Interactive Television Course Conversion Process
 

Phase I: Gap Analysis

Phase I is to determine conversion efforts. First, it is important to measure the gap between existing instructional content and instructional content designed for effective delivery via interactive television (ITV). Once the gaps are identified, conversion requirements can be determined. The following steps will need to be accomplished:

• Validate existing objectives
• Identify existing content for incorporation into telecourse
• Identify requirements for tailoring and developing visuals to effectively convey message over interactive television
• Identify requirements for tailoring and developing student guidance to keep students engaged in presentation
• Identify requirements for providing multiple communication channels for instructor-student feedback

Phase II: Lesson Redesign

Phase II is to develop a telelesson plan that contains sufficient detail to effectively manage the distance learning environment while remaining on schedule. Although instructional strategies may be common to both classroom and interactive television, the following design elements are critical to success when instruction is geared at higher levels of learning and delivered via interactive television.

• Insert learning activities (i.e., student interaction with instructor, students, technology, and/or content) every 8-10 minutes if possible
• Sequence instruction to ensure maximum use of air time without sacrificing learning application via group and individual exercises
• Include contingency plan in the case of technical failure
• Include alternative media to maximize interaction, to evaluate learning, and to provide feedback

Phase III: Materials Development

Phase III is to develop instructional materials for effective delivery and learning via interactive television.

• Develop visuals that are formatted for display via television conveying messages using keywords, graphics, and pictorials
• Develop student materials to keep students engaged during the broadcast and to clarify difficult subject matter
• Develop supplemental material that cannot be effectively delivered via television
• Develop facilitator guidance if necessary

Phase IV: Pre Production

Phase IV is to conduct pre production coordination and rehearsal to facilitate technical transparency and professionalism.

• Establish production support requirements based on individual studio capability
• Write a script to include guidance on instructional presentation, learning activities, television displays, and production support
• Practice presentation, critique presentation, and revise instruction as necessary