Highly Interactive Asynchronous Distance Learning (Interactions as a new standard) – Realizing the Power of On-line L

1. Highly Interactive Asynchronous Distance Learning(Interactions as a new standard)– Realizing the Power of On-line Learning The 8th Sloan-C Conference November 2002

2. Alfred Bork • University of California, Irvine • Rika Yoshi • California State University San Marcos • Sigrun Gunnarsdottir • Iceland Telecom

3. EXAMPLE Scientific Reasoning Series HEAT

4. PROBLEMS OF LEARNING TODAY Learning unavailable for many Many do not learn well Current situations are too expensive Learning is not adaptive Learning is not interactive

5. INTERACTION Quality of each interaction • Questions and tasks • In student’s native language • Free-form input • Voice in both directions

6. INTERACTION Frequency of interactions Typically twenty seconds between interactions

7. INTERACTION Enable: Responses sensitive to student input Storage and use of long-term records for individualized help

8. WHY INTERACTION Highly adaptive learning possible • Different for each student • Immediate help with student problems

9. WHY INTERACTION Individualized pacing Learning times differ

10. WHY INTERACTION Locating student problems Frequently When they occur Helping with student problems

11. WHY INTERACTION Learning without failure All students succeed Learning material may vary Time for learning may vary

12. WHY INTERACTION Guided discovery Students can discover their own knowledge Genetic laws Simple circuit theory Newton’s laws

13. WHY INTERACTION Shorter learning time for many students Saves student time Saves money

14. WHY INTERACTION Invisible tests Learning and testing combined Neither students nor teachers like tests Cheating not a problem Emphasize learning, not grades

15. WHY INTERACTION Importance of motivation Intrinsic to highly interactive materials Help, not criticism Encourage lifelong learning

16. DEVELOPMENT • University of California, Irvine • University of Geneva • California State University San Marcos

17. DEVELOPMENT Production system developed for 34 years Emphasis on highly interactive software Three stages of development

18. DEVELOPMENT Design Implementation Evaluation

19. DEVELOPMENT - DESIGN Good teachers and researchers Groups of about four Make all decisions Scripts

21. DEVELOPMENT - IMPLEMENTATION Programming – mostly automatic - basic parts generated by the Geneva Script Editor - script is interpreted by the CSUSM Script Interpreter Screen design Media development Beta testing

22. DEVELOPMENT - EVALUATION Large numbers of students Both cognitive and affective factors Costs for development Two cycles of evaluation and improvement

23. COSTS Critical – cost for a student hour of learning Development, delivery, maintenance, profit Possibility of lower costs and better learning

24. EXPERIMENTS IN TUTORIAL LEARING Preschool Electronic Head Start School All forms of literacy University The 25 courses – large beginning courses Adult learning

25. AFTER THE EXPERIMENT • Full development • Birth to old age • All areas • Distribution • Global Satellite? • Free to the poor

26. FURTHER INFORMATIONbookTutorial Distance Learning Alfred Bork bork@uci.edu www.ics.uci.edu/~bork Rika Yoshii ryoshii@csusm.edu Sigrun Gunnarsdottir sigrung@simi.is