Developing a Blended Learning Strategy: Instructional Media and Pedagogical Considerations

1. Developing a Blended Learning Strategy: Instructional Media and Pedagogical Considerations Dr. Jolly Holden Chairman Emeritus, United States Distance Learning Association

2. The Challenge Driven by the demand to increase access to learning opportunities, educators and trainers are continually challenged to develop and integrate instructional delivery options and reduce costs without impacting instructional integrity, which leads to this question: Q: How do you meet the demand and reduce costs and/or output without sacrificing instructional quality? A: The development and implementation of a blended learning strategy.

3. The Trainer’s Rules of Engagement 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. However, to ensure a successful blended learning strategy, it is imperative you conduct a thorough media analysis while addressing the applicable 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, June, 2005

4. Presentation objectives: Define Blended Learning Review the Evolution & Genealogy of Instructional Media Define Learning Environments Identify Instructional Media Selection Considerations Identify & Evaluate Instructional & Pedagogical Variables Define Elasticity and Synchronicity The Blended Learning Journey This presentation will provide some background on blended learning and instructional media, as well as introducing some variables for your consideration when developing a blended learning strategy. Additionally, this presentation will introduce you to the concepts of synchronicity (the integration of learning environments) and elasticity(the integration of instructional media with appropriate instructional strategies).

5. Blended Learning Model Evolution of Instructional Media Blended Learning Definitions Learning Environments: Synchronicity Elasticity of Blended Learning Blended Learning Market Learning Environment Component Media Component Instructional Component DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Presentation Road Map This is the “Home” page and depicts the major topics contained in this module. The menu bar at the bottom of the screen consists of hyperlinks when clicked will direct you to that topic. On each side of the menu bar are arrow buttons that allow you to move forward and back between slides. Note: On some screens, you will need to click the icon depicted below to view additional information. For example, click the icon for a glossary of terms used in this module.

6. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Blended Learning Definition A Holistic Perspective 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 There is no universally accepted definition of blended learning. The following pages articulate several definitions representing different perspectives in an attempt to define this term, but they all have one essential component in common...an integration of instructional media. A rose by any other name is still a rose... A combination of synchronous and asynchronous experiences. For clarification, blended learning is also applied to mixed 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)

7. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Blended Learning Definition: 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 Note: The two core elements (online and face-to-face instruction) of the above definition were deemed critical and that it eliminated certain forms of stand-alone media such as videotape, CD-ROM, or DVD that might be used solely in a face-to-face course. It would not eliminate these media if used in a course that had both an online and a face-to-face component. Click on the icon for a conceptual view Click on the icon for elements comprising blended learning & online * 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.

8. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Note According to a recent report (March 2007) by the Sloan-C Foundation entitled Blending In The Extent and Promise of Blended Education in the United States*, only 38% of surveyed universities agreed that “blended courses hold more promise than online courses” in 2004, a decrease from 46 percent agreement in 2003. Note: The percentage of reported blended course offerings remained stable from 2002–2005 while the percentage offered online increased. Schools report offering an average of 10.6 percent of their course sections online in 2005, up from 6.5 percent in 2003, while the respective percentages for blended offerings shown a steady decline from 2003 (6.8%) to 2005 (5.6%) Click for Comment Comment: In online learning for higher education, the majority of instructional content resides in printed material, i.e., the course text(s) [aka the Binded Object Oriented Knowledge System--BOOKS], delivered via mail and not online. However, the majority of the instructional content [if not all] in online learning within the training community is delivered via online. Click on the icon for more statistics concerning penetration of online & blended courses/programs in higher education* • Source: Sloan-C/Eduventures Report: Blending In, available at http://www.blendedteaching.org/special_report_blending_in

9. Traditional Classroom Online DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Consequently, from an educational perspective, blended learning (sometimes referred to as hybrid learning) is primarily focused on integrating two separate paradigms…the traditional face-to-face classroom [synchronous] environment and the asynchronous online environment. Blended Learning However, when developing a blended learning strategy, consider all available media and leverage their specific strengths in attaining the most optimal solution. so consider another definition as defined on the next page

10. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Another Definition of Blended Learning Courses that are taught both in the classroom (face-to-face) and at distance and that use a mix of different pedagogic strategies(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 an optimal learning outcome with or with out instructional technology. • To combine any form of instructional technology (e.g., videotape, CD-ROM, web-based training, film) with face-to-face instructor-led training. • To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working. • Source: Margaret Driscoll, n.d, retrieved Jan 5, 2007 from: http://edutechwiki.unige.ch/en/Blended_learning

11. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Where [and when] it really Started “I do not know any innovation upon existing methods more radical and revolutionary than this” Although thisquotesounds as if it were referring to a new technological break- through, in reality, this profound statement was uttered by the Reverend Joseph H. Odell, D. D. (1910) in his address titled "The New Era in Education: A Study of the Psychology of Correspondence Methods of Instruction" delivered in 1910 at the dedication of the instruction building of the International Correspondence Schools in Scranton, Pennsylvania. Nearly a century later, similar sentiments are still echoed today Blended learning is “…the single greatest unrecognized trend in higher education.” J. Young, President, Pennsylvania State University, 2002

12. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Evolution of Instructional Media What does it mean? 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, permutations of the basic concept will also emerge, resulting in different applications of blended learning and further variations of the definition. Consequently, by tracing the history and genealogy of instructional media, one can establish a solid foundation by which to better understand and apply the basic constructs of blended learning. Developing a comprehensive blended learning strategy is more than just integrating instructional media. It’s about considering all aspects of the learning event in attaining the ultimate goal: Increasing performance. So let’s begin the journey…

13. 1985 1989 National Technological University founded Los Alamos Nat’l Labs launches 1st nat’l conf. on distance learning 1982 National University Teleconferencing Network founded 1996 E-learning arrives 1971 British Open University established 1921 2005 First educational radio license issued to Latter Day Saints’ Univ. E-learning 2.0 emerges 1987 1999 1950 US DOE launches Star Schools Project John Chambers, CEO Cisco, speaking to the PC industry, states “e-learning will make e-mail look like a rounding error.” Iowa State launched first educational TV programs 1993 1st online, accredited university launched [Jones Intl Univ.] 1964 PBS is created and launches education TV 1995 Prof Chris Dede coins “Distributed Learning” DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Evolution of Instructional Media 1840 Establishment of first correspondence school in Europe 1910 International Correspondence School launched in Pennsylvania 1883 One can trace the evolution of distance learning in the United States from the late 19th century, where based on our society’s egalitarian approach to education, had its early beginnings in correspondence courses [Note: Correspondence courses originated much earlier in Europe]. This timeline traces the genealogy of instructional media by depicting its early origins over 120 years ago to the application of modern communication media to meet today’s demands. As the country grew and evolved from an agrarian society to an industrialized nation, the demand for education increased significantly. With the ensuing emergence of radio and TV, the education community quickly realized the potential of these new media and adopted them to distribute education programs to a geographically dispersed workforce. Chautauqua [Correspondence] Institute founded in NY Then, with the introduction of the computer, learning communities quickly realized the potential of this powerful new technology and adopted it as another delivery tool. As the computer continued to evolve, a new generation of the computer-mediated instruction arrived, culminating in the emergence of the Internet.

14. Technology-enabled (circa 1950s-1990s • TV (satellite & cable) • audio tape • audio graphics • audio conferencing e-learning (circa 1995-present) Electronic-assisted Learning (circa 1990-present) Computer-mediated Learning (circa 1970-present) Video Conferencing Satellite e-learning Computer-based Training (CBT) Electronic whiteboards Web-based Training Online Learning Video tape/DVD/ ipods DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications In the beginning, there was only correspondence courses, and the concept of “blending” wasn’t born yet. Correspondence (1883-present) Then along came radio and TV with its multimedia and broadcast capability, was adopted by the education community to deliver courses to a geographically dispersed workforce, particularly the agrarian population As the technology evolved, more delivery tools emerged to where the instructional designer now has a plethora of choices that can be used singularly or integrated to create a blended learning solution. The Family Tree of Instructional Media

15. Correspondence (1883-present) Technology-enabled (circa 1950s-1990s Portability (Handheld devices) Wireless (Push technology) e-learning (circa 1995-present) Electronic-assisted Learning (circa 1990-present) iphones ?? PDAs ?? Computer-mediated Learning (circa 1970-present) Video Conferencing Satellite e-learning Electronic whiteboards Computer-based Training (CBT) Video tape/DVD/ ipods Web-based Training Online Learning Virtual learning environments DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Extending the Family Tree of Instructional Media to Tomorrow Change is inevitable, and tomorrow will bring newer and better technologies, accompanied by 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 provide you the solid foundation to ensure the learning outcomes are attained.

16. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications The Basics The Learning Environment: Two Dimensions Synchronous Asynchronous • Same time/same place • (traditional instructor-led classroom) • Same time/different place • (virtual instructor-led classroom) • Different time/different place So how are these two environments integrated as it applies to blended learning? Click the next arrow for more on synchronicity.

17. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications 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 Asynchronous Blended Learning 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 for instructional media selection matrix

18. Learning Environment Component Instructional Component Media Component DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Blended Learning Model Components 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. The second component is to determine which learning environment (synchronous/ asynchronous) best supports the instructional objectives “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 The third component is to select the instructional strategies that support the learning objectives The first component is used to evaluate the most appropriate media to delivery the content

19. Learning Environment Component Instructional Component Instructional Component Blended Learning Media Component Learning Environment Component Media Component DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Blended Learning Model Click on any of the “Home” button icons for specific information concerning that component. For a brief summary of each component, click here. The degree of integration is based upon evaluating each component's specific attributes, resulting in the most appropriate blend to ensure attainment of the overall instructional goal. With that said and bearing in mind this model is based upon a set of related components, that although evaluated separately, are also viewed holistically. That is to say, 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. Click here to view a concept map of this model

20. Learning Environment Instructional Media DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications The Concept of Elasticity in Blended Learning elasticity The power of blended learning is in its The point is this…there may be several “blended” solutions that can meet your instructional objectives, so consider the qualitative merits of all instructional media. The ultimate goal is to increase performance through the systematic evaluation of intra-dependent variables that would result in the most appropriate integration of media. Depending upon the [cognitive] level of the learning objectives and the learning environment (synchronous vis-a-vis 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. Learning Environment Learning Environment Instructional Instructional Media 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. Media

21. Research shows no significant difference in learning outcomes with residence instruction when appropriate media are selected No significant relationship between learning styles and instructional media when appropriate media are selected DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications What Does the Research Indicate? Degree of interactivity does not always correlate with performance but does affect satisfaction The amount of interaction does not affect learning outcomes

22. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications How Does the Market Accept Blended Learning? Surveys from different organizations indicate... Use Blended Learning Frequently - 39% Use Blended Learning Sometimes - 61% Don't Use Blended Learning-15% 56% Use blended learning approach with the classroom Source: Bersin & Associates, 2005 Use Blended Learning-85% 75% of the blended learning mix includes the traditional classroom Source: The E-Learning Guild, 2003

23. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications International Data Corporation (IDC) Survey of CLOs Use of Blended Learning Survey from the Chief Learning Officer magazine(July 2007*) 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: http://www.clomedia.com/content/templates/clo_article.asp?articleid=1857&zoneid=13)

24. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications International Data Corporation (IDC) Survey of CLOs Use of Blended Learning Survey from the Chief Learning Officer magazine (July 2007*) The greatest change in the delivery mix over the next 12 to 18 months will continue to come via the increased adoption of e-learning and the increased use of portable technologies. Click on the icon for IBM’s perspective on blended learning and workforce mobility * Source: http://www.clomedia.com/content/templates/clo_article.asp?articleid=1857&zoneid=13)

25. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications “When determining the most appropriate mix of learning needed to meet a company’s objectives, learning professionals must weigh the benefits of each method against the associated costs and resource requirements. [There is] an important link between content type and delivery method, and they show that student-instructor interaction receives strong consideration in determining which delivery methods get employed within an organization, particularly as it relates to the more traditional forms of learning.” “The value of student-to-instructor interaction remains a primary driver for both classroom-based ILT and synchronous e-learning….as well as student-to-student interaction.” Source: http://www.clomedia.com/content/templates/clo_article.asp?articleid=1857&zoneid=13)

26. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications Consider This… "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.“ Source: Richard Voos, Blended Learning-What is it and where might it take us? Sloan-C View, Volume 2 Issue 1 - February 2003. Retrieved 1/10/2007 from http://www.sloan-c.org/publications/view/v2n1/coverv2n1.htm

27. DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications And Metaphorically Speaking… • 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, Review of Educational Research Journal, 1993

28. Sender (Instructor) Receiver (Learner) Collaboration Delivery System DefinitionsMedia EvolutionLearning EnvironmentsBlended Learning ModelElasticityImplications The Learning Mantra: Why are we here? Final Note • Training/education is the process • Learning is the outcome • The technology is the means • The learner is why we are here! • Focus on learning outcomes…the end result: • Improving human performance

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30. Learning Environment Component Asynchronous 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. Distance Learning Synchronous Traditional Classroom Back to Main PageLearning Environment PageSynchronousAsynchronous

31. The Synchronous Learning Environment Same Time Different Place Advantages • Provides for a dialectic learning environment with a high level of interactivity • Encourages spontaneity of oral responses • Immediate reinforcement of ideas • Supports activation learning strategies such as idea generation (brainstorming) • Provides for peer support (social learning theory) • Allows for peer-to-peer interaction • Structured learning environment • Disadvantages • Limited to same time • Required dedicated instructor • Does not provide for self-pacing • May be limited to same place (albeit at a distance) • High cognitive load Back to Main PageLearning Environment PageSynchronousAsynchronous

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

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34. 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 solelyon the attributes for that specific medium, but how the media may also impact the pedagogical components, e.g., the learning environment and instructional components. Synchronicity Asynchronous Instructional Media Synchronous Instructional Media Portability Back to Main PageMedia ComponentTaxonomyPortability

35. Taxonomy of Blended Learning Media The taxonomy is focused primarily on a dichotomous learning environment * • * Source: Distance Learning Magazine, Vol 3, Number 2, 2006, Instructional Media Selection for Distance Learning: A Learning Environment Approach Back to Main PageMedia ComponentTaxonomyPortability

36. Asynchronous • Pre-recorded video audio (video/audio tapes, DVDs, • iPods/vPods, etc.) • CBT • Cable TV • Correspondence • Online (stand-alone modules) • Synchronous • Video Teleconferencing • Satellite e-learning • Audio Conferencing • Audio Graphics • Web Conferencing/SLS • Webinars Technologies Supporting Blended Learning Note: When evaluating the media component, blogs, wikis, 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. Back to Main PageMedia ComponentTaxonomyPortability

37. Synchronous Media Asynchronous Media • Satellite e-learning • Video Conferencing • Audio Conferencing • Audio Graphics • Web Conferencing/ • SLS • Webinars • Online (Web-Based Training) • Computer-based Training • Video Tape/DVD • Audio Tape • Podcast/vodcast Traditional Classroom Blended Solution Integrating Instructional Media: A Blended Learning Approach Back to Main PageMedia ComponentTaxonomyPortability

38. 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 high-resolution still images only) and a synchronous interactive environment between the instructor and students at multiple sites. Audiographics 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), high-resolution 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 2.5GHz spectrum managed by the FCC and limited to educational programming only, usually transmitted via microwave

39. Technology Delivery Description Instructional Television (ITV)- con’t towers. This specific application would not be available to instructional programming 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 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 (~3.0Mbps). 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 end-point 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

40. Synchronous Instructional Media

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42. Synchronous Learning Systems (SLS) e-Learning Guild 2007 Report Basically, SLS is web conferencing in that it can support low-bandwidth media such as PowerPoint and Flash with audio (audio conferencing and/or VOIP), but due to bandwidth limitations, is constrained in supporting media-rich applications • 35% of members surveyed report they do not use a SLS (organization of all sizes) • 29% of members working in organizations >10,000 employees report that they do not use a SLS Back to Taxonomy

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44. Asynchronous Instructional Media

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46. Refers to how portable (mobile) a specific media may be, e.g., cell phones, ipods, 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 computer based instruction with little or no interaction between the student and instructor. Most consumer internet services are asymmetrical in that the majority of digital information is only flowing one direction for downloading. Conversely, in a conferencing or collaborative learning environment, the information flow is symmetrical; that is to say, 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 interaction, the greater the need for a symmetrical delivery system. Portability Back to Main PageMedia ComponentTaxonomyPortability

47. 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 Symmetry Low High Interactivity Back to Main PageMedia ComponentTaxonomyPortability

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49. Instructional Component: Variables to Consider Multimedia (aural/visual) Rapidity of Change Instructional Objectives Content Complexity Instructional Strategies When developing a blended learning solution, maintaining instructional quality is paramount. To that end, learning objectives should never be sacrificed to achieve a blended learning solution. When integrating instructional strategies (which are the products of learning objectives and serve to ensure the learning objectives are attained), some strategies may be more appropriate than others to achieve optimal learning. Interactivity (strategies supporting specific media) Asynchronous Synchronous Collaboration (P2P) * Instructor-student-instructor Collaboration (P2P) Didactic# Dialectic* # Instructor-student Back to Main PageInstructional ComponentInstructional ObjectivesInstructional Strategies

50. 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: Note on Learning Objectives • 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 PageInstructional ComponentInstructional ObjectivesInstructional Strategies