Conversion Guide to Distant Learning

Distant Learning Conversion Guide

Pre-Planning Strategies

Course Assessment and Evaluation
• Review and rewrite the learning objectives
• Rely on adult learning principles to make the content relevant and meaningful
• Create a design outline that strives to build interaction every 3 - 5 minutes of the facilitated web session
• Enhance the PowerPoint slide presentation with effective photos, graphics, and illustrations
• Ensure application and practice remain an important part of the design
• Blend asynchronous online activities (such as blogging) with live facilitated sessions
• Support learning transfer with online reinforcement tools
Enhanced Distance Learning Format
Repurpose existing documents and tailor them to meet specific needs of distant learners When you're engaged in the conversion process, you need to pay attention to the design process, as well as the web conferencing tools and server access for learners.. To achieve success in the conversion of course content, you must select a web tools and technology that everyone is familiar with and has access to.
Trainer Role in Distant Learning
The trainer role changes from face-to-face communication to the Internet and precise clear communication via the Internet. The trainers participation in online instruction is vital to the success of the learner. They must allow the learner to contact them with questions and ensure that the software, syllabus and lesson plan is available and accessible. Availability and Accountability to Interact with the Learner by participating in their discussions. Check on students to ensure they are logged on
Participate in Discussion and offer suggestions and to keep them on track.


Trainer Steps to encourage online communication
Presents few challenges or barriers to participants new to web conferencing Provides a variety of interaction tools, including chat, polling, and annotation incorporate break-out rooms for lively small group discussions. Offer two-way communication (through teleconferencing) to engage learners. Supports the use of multi-media (video and audio) Handle sophisticated slide presentations that include animation and graphics to ensure that the Facilitator or Trainer is available and that the students have the tools and feel confident that they will succeed.
Conversion Guide

Pre Planning
Strategies Introduction

Project Name

Project Scope

Duration of Course

Class size

Cost

ADDIE (analysis, design, development, implementation, and evaluation)

Prerequisite

Learners

Course Goal

Enhanced Distant Learning Format Ensure Students or Familiar with Software and technology . Provide passwords or access to any additional software and allow learners to become familiar with online courses and build confidence
Trainer Role in Distant Learning Availability and Accountability to Interact with the Learner by participating in their discussions.
Check on students to ensure they are logged on
Participate in Discussion and offer suggestions and to keep them on track.
The trainer role changes from face-to-face communication to the Internet and precise clear communication via the Internet. The trainers participation in online instruction is vital to the success of the learner. They must allow the learner to contact themwith questions and ensure that the software, syllabus and lesson plan is available and accessible.

Trainer Steps to Encourage Online Communication Presents few challenges or barriers to participants new to web conferencing
Provides a variety of interaction tools, including chat, polling, and annotation
Incorporate break-out rooms for lively small group discussions
Offers two-way communication (through VoIP or teleconferencing) to engage learners
Supports the use of multi-media (video and audio)
Handles sophisticated slide presentations that include animation and graphics
Ensure that the Facilitator or Trainer is available and that the students have the tools and feel confident that they will succeed.







References

Video Program: "Facilitating Online Learning"
Dr. George Piskurich shares tips and tricks with instructional technologist Jacqueline Chauser for facilitating online courses to help learners get the most from the experience.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education.
Rives Hassell-Corbiell(2001) Developing Training Courses Learning Edge
Publishing

http://scholar.lib.vt.edu/ejournals/JITE/v39n4/robinson.html
http://paws.kettering.edu/~pstanche/plovdiv06.pdf