the most appropriate media for a specific learning intervention based upon the learning objectives. With that said, given the plethora of instructional media available to the instructional designer today, combined with the emergence of web-based collaborative tools, there is a renewed focus on integrating web 2. 0/e-Learning 2. 0 tools and other instructional media in meeting today’s learning challenges. “Blended learning represents a [fundamental] shift in instructional strategy” North American Council for Online Learning, Blended Learning: The Convergence of Online and Face-to-Face Education, 2008

The Emergence of Blended Learning 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, blended learning will become an integral component in developing a comprehensive learning strategy. “The term blended learning has been redefined, from a combination of instructor and Web-based training to a blend of many types of interactive content” Josh Bersin, “Today’s High-Impact Learning Organization”, Chief Learning Officer Magazine, Aug, 2008

Why Blended Learning: The Challenge Driven by the demand to increase learning opportunities and reduce costs without impacting instructional integrity, educators and trainers are continually challenged in searching for the for right mix of instructional media. Taking into consideration all of the instructional technologies available today, selecting the right mix of live, virtual, and constructive courseware delivery methods in meeting the needs of our learners can be a challenging and daunting task. Consequently, this presentation address these two basic questions: Q 1: What is the most appropriate mix of instructional media, and… Q 2: What are the variables to consider when selecting the most appropriate media?

The Family Tree of Instructional Media: From the Past to Tomorrow “Distance learning will evolve from basic enrollment in computer and web. Correspondence based courses to virtual learning (1883 -present) Technology-enabled environments that support online (circa 1950 s-1990 s collaboration and classes taught by Change is inevitable, and tomorrow will bring both live and virtual instructors. ” newer and better technologies, accompanied by Air Force White Paper, . On Learning: The Future of Air Force Education and Training (2008) e-learning a new set of challenges, but the goal is the same: Optimize the technology without sacrificing instructional quality. In the end, incorporating sound instructional design principles will Electronic-assisted provide for a solid foundation to ensure learning Learning outcomes are attained. (circa 1995 -present) (circa 1990 -present) E-learning 2. 0: Computer-mediated Portability/Wireless Learning (circa 1970 -present) Smart. PDAs Computer-based phones Training (CBT) Virtual Learning Environments Satellite e-learning/ITV Immersive Simulation We-based Training Online 3. 0: Learning Web Virtual Worlds Electronic whiteboards Virtual Learning Environments “In this global, networked world, several technologies including Video search engines, blogs, podcasts, Conferencing Web 2. 0 applications and virtual worlds such as Second Life will be used for learning. ” Ed Hoff, Video CLO tape/DVD/ IBM, Learning in the 21 st Century: A Brave New World, CLO Magazine, April, 2008 ipods

Rules of Engagement for Blended Learning 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. For a blended learning solution to be successful, it is imperative a thorough media analysis and needs assessment is conducted while addressing the fundamental components of the instructional systems design process. “Migrating to blended learning formats requires instructional design analysis that integrates with the technologies that will be utilized to deliver it. ” The e-Learning Developers Journal (2005)

Basic Blended Learning Concepts • Delivery media does not affect the content, but affects how you design the content • Asynchronous media is not adaptive to dynamic content • Synchronous media can accommodate dynamic content • Blended learning integrates multiple media with the appropriate instructional strategies, and can also include • Collaborative tools used to facilitate the transfer of learning (wikis, discussion boards) • Adaptive tools used for dynamic content/increased interaction (blogs) - Note: These Web 2. 0 tools are more commonly used to support “informal learning” • Media attributes are important in that they may affect your choice of instructional strategies

The Blended Learning Journey This presentation will provide some background on blended learning and instructional media, as well as introducing variables to consider when developing a blended learning strategy. Additionally, this presentation will introduce the concepts of synchronicity (integration of learning environments) and elasticity (integration of instructional media with instructional strategies) to ensure the right mix is attained. Presentation objectives: Ø Define Blended Learning Ø Identify Instructional Media Selection Considerations Ø Discuss Instructional & Pedagogical Variables Ø Define Elasticity and Synchronicity

Presentation Map ü Blended Learning Definitions ü Synchronicity ü Blended Learning Model o Instructional Component o Learning Environment Component o Media Component ü Elasticity ü Market Analysis Navigation Bar Click on any link for direct access to that topic Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions Although the application of blended learning has been around for decades, there is no universally accepted definition. While it appears the term first appeared in the literature circa 1999, the following pages articulate several definitions that represent different perspectives in an attempt to define the term, but they all have one essential component in common. . . an integration of instructional media. The definitions offered in this presentation reflect different perspectives concerning the definition of blended learning: • General Construct • Educational • Pragmatic • Training • Logical • Instructional Design A rose by any other name is still a rose More definitions of blended learning available at: http: //www. nwlink. com/~donclark/hrd/elearning/blended. html Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions A General Construct The delivery of instruction using multiple media* • Includes the integration of instructional media into a traditional • classroom or into a distance learning environment. 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 Note: This is applicable to any learning environment that combines multiple media to deliver content. Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions An Educational Perspective* Courses that integrate online with traditional face-to- face class activities in a planned pedagogically valuable manner; and…where a portion (institutionally defined) of face-to-face time is replaced by online activity. Traditional Classroom Blended Learning Online Consequently, from an educational perspective, blended learning is primarily focused on integrating two separate paradigms…the traditional classroom [synchronous] environment and the asynchronous online environment. Note: Hybrid learning, vis-à-vis blended learning, is often used in higher education when the student has a choice between an online class and the traditional class…not necessarily the integration of the two. • 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 Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions A Pragmatic Perspective Courses that are taught both in the classroom (face-to-face) and at a distance and that use a mix of different pedagogic strategies (Source: edutechwiki, 2006, Available at http: //edutechwiki. unige. ch/en/Blended_learning) 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 optimal learning outcomes with or with out instructional technology. • To combine any form of instructional technology (e. g. , videotape, CD-ROM, webbased training, film) with face-to-face instructor-led training. Source: Margaret Driscoll, n. d, retrieved Jan 5, 2007 from: http: //edutechwiki. unige. ch/en/Blended_learning Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions A Training Perspective The use of multiple instructional delivery media to deliver one course or curriculum, such as a technical training course with pre-reading, asynchronous online knowledge acquisition, and/or synchronous lectures. Source: e-Learning Guild’s Research Report , Synchronous Learning Systems, June 2008 Synchronous and asynchronous media. For clarification, blended learning is also applied to a mix of online and face-to-face training, and more generally to approaches to course design and delivery that combine different modalities (e. g. , self-paced Web-based training, followed by classroom instruction, accompanied by printed job aids, and supplemented by virtual classroom follow-up sessions). Source: e-Learning Guild Handbook on Synchronous e-Learning (2007) Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions A Logical Perspective “A learning program where more than one delivery mode is being used with the objective of optimizing the learning outcome and cost of program delivery. ” Achieving Success with Blended Learning , Harvi Singh and Chris Reed (2001). Available at: http: //www. chriscollieassociates. com/Blended. Learning. pdf “Collaborative online learning is now recognized as a component of a mature blended-learning strategy. ” Bersin & Associates, Technology Update: Open Source e-Learning Systems, June 2007 Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Definitions An Instructional Design Perspective “Blended learning is nothing more [or less] than good instructional design. ” Source: me The difference between blended learning 60 years ago and today is the instructional designer has more of a selection of instructional media. However, the concept and application of instructional media into a blended learning solution is the same as it was 60 years ago… Attainment of the learning outcomes “The Internet-is-going-to-eliminate-face-to-face-training paradigm has exploded and the term blended learning was coined by the e-learning protagonists as a way of admitting that classroom instruction is not going away. Jack Gordon, Editor-at-Large , Training magazine, July 2005 Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

The Concept of Synchronicity 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 on opposite ends of a continuum, the degree to which these two dichotomous environments can be integrated would result in a blending of synchronicity. Synchronous Blended Learning Asynchronous Therefore, to attain the most optimum blend, one must consider the vehicle(s) that deliver the content, the [learning environment] in which the learning occurs, and the instructional objective(s) [which drive the development of the content and instructional strategies]. Consequently, blended learning can include any combination of media that supports instruction, regardless of the mix of synchronous or asynchronous media. Click here for note on Web 3. 0 & Virtual Worlds Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Blended Learning Model Concept Map Distance Learning Depicted in this concept map is the blended learning model three main Synchronous Asynchronous components and subcomponents. The degree of integration of each of the Blended subcomponents is based upon evaluating Collaborative Learning specific attributes of each component, Tools Model resulting in the most appropriate blend to ensure attainment of the instructional goal. Note: This model is based upon a set of related components, although evaluated separately, are viewed holistically, per se, each component’s specific contribution must be viewed as it relates to the sum total of all the parts… which results in a comprehensive blended learning solution. Media Component Content Complexity Instructional Strategies Rapidity of Change Multimedia (aural/visual) Interactivity Symmetry Asynchronous Instructional Media Symmetrical Media Synchronicity Blended Learning Model Instructional Objectives Instructional Component Synchronicity Asymmetrical Media Definitions Traditional Classroom Learning Environment Component Synchronous Asynchronous Collaboration (P 2 P) Elasticity Didactic Collaboration (P 2 P) Market Analysis Dialectic

Blended Learning Model Components Derived from the blended learning concept map is the tri-dimensional blended learning module. 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 that would result in an instructionally sound learning situation. Learning environment component: Evaluates the learning environment (synchronous/asynchronous) that supports the instructional objectives Learning Environment Component Media component: Used to evaluate the most appropriate media to delivery the content Instructional Component Instructional component: Used to select the most appropriate instructional strategies that support the learning objectives Media Component Click on any of the model component links for detailed information for that specific component. Click here for a summary of each component. Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Concept of Elasticity in Blended Learning The power of blended learning is in its elasticity Depending upon the [cognitive] level of the learning objectives and the learning Learning environment (synchronous vis-a-vis Environment asynchronous), different combinations of instructional media and instructional strategies can support various levels of interactivity to attain the most appropriate "blend". As the blend changes, the model becomes "elastic", allowing the instructional designer to modify the blend to meet specific learning outcomes. Definitions Synchronicity Blended Learning Model Instructional Media Elasticity Market Analysis

Elasticity in Blended Learning What is the right mix? There may be several “blended” solutions that can meet the instructional objectives, so consider the qualitative merits of all instructional media. The ultimate goal is to increase performance through the systematic evaluation of intradependent variables that would result in the most appropriate integration of media. Learning Environment Instructional Media With that said, any combination of instructional delivery medium, including the traditional classroom, can result in a blended learning solution, but the instructional efficacy of the solution is most dependent upon the instructional and learning environment components. Click here for another view of the blend Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Survey of Chief Learning Officers (CLOs) Use of Blended Learning Survey from the Chief Learning Officer magazine Business Intelligence Board* The traditional classroom is still the primary delivery media (56%) but synchronous & asynchronous e-learning is increasing (24%), along with the use of m-learning (6%) * Source: Chief Learning Officer Magazine. (July, 2007). Blended Learning: Mixing Modalities. Available at: http: //www. clomedia. com Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Survey of CLOs Use of Blended Learning (con’t) The greatest change in the delivery mix will continue to come via the increased adoption of e-learning and the increased use of portable technologies. IBM’s perspective on blended learning and workforce mobility Did you know that…click here Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Survey of CLOs Use of Blended Learning (con’t) “[There is] an important link between content type and delivery method and that studentinstructor interaction receives strong consideration in determining which delivery methods get employed within an organization. . . ” and “The value of student-to-instructor interaction remains a primary driver for both classroom-based ILT and synchronous elearning…. as well as student-to-student interaction. ” CLO Magazine. , July, 2007, pg. 48 -49 Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

So…What Does it Mean? “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, “Reconsidering Research on Learning from Media”. Review of Educational Research, Winter, Vol. 53, No. 4, 1983, pp. 445 -459 "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. ” Richard Voos, Blended Learning-What is it and where might it take us? Sloan-C View, Volume 2, Issue 1 – Feb, 2003. Available at: http: //www. sloan-c. org/publications/view/v 2 n 1/coverv 2 n 1. htm “There’s an important point that is easy to miss in the frenzy of change. Web 2. 0 is not about technology, and neither is e-Learning 2. 0. The human element is what makes the new Web work. Without user-generated content, the new Web would be an empty shell of fancy technologies. ” e-Learning Guild, What is e-Learning 2. 0? , Aug, 2008 Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

Final Note: The Learning Mantra It’s not just about technology…it’s about people ü Training/education is the process ü Learning is the outcome ü The technology is the means Sender (Instructor) Receiver (Learner) Collaboration + Delivery Teamwork =System Success Focus on learning outcomes…the end result: Improving human performance Definitions Synchronicity Blended Learning Model Elasticity Market Analysis

End of Presentation “One only needs two tools in life: WD-40 to make things go, and duct tape to make them stop. ” G. M. Weilacher, American humorist “and a hammer to pound things in and a screw driver to pry them out. ” my wife Click to go back to prior slide Click to go back to Presentation Map

Learning Environment Component A learning environment can either be synchronous or asynchronous, per se, the learning is either occurring real-time with an instructor (synchronous), or it is occurring without the presence of an instructor (asynchronous). Regardless, each learning environment has their distinct advantages and disadvantages, and the goal of developing a 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. Back to Main Page Asynchronous Distance Learning Synchronous Traditional Classroom Learning Environment Page Synchronous Asynchronous

The Synchronous Learning Environment Synchronous Asynchronous Advantages üProvides for a dialectic learning environment with a high level of interactivity • Encourages spontaneity of oral responses • Immediate reinforcement of ideas ü Supports activation learning strategies such as idea generation (brainstorming) ü Provides for peer support (social learning theory) • Allows for peer-to-peer interaction ü Structured learning environment Back to Main Page Disadvantages üLimited to same time • Required dedicated instructor • Does not provide for self-pacing üMay be limited to same place (albeit at a distance) üHigh cognitive load Learning Environment Page Synchronous Asynchronous

The Asynchronous Learning Environment Different/Same Place Different Time Advantages ü Provides for more opportunity of reflective thought • Not constrained by time ü Delayed reinforcement of ideas ü Provides for flexibility in delivery of content ü Less structured learning environment ü Provides for flexibility in location (home, office, etc. ) Back to Main Page Disadvantages ü No live interaction • Longer completion times • “Just-in-time” = “do-it-on-your own-time” • Higher non-completion rates— pacing not optimized Learning Environment Page Synchronous Asynchronous

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 their contents. When developing a blended learning solution, the selection of the most appropriate media is not based solely on the attributes of the media, but the potential impact it may have on the design of the instructional components and corresponding physical learning environment. Click here for more on media mapped to the distance learning environment. Synchronicity Asynchronous Instructional Media Wikis, blogs, discussion boards Back to Main Page Synchronous Instructional Media Portability Media Component Taxonomy Portability

Taxonomy of Media for Blended Learning The taxonomy is focused primarily on a dichotomous learning environment * Click on the hyperlinks for more information Synchronous Media Asynchronous Media ü Correspondence (print) ü Recorded Video ü Collaboration software/virtual technologies (wikis, blogs, discussion boards, etc. ) Visual Only (includes graphics) Aural Only ü Audio Conferencing ü Recorded Audio Visual & Aural ü Instructional Television ü Satellite e-Learning ü Video Teleconferencing ü Web Conferencing (synchronous learning systems) ü Audiographics ü Recorded Video ü Computer Based Instruction ü Asynchronous Web Based Instruction (online training) ü Instructional Television Click here for note on use of Wikis & Blogs as collaborative tools * Source: Distance Learning Magazine, Vol 3, Number 2, 2006, Instructional Media Selection for Distance Learning: A Learning Environment Approach Back to Main Page Media Component Taxonomy Portability

Integrating Media: A Blended Learning Approach Integrating any combination of synchronous/ asynchronous media with the traditional classroom results in a blended learning solution. Synchronous Media Asynchronous Media • Satellite e-learning • Online (Web-Based Training) • Video Conferencing • Audio Graphics • Web Conferencing/SLS • Webinars • Computer-based Training • Video Tape/DVD • Audio Tape • Podcast/vodcast Blended Solution Traditional Classroom Back to Main Page Media Component Taxonomy Portability

Synchronous Instructional Media Technology Delivery Description Audio Conferencing 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 interactive environment between the instructor, remote students, and multiple sites but does not 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 conference equipment, plus a large screen that serves as an electronic whiteboard. This system allows for two-way data exchange (limited to highresolution still images only) and a synchronous interactive environment between the instructor and students at multiple sites. Synchronous Web-Based Instruction (WBI)/Web Conferencing (Synchronous Learning Systems) Internet-based and delivered over the Web that enable synchronous audio and/or text chat, video, document and application sharing, whiteboards, presentations, etc. Can support synchronous oral interaction between the instructor and remote students at multiple locations as well as supporting Multi-User Virtual Environment (MUVE) or webinars. Due to bandwidth limitations (basically, low-bandwidth applications), highresolution images and video may be limited. Note: The application of web conferencing in a learning environment is also known as synchronous learning systems (SLS). Instructional Television (ITV) ITV is defined as a one-way, full motion video and audio transmission of classroom instruction through a telecommunications channel such as satellite, cable TV, or Instructional TV Fixed Service (ITFS), a dedicated 2. 5 GHz spectrum managed by the FCC and limited to educational programming only, usually transmitted via microwave

Synchronous Instructional Media Technology Delivery Description Instructional Television (ITV)- con’t towers. This specific application would not be available to instructional programming received via commercial cable TV). Due to the bandwidth available via satellite or ITFS, this delivery medium can emulate the live, traditional classroom environment but at a 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 (~3. 0 Mbps). The IP-based video can be distributed directly to the user’s end-point and then 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 endpoint 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).

Synchronous Instructional Media Technology Delivery Video Teleconferencing (VTC) Description 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 (remote location), allowing the student to demonstrate an event. These systems can be terrestrial, satellite-based, or microwavebased Instructional TV Fixed Service (ITFS). Generally VTCs transmit and receive between 384 Kbps – 1. 5 Mbps, with the next generation coders/decoders (codecs) IP enabled.

When evaluating media components, wikis, blogs, and discussion boards are primarily collaborative tools and not considered stand-alone instructional media delivery options. However, they can be integrated into a course/learning module in developing a social learning structure that supports active learning and knowledge construction through peer-to-peer interaction. In a research study investigating the interplay of synchronous and asynchronous communication used in online courses, students seemed more satisfied with face-to-face courses that used asynchronous discussion boards as alternative communication media than courses that were entirely asynchronous based. Significant data were found to indicate the effect of synchronous media in a mostly asynchronous discussion forum. The ability of synchronous media to foster social presence is not shown or disproved by the research Source: A Field Study of Use of Synchronous Chat in Online Courses (2002), Retrieved from: http: //www. hicss. hawaii. edu/HICSS 36/HICSSpapers/CLTSL 03. pdf Back to Taxonomy

Asynchronous Instructional Media Technology Delivery Description Asynchronous Web-Based Instruction (WBI) 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 Wide Area Networks (WANs) where the content is displayed utilizing a web browser. Student access is asynchronous, self-paced, and does not provide for synchronous interaction between the instructor and the remote student. Highresolution images and video may be limited due to available bandwidth. Computer Based Instruction (CBI) Interactive instructional experience between a computer and the learner where the computer provides the majority of the stimulus and the student responds. The computer is the storage and delivery device with all content resident on the student’s computer. It provides the primary display and storage capability and can support highresolution images and video. Correspondence (print) Entirely print-based, asynchronous and self-paced. Can be augmented through the use of multimedia CD-ROM. Instructor feedback can be facilitated through the use of e -mail. Used extensively to support other media Recorded Audio (Tape and digital broadcast) Recorded audio content—on tape or transmitted electronically—which can be used as a stand-alone delivery tool or part of a blended learning approach. Can be used as the sole means of content or as part of a blended approach. Recorded Video (Tape and digital broadcast) A method of capturing learning content on tape or as a digital file for viewing ondemand. Can be used as the sole means of content or as part of a blended approach. Often used to capture a real time event and is an effective distribution medium that supports high-resolution images and video but does not support a synchronous interactive environment between the instructor and the remote student.

Portability • Refers to how portable (mobile) a specific media may be, e. g. , cell • phones, ipods/Blackberry’s, 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 asynchronous learning module with no interaction between the student and instructor. Conversely, in a conferencing or collaborative learning environment, the information flow is symmetrical, per se, 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 student-instructor interaction, the greater the need for a symmetrical delivery system. Back to Main Page Media Component Taxonomy Portability

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 Click on the icon of how Merrill Lynch use of mobile learning Print Pre-recorded audio/ video (Tape/DVD) ipods/vpods/personal communication devices CBT/WBT Low High Interactivity Back to Main Page Media Component Taxonomy Portability

Instructional Component: Variables to Consider Multimedia (aural/visual) Rapidity of Change Instructional Objectives Content Complexity Instructional Strategies Learning Styles Click for information on learning styles When developing a blended learning solution, maintaining instructional quality is paramount. Consequently, learning objectives are never compromised when developing a blended learning solution. Interactivity (strategies supporting specific media) Asynchronous Collaboration (P 2 P) Didactic# # Dialectic* Instructor-student Back to Main Page Instructional strategies are the products of learning objectives and serve to ensure the learning objectives and facilitate the transfer of learning. Synchronous Instructional Component * Instructor-student-instructor Instructional Objectives Instructional Strategies

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). Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

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. Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

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 Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

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 Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

Bloom’s Taxonomy of Cognitive Objectives A 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). Doing Higher Knowing Lower 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 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 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 involves taking apart a piece of knowledge, and investigates 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 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 new to him/her. Evaluation is judgment or decision-making where the student appraises, assesses or criticizes on a basis of specific standards/criteria. Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

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 asynchronous instructional technologies that are best integrated with strategies that require asynchronous learning environment. Click here for an explanation of the difference between instructional strategies and cognitive learning strategies. Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

Table of Instructional Strategies Description Narration/Lecture Allows for transfer of learning through mere declaration and explication of knowledge. When interaction is available, it allows for reinforcement of behavior, spontaneous questioning, dialogue, and social interaction with immediate feedback. Note: Lecture is a very efficient strategy to transfer large amounts of content but has a high cognitive load. Demonstration Skill transfer through the depiction of procedural tasks, events, processes, etc. Role Playing Involves recreating a situation relating to a real-world problem in which participants act out various roles. Promotes an understanding of other 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. Guided Discussion Supports a synchronous, dialectic learning environment through the spontaneous and freeflowing exchange of information. Encourages active, participatory learning that supports knowledge transfer through dialogue. Students may discuss material more in-depth, share insights and experiences, and answer questions. Simulation Replicates or mimics a real event and allows for continual observation. A simulation creates a realistic model of an actual situation or environment. Illustration Depicts abstract concepts with evocative, palpable real-world examples. Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

Table of Instructional Strategies Description Imagery is the mental visualization of objects, events, and arrays. It enables internalized visual images that relate to information to be learned. Imagery helps to create or recreate an experience in the learner’s mind. Imagery involves all the senses: visual, kinesthetic, auditory, and tactile. Modeling A contrived, simplified version of an object or concept that encapsulates its 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 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. Case Studies A problem-solving strategy similar to simulation that works by presenting a realistic situation that requires learners to respond and explore possible solutions. Drill & Practice Repetition of a task or behavior until the desired learning outcome is achieved. Allows for transfer of knowledge from working memory to long-term memory. Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

Instructional Strategies Supporting Asynchronous Media Appropriate Instructional Strategy Asynchronous Web-Based Instruction (WBI) - Narration/Description (Lecture) - Demonstrations - Simulations - Illustrations - Drill and Practice Computer Based Instruction (CBI) - Narration/Description - Case Studies - Role Playing - Demonstration Correspondence (print) - Narration/Description - Drill and Practice - Case Studies - Narration Recorded Audio (Tape and digital broadcast/RSS) - Narration/Description (Lecture) Recorded Video (Tape and digital broadcast) - Narration/Description (Lecture) - Case Studies - Illustrations Back to Main Page Instructional Component Instructional Objectives - Tutorials - Case Studies - Modeling - Role Playing - Illustrations - Simulation - Drill and Practice - Tutorials Instructional Strategies

Instructional Strategies Supporting Synchronous Media Appropriate Instructional Strategy Audio Conferencing - Narration/Description (Lecture) - Guided Discussion - Brainstorming Audiographics - Narration/Description (Lecture) - Guided Discussion - Brainstorming - Illustrations Synchronous Web-Based Instruction (WBI)/Web Conferencing - Narration/Description (Lecture) - Discussion - Simulation - Case Studies - Demonstration - Illustrations Video Teleconferencing (VTC) - Narration/Description (Lecture) - Guided Discussion - Brainstorming - Case Studies - Role Playing - Panel Discussion - Simulation - Demonstration - Drill and Practice Instructional Television (ITV)/ Satellite e-learning - Narration/Description (Lecture - Guided Discussion - Brainstorming - Case Studies - Role Playing - Panel Discussion - Simulation - Demonstration - Drill and Practice Back to Main Page Instructional Component Instructional Objectives Instructional Strategies

Summarizing: The Media Component While media does not affect the content, it can affect how you design the content for a specific medium Variables to consider: • Media richness (motion handling, visual clarity/pixel resolution) • Dispersion of workforce/distribution of content • Ability to update content quickly • Technological infrastructure • Capital & recurring costs • Bandwidth • Hardware end points • Portability • Simplex (one-way) data vis-a-vis duplex (2 -way data) ü Click here for more on distance learning environments ü Click here for e-learning 2. 0 technologies & definitions ü Click here for an introduction to Media Synchronicity Theory Learning Environment Component Instructional Component Media Component Symmetry Asymmetrical Media Synchronicity Asynchronous Instructional Media Symmetrical Media Portability Synchronous Instructional Media

Summarizing: The Learning Environment Component Synchronicity: Is the learning environment primarily synchronous or a combination of both? Variables to consider: • Time & space • Live interaction • Collaboration • Pacing • Flexibility in content delivery • Timeliness of completion • Reinforcement of ideas (immediate vs. delayed) • Reflection of ideas Asynchronous Distance Learning Traditional Classroom Synchronous Learning Environment Component Instructional Component Media Component

Summarizing: The Instructional Component Learning Environment Component Instructional Strategies Instructional Objectives Content Media Component Complexity Multimedia (aural/visual) Interactivity Asynchronous Collaboration (P 2 P) Didactic Synchronous Collaboration (P 2 P) Dialectic Rapidit y of Change Asynchronous media may be more appropriate for the lower cognitive levels whereas synchronous media may be more appropriate for the higher cognitive levels. Variables to consider: • Level of interactivity • Spontaneity • Collaboration • Peer-to-peer • Instructor-student (didactic) • Instructor-student-instructor (dialectic) • Cognitive load • Reinforcement of ideas/thoughts (immediate/delayed) • Rapidity of content change • Complexity of content • Level of cognitive objectives (click here for a brief over of Bloom’s Taxonomy of Cognitive Objectives) • What about learning styles (click here)?

Synchronous Instructional Media Mapped to Instructional Strategies Instructional TV/Satellite e-Learning • • Narration (Lecture) Guided Discussion/Panel Discussion Idea Generation (Brainstorming) Illustrations/Imagery/Modeling Demonstration Case Studies Simulations Web Conferencing • Narration (Lecture) • Guided Discussion/Panel Discussion • Idea Generation (Brainstorming) • Illustrations/Imagery/Modeling • Case Studies • Simulations Video Teleconferencing • Narration (Lecture) • Guided Discussion/Panel Discussion/ Group Discussion • Idea Generation (Brainstorming) • Illustrations/Imagery/Modeling • Demonstration • Case Studies • Simulations • Role Playing Audio Conferencing • Narration (Lecture) • Guided Discussion/Panel Discussion • Idea Generation (Brainstorming) • Illustrations/Imagery/Modeling Audio Graphics • Narration (Lecture) • Guided Discussion/Panel Discussion • Idea Generation (Brainstorming)

Asynchronous Instructional Media Mapped to Instructional Strategies Pre-recorded video (CD/DVD, vodcast, tape) Webinars • Narration (Lecture) • Guided Discussion/ Panel Discussion • Illustrations/Imagery/Modeling • Demonstration • Simulations • Role Playing • • • Narration (Lecture) Illustrations/Imagery/Modeling Demonstration Case Studies Simulations Drill & Practice Correspondence • Narration (Lecture) • Case Studies • Drill & Practice Computer-based Instruction • • Narration (Lecture) Illustrations/Imagery/Modeling Demonstration Case Studies Simulations Role Playing Drill & Practice Pre-recorded audio (podcast, cassette, CD) • Narration (Lecture)

Portability: An IBM Workforce Mobility Perspective* Blended learning allows companies to mix scheduled and unscheduled training modules and structured and unstructured learning experiences, as well as provide self-paced material to keep today’s learners engaged. Return to previous page * Source: On demand learning: blended learning for today’s evolving workforce, IBM Learning Solutions, September 2005, Available at: http: //www-935. ibm. com/services/us/imc/pdf/gw 510 -6396 -on-demandlearning. pdf

Mobile Learning: Merrill Lynch Compliance Training Delivered via Black. Berry’s* Background. With a population of 60, 000 employees, Merrill Lynch has more than 21, 000 Black. Berry devices in use globally, with 500 new devices being added monthly. One of the primary advantages of using Black. Berries to delivery m-learning is that the devices are integrated within the corporate network. Goals. Enable learning outside the office during naturally occurring downtime; leverage existing Black. Berry usage habits; allow employees to complete learning in small bursts, regardless of time and place with no need for network coverage. Results. Offered 3 compliance training courses via Black. Berry for a 2 month period and achieved: • Increase of 1. 21% in average competency score to the control groups • Attained a 12% higher completion rate at the 45 -day milestone • Attained an average of 45% less time in training, with some completing the training in <80% with no loss of comprehension * Source: Chief Learning Officer magazine, Merrill Lynch: Bullish on Mobile Learning, April, 2008. Return to previous page

What Might Go in the Blend* Return to previous page * Source: Allison Rossett and Rebecca Vaughan Frazee, Blended Learning Opportunities, American Management Association Special Report, 2006

Delivery Media Mapped to the Distance Learning Environment Distance Learning Classroom Since media are vehicles that simply deliver their contents, the selection of the most appropriate media is not based solely on the attributes of the media, but the potential impact it may have on the design of the instructional components and corresponding physical learning environment. For example, the group centric distance learning classroom is best supported by media that can provide for a dialectic and collaborative environment, but is limited by time and place, whereas portable media best supports the individual learner anytime/anyplace but with limited peer support and interaction. Return to previous page • group centric (classroom environment) • primarily synchronous • dialectic & collaborative • constrained by time & place Supporting Media • Satellite e-learning • Video Conferencing • Audio Graphics Virtual Classroom • individual centric (office environment) • synchronous & asynchronous capability • mostly didactic but can support interaction • constrained by time not place Supporting Media • Web conferencing tools Virtual Learner • Individual centric (portable to any location) • primarily asynchronous • primarily didactic with little/no interaction • not constrained by time & place Supporting Media • Mobile devices

Delivery Media Mapped to the Distance Learning Environment Distance Learning Classroom In a group centric distance learning classroom, the most appropriate media are those that can provide for a dialectic and collaborative environment but maybe constrained by time and place. However, portable media best supports the individual learner anytime/anyplace but with limited peer support and interaction. • group centric (classroom environment) • primarily synchronous • dialectic & collaborative • constrained by time & place Supporting Media • Satellite e-learning • Video Conferencing • Audio Graphics Virtual Classroom • individual centric (office environment) • synchronous & asynchronous capability • mostly didactic but can support interaction • constrained by time not place Supporting Media • Web conferencing tools Virtual Learner Return to previous page • Individual centric (portable to any location) • primarily asynchronous • primarily didactic with little/no interaction • not constrained by time & place Supporting Media • Mobile devices

Teaching with Instructional Television (ITV)-Did you Know… There is a tendency to regard the future of distance learning as belonging solely to online or web classes. However, some researchers have found that courses offered in ITV were sometimes preferred by students even when the same course was offered online. Also, the visual and interactive nature of instructional television benefited students and that student satisfaction with ITV has been generally confirmed. Teaching with ITV (Jan, 2008). International Journal of Instructional Technology and Distance Learning: http: //www. itdl. org/Journal/Jan_08/index. htm Return to previous page

Media Synchronicity Theory* Media synchronicity theory is primarily focused on groups and proposes that a set of media capabilities are important to group work, and that all tasks are composed of two fundamental communication processes (conveyance and convergence). Communication effectiveness is influenced by matching the media capabilities to the needs of the fundamental communication processes, not aggregate collections of these processes (i. e. , tasks) as proposed by media richness theory. The theory postulates it is possible for one medium to possess different levels of a communication capability depending upon how it is configured and used. Media possess many capabilities, each of which may be more or less important in a given situation. The "richest" medium is that which best provides the set of capabilities needed by the situation: the individuals, task, and social context within which they interact (Note: richness applies to the message/content, not the richness of the visual media). Thus, concluding that face-to-face communication is the "richest" media is inappropriate. “Communication effectiveness is influenced by matching the media capabilities to the needs of the fundamental communication processes, not aggregate collections of these processes as tested in examinations of media richness theory. ” * Source: Alan R. Dennis, Alan R. , Valacich, Joseph S. , (1999), Rethinking Media Richness: Towards a Theory of Media Synchronicity, Retrieved from: http: //csdl 2. computer. org/comp/proceedings/hicss/1999/0001/01/00011017. PDF Return to Summarizing the Media Component

Media Synchronicity Theory: Dimensions of Task Functions, Communication Processes, and Media Characteristics “Communication effectiveness is influenced by matching the media capabilities to the needs of the fundamental communication processes, not aggregate collections of these processes as tested in examinations of media richness theory. ” * Source: Alan R. Dennis, Alan R. , Valacich, Joseph S. , (1999), Rethinking Media Richness: Towards a Theory of Media Synchronicity, Return to Summarizing the Media Component

e-Learning 2. 0 Technologies • • • Wikis Blogs Podcasts Vodcasts Immersive learning environments, e. g. , multi-user virtual environments (MUVEs) Note: Wikis & blogs are primarily collaborative tools and not instructional media used to deliver content Definitions* Web 2. 0: The stage of the WWW where the Internet has become a platform for users to create, upload, and share content with others, versus simply downloading and consuming content. ” e-Learning 2. 0: “The idea of learning through digital connections and peer collaboration enhanced by technologies driving Web 2. 0. Users/learners are empowered to search, create, and collaborate in order to fulfill intrinsic needs to learn new information. ” *Source: e-Learning Guild Research Report on e-Learning 2. 0—Learning in a Web 2. 0 World, Sep 2008 Return to previous page

Virtual worlds are online, computer-generated simulations of simulated environments where users guide their "avatar, " or digital representation of their physical selves, to accomplish various goals. Typical virtual world activities include meeting and socializing with other avatars, buying and selling virtual items, playing games, etc. Virtual worlds combine both synchronous capabilities (audio, text chat, whiteboards), as well as asynchronous capabilities (static text, embedded learning modules, learning objects, etc. ). Within the context of the evolution of the Internet from Web 1. 0 to Web 3. 0, Virtual worlds--especially the 3 D kinds--are classified under the Web 3. 0 category because of their profound ability to integrate multiple types of content, information sources, and feeds into one highly engaging and interactive format. Return to previous page For information on virtual worlds used in the Federal Government: Federal Consortium on Virtual Worlds. Hosted by National Defense University (NDU), Information Resources Management College (IRMC): http: //www. ndu. edu/IRMC/fedconsortium. html

Bloom’s Taxonomy of Cognitive Objectives Doing A 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). Knowing 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 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 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 involves taking apart a piece of knowledge, and investigates 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 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 new to him/her. Evaluation is judgment or decision-making where the student appraises, assesses or criticizes on a basis of specific standards/criteria. Continuum of Cognitive Domain Objectives Lower Higher Knowledge Comprehension Application Analysis Synthesis Evaluation Return to prior page

Bloom’s Revised Taxonomy of Cognitive Objectives Mapped to Instructional Media* Learning Environment Synchronous Instructional Media Web Conferencing Audiographics Satellite e-Learning Audio/video teleconferencing Bloom’s Revised Taxonomy Creating Complex (Evaluation) Evaluating (Synthesis) Analyzing (Analysis) Asynchronous Web-based Training (WBT) CBT Instructional TV (ITV) Pre-recorded audio/video (CDs/DVDs, video/audio tapes/i. Pods) Correspondence Applying (Application) Understanding (Comprehension) Remembering (Knowledge) * Adapted from John Lasseter’s media selection table Return to prior page Simple

What are Learning Styles/Cognitive Styles? • Cognitive style is viewed as a bipolar dimension representing a person's typical or habitual mode of problem solving, thinking, perceiving and remembering; considered stable over time, and related to theoretical or academic research. • Learning style entails many elements, are related to practical applications, and usually not “either-or” extremes. Learning styles are characterized by how information is preferentially perceived (sensory or intuitive), organized (inductive or deductive), and processed (active or reflective), and modality is preference (visual, aural, or kinesthetic). • What cognitive science has revealed is learners differ in their abilities with different modalities, but teaching to a learner’s best modality doesn't affect his/her educational achievement. What does matter is whether the learner is taught in the content's best modality. All students learn more when content drives the choice of modality. • Learning styles vis-à-vis learning modalities: Learning/cognitive styles are habitual ways of processing information to memory, per se, they are ways one senses, thinks, solves problems, and remembers information. On the other hand, learning, or perceptual modalities, are sensory based and refer to the primary way our bodies take in information though our senses: visual (seeing), auditory (hearing), kinesthetic (moving), and tactile (touching). Note: Since neuroscience has revealed 90% of what the brain processes is visual information, one’s primary learning modality is visual. Return to Sharp, J. G. , Byrne, J. , & Bowker, R. (2008). The trouble with VAK. Educational Futures Vol. 1(1) August 2008. Retrieved from http: //www. educationstudies. org. uk/materials/sharp_et_al_2. pdf Prior Page

Different Learning/Cognitive Styles & Impact • Research has identified over 71 different types of learning styles categorized into 13 major learning styles models. • The majority of research does not support a significant statistical relationship between learning/cognitive styles and learning outcomes, and postulates learning/cognitive styles have <5% affect on the variability in learning (Note: Prior knowledge and motivation account for ~70% of the variability in learning). Source: Willingham, Daniel. Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? American Educator, Summer 2005. Available at: http: //www. aft. org/pubsreports/american_educator/issues/summer 2005/cogsci. htm • Low validity and reliability scores of the instruments used to identify specific learning styles raise serious doubts about their psychometric properties. • Sources: Learning styles and pedagogy in post-16 learning: A systematic and critical review. The Learning and Skills Research Centre, Learning and Skills Council, Department for Education and Skills, UK (2004). Available at http: //www. lsda. org. uk/files/PDF/1543. pdf; • Cognitive Styles and Distance Education, Online Journal of Distance Learning Administration, Volume II, Number III, Fall 1999. Available at: http: //www. westga. edu/~distance/liu 23. html Return to Prior Page

What are Learning Styles/Cognitive Styles? • Cognitive style is viewed as a bipolar dimension representing a person's typical or habitual mode of problem solving, thinking, perceiving and remembering; considered stable over time, and related to theoretical or academic research. • Learning style entails many elements, are related to practical applications, and usually not “either-or” extremes. Learning styles are characterized by how information is preferentially perceived (sensory or intuitive), organized (inductive or deductive), and processed (active or reflective), and modality is preference (visual, aural, or kinesthetic). • What cognitive science has revealed is learners differ in their abilities with different modalities, but teaching to a learner’s best modality doesn't affect his/her educational achievement. What does matter is whether the learner is taught in the content's best modality. All students learn more when content drives the choice of modality. • Learning styles vis-à-vis learning modalities: Learning/cognitive styles are habitual ways of processing information to memory, per se, they are ways one senses, thinks, solves problems, and remembers information. On the other hand, learning, or perceptual modalities, are sensory based and refer to the primary way our bodies take in information though our senses: visual (seeing), auditory (hearing), kinesthetic (moving), and tactile (touching). Note: Since neuroscience has revealed 90% of what the brain processes is visual information, one’s primary learning modality is visual. Return to Sharp, J. G. , Byrne, J. , & Bowker, R. (2008). The trouble with VAK. Educational Futures Vol. 1(1) August 2008. Retrieved from http: //www. educationstudies. org. uk/materials/sharp_et_al_2. pdf Prior Page

Different Learning/Cognitive Styles & Impact • Research has identified over 71 different types of learning styles categorized into 13 major learning styles models. • The majority of research does not support a significant statistical relationship between learning/cognitive styles and learning outcomes, and postulates learning/cognitive styles have <5% affect on the variability in learning (Note: Prior knowledge and motivation account for ~70% of the variability in learning). Source: Willingham, Daniel. Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? American Educator, Summer 2005. Available at: http: //www. aft. org/pubsreports/american_educator/issues/summer 2005/cogsci. htm • Low validity and reliability scores of the instruments used to identify specific learning styles raise serious doubts about their psychometric properties. • Sources: Learning styles and pedagogy in post-16 learning: A systematic and critical review. The Learning and Skills Research Centre, Learning and Skills Council, Department for Education and Skills, UK (2004). Available at http: //www. lsda. org. uk/files/PDF/1543. pdf; • Cognitive Styles and Distance Education, Online Journal of Distance Learning Administration, Volume II, Number III, Fall 1999. Available at: http: //www. westga. edu/~distance/liu 23. html Return to Prior Page

Difference Between Instructional Strategies and Cognitive Learning Strategies Instructional strategies • focus on the delivery of knowledge, while cognitive strategies focus on how the • • learner processes the knowledge; are developed in support of the instructional goal and specific learning (instructional) objectives; is a product that can be used to develop instructional materials, student/group exercises/activities, and media selection. Cognitive learning strategies • are methods used to help learners link new information to prior knowledge in • • facilitating the transfer of learning and focuses on how the learner processes the knowledge; are mental strategies which occur in the minds of people and employed by the instructional designer to facilitate the activation and retention of prior knowledge; can be represented based on the information presented, and are used as tools to construct knowledge in new concepts. Return to Prior Page