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IWALT 2000 : December 4-IWALT 2000 : December 4-66
Panel-1:Panel-1:Asynchronous Learning Process Asynchronous Learning Process
DynamicsDynamics
Discussion Chair - Dr Elspeth McKay
RMIT University : School of Business Information TechnologyMelbourne, Victoria, Australia [email protected]
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PanellistsPanellists
Prof.M. David Merrill, Utah State University, USA
Prof.Brian J. Garner, Deakin University, Australia
Prof.Toshio Okamoto, University of Electro-Communications,Japan
Christine Steeples, Lancaster University, UK
Henric Beiers, RMIT University, Australia
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5 5 5
Panel-1 : Discussion Panel-1 : Discussion ForumForum
Question Question timetime
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Analytic
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Treatment 1Treatment 2
Verbalizer:Imager Dimension
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Dim
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Verbalizer
Wholist
Imager
SCCS groups ICS sub-groups
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QU
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Mea
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Imag
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Instructional Conditions
Meta-Knowledge Processing Meta-Knowledge Processing Model Model
Method of Delivery Agent
Instructional Format
VerbalVisual
Measurable InstructionalOutcomes
Learner characteristics
Event Conditions Internal External
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Asynchronous Learning Asynchronous Learning EnvironmentEnvironment
Instructional Format
l e v e l o f f a c u l t y p a r t i c i p a t i o n i n
p l a n n i n g p r o g r e s s
m i l e s t o n e s
E x t e r n a l S t a k e h o l d e r I n f l u e n c e :
Learner characteristics
w o r k i n g w i t h i n s t r u c t i o n a l
m a t e r i a l
w o r k i n g w i t h i n s t r u c t i o n a l
m a t e r i a l
A L N C o a l F a c e :
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Panel-1 : Discussion Panel-1 : Discussion FocusFocus
Instructional Conditions
Method of Delivery Agent
Instructional Format
VerbalVisual
Learner characteristics
Event Conditions Internal External
Questions: 1 - Questions: 1 - 55
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Do ALNs present the issue of Do ALNs present the issue of transactional distance as a blessing transactional distance as a blessing
or a curse ?or a curse ?
working with instructional
material
ALN Coal Face:
Question: Question: 11
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What is the impact of teaching What is the impact of teaching style on ALN instructional style on ALN instructional
outcomes ?outcomes ? Question: Question: 22
working with instructional
material
ALN Coal Face:
Method of Delivery Agent
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
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working with instructional
material
ALN Coal Face:
Method of Delivery Agent
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
Will asynchronous education Will asynchronous education push older teaching paradigms push older teaching paradigms
out ?out ?
Instructional Conditions Forum: Guided communication tool
Text generates a visual hierarchy of responses
Question: 3Question: 3
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Is the issue of formalising personal Is the issue of formalising personal knowledge in an ALN environment knowledge in an ALN environment
relevant ?relevant ?Question: 4Question: 4
working with instructional
material
ALN Coal Face:
Method of Delivery Agent
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
Instructional Conditions Forum: Guided communication tool
Text generates a visual hierarchy of responses
Learner characteristics
Event Conditions Internal External
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Do courseware designers have Do courseware designers have enough expertise to identify enough expertise to identify
educational granularity?educational granularity?
External Stakeholder Influence:
varying degrees of
planning for tool integration
level of faculty participation in
planning progress
milestones
Question: 5Question: 5
working with instructional
material
ALN Coal Face:
Method of Delivery Agent
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
M e a s u r a b l e I n s t r u c t i o n a l
O u t c o m e s
Instructional Conditions Forum: Guided communication tool
Text generates a visual hierarchy of responses
Learner characteristics
Event Conditions Internal External
Instructional Format
Instructor guided resons for discussions:
quality, frequency, adaptiveexperiences of instructor