Conceptual Frameworks in Distance Training

1
Conceptual Frameworks in Distance Training
Education

• TRDEV 533
• Schreibler Berge Chap. 2

2
Frameworks to View Training

• Instructor selected content transmitted to
  learner
• Learner transforms information
• Generates hypotheses
• Makes decisions
• Obtains social construction through interpersonal
  communications

3
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

4
Venues for Learning

• Campfires
• Watering holes
• Caves

5
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

6
Transformation (Constructivism)

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

7
Social Constructivism

• Team work
• Greater synergy
• Team effect
• Sharing information
• Critiquing peer comments

8
Instructional Methods
Teacher-focused
Lecture Questioning/recitation Drill
practice Guided discovery Demonstration/modeling D
iscussion Collaborative learning
activities Authentic learning activities Self-asse
ssment/reflection
Learne-focused
9
Instructor-focused Venues

• Teach facts, rules, concepts, procedures
• Disseminate information
• Motivate
• Review skills and knowledge
• Supply feedback guidance

10
Student-focused Venues

• Analyze, synthesize, evaluate
• Ill-defined, authentic problems
• Multiple perspectives
• Content needs to be learned over time

11
Models for Distance Training

• Vary by type of control
• Learner
• Instructor
• By target audience
• Group
• Individual

12
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

13
Common Issues (continued)

• Congruence between
• Performance Objectives
• Content
• Practice
• Evaluation

14
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

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Instructors 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

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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.

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Factors In Technology-mediated Training
(Continued)

• Amount of content and pace
• Synchronous Vs Asynchronous
• Teacher Vs Student Controls

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Synchronous

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

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Asynchronous

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

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Advantages

• Synchronous
• Team building activities
• Asynchronous
• Time to reflect

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Teacher Vs Student Controls
Synchronous
Teleconferencing,A/V/Computer
conferencing, telephone
Television,radio,lecture
ContentInteraction
InterpersonalInteraction
CAI,interactive MM, A/V tape,FTP,print, Computer
conferencing
FAX, land mail,electronicdiscussion group
Asynchronous