Beyond Instruction: Critique

and Discussion
Kim Rodrigues and Cory Fryia
Athabasca University
Outline
Article Summary
Purpose
Plan
Outcome (Conclusion)
Critique
Main Theme
Assumptions
What we liked and didnt like
Bibliographic Citation
Rudstam, H. & Gower, W.S. (2012). Beyond instruction; Beyond a website:
Distance learning, disability inclusiveness and changing workplace
practices. Rehabilitation Research, Policy, and Education,
26(4), 345-354.
Summary of the Article
- Purpose
Discusses the ability of DL to disseminate
knowledge about disability inclusiveness in a
workplace but an inability to change
workplace practices surrounding disability
inclusiveness.

Describes the authors pilot project to use a
Just-in-Time toolkit (DL) for Middle
Managers/Supervisors (M/Ss) championed
by a core group of advocates in two settings
(private and corporate).
Summary of Article
- pilot project
Authors approach to project / toolkit design
(instructivist DL vs DL as change agent)
De-contextualized vs. contextualized
knowledge
Students vs agents
Delivery vs engagement
Short term vs long term success
Artificial-time vs real-time
Summary of Article
- pilot project
Core group taught about JIT toolkit and
how to advocate to M/Ss for its use

JIT toolkit developed and sent to M/Ss
to review its applicability
Summary of Article
- Outcomes
Core Group trained in JIT toolkit (F2F) to advocate its
use to M/Ss

JIT toolkit was found to be useful, applicable, and
could be used by M/Ss in everyday practice

Some needed changes to toolkit identified

Longer term evaluation over greater number of sites
required to establish worth and impact
7
Critique
-Main Theme
Distance Learning as knowledge
dissemination in the workplace is the
norm where the focus should be turning
knowledge into action (the knowing-
doing gap)
8
Critique
-Assumptions
Distance Learning tries to provide an
efficient, cost-effective experience
equivalent to classroom

Classroom experience is instructivist, so
DL is instructivist

Projects of this kind can close the
knowing-doing gap and can be translated
to other areas
9
Critique
-Strengths
The concept of the knowing-doing gap in
workplace DL

Choose your audience based on goals
(focused DL to achieve the aim)

Change outcome measurements based
on goals
10
Critique
-Weaknesses
Assumptions about DL (simplistic
approach)

Use of two entities (private and
corporate), and the lack of differentiation
in outcomes

Preliminary data shows promise, but more
data needed to show applicability (feels
incomplete)
11
Future Considerations

Bridging the knowledge/application gap is
essential for workplace distance learning
initiatives, is program design influenced by
theories other than Distance Learning?
Is there a difference between public and
private corporations in implementing policy
changes?
How can we measure the effectiveness of
such distance learning initiatives in the
workplace?