Conceptual Frameworks in Distance Training Education TRDEV 533 Schreibler Berge Chap 2 Frameworks to View Training Instructor selected content transmitted to learner Learner transforms information Generates hypotheses Makes decisions Obtains social construction through interpersonal communications Training Vs Education Training developing skills to solve problems within existing welldefined systems of knowledge Education problem solving outside existing models ill defined systems of knowledge Venues for Learning Campfires Watering holes Caves 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 Transformation Constructivism Individual thinking Construct meaning Training is More tentative Flexible Multiple perspective Experiential Project based Holistic learner centered Social Constructivism Team work Greater synergy Team effect Sharing information Critiquing peer comments Instructional Methods Lecture Questioning recitation Drill practice Guided discovery Demonstration modeling Discussion Collaborative learning activities Authentic learning activities Self assessment reflection Instructor focused Venues Teach facts rules concepts procedures Disseminate information Motivate Review skills and knowledge Supply feedback guidance Student focused Venues Analyze synthesize evaluate Ill defined authentic problems Multiple perspectives Content needs to be learned over time Models for Distance Training 1 Vary by type of control Learner Instructor 2 By target audience Group Individual 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 Common Issues continued Congruence between Performance Objectives Content Practice Evaluation Principles of Studentcentered 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 Instructor s 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 Factors In Technologymediated 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 Factors In Technologymediated Training Continued Amount of content and pace Synchronous Vs Asynchronous Teacher Vs Student Controls Synchronous Real time Fact to face or at a distance Asynchronous Displaced in time Mediated by technology Instructor may not be present Advantages Synchronous Team building activities Asynchronous Time to reflect Teacher Vs Student Controls Synchronous Television radio lecture Teleconferencing A V Computer conferencing telephone Interpersonal Interaction FAX land mail electronic discussion group Content Interaction CAI interactive MM A V tape FTP print Computer conferencing Asynchronous