[opendtv] Re: Connected classrooms
- From: "Leonard Caillouet" <lcaillo@xxxxxxxxxxxx>
- To: <opendtv@xxxxxxxxxxxxx>
- Date: Sun, 10 Mar 2013 22:09:44 -0400
You are correct, it depends greatly on the learner. There are some things
that work well with technology driven methods. There are still many things
that are important to have interaction with others to contextualize, and
some people need help and direction. That is why we use multiple channels
of delivery. One of my favorite methods is online classes using software
that allows a group of users to interact with an instructor. Sony did this
for technical training for many classes that I took. The problem is that
they often used trainers who were good technically but not very skilled at
leading a class. For good instruction at any level the skill of teaching or
of curriculum development is essential.
Leonard Caillouet, MS
Lead Clinical Applications Coordinator
Uf & Shands Academic Health Center
Gainesville, FL
-----Original Message-----
From: opendtv-bounce@xxxxxxxxxxxxx [mailto:opendtv-bounce@xxxxxxxxxxxxx] On
Behalf Of Manfredi, Albert E
Sent: Sunday, March 10, 2013 8:11 PM
To: opendtv@xxxxxxxxxxxxx
Subject: [opendtv] Re: Connected classrooms
Leonard Caillouet wrote:
> Currently, I train providers on the use of very complex electronic
> medical record systems that are constantly changing.
> We end up using multiple channels of delivery, including interactive
> e-learning (very time consuming and costly to develop), self-directed
> online scenario based workflow education (somewhat less costly but
> also limited in effectiveness), streaming interactive webcasts and
> subsequent recordings (effective for small quantity of content such as
> updates and cheap), and traditional didactic classroom education
> (essential for interaction, guided practice, and context that cannot
> be effected otherwise).
Back in the dark ages, when I was in high school, our school started
experimenting with what must have been the earliest examples of
"self-directed online scenario based workflow education," if I'm
understanding what this means. In math, physics, and English. The math
courses were called SMSG. You got a book that allowed individuals to
progress on their own, very structured, very well organized. The lesson and
the exercises were completely blended together.
I loved it. Learned linear algebra and trig that way. The books were still
essentially manuscripts, yellow hard-stock covers, so this was early days. I
would think that sort of approach would work really well on a PC.
The English course was similar, invented by a prof who also happened to be
the husband of our English teacher. Stapled manuscripts.
I'm sure that individuals vary as to what teaching methods work best for
them, but I found these structured courses excellent. Easily beating an
average or below average teacher, to get the information across.
Now at work we get a barrage of what must be "interactive e-learning (very
time consuming and costly to develop)," every year, for all manner of topics
we need to be familiar with. They do seem expensive to create. The nice
thing about them is, you can do them on your own time, and you can usually
fast-forward to the quiz at the end, by paging quickly through the
instruction screens. Can save huge amounts of time that way. Like, I
recently had to take two courses, 2 hours each they said, in perhaps 10
minutes each. The time to take the quiz.
I'm all for searching for better teaching methods.
Bert
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