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Mantyla, Karen (1999). Interactive distance
learning exercises that really work! Turn classroom exercises
into effective and enjoyable distance learning activities.
Alexandria, VA: ASTD.
SECTION 1: THE ROLE OF INTERACTIVITY IN
DISTANCE LEARNING
Chapter 1: Overview of Distance Learning
Options for Trainers
What is Distance Learning?
- Physical and/or temporal separation
- Interaction among learners, instructor,
and content
- Multiple delivery methods
- Synchronous and/or asynchronous interaction
Learners Need:
- “Just-in-time” current information
- Real-world training
- Guidance about education and training
- Support
- A variety of educational options
Trainers Need:
- A change in mindset
- Recognition that their jobs are no longer
support but rather a critical job function
- Awareness, knowledge, and training on proper
technologies
- Commitment from leadership
- Funding
- Coordination with IT
- Training in instructional design and delivery
skills
Corporations Need:
- Increased profit margins
- Competitive advantages
- Increased market share
What are the Options?
(chart listing multiple instructional, presentation
and distribution methods)
Chapter 2: It’s a Learner-Centered World!
Formerly, trainers were the center of the
learning universe. Now trainees have a much more active
role.
How to Measure Learner Satisfaction
- Achieving objectives
- Enjoyment
- Application to real-world
- Feeling comfortable asking questions
- Getting answers to those questions
- Feeling comfortable in the learning environment
- Understanding the technology
- Active learning
- Supporting materials
- Support
Intro to Ch. 3: Differences Between On-Site
and Distance Learning Interaction
The Trainees’ Perspective
- Not being in the same location with the
trainer
- Not having the chance to network with peers
- Having to use technology
- Often being unsure of how to interact
- Not being sure of expectations
- Not knowing when or how to ask questions
- Being unsure of how to clarify content
The Trainer’s Perspective
- Other trainers more likely to view our
work
- Not knowing how to use the appropriate
technologies
- Not wanting to look inexperienced
- Not knowing how to foster online interaction
- Trying to foster interaction whilst using
technology
- Controlling students at different locations
Chapter 3: Discovering the Difference Between
On-Site and Distance Learning
Events that Require Interaction
- Gaining/stimulating/maintaining attention
- Informing learners of purpose
- Presenting information
- Asking and answering questions
- Providing feedback
Definition: interaction is “the degree to
which an individual actively participates in an information
exchange.”
Types
- Learner-content
- Learner-instructor
- Learner-learner
- Learner-interface
Modalities
Why is Interaction Important?
Trainer’s Perspective:
- Conducting instruction
- Evaluation achievement
- Evaluating instructional content
- Evaluating instructional adequacy
- Evaluating personal traits of individual
learners
Learner’s Perspective
- Receiving the instruction
- Evaluating performance
- Evaluating instruction
- Evaluating personal traits
- Misery sharing and mutual learning
Introduction to Chapter 4
Recommends Thomas L. Russell’s Book “The No
Significant Difference Phenomenon”.
Chapter 4: Distance Education Principles
and Best Practices
Instructors have to know more than technology.
They also have to:
- Create an online presence
- Create a virtual learning environment
- Ensure learners are comfortable in the
learning environment
- Ensure learners have the skills to use
the environment
- Keep the communication flowing
- Use a variety of formats and strategies
- Be able to work as a team member
- Know how to evaluate on different levels
(e.g., instructor, technology, course)
- Be able to juggle a lot of variables!
Principles of Training Instructors
- Reach them with their love to instruct
- Provide a means for voicing issues and
concerns
- Get them to “experience the experience”
Key Areas
- Understanding the learner
- Knowing the environment
- Being a team player
- Developing formats and strategies
- Creating interaction activities, visuals,
and print materials
- Integrating support
- Monitoring for quality
SECTION 2: CREATING INTERACTIVITY EXERCISES
FOR LEARNING TECHNOLOGIES
Chapter 5: Framework for Making a Transition
to Different Methods of Distribution
Questions to Ask
- Can learners complete it on their own?
- Do they need ongoing guidance?
- Do they need visual and/or reference materials?
- Do they need to collaborate?
- How do they ask questions?
- Will there be embedded testing?
- How will they apply what they’ve learned?
Chapter 6: Factors Influencing Media Selection
Presents a tool created by the DLA Center
for Training, Education and Development of the Defense Logistics
Agency.
Chapter 7: How to Adapt On-Site Exercises
to Distance Learning Exercises: Practical Applications
Exercises are “those activities conducted
or directed…to help them [learners] obtain and retain a block
of information.”
Exercises:
- Assess Attainment of objectives
- Identify need for corrective feedback,
additional instruction, or additional practice
- Identify content that needs to be revised
Good Exercises:
- Have a definition beginning and end
- Have a clear purpose
- Let learners know what is expected of them
- Have clear, complete, and understandable
directions
- Should be followed by feedback (and in
some cases, additional practice)
Technologies
- Teletraining
- Video teleconferencing
- Audio conferencing
- CD-ROM
- Internet
- Intranet
Adapting Instructional Exercises
- Role Playing
- Lectures
- Games
- Expert Panel
- Practical exercise
- Team Collaboration
- Reading
- Simulation
Well, that’s it---hopefully, enough to give
you the flavor of the book and help you decide if you’d like
to read the whole thing. Here are the other chapters:
SECTION 3: MODEL EXERCISES IN DISTANCE LEARNING
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Chapter 8: Creating Interactivity on the
Web: A DoD Case Study
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Chapter 9: Addressing Engineering Curricula:
An Audiographics Case Study
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Chapter 10: Training for Interactivity:
A Case Study of the Wisconsin Public Service Commission
SECTION 4: A GUIDE TO REAL-WORLD APPLICATION
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