XplanaZine

The sergeant major

is sitting in a “hardened” tent somewhere in or near harm’s way. The

online element of the course is accessed via satellite connection. In about

2 months, the student will go to a one-week course held on base in Europe for

a face-to-face component. Meanwhile, a newly commissioned officer in the Coast

Guard is lying on his bunk (rack), his Dell Axim in hand, browsing through the

leadership course he is taking. He reads the course objectives, listens to lectures,

watches a slide show and brief movies - all on his handheld computer the size

of a Palm Pilot.

The delivery methods

range from interactive, web-based formats, to content delivered via a chip inserted

into a handheld, in a way that reminds one of a game. However, what remains

constant is the fact that the courses are administered at a distance, often

under very awkward, harsh, or disruptive conditions.

What are the key

secrets of success? Things are not always what they seem. Perhaps one thinks

it’s all about a high-tech presentation, and Hollywood-produced videos. Perhaps

one thinks it’s all about developing realistic, video-game-based simulations.

These are good

components, but what is most important is learner autonomy. The distance learner

- in a 100% distance course, or a hybrid - succeeds when he or she can exercise

autonomy.

What do we mean

by learner autonomy?

–Options for learner self-direction

–Learner activities can be done independently

–Learners have the opportunity to be self-starters

Certain conditions

must be satisfied in order for learner autonomy to be at all possible. What

are they?

–Learners must

be able to use the technology (the hardware as well as the software. This applies

now more than ever with handheld devices, portable data devices, etc.).

–The learning management system must be understandable, and there should be

help that is available on-demand.

–Instructions for administrative tasks should be easy to find and use (online

registration, online payment, etc.).

–The order of tasks, instructional activities, rubrics, etc. should be organized

in a way that is easy to find and follow.

–The course objectives should be flexible enough to allow the learner to adapt

them and make connections between one’s own goals and course content and objectives.

–The course should be designed in such a way that one can take course content,

organize it, and use it as a point of departure for generalizations and meta-cognitive

tasks.
–The course design should be developed in a way that when learners identify “holes in scaffolding,” they can go back and fill in the gaps.