- •989 Market Street, San Francisco, ca 94103-1741
- •Library of Congress Cataloging-in-Publication Data
- •Part three: higher education blended learning models and perspectives 151
- •XXXIV Preface and Acknowledgments
- •34 The Handbook of Blended Learning
- •38 The Handbook of Blended Learning
- •Table 3.1. Blended learning train-the-trainer detailed agenda.
- •On designing interaction experiences for the next generation of blended learning
- •44 The Handbook of Blended Learning
- •Interaction as Experience
- •In Support of Interaction Strategies for the Future of Blended Learning
- •Corporate blended learning models and perspectives
- •Blending learning for business impact
- •Ibm's Case for Learning Success
- •66 The Handbook of Blended Learning
- •Guided Navigation
- •Figure 6.3. Specific learning elements.
- •Table 6.1. Learning elements.
- •Figure 6.6. Specific knowledge services.
- •Figure 7.3. Microsoft skills assessment tool for organizations.
- •Transformation of sales skills through knowledge management and blended learning
- •Figure 8.2. EsSba transformations in selling strategies.
- •116 The Handbook of Blended Learning
- •Figure 9.1. Cisco networking academy organizational hierarchy.
- •41(8), 19. Wonacott, m. E. (2002). Blending face-to-face and distance learning methods in adult and career-technical
- •Table 10.1. Types of benefits identified in oracle's leadership training.
- •It also appeared to me that other people in the course weren't having as
- •Part three
- •Improve retention rates and student outcomes systemwide.
- •New zealand examples of blended learning
- •176 The Handbook of Blended Learning
- •In addition to providing support to instructors through the multiple training opportunities listed above, some specific tools have been developed to support lecturers' needs:
- •Of glamorgan.
- •188 The Handbook of Blended Learning
- •192 The Handbook of Blended Learning
- •View.Asp?PressId::::75#top.
- •Blended learning enters the mainstream
- •Impact on Faculty and Students
- •200 The Handbook of Blended Learning
- •Integrated field experiences in online teacher education
- •A Natural Blend?
- •1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 Fiscal Year (July 1-June 30)
- •Integrated Field Experiences in Online Teacher Education 217
- •In f. Murray (Ed.), The teacher educator's handbook. Building a knowledge base for the preparation of
- •Blended learning at the university of phoenix
- •School b.S. M.S. M.B.A. Ph.D. Psy.D.
- •Visits_040524.Html. Osguthorpe, r. Т., & Graham, c. R. (2003). Blended learning environments: Definitions and
Interaction as Experience
A promising new perspective on interaction considers interaction as a dimension of experience. Gilmour (2003) described the phenomenon of experience in the context of what he called the "experience economy." He suggested that consumers increasingly desire sensation-filled experiences that engage them in a personal and memorable way. In making his case, he suggested that someone who charges for the time people spend with him or her is in the experience business. Gilmour noted that consumers seek to spend less time and money on goods and services, but they do want to spend more time and money on compelling experiences that engage and inspire in personal and memorable ways.
A common example of a business focused on experience is Starbucks. Starbucks has capitalized on something as simple as a cup of coffee and turned the concept of a coffee experience into a multiple-million-dollar international business success. Convincing consumers to spend $3.25 or more on a double latte may seem like a challenge, but the Starbucks experience is about much more than a simple cup of coffee. Knowing how to navigate the menu of coffee choices gives customers a sense of affiliation. Combined with comfortable chairs and tables, a (real or imagined) community gathering place, and the current addition of a reliable wireless access point for surfing the Web, and that $3.25 seems a small price to pay for the experience.
Extending better sensory-filled experiences, particularly richly immersive online experiences, is the driving obsession of the software and Web services industries. The demand for applications of increasing complexity has continued to outpace the ability of traditional Web applications to represent that complexity in online settings. The result that comes from pushing most flat-file Web sites beyond their ability to manage their own complexities is often a frustrating, confusing,
The Handbook of Blended Learning
or disengaging user experience, resulting in dropped users, low click-through rates, lost connections, and increased costs.
The promises of enterprise-wide system integrations that marry back office infrastructure with rich presentation layers continue to push consumers toward enterprise information portals with very high expectations of good online experiences are hugely compelling goals. As each successive wave of client and Web server technology ups the ante on the previous generation, improvements regarding capability, integration, and responsiveness continue to come forward. Web applications have come a long way from the first hard-coded unchanging Web pages and CGI Web server scripts (Duhl, 2003). Taking a technological view of what it takes to enable a high-quality, interactive online experience, some of the attributes includes the following:
It must use a ubiquitous client to maximize the audience reach.
It must run unchanged across the Internet on multiple platforms.
It must execute well across low- or high-bandwidth connections.
It needs to restore processing power (not just rendering capabilities) to the client.
It must deliver engaging user interfaces with high degrees of interactivity.
It needs to represent processes, data configuration, sale, and feedback complexity.
It must use audio, video images, and text in a seamless manner.
It must support the mobile work flow by allowing users to work on and offline.
It must allow the client to determine for itself what content or data to access and when.
It must access multiple middle-tier services (both .NET or Java) and back-end data stores.
It must provide a dynamic and powerful front end for the evolving Web services-based network using emerging standards such as XML and SOAP
It must integrate with legacy applications and systems.
It must allow the incremental addition of new functions to existing Web applications and environments to get the most out of existing Web application investments.
The model resulting from an analysis of these experience-enabling attributes was developed by Macromedia in 2003 to describe what the company then referred to as "the experience layer" of rich Internet applications (see Figure 4.1). From Macromedia's perspective, the experience layer was based on the ubiquitous rich client framework (in this case, Macromedia Flash Player) through which the user received a rich visible experience. It also depended on a rich server
On Designing Interaction Experiences for Blended Learning
51
environment that ensured maximum flexibility, security, efficiency, and control, linking users to enterprise resources in innovative ways to get the most value from existing IT investments.
The "Experience Received-Experience Created" dimension of this model was vaguely reminiscent of the notion of the field of experience introduced in Shannon and Schramm's communication model (Heinich, Molenda, Russell, & Smaldino, 1996) (see Figure 4.2). In the late 1940s, Claude Shannon developed a theory of communication as a mathematical model that communication scholars immediately applied the theory to human interaction.
In 1954 Wilbur Schramm adapted the model to deal with the concern of what he called "communication, reception, and interpretation of meaningful symbols— processes at the heart of instruction." Schramm emphasized that communication cannot occur unless the field of experiences of the sender and receiver overlap, in
52
The Handbook of Blended Learning
FIGURE 4.2. SHANNON SCHRAMM MODEL OF COMMUNICATION, 1954.
order to challenge and extend the knowledge of the receiver. In this case, the notion of experience referred specifically to the background knowledge likely to influence the interpretation direction or influence of a particular communication dynamic, rather than to that which a participant in a communication dynamic might posit or feel as a result of the communication. Still, the notion of improving the quality of experience as the goal of an interaction offers some intriguing and compelling design possibilities.
