14:23:43 <shezlett> were students given any specific questions to guide their ""construction""/
14:26:04 <shezlett> thanks!
14:27:59 <gdtaylor> Did you ask the students their preferred learning styles before administering the videos?
14:28:14 <gdtaylor> I would be curious to know how the instruction met these learning styles.
14:28:58 <shezlett> Really interesting study. Thanks for sharing it!
14:31:55 <kiener> One of the things I learned in CCTL was to ""chunk"" the information I try to convey. Videos are a natural ""chunk"".
14:32:00 <jclowry> I've never participated in a class in which I was asked my learning style ... or felt that the instruction was revised to adapt to the members' learning style.
14:32:29 <kiener> Then, also, it forces everyone to experience a ""change of pace"" which gets the minds to be more active.
14:33:03 <kiener> See, I did pay attention. :-)
14:33:11 <sldunbar> Exactly, there were some bad links in my first class and when I mentioned techs said I was the first person to point it out so the first person that had to have the slides, not just the audio
14:33:19 <fein> hi amanda!
14:33:25 <astarkey> hello
14:33:28 <kstucki> do you have any insights into blended learning (showing videos during an instructor-led session)?
14:33:34 <pledger> Me either jclowry. I help design and instruct computer classes at the library and we try to take into consideration a variety of learning styles during instruction.
14:33:36 <sldunbar> everyone learns differently but I figure you try them all and see which one sticks! (from a learner perspective)
14:33:59 <gdtaylor> I think this was an excellent study. I wonder, though, what role the interactive team chat played in promoting learning in combination with the viewing of the videos.
14:34:26 * sldunbar MOTIONS/wink.gif I think it was all Adam's excellent acting that made the difference
14:34:35 <fein> ;-)
14:34:40 * gdtaylor MOTIONS/smile.gif Adam's a natural.
14:35:02 * gdtaylor MOTIONS/smile.gif He missed his calling . . . cast call that is.
14:35:41 <kstucki> thanks,
14:35:44 <kiener> Thanks, Dr. Johnson -- good point.
14:35:50 <gdtaylor> did any of the participants comment on the good vs. bad examples?
14:36:13 <gdtaylor> It is always a challenge in designing training to select examples.
14:36:44 <gdtaylor> There was an interesting HRDQ article last year that compared retention with good only vs. combined.
14:37:51 <smcghee> And Gail's comment regarding the interactive chat following the dialogue reinforces synthesizing of the info and then verbalizing a comment/opinion....
14:38:31 <smcghee> helps with assimulation of the newly learned info...
14:38:32 <gdtaylor> reflective learning
14:38:46 <smcghee> yep, Gail...
14:39:40 <smcghee> ...and I'm not sure how much of the info we ""store"", if we don't process it in this way.
14:39:52 <smcghee> Good taskmaster.
14:40:10 <smcghee> You, Adam, the taskmaster! :-)
14:41:05 <sldunbar> IS Dr. Aragon ever in Illinois?
14:41:08 <smcghee> Wow! ... a wealth of resouce. Glad you are all ""here"". :-)
14:41:19 <kstucki> lol
14:41:30 <astarkey> Are you aware of research on the amount of time needed to produce good online learning? Seems to me it is easier to address f2f students needs as they arise. With online we must include all possibilities just in case.
14:41:31 <sldunbar> I am in his class now and he seems to always be someplace exotic...
14:41:41 <sldunbar> although Nashville may not count in that regard
14:41:48 <fein> Dr. Aragon is the world traveller
14:42:25 <smcghee> But, astarkey, once the intial comprehensive production is done.... you surely are ready for subsequent classes!
14:43:28 <kstucki> in my org we use the same template for each course, so we mainly are focused on the content and trying to vary the interactions, but even with that, we have some standard interactions that we use. I am new, so I am not sure what their process was to come up with the templates.
14:43:32 <sjohnson> I haven't seen any emprical studies that have looked at the time element. Wew started with 16 week courses because they followed our uniiversity schedule. We then went ot 12 week courses because we felt we could meet the objectives in that amount of time