book

The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning

Name: The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning
ISBN: 9780787986520

by Ann Kwinn, Ruth C. Clark

April 2007

Intermediate to advanced

304 pages

6h 13m

English

Pfeiffer

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Copyright
CONTENTS OF THE CD-ROM
PREFACE
Why The New Virtual Classroom?
ACKNOWLEDGMENTS
BOOK OVERVIEW
PurposeAudiencePackage Components and FeaturesExpert ForumsVirtual Classroom Demonstrations and Resources on the CDGlossaryProduct DescriptionIntroduction: Meet the New Virtual ClassroomPart One: Learning and the New Virtual ClassroomPart Two: Engaging Participants in the New Virtual ClassroomPart Three: Optimizing Your Virtual EventsPart Four: Creating Effective Learning Events in the New Virtual Classroom
INTRODUCTION
1. Meet the New Virtual Classroom
1.1. Ready or Not—Here It Comes!1.1.1. Old Wine in New Bottles?1.2. What Is the New Virtual Classroom?1.2.1. Features of the New Virtual Classroom1.3. The Virtual Classroom: A Hybrid Learning Environment1.3.1. Virtual and Face-to-Face Classrooms1.3.2. Virtual Classrooms and Asynchronous e-Learning1.3.3. Harnessing the Centaur1.4. When to Use the Virtual Classroom1.5. Integrating Virtual Classrooms into Media Blends1.6. The Bottom Line1.7. COMING NEXT: LEARNING IN THE VIRTUAL CLASSROOM1.8. On The New Virtual Classroom CD1.9. For More Information
I. Learning and the New Virtual Classroom
2. Learning in the New Virtual Classroom
2.1. Which Technology Is Best for Learning?2.1.1. Media Comparison Research2.1.2. Electronic Distance Learning vs. the Classroom2.2. Instructional Modes, Methods, and Architectures2.2.1. Communication Modes: The Atoms of Instruction2.2.2. Instructional Methods: The Molecules of Instruction2.2.3. Instructional Architectures: The DNA of Instruction2.2.4. Which Instructional Components Work Best?2.3. Working Memory and Long-Term Memory and Learning2.4. Harnessing Learning Processes in the Virtual Classroom2.4.1. Support Attention in the Virtual Classroom2.4.2. Activate Prior Knowledge in the Virtual Classroom2.4.3. Manage Cognitive Load in the Virtual Classroom2.4.4. Help Learners Construct New Mental Models in the Virtual Classroom2.4.5. Encourage Transfer of Learning in the Virtual Classroom2.4.6. Guide Learning Management in the Virtual Classroom2.4.7. Promote Motivation in the Virtual Classroom2.5. The Bottom Line2.6. COMING NEXT: EXPLOITING FEATURES IN THE NEW VIRTUAL CLASSROOM2.7. On The New Virtual Classroom CD2.7.1.2.7.1.1. Directive Architecture2.7.1.2. Guided Discovery Architecture2.8. For More Information
3. Features to Exploit in the New Virtual Classroom
3.1. All Training Media Are Not Equivalent3.2. Features That Matter3.3. Communication Modes3.3.1. The Power of Visuals3.3.2. Visuals in the Virtual Classroom3.3.3. The Power of Audio3.3.4. Audio and Social Presence3.3.5. Audio and the Virtual Classroom3.3.6. The Power of Text3.3.7. Text and the Virtual Classroom3.3.8. Communication Modes and the Virtual Classroom3.4. Overt Rehearsal Options3.4.1. Principle 1: Mirror Job Requirements in Practice Exercises3.4.1.1. Mirroring Job Requirements in the Virtual Classroom3.4.2. Principle 2: Distribute Practice Throughout Learning Events3.4.2.1. Distributed Practice and the Virtual Classroom3.4.2.2. Distributed Practice and Blended Learning3.4.3. Principle 3: Replace Some Practice with Faded Worked Examples3.5. Control Over Pacing3.5.1. Pacing in the Virtual Classroom3.6. Social Learning Facilities3.6.1. Social Learning in the Virtual Classroom3.7. Media and Learning3.8. The Bottom Line3.9. COMING NEXT: TEACHING CONTENT TYPES IN THE VIRTUAL CLASSROOM3.10. For More Information3.10.1. On Communication Modes and Learning3.10.2. On Design of Effective Practice3.10.3. On Social Learning

4. Teaching Content Types in the New Virtual Classroom
4.1. Match Teaching Methods to Content4.2. Two Types of Tasks: Procedures and Principle-Based4.2.1. Teaching Procedural Tasks4.2.2. Teaching Procedural Tasks in the Virtual Classroom4.2.3. Teaching Principle-Based Tasks4.2.4. Teaching Principle-Based Tasks in the Virtual Classroom4.3. Teaching Processes4.3.1. Instructional Methods for Processes4.3.2. Teaching Processes in the Virtual Classroom4.4. Teaching Supporting Knowledge4.4.1. What Are Facts and Concepts?4.4.2. Presenting Factual Information4.4.3. Teaching Concepts4.4.4. Teaching Concepts in the Virtual Classroom4.5. Pulling Your Lesson Together4.6. The Bottom Line4.7. COMING NEXT: VISUALIZE YOUR MESSAGE4.8. On The New Virtual Classroom CD4.9. For More Information
II. Engaging Participants in the New Virtual Classroom
5. Visualize Your Message
5.1. Visualizing Content in the Virtual Classroom5.2. Visuals and Learning5.2.1. Three Views of Visuals5.2.2. The Seven Communication Functions of Visuals5.3. Use Visual Treatments That Support Learning Events5.3.1. Support Attention with Graphic Treatments5.3.2. Activate Prior Knowledge with Visuals5.3.3. Use Visual Treatments That Minimize Cognitive Load5.3.3.1. Use Audio to Explain Visuals5.3.3.2. Less Is More5.3.4. Use Graphics That Build Mental Models5.3.5. Use Visuals That Transfer Learning5.3.6. Use Graphics That Motivate and Don't Detract5.4. Design Visuals That Work in the Virtual Classroom Interface5.5. The Bottom Line5.6. COMING NEXT: MAKE IT ACTIVE: PLANNING INTERACTIONS IN THE NEW VIRTUAL CLASSROOM5.7. On The New Virtual Classroom CD
6. Make It Active: PLANNING INTERACTIONS IN THE NEW VIRTUAL CLASSROOM
6.1. Interactive Options in the Virtual Classroom6.1.1. Polling6.1.2. Chat6.1.3. White Board Input6.1.4. Audio6.1.5. Icons6.1.6. Breakout Rooms6.1.7. Application Sharing6.2. Interactions and Learning6.2.1. Support Attention with Frequent Interactions6.2.2. Activate Prior Knowledge with Interactions6.2.3. Manage Cognitive Load with Interaction Staging6.2.3.1. Orient Participants to Response Tools6.2.3.2. Give Clear Written Directions6.2.3.3. Provide Visual Memory Support6.2.3.4. Avoid Extraneous Interactions6.2.3.5. Ease into Practice of Procedures Gradually6.2.4. Promote Rehearsal and Encoding with Your Interactions6.2.5. Promote Transfer with Effective Interactions6.2.6. Guide Learning Management with Interactions6.3. Four Types of Interaction6.3.1. Demographic Interactions6.3.2. Behavior Interactions6.3.3. Attitude Interactions6.3.4. Knowledge Interactions6.4. The Bottom Line6.5. On The New Virtual Classroom CD6.6. For More Information6.7. COMING NEXT: MAXIMIZING ENGAGEMENT IN THE NEW VIRTUAL CLASSROOM
7. Make It Active: MAXIMIZING ENGAGEMENT IN THE NEW VIRTUAL CLASSROOM
7.1. Replace Meaning Taking with Meaning Making7.1.1. What Are Inductive Events?7.1.1.1. How to Design Inductive Events7.1.1.2. Evidence for Inductive Learning7.1.1.3. When to Use Inductive Interactions7.2. Use Topic Lead-In Questions7.3. Increase Your Ratio of Closed to Open-Ended Questions7.4. Rely on Inclusive Versus Individual Response Options7.5. Make Appropriate Use of Breakout Rooms7.6. Extend the Virtual Classroom with Assignments7.6.1. Reading and Research Assignments7.6.2. Project Assignments7.7. Assign Paired Chat Exercises7.8. Group Management Tips7.9. The Bottom Line7.10. COMING NEXT: MANAGE MENTAL LOAD IN THE NEW VIRTUAL CLASSROOM7.11. On The New Virtual Classroom CD7.12. For More Information
III. Optimizing Your Virtual Events
8. Manage Mental Load in the New Virtual Classroom
8.1. Overload in the Virtual Classroom8.2. What Is Cognitive Load?8.3. Less Is More: Weed Out Extraneous Content8.3.1. Identify Need-to-Know Content8.3.2. Identify Content Appropriate for the Virtual Classroom8.3.3. Keep Virtual Classroom Sessions Brief8.3.4. Avoid Redundant Information and Modalities8.3.5. Eliminate Extraneous Themes and Games8.3.6. Use Care with the Web-Cam8.3.7. Segment and Sequence Content8.3.8. Set Ground Rules to Minimize Distractions8.4. Minimize Extraneous Mental Work8.4.1. Sequence Content Just in Time8.4.2. Minimize Split Attention8.4.3. Incorporate Visual Memory Support8.4.4. Ease into Practice Problems8.4.5. Build Fluency Via Asynchronous Drill and Practice8.5. Managing Instructor Overload8.5.1. Set Up Features and Functions Ahead8.5.2. Team Teach8.5.3. Introduce Features Gradually8.5.4. Manage Learner Responses8.5.5. Practice, Review, and Reflect8.6. The Bottom Line8.7. COMING NEXT: MAKE A GOOD FIRST IMPRESSION8.8. On The New Virtual Classroom CD8.9. For More Information
9. Make a Good First Impression
9.1. Make a Good First Impression!9.2. Make Your Session Interactive from the Start9.2.1. Establish Social Presence9.2.2. Build Familiarity with the Interactive Facilities9.2.3. Assess Participant Backgrounds9.2.4. Activate Relevant Prior Knowledge9.3. Make Your Introductions Informative and Motivational9.4. Introduce Yourself9.5. Make Your Introduction Visual9.6. Make Introductions Concise9.7. A Sample Introductory Outline9.8. The Bottom Line9.9. COMING NEXT: PACKAGING YOUR VIRTUAL CLASSROOM SESSION9.10. On The New Virtual Classroom CD9.10.1. How to Construct a Formula in Excel9.10.2. How to Define Business Goals9.10.3. How to Plan an Interview
10. Packaging Your Virtual Classroom Session
10.1. Blended Solutions10.1.1. Instructor-Paced vs. Learner-Paced Media10.2. Virtual Classroom Pre-Session Communication10.2.1. Tool Orientation10.2.2. Instructor-Participant Telephone Introductions10.2.3. Pre-Session Notifications10.3. Planning Effective Handouts10.4. Facilitator Preparation10.4.1. A. Build Technology Comfort10.4.2. B. Plan Sessions That Leverage the Virtual Classroom10.4.3. C. Show Time: Be Prepared10.5. The Bottom Line10.6. COMING NEXT: PROBLEM-BASED LEARNING IN THE VIRTUAL CLASSROOM
11. Problem-Based Learning in the New Virtual Classroom
11.1. Instructive vs. Inductive Learning Environments11.2. What Is Problem-Based Learning (PBL)?11.3. PBL in the Virtual Classroom11.4. When to Use PBL11.4.1. Use PBL for More Experienced Learners11.4.2. Use PBL for Far-Transfer Tasks11.4.3. Use PBL When Groups Can Work Together Synchronously and Asynchronously11.4.4. Use PBL When You Have Ample Instructional and Development Time11.5. Does PBL Work?11.6. Projects vs. Cases in PBL11.6.1. What Is Project-Based Learning?11.6.2. What Is Case-Based Learning?11.7. Planning a PBL Course11.7.1. Define the Process and Product Deliverables11.7.2. Identify Case Supporting Data (Task Inputs)11.7.3. Design Resources for Instructional Support11.7.4. Plan Feedback and Evaluation11.7.5. Plan the Trigger Event11.7.6. Plan Your Delivery Media Blend11.8. The Bottom Line11.9. COMING NEXT: GETTING STARTED IN THE NEW VIRTUAL CLASSROOM11.10. On The New Virtual Classroom CD11.11. For More Information
IV. Creating Effective Learning Events in the New Virtual Classroom
12. Getting Started in the New Virtual Classroom
12.1. Basic Principles for Harnessing the Virtual Classroom12.1.1. Principle 1. Pre-Engineering Virtual Classroom Events Is the Surest Path to Success12.1.2. Principle 2. Diverse Delivery Media Complement One Another12.1.3. Principle 3. Good Virtual Events Are Explicitly Job Relevant12.1.4. Principle 4. Learning Is Interactive12.1.5. Principle 5. Social Presence Promotes Learning12.1.6. Principle 6. Appropriate Visual and Verbal Modalities Accelerate Learning12.1.7. Principle 7. Cognitive Load Must Be Managed in All Instructor-Led Events12.2. Engineering Your Virtual Classroom Session12.3. Conversions from Face-to-Face Classrooms12.3.1. Upgrading the Existing Course12.3.2. Converting the Existing Course12.4. Starting from Scratch12.5. The Bottom Line12.6. On The New Virtual Classroom CD
GLOSSARY
REFERENCES
ABOUT THE AUTHORS
HOW TO USE THE CD-ROM
Pfeiffer Publications Guide
FORMATSMETHODOLOGIESTOPICS

Content preview from The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning

GLOSSARY

Application sharing: A virtual classroom facility that allows the instructor to show all participants a software application running on his or her computer. Often used to demonstrate computer applications in software training. Applications can be turned over to participants, allowing them to practice using the application.
Architecture: A course or lesson design plan that specifies the organization and placement of course content, the amount and placement of learner interactions, and the degree of learner control over sequencing. Two examples include directive (also called instructive) and guided discovery.
Asynchronous e-learning: Instructional programs delivered on a computer that are designed primarily for self-study. These programs can be ...

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The New Virtual Classroom: Evidence-based Guidelines for Synchronous e-Learning

by Ann Kwinn, Ruth C. Clark

GLOSSARY

Become an O’Reilly member and get unlimited access to this title plus top books and audiobooks from O’Reilly and nearly 200 top publishers, thousands of courses curated by job role, 150+ live events each month,
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