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There are numerous names for open, flexible and distributed learning activities, including
E-Learning, Web-Based Learning (WBL), Web-Based Instruction (WBI), Web-Based Training (WBT), Internet-Based Training (IBT), Distributed Learning (DL), Advanced Distributed Learning (ADL), Distance Learning, Online Learning (OL), Mobile Learning (or m-Learning) or Nomadic Learning, Remote Learning, Off-site Learning, a-Learning (anytime, anyplace, anywhere learning), etc.

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  • Elearning

    1. 1. Meaningful Distributed Learning Badrul H. Khan Presentation at The Information Resources Management (IRM) College, National Defense University. November 7, 2007 http://McWeadon.com
    2. 2. Distributed learning is an instructional model that allows instructor, students, and content to be located in different, noncentralized locations so that instruction and learning occur independent of time and place. Content Students Instructor
    3. 3. <ul><li>A high quality distribute learning system must be meaningful </li></ul><ul><li>to all stakeholders groups: </li></ul><ul><ul><li>Learners </li></ul></ul><ul><ul><li>Instructors </li></ul></ul><ul><ul><li>Technical & Support Staff </li></ul></ul><ul><ul><li>Organization </li></ul></ul>
    4. 4. <ul><li>A Distribute Learning (DL) is more likely to be meaningful to learners when it is </li></ul><ul><ul><ul><li>easily accessible </li></ul></ul></ul><ul><ul><ul><li>clearly organized </li></ul></ul></ul><ul><ul><ul><li>well written </li></ul></ul></ul><ul><ul><ul><li>authoritatively presented </li></ul></ul></ul><ul><ul><ul><li>learner‑centered </li></ul></ul></ul><ul><ul><ul><li>affordable </li></ul></ul></ul><ul><ul><ul><li>efficient </li></ul></ul></ul><ul><ul><ul><li>flexible, and has a </li></ul></ul></ul><ul><ul><ul><li>facilitated learning environment. </li></ul></ul></ul>
    5. 5. When learners display a high level of participation and success in meeting a course's goals and objectives, this can make DL meaningful to instructors .
    6. 6. When learners enjoy all available support services provided in the course without any interruptions, it makes support services staff happy as they strive to provide easy-to-use, reliable services.
    7. 7. Finally, DL is meaningful to an organization when it has a sound return-on-investment (ROI), a moderate to high level of learners' satisfaction with both the quality of instruction and all support services, and a low drop-out rate.
    8. 8. Today, I would like to introduce a Framework which I believe will help us identify important criteria for quality distributed learning.
    9. 10. Ethical Institutional Resource Support On-line and off-line resources & support Management Meaningful Pedagogical Evaluation Technological Interface Design Learning and teaching issues Infrastructure, hardware and software Physical layout and navigation Content development and maintenance Academic, administrative & student services Ethical considerations in e-learning Assessment of learner, evaluation of learning environment Learning
    10. 11. <ul><li>5. MANAGEMENT </li></ul><ul><ul><li>5.1 E‑Learning Content Development </li></ul></ul><ul><ul><li>5.2 E-Learning Maintenance </li></ul></ul><ul><li>6. RESOURCE SUPPORT </li></ul><ul><ul><li>6.1 Online support </li></ul></ul><ul><ul><li>6.2 Resources </li></ul></ul><ul><li>7. ETHICAL </li></ul><ul><ul><li>7.1 Social and Political Influence </li></ul></ul><ul><ul><li>7.2 Cultural Diversity </li></ul></ul><ul><ul><li>7.3 Bias </li></ul></ul><ul><ul><li>7.4 Geographical diversity </li></ul></ul><ul><ul><li>7.5 Learner diversity </li></ul></ul><ul><ul><li>7.6 Digital Divide </li></ul></ul><ul><ul><li>7.7 Etiquette </li></ul></ul><ul><ul><li>7.8 Legal issues </li></ul></ul><ul><li>8. INSTITUTIONAL </li></ul><ul><ul><li>8.1 Administrative Affairs </li></ul></ul><ul><ul><li>8.2 Academic affairs </li></ul></ul><ul><ul><li>8.2 Student services </li></ul></ul><ul><ul><li>1. PEDAGOGICAL </li></ul></ul><ul><ul><ul><li>1.1 Content Analysis </li></ul></ul></ul><ul><ul><ul><li>1.2 Audience Analysis </li></ul></ul></ul><ul><ul><ul><li>1.3 Goal Analysis </li></ul></ul></ul><ul><ul><ul><li>1.4 Medium Analysis </li></ul></ul></ul><ul><ul><ul><li>1.5 Design approach </li></ul></ul></ul><ul><ul><ul><li>1.6 Organization </li></ul></ul></ul><ul><ul><ul><li>1.7 Methods and Strategies </li></ul></ul></ul><ul><ul><li>2. TECHNOLOGICAL </li></ul></ul><ul><ul><ul><li>2.1 Infrastructure planning </li></ul></ul></ul><ul><ul><ul><li>2.2 Hardware </li></ul></ul></ul><ul><ul><ul><li>2.3 Software </li></ul></ul></ul><ul><ul><li>3. INTERFACE DESIGN </li></ul></ul><ul><ul><ul><li>3.1 Page and site design </li></ul></ul></ul><ul><ul><ul><li>3.2 Content design </li></ul></ul></ul><ul><ul><ul><li>3.3 Navigation </li></ul></ul></ul><ul><ul><ul><li>3.4 Accessibility </li></ul></ul></ul><ul><ul><ul><li>3.5 Usability testing </li></ul></ul></ul><ul><ul><li>4. EVALUATION </li></ul></ul><ul><ul><ul><li>4.1 Assessment of learners </li></ul></ul></ul><ul><li>4.2 Evaluation of the instruction </li></ul><ul><li>& learning environment </li></ul>http://BooksToRead.com/framework/dimensions.htm
    11. 12. Pedagogical <ul><li>Content </li></ul><ul><li>Audience </li></ul><ul><li>Goals </li></ul><ul><li>Medium </li></ul><ul><li>Design </li></ul><ul><li>Organization </li></ul><ul><li>Methods </li></ul>What types of content are appropriate to teach via a variety of distributed learning approaches?
    12. 13. Pedagogical <ul><li>Content </li></ul><ul><li>Audience </li></ul><ul><li>Goals </li></ul><ul><li>Medium </li></ul><ul><li>Design </li></ul><ul><li>Organization </li></ul><ul><li>Methods </li></ul>Content Suitability Testing S TABLE Content D YNAMIC Content
    13. 14. Pedagogical <ul><li>Content </li></ul><ul><li>Audience </li></ul><ul><li>Goals </li></ul><ul><li>Medium </li></ul><ul><li>Design </li></ul><ul><li>Organization </li></ul><ul><li>Methods </li></ul><ul><li>What is the instructor’s role? </li></ul><ul><li>- more facilitative than </li></ul><ul><li>didactic </li></ul><ul><ul><li>- more didactic than facilitative </li></ul></ul><ul><ul><li>- a combination of both </li></ul></ul>
    14. 15. Interface Design <ul><li>Page and Site Design </li></ul><ul><li>Content Design </li></ul><ul><li>Navigation </li></ul><ul><li>Accessibility </li></ul><ul><li>Usability Testing </li></ul>Is the program designed to be accessible by a wider user population? (A common accessibility concern in the USA -- Is the course 508 compliant?)
    15. 16. Ethical <ul><li>Social/Political Influence </li></ul><ul><li>Cultural Diversity </li></ul><ul><li>Bias </li></ul><ul><li>Geographical Diversity </li></ul><ul><li>Learner Diversity </li></ul><ul><li>Digital Divide </li></ul><ul><li>Etiquette </li></ul><ul><li>Legal Issues </li></ul>To improve cross-cultural verbal communication and avoid misunderstanding, does the program make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?
    16. 17. Ethical <ul><li>Social/Political Influence </li></ul><ul><li>Cultural Diversity </li></ul><ul><li>Bias </li></ul><ul><li>Geographical Diversity </li></ul><ul><li>Learner Diversity </li></ul><ul><li>Digital Divide </li></ul><ul><li>Etiquette </li></ul><ul><li>Legal Issues </li></ul><ul><li>Is the program offered to geographically diverse population? If yes ... </li></ul><ul><ul><li>Is the program sensitive about students from different time-zones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)? </li></ul></ul>
    17. 18. Within the scope of today’s presentation, I have presented few learning issues in the form of questions that you can ask yourself when planning, designing, evaluating or implementing meaningful distributed learning.
    18. 19. Questions and comments?
    19. 21. Meaningful Distributed Learning Badrul H. Khan Presentation at The Information Resources Management (IRM) College, National Defense University. November 7, 2007 http://McWeadon.com