Last week’s tip dealt with self-paced learning (SPL) and the issue of scheduling, in short placing the Flipped Classroom in the context of synchronicity. Remote Learning is another element of SPL. Scheduling deals with adapting learning to temporal realities of work life, whereas remote learning adapts the locale of the learning environment to SPL and synchronicity. At first blush, the comparison might seem peculiar—and, yes, there are areas of overlap—but appreciating remote learning is essential. Many blended approaches embrace learning that is inside and outside of the classroom; indeed, it behooves the educator to take this approach with certain subjects (think CPR). But there are some approaches that are wholly remote and generate large economies of scale. How might smaller learning and training venues create such economies?
Let us remember the traditional teaching didactic: in-class group instruction led by the teacher with homework performed outside the classroom. The first element is considered real time (synchronous) whereas the second is not real time and remote (crudely synchronous). Here, SPL cannot function due to a standardized time schedule, that is, education is not self-centered around the learner and thereby not asynchronous. With the Flipped Classroom, educators can “flip” the traditional approach and facilitate SPL by using various learning modalities and technologies.
Some Flipped Classrooms function entirely outside of the classroom: imagine on-line degree programs where learners start and end independently of others. Such programs generate economies of scale and operate in a larger educational setting.
While being wholly remote, such programs can combine synchronous and asynchronous learning. Independent of others, learners can access recorded lectures, shared reading materials, and message boards for popular questions. This is blended with synchronous elements such as chat groups, live teacher response to questions and webinars. But, how can live chat groups and gamification operate? With larger numbers of individuals enrolled in a given program, regardless of the time a learner starts and progresses, there will always be learners at various stages of the training: first stage: introduction; second stage: basic concepts, et cetera. How is it possible for smaller venues to gain such economies of scale?
A. Best Practices
Many organizations in public sector have common trainings across disciplines. For example, all federal government employees are required to receive yearly trainings on matters of conflict of interest. Generally, each department and/or agency has its own training program (with some standardized information). Imagine if this could be streamlined. In this context, instead of waiting to sign-up for training in the January of the next year, new employees could simply sign-in through a central training portal using their government e-mail. Since various parts of the government are always hiring, the new employee can start the training within a prescribed period of time and then pursue a SPL approach. Learners who progress at a slower or faster pace need not worry, because the universe of new employees will be large enough to ensure that each new stage of the training is populated with enough learners to permit both asynchronous and synchronous learning.
In the private sector, one can imagine similar trainings, though not necessarily across disciplines. Imagine centralized trainings for work-site safety for new construction employees. Such a program could not only operate independent of the hire date but also across different corporate entities.
B. Membership Organizations
Membership organizations offer an important venue for centralized, remote SPL. Trainings would be unique to the character and mission of that membership organization and could be utilized on the level of state and/or local chapters. Think about ethics trainings for the real estate industry or, importantly, courses for “training the trainer.” Similar remote trainings could exist as subject-based tutorials in a variety of areas; synchronous elements could be complimented with live, on-line practicum of those going though the “training for trainer” program. Perhaps the most obvious training for membership organization would be matters relating to membership oaths, responsibilities, et cetera.
C. Nationally-Recognized Certifications
Nationally-Recognized Certifications are similar to best practices but with an important exception, the criteria for knowledge mastery and application is defined by a central organization that issues certifications. Here, wholly remote training could be initiated in substance abuse counseling. Again, there would be opportunities for both asynchronous and synchronous learning. All withstanding, all such trainings much be structured and geared toward being inclusive of differences within states and localities.
Another interesting avenue for wholly remote training is in the field of industry and/or machine operation. These trainings would be operated from the proprietary portal of a business. Here, for a given technology, say, a new magnetic resonance imaging machine, or, computer software, the portal would be available to the new user for basic and skilled use of the different facets of the buyer’s new purchase.
Self-Paced Learning is a basic concept, not a formula. Different approaches serve different needs and learning goals. Contact JAG Global Learning Group to find out how we can help your company or organization.
Craig Lee Keller, Ph.D., JAG Learning Strategist