Conversion of Live Instruction for Videoteletraining: Training and Classroom Design Considerations.

摘要

The objective of the work was to refine and document a procedure developed by NPRDC for converting live instruction for delivery via videoteletraining (VTT). The conversion methodology consists of six main steps and their substeps. In step 1, Preparation, a working group is formed and planning occurs. In step 2, Data Collection, the live classroom floor plan is drawn and observations are made of live classroom processes, physical locations of personnel, and timing of classroom events. In step 3, Analysis, class organizational structure and communication flow are analyzed and classroom functional areas are identified. In step 4, VTT Training Design, training activities, materials, aids, and media, and testing supervisory, and administrative procedures are analyzed and converted. In step 5, VTT Classroom Design, the VTT classroom floor plan is designed, audio and visibility requirements are determined, and audiovisual equipment is identified. In step 6, Implementation and Refinement, VTT training and classroom design are implemented, instructors and facilitators are trained, a pilot course is conducted, and training is evaluated and revised. The methodology includes descriptions of three different VTT classroom designs tailored to three different types of courses: (1) lecture-based course, (2) lecture/demonstration with hands-on laboratory, and (3) small-group processes. Suggestions for VTT instructor training are provided.