Introduction to the Virtual Classroom
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Introduction to the Virtual Classroom
- 1. Running HEAD: Introducing the Virtual 1 Introducing the Virtual Classroom Michele Kemp EDU656 Dr. Nicole Runyon August 8, 2011 EDU656 August 2011
- 2. Introducing the Virtual Classroom A Hybrid Learning Environment www.ThemeArt.com
- 3. Old School – Instructor-led Classroom
- 4. What is theVirtual Classroom? Synchronous computer-mediated learning environment with Facilities for visualization Instructor and participant audio Participant response via polling & chat, etc. Commonly used virtual classroom tools Adobe Acrobat Connect Professional Elluminate Live Meeting Web Ex
- 5. New School – A Hybrid Environment
- 14. Instructor-led
- 15. Real-time method
- 19. Lack of interaction / engagement
- 20. Multitasking
- 22. Less time away from the job
- 23. Faster to develop / deploy training
- 24. Higher completion rates than self-study
- 25. Train a larger number at less cost
- 30. Participants interaction via e-mail and online discussion groups
- 35. Convenience, reduced travel time and costs
- 36. Self-paced
- 37. Less mental load on learners
- 40. Time
- 42. Display Visual Information White Board, Application Sharing, etc. 1 Promote Participant Interactions Polling, White Board Tools 2 Communication Instructor- Participants /Among Participants Chat, Audio, Breakout Rooms 3 Features of the Virtual ClassroomThree Main Classes
- 44. Drawing tools
- 47. Instructional Reasons Pragmatic Reasons Participant Collaboration Visualization Of Content Deploy Training Over Time Real-Time Interaction Computer App Demo/ Practice Reduced Costs Reach More Learners Deploy Training Quickly Consume Less Time Course Completion Ensured When to Use the Virtual Classroom
- 50. Supporting learning processes Learning in the New Virtual Classroom Which Technology Is Best for Learning?
- 52. Online learning environment as effective as traditional classroom
- 54. Audio
- 56. Examples
- 57. Demos
- 63. Center of conscious thoughts and processes
- 65. Large capacity permanent storage of knowledge
- 66. Long-term memory relatively inert
- 68. References Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-learning – the new virtual classroom, John Wiley & Sons, Inc., P. 3-41, 256, 260. Clark & Mayer (2008), E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, P.7, 75. Horton, W. (2006), E-learning by design, John Wiley & Sons, Inc., P. 6, 495-530.
Notes de l'éditeur
- For 500 years, most education and training has been dependent on the publishing or broadcast model where knowledge is gathered and distributed to the masses via books and periodicals. E-learning has allowed a new model of learning to enhance and replace to an extent the publishing model. E-learning is not just a change, modification or advancement in technology. It is the redefining of how we transmit knowledge, skills and values to the learner. (Horton, William. E-Learning by Design, Pfeiffer, p. 577.)
- Today’s organizations are using a mix of deliver media or blended learning (accounts for over 16% of all training . Key to success in blending media is using each medium for delivery in the way that maximizes the utilization its learning features. Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-learning, the new virtual classroom, John Wiley & Sons, Inc., p. 14-15.
- Good visual design should be subtle, “solving problems and not drawing attention.” Successful visual design is seamless; it goes unnoticed by the learner. Unsuccessful visual design is an impediment to learning. It results in the learner having difficulty navigating the course and unable to find critical course material. (Horton, William, E-Learning By Design, p. 495).
- The virtual classroom should be used for both its pragmatic and instructional reasons for its engagement and learning features. (Clark, R.C., Kwinn, A. (2007), Evidence-based guidelines for synchronous e-learning, the new virtual classroom, John Wiley & Sons, Inc. P. 15