Enhancing the Educational Impact of Distance Learning Experiences at the Local Level

by
Joan E. Cybela
Professor and Distance Education Specialist
University of Wisconsin - Extension
November 1996
Revised December 1997
Reviewed August 2002

joan.cybela@ces.uwex.edu
http://www.uwex.edu/disted/cybela.cfm

You're a distance educator! At some time in your Cooperative Extension career you have been or will be responsible for facilitating learning at a distance. Whether the medium is satellite videoconferencing, interactive television such as compressed video or two tin cans and a string, your role is critical to help ensure that "education", not just "information", does indeed happen! Here are some tips to help:

Create a good learning environment
Familiarize yourself with the educational design of the distance learning experience
Identify teaching/learning strategies to incorporate locally to further enhance learning
Welcome participants and help them to feel comfortable
Prepare participants for and actively engage them in the learning experience
Identify and support learners' needs

Scenario: Many hours have been invested by scores of people in the design and delivery of distance learning experiences. What will their educational impact be? What difference will their content make in the lives of your local citizenry? You at the local level hold the answers to those questions. You represent the strength and value of UWEX Cooperative Extension by knowing the local issues, the local resources and the strategies for bringing about necessary change.

Let's take a closer look at how your distance learning programs can make an "eductional" difference:

1. Create a good learning environment

Provide a room that is pleasant for learners to be in. One that is clean, comfortable, fresh, well maintained, aesthetically pleasing, accoustically sound, safe, accessible and conveniently located.
Provide an adequate number of comfortable chairs and tables, arranged to accommodate the variety of tasks inherent in the distance learning experience, including interaction between participants and the facilitator present in the room.
Maintain a comfortable room temperature and ventilation
Monitor room lighting to accommodate television viewing, note-taking, and other learning activities.
Provide adequate TV monitors for audience size (generally one 25" monitor/25 people; consider using large-screen projection for groups larger than 50)
Properly place TV monitors for optimal viewing (a TV monitor six-feet from the floor is best viewed between 12 and 48 feet away from the screen)
Minimize or eliminate distracting noises and/or activities in or near the learning environment
Confirm that the audio levels for the TV monitor(s), audioconferencing system, podium, etc. are adequate for audience size, and that all systems are functional
If applicable, ensure that participants have convenient access to use of the audioconferencing system.

2. Familiarize yourself with the educational design of the distance learning experience

Review in advance all materials relevant to the distance learning program, noting contents of hand-out items, charts/graphs, etc. and how they correlate to the distance learning experienc. Note the learning objectives for the program and develop/clarify learning objectives for activities that you will facilitate at the local level.
Note the intended "learning outcomes", i.e. what are participants intended to learn?
Review the educational strategies being used (e.g. what role does the satellite videoconference play; what other technologies are part of the media mix to best accommodate learning needs, when and how are supportive materials to be used; when and how are participants actively engaged in learning, when and how can they interact with remote presenters and with each other, etc.)
Review evaluation/feedback procedures

3. Identify teaching/learning strategies to incorporate locally to further enhance learning

Local "wrap-around" programs will greatly enhance distance learning experiences such as videoconferences where change of knowledge, skills or attitudes is desired. As in any adult education program, the distance learning experience needs to address concepts that are of interest and meaningful to the participants. It is also more effective if it provides participants the opportunity to discuss and apply the concepts they have heard presented. A "local wrap-around" program which includes local resources and discussion, can greatly enhance the program's effectiveness. It can, in fact, be the most important part of the program. Your role in facilitating the local program is extremely important.

The distance education designer/content specialists should provide you with some suggestions for the local "wrap-around" to aid participants in meeting the objectives of the program. Here are some questions to consider as you plan your local program:

What kinds of "pre- and post-program" learning activities could be used at the local site before and after a satellite videoconference, for example, to help learners reach the learning objectives?
Are there key people in your area that you should consult with (either individually or as a group) regarding the program topic and its local implications? What ideas do they have for a local program? What objectives do you want to accomplish?
What format would best help meet the objectives? A presentation by you? Local speaker(s) followed by discussion? A panel of local experts? Small group discussion or activity? A combination?
Are there local materials that should be handed out to participants in addition to those provided by the distance education designer/content specialists (e.g. lists of local resources related to the topic)?

4. Welcome participants and help them to feel comfortable

Post a large, easy-to-read "welcome" sign that states Cooperative Extension and the name of the program at the entrance to your meeting room
Play soft, relaxing music as participants arrive to facilitate a readiness to interact and learn
Welcome learners in person at the door and introduce yourself when necessary
Provide name tags and program materials conveniently and attractively for learners as they enter the room
Take time to get acquainted with each other
Help learners feel confident in themselves and in their learning
Use good human relationship skills such as direct eye contact, active listening, smiling and humor
Help learners to feel comfortable and at ease with their surroundings (familiarize them with restroom facilities, drinking water, vending machines or other sources of refreshment, public telephones, coat racks, elevators, exits, unavoidable room or sound distractions, etc.)
Acquaint participants with UWEX and Cooperative Extension, and the fact that "their" county extension office provides them with access to all of the resources of the UW, including you and your colleagues who are faculty members of this institution addressing local needs. This is more than an advertisement! It further establishes you and UWEX as excellent and credible resources for various learning needs, and bolsters participant confidence in learning.

5. Prepare participants for and actively engage them in the learning experience

Provide ample preparation to help learners focus in on the program topic/issues (you might lead a brief discussion about the topic and its local or regional relevance, generate learner interest with a short questionnaire or "self-test" relevant to the topic, etc.)
Familiarize learners with the learning objectives (what you hope they will learn in your time together)
Acquaint them with the different learning experiences involved in the program and how they can participate in those experiences (i.e. satellite videoconferencing, compressed video, audioconferencing, computer conferencing, local site activities, group interaction, individual learning, hand-out information, etc.) * Review the contents of hand-out materials to reduce/eliminate unnecessary note-taking, diagram-drawing, etc.
Orient them to any protocol for television viewing, interaction with other sites via compressed video or audioconferencing, handing of questions/answers, etc.
Encourage them to share their ideas, concerns and expectations about the program, and address their needs whenever possible
Learning is an "active" process. Engage learners in meaningful tasks and activities throughout the distance learning experience, and provide quiet, reflective opportunities for learners to find relevance in and application of the content.

6. Identify and support learners' needs

Ensure that technologies used for the distance learning experience are well maintained and functioning properly
Ensure that participant materials used before, during and after the distance learning experience are distributed
Be alert to the Americans with Disabilities Act (ADA) enacted in 1992, requiring that all individuals with disabilities be accommodated.
Assist learners in accessing other resources as needed, i.e. assistance with registration, access to library, database and/or Internet resources, protocol for contacting remote instructors and fellow participants, tracking down local resources (e.g. family, friends, employers, community organizations, special interest and advocacy groups, etc.)

7. ...and don't forget your sense of humor!

"Do you realize if it weren't for Edison we'd be watching TV by candlelight?"

-Al Boliska-

Best wishes with your distance learning experiences! And be SURE to share YOUR tips with the rest of us so we can all learn together!

References:

Cybela, J.E., Greer, E. (1994). Design for Learning - A Self-Paced Guide. University of Wisconsin-Extension, Madison, WI.

Hiemstra, R. (1991) Creating Environments for Effective Adult Learning, pp 5-12. New Directions for Adult and Continuing Education, no.50. San Fransisco: Jossey-Bass.

Lehman, R. (1996) The Essential Compressed Video Guide: 7 Keys to Success. University of Wisconsin-Extension, Madison, WI. (http://www.uwex.edu/disted/essentia.htm)

Levine, J., Doyle, M. (1994)Guide for Designing Effective Distance Bridging Instruction (or How can you help people learn when you can't see them?) Michigan State University Extension, East Lansing, MI.

Ostendorf, V.A. (1989). Teaching Through Interactive Television. Virginia A. Ostendorf, Inc.: Littleton, CO.

Werner, J., Hyatt, M., Parsons, J. (1987). Receiving Video Teleconferences: A Site Coordinator's Handbook. Telecommunications Development Center, Minnesota Extension Service, University of Minnesota, St. Paul, MN.

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