New methods of capturing learner behavior data can provide some of the same valuable information as live teacher observation and can permit richer more fine-grained evaluation of learner performance online. The separation in space and time between the learner and teacher (or instructional designer) in distance learning contexts, first characterized as ‘transactional distance’, is routinely positioned as problematic. In online learning environments this exact condition of relative isolation may permit revelation of the learner’s “true self” and allow individuals to express “phenomenally real aspects of self not often or easily expressed to others.” In the un-monitored isolation of a self-directed online course, the supposedly unobserved actions of a learner may reveal behavioral information that is much more reliable than data collected via self-reporting and self-evaluation mechanisms.
Classroom based Teachers can’t predict where problems in a lesson plan will occur. Instead they watch challenges reveal themselves during the presentation and then respond accordingly. Instructors allow students to interrupt the flow and request clarification to support individual or group comprehension.
What if the behavioral tendencies and learning styles of the student became collected data to be mined in real time to assist in personalizing the learning experience? Consider a web-based course that prepares the online environment by making the necessary adjustments for you because it already ‘knows’ what makes you more comfortable.
This possibility should start us thinking about the experience of enhanced web based training when it is built with the type of knowledge gleaned from more conventional classroom based student/teacher interactions. This new generation of online training can provide as much insight into the psyche of the student as it can deliver training in the most palatable and personalized format.
I will perform a live demonstration of an online course capturing student/course interactions in real time, and invite others in the audience to participate if they have access to laptops, and review the results using the reporting tool of the LiMS application.
Who Should Participate
Interested in REAL TRAINING ROI? This would be the presentation to attend.
Anyone who is interested in understanding that online learning can be a bi-directional data flow, where training content can be presented to the online learner while the behavioral engagement actions and tendencies of the learner can be captured for later analysis.
What You Will Learn
Learner will understand that online training can also be a behavioral capture tool that can reveal individual tendencies.
Learner will begin to consider the possibilities of the "predictive validity" of eLearning when learners confront elearning scenarios in their jobs.
The learner will understand the potential of comparing the behaviors of one student to single, multiple, or aggregate student performances when filling open positions in a company.
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