ALC 2015 Immersive Training

Workshop

Barbara B. LockeeJune 8, 2011

ObjectivesIdentify features of existing and emerging

technologies that can support learning

Describe evidence related to the use of various technologies for learning

Select appropriate technologies for learning based on relevant factors such as access, cost, and instructional outcomes

The BIG PICTURE

Instructional Design Model

3M’s of Technology Mediated Learning

Delivery Mode

Media attribute

Instructional Method

Delivery Mode & Media Attributes

Properties of stimulus material manifest in physical parameters of media

Inherent part of instructional system

Consolidation of properties with digital evolution of media

Sign TypesPossible representations of objects, ideas, or

concepts

Iconic-image that depicts referent

Digital-abstract representation

Wileman (1993) offersPictorialGraphicVerbal

Dale’s Cone of Experience

Words

Graphics

Photographs

Motion Images (Video)

Immersive Environments/Virtual Reality

Verbal InformationGlaciers are dynamic systems

Comprised of snow, ice, rock debris

Formed from years of pressure from accumulating snow

Graphic Information

Pictorial Information

Sensory ModalityAuditory or visual channel (or both)

ReferabilityVisuals can have permanenceAuditory is transient (unless it’s recorded)

Sequence vs. simultaneous

Fixed pace vs. flexible pace

Realism and AbstractionAmount of detail

Line drawings--photographs--3-DRealism can cause interference

Color vs. Black & WhiteNo difference in learningPreferred by learnersColor can provide visual cues

Realism and AbstractionMotion

Motion vs. staticNo difference except when concept involves

motion or change

Active Response & Feedback

Overt vs. covert respondingOvert--learner produces resultsCovert--intangible response(thinking)

Feedback mechanismsLearner knowledge of resultsBeneficial when responses are incorrectMore research needed

How about your systems?What are the media attributes (or features) of

your delivery systems?

Face to face

Online

Other?

Same Different

Same

Different

Location

Time

Face-to-Face Classrooms

Same Different

Same

Different

Location

Time

Face-to-Face Classrooms

Conferencing Systems

Multi-player Games

Augmented Reality Systems

Same Different

Same

Different

Location

Time

Face-to-Face Classrooms

Conferencing Systems

Multi-player Games

Lab-Based Instruction

Immersive Learning

Augmented Reality Systems

Same Different

Same

Different

Location

Time

Face-to-Face Classrooms

Conferencing Systems

Multi-player Games

Lab-Based Instruction

Immersive Learning

Adaptive Learning Systems

Asynchronous e-Learning

Mobile Learning

Augmented Reality Systems

Synchronous Distributed SystemsConferencing Systems

Features Supports real-time communication for learning Various modalities Low development overhead

What the Evidence Says Can be very effective in support of outcomes related to

procedural knowledge or social interaction skills Instructor and student preferences related to social

presence Some negative feedback from learners regarding “being

on the spot”, hesitance to participate

Synchronous Distributed Systems Multi-Player Games

Features Social interaction Competition and collaboration Rules and goals Players take on roles, can be team-based or individual Environments can vary from simplistic graphics to virtual reality

(Second Life)

What the Evidence Says Game accessibility and ease of use is critical to learning Not great for direct instruction, action is emergent and focused on

interactions and player choices More appropriate for open-ended learning, gaining insights, triggering

questions Debriefing upon completion can provide important feedback for both

instructor and students

Synchronous Distributed Systems Augmented Reality Systems: mediated view of real world

environment enhanced with digital information

Features Information can be displayed through a variety of technologies

including head-mounted displays, handheld devices (including smartphones & iPads), and spatial, projected displays

Can support a variety of tasks including mechanical processes, navigation, surgery, military exercises, language translation

Can support individual instructional activities or collaborative endeavors

Digital enhancements are possible through a variety of media, including text, video, graphics, etc.

What the Evidence Says Engagement and motivation of learners with prior challenges related

to behavior and participation

Development of distributed knowledge and positive interdependence

Some learners experience cognitive overload

Can be remedied with effective design decisions

Location-Specific Asynchronous Systems

Lab-Based Instruction

Features Usually involves access to specialized equipment or resources that

are provided through a special facility Can support independent or collaborative activities Usually focused on complex processes or skills development Learner support can be provided just-in-time through live tutoring Variety of instructional strategies can be supported

What the Evidence Says Can provide assessment data related to practice and test

performance Some learner anxiety and procrastination when tasked to work alone Directed instruction is especially necessary to ensure that learners

stay on track Fiscal constraints, maintenance and staffing needs can pose

challenges for cost-efficiency

Asynchronous Distributed Systems

Asynchronous E-Learning

Features Flexibility in time and pace of coursework completion

Depending on delivery system, can support wide range of media features (text, audio, video, animations, etc.)

High overhead in initial development, but payoff related to ease of modifications and maintenance

What the Evidence Says Learners appreciate independence and convenience Struggles with completion and attrition Can be remedied with firm deadlines and regular communication from

instructor Some negative perspectives related to perceived decreased social

presence Can be addressed with provision of feedback and communication flow

Asynchronous Distributed Systems

Adaptive Learning Systems: computer-based instruction, content based on student input and performance

Features Individualized instruction Customized to learner needs Mastery-learning Can support variety of delivery modes and media features

What the Evidence Says Can enhance learner performance, as instruction is targeted to

specific needs Heavy front-end design needs can present barriers Evaluated through comparison conditions, demonstrate system

effectiveness

Asynchronous Distributed Systems

Mobile Learning: the use of mobile technologies to deliver instruction

Features Supports a variety of content and instructional approaches Often used to provide scaffolded support in field work or clinical instruction Can capture and deliver learner information in many forms (text, photos,

voice) Device variance can be problematic Internet access necessary Can use a variety of media features, but small display and text input can

pose challenges

What the Evidence Says Content should be delivered in simplest possible form Same issues of procrastination as e-Learning, can be addressed through

pushed email reminders, phone communication, quizzes and questions Learner preferences indicate an appreciation for flexibility. When compared to

standard e-Learning, learners preferred non-mobile option.

The good news is…Existing and emerging technologies for learning

can provide effective means of providing training.

Multiple technologies can be used to accomplish same instructional goal.

Decisions to adopt and implement technology-based solutions (delivery mode) remain guided by cost and access issues primarily.

Once these factors are delineated, examination of teaching method and available media attributes can help inform instructional design planning.

For more informationDr. Barbara B. Lockee

115 War Memorial Hall

Blacksburg, VA 24061-0313

540.231.9193

lockeebb@vt.edu

Thank You!