Module 3 Learning Theories and Principles for DL

Section 3: Learning Design Principles for Distance Learning Seven Key Learning Design Principles for Distance Learning In section 3, we will review seven learning design principles that can improve distance learning processes. These seven learning design principles are selected from an extensive review of various learning theories and principles that are deemed effective for students' distance learning in general. 1. Types of Learning There are four types of learning when we categorize them by the learner's control of learning at differing degree. First, formal learning is occurring within typical and/or traditional settings like classroom instructions in schools or training programs in organizations. In formal learning, learner cannot control both learning objectives and learning processes. Instructors or teachers would mostly control the two aspects of learning. Second, in non-formal learning, learner can control learning objectives, but not the learning process itself. Example would be a situation where employees can set his/her own learning goals for self or career development but should take training programs provided by the organizations due to various reasons such as budget/resource restrictions or security policies within the organizations. Third, informal learning is the opposite case of non-formal learning as a learner cannot control learning goals or objectives, but can control learning methods or process. Informal learning prevails in workplace settings where supervisors or managers give his/her subordinates a new work task or work problems to be solved. As a result, the subordinates finish the new task or solve the work problem in his/her own way by studying and researching the needed information and knowledge for the task or work problem. During the course of this work process, informal learning is occurring. Fourth, self-directed learning allows a learner controls both his/her own learning objectives and learning process. So the learner sets the learning objectives and select learning methods to achieve the learning goals by him/herself. For easier understanding, the following diagram presents a graphical comparison of the four types of learning. Learning Motivation of the Four Types of Learning When we compare the level of learning motivation that is facilitated by using each of the four types of learning, we may know which type of learning would work better for distance learning. Pop Learning Activity What is your guess about the level of learning motivation of the four types of learning? Provide your rank (1 through 4) of each type of learning using the following click down menu. (When you finish studying the rest of this section, your ranking will be sent to the instructor by clicking on the submit button on the bottom of this page). For completing this task, you will get one credit point. Your name: Formal: 1 2 3 4 Non formal: 1 2 3 4 Informal: 1 2 3 4 Self-directed: 1 2 3 4 Once you ranked the level of motivation for each of the four types of learning, click on below link. It will pop up a diagram showing the motivation levels for the four types of learning in general. As you can see from the diagram, the more we apply self-directed and informal learning, the better chances the learners are motivated to learn. 2. Setting the Tone If I ask the following questions, what your answers might be? When do people work better? When do students learn better? You might have provided various answers to these questions. In general, people do successfully complete their work tasks when they know or clarify the goals or reasons attached to the task. For students, the same condition is applied too. The stronger the student knows the reasons for studying (i.e., to get an A, to be competent in specific future jobs, etc.), the better he/she put greater efforts for learning. So, clarifying and emphasizing the objectives or goals of learning are a good start for designing an effective distance instruction. 3. Know Thy Enemy The next question is a funny one that you can answer ~.~ How would you teach 8 divide by 4 to a 5 year old kid? Provide your teaching strategy to below text box. My teaching strategy: If you would explain this mathematical concept by verbal explanation only, it would be very difficult to teach the kid how it works. Hold mouse over this text to see an example strategy! Was you answer similar to the above example strategy? One critical failure of today's distance learning instructors is not matching the level of instruction to the level of learners. It is a critical strategy that we lower our instructional level to the learners' cognitive level. 4. Learner Readiness Let's talk about some kind of patterns found from below diagram. What pattern do you see from below diagram? Take some time to identify the pattern by yourself. Is it process? Is it continuation? Or what else? -------------------------------- In order to identify a characteristic pattern found from the above diagram, Did you get it correctly? Or did you come up with a totally different pattern? If so, my sympathies to you.  () () (~.~) Now what kind of pattern do you see from below diagram? Yes, you are right. You now see a continuation of "H" pattern from the diagram. In learning situation, many cases, it may take time to prepare learners for a learning event due to various reasons (i.e., distractions, physical and emotional conditions, etc.). However, once the learners are ready and prepared by certain kind of clicking or triggering event, the learning will take place very quickly and efficiently! 5. Social Learning I think learning would be very effective if the learner's learning experience is like playing a fun game. When people are young, they learn all kinds of concepts and knowledge as they are playing along with friends, siblings, and other family members. Learning must be natural events and activities like children plays in order to make them engaged in the learning process while having funs. In such a learning environment, they are exposed to the following four core learning factors automatically: Context of learning (real life like environment) Learning activity (fun activities) Learn from peers (through competitive and/or collaborative relationships) Reflective learning (they reflect on the learning process to know why their learning results in certain outcomes.) By satisfying these learning conditions, they are deeply engaged in the learning process while enjoying their learning. 6. Priority Triangle When we have too much content to be covered from a learning, it is wise to chunk the large learning content into smaller units by the importance of each unit of the learning content. By doing so, learners will focus on "must-to-know" or "should know" information or knowledge from the learning rather than "nice-to-know" content. Hyperlinking or other supplemental linking is a good strategy to address "nice-to-know" stuffs when learners want to find them if necessary. 7. Rule of Seven 95% of people remember well when they were taught a limited number or chunk of information. If there are too many information for learning at once, it is highly recommended to chunk them into 7+2 pieces (5 through 9 chunks) to be easily remembered and retained long in the learner's brain. This is why many online or distance learning program are developed using modular design. Learning Activity 2 Let's poll what you think about the above learning design principles. Give your rank for the importance of each learning design principle (1 through 7) in the discussion forum (Forum-Module 3, Topic-Ranking Learning Design Principles) under the Discussions area of the class homepage. Once everybody contributes to the discussion, I will tally the group ranking and share it with you! (1 point) In this section click on below submit button instead of using the navigation menu to move to the next section. Previous Next