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  • Identified 19 barriers to distance training and distance education
  • E
  • B
  • B
  • B
  • Demo FSRA E-learning Program
  • E
  • Mission Ooze: Bacteria Dumpster Diving Mission Icy Hot: Sleeping Sclerotia Mission Spore Wars Mission NEMA: Capturing Nematodes Mission Yuck: Tracking Postharvest Diseases Mission Virulent CDs contain video case studies, lab lectures, field trips etc. Common items such as fruits and vegetables, cotton swabs, toothpicks and coffee filters are left for students to obtain. Detailed instructions tell how to use them with the other items included in the kit. Web links for further info are also given.
  • Students have been very positive. One student sent a digital picture of herself working with one kit and common household items. Course is not tied to the UF/IFAS system of Research and Education Centers around the state, which is another way of administering labs that we use. This way, students can register and take the course from anywhere in the world. The lab kits are one element of course delivery in a package that includes videotaped lectures and a comprehensive website with handouts, study guides and other resources.
  • Course was presented through videoconferencing, WebCT and CD. One instructor felt that they were working a lot harder than the other. The rotation of instructors was confusing to students. Their exam styles were very different, with one being discussion based and the other being very detail oriented. In addition to having two primary instructors, there were 12 guest lecturers available through video clips on the website. These lectures were not always well-integrated into the videoconferencing lectures by the primary instructors. Instructors and designers got caught up in making high quality CD and videos. The entire project was very ambitious, and in retrospect would have benefited from paring down excess content and better coordinating elements of course.
  • Evaluations were lower than instructors were used to, although not out of line for a first-time, complex DE course. Top 5 Problem Areas. Students were not comfortable with use of chats and bulletin boards. This was a relatively inexperienced group of students technologically. For many, it was their first DE course. The multiple guest lectures and insufficient integration into primary lectures were confusing. Tie. Different approaches of primary instructors was a factor. One attempted to interact a lot more than the other. Multiple approaches were confusing to inexperienced DE students. Once again, instructors tried to do too much – too much content, too many delivery methods. Tie. Difference in approaches again, confusing to students. Minor, common problems with videoconferencing and WebCT was more of a problem for inexperienced DE students.
  • Transcript

    • 1. Online Course Design — Presentation & Panel Discussion: Courses That Worked and Some That didn’t Brad Paleg, University of Maryland Beth Raney, Penn. State University Bob Rost, Oregon State University Allan Schmidt, Iowa State University Randy Spears, Purdue University Ron Thomas, University of Florida
    • 2. Give Me A Little Credit Or Not! Strategies for Successful Non-credit Distance Learning
    • 3. Barriers to Distance Education
      • Lack of:
        • Technical support
        • Technical infrastructure
        • Technical expertise/ staff training
        • Marketing and sustaining the program
        • Organizational support
      Cho and Berge, 2002
    • 4.
      • Lack of:
        • Planning and delivering courses
        • Evaluation of courses
        • Learner interaction and communication
        • Student support
        • Incentives for instructors
      Barriers to Distance Education Cho and Berge, 2002
    • 5.
      • Adapted from:
      • Kim Cho and Zane L. Berge, 2002
      • “ Overcoming Barriers to Distance Training and Education.” USDLA Journal (16)1
      Barriers to Distance Education
    • 6. Professional Development Examples
      • University of Maryland’s Videoconference-based Professional Development
      • Food Safety Risk Analysis E-learning Program
    • 7. UMD’s Videoconference-based Professional Development
      • Annual month-long professional development series available to the statewide College of Agriculture faculty and staff
      • Learners go to one of five statewide H.323 videoconferencing facilities
      • Courses – 17 different half-day sessions with emphasis on distance learning, information technology, and communications
    • 8. Strategies
      • Develop a learning community
        • Ensure time for interaction
        • Know thy learner
        • Share the responsibility of active learning
      • Design for active and effective learning
        • Learner-centered approach
        • Relevant content
        • Measurable performance objectives
        • Motivated learners
    • 9. Strategies
      • Avoid the lone ranger syndrome
        • Instructors
        • Instructional designers
        • Technology support
        • Web developers
        • Marketing Specialists
        • Others?
      • Prepare for worst case scenario
      • Plan for robust evaluation
        • Formative and summative
    • 10. Food Safety Risk Analysis (FSRA) E-learning Program
      • Consists of five professional development short courses
        • targeting food safety risk analysis, risk assessment, risk management, and risk communication
      • Funded with a $320,000 CSREES grant
      • Resides on the University of Maryland's WEBCT server
    • 11.
      • Learners - National and international food safety professionals from within educational, business, industrial, agricultural, legal , government, and non-profit organizations
      • Interdisciplinary team of subject matter experts
      Food Safety Risk Analysis (FSRA) E-learning Program
    • 12. How to Succeed in Distance Education
      • Selling Convenience
        • Learners can take a combination of e-learning and face-to-face courses
        • Learners can access the courses when they want to from where they want to
      • Selling to Industries
        • Develop agreements with industry, nonprofit, and government agencies for learner enrollments
      Carnevale and Olsen, 2003
    • 13. How to Succeed in Distance Education
      • ‘Keep it Simple’
        • Priority in developing a consistent interface that learners can easily master
        • Separate orientation to the learning management system
        • Strong learner support
        • Infrastructure of technology that learners can rely on at all hours
      Carnevale and Olsen, 2003
    • 14. How to Succeed in Distance Education
      • Interactive Technology
        • Technologies, instructional design, and instructor emphasis on learner-instructor and learner-learner communication
      Carnevale and Olsen, 2003
    • 15.
      • Adapted from:
      • Dan Carnevale and Florence Olsen, 2003
      • “ How to Succeed in Distance Education.” Chronicle of Higher Education, June 13,2003
      How to Succeed in Distance Education
    • 16.
      • Senior Producer/Director
      • for Information & Communication Technologies,
      • College of Ag Sciences
      • at Penn State
      Steve Williams
    • 17.
      • Class is planned
        • Faculty Member (FM) agrees to content needs
        • FM agrees to timeline
        • Class is announced
        • Students enroll
      • Time to begin, and content for only 6 of 15 lessons is done
      • And then…
      Steve’s “Favorite” Design Scenario
    • 18.
      • FM announces that he’s going to South America for a while, but will get content done!
      • FM doesn’t get content done, but leaves anyway…
      • Says he’ll be back before students need it!
      What do you do when…
    • 19.
      • FM comes back 2 days before scheduled need
      • FM delivers content one day before students look for it!
      • Steve’s motto: Learn by Doing!
      And then…
    • 20.
      • Fair Use Guidelines
      • Secure Directory
      • Shared login & password for class
      • Security design locked the database after 5 unsuccessful attempts
      • Logistical nightmare for IT to keep unlocking database for add’l logins
      Good idea,but… Journal articles
    • 21. Ideas that Didn’t Work - Allan Schmidt, ISU
      • Students cannot be arbitrarily or randomly assigned online study groups
      • Wait a week or two until the students get to know each other and let them choose their own groups or opt out of groups
      • In disciplines like math and engineering some student’s learning styles require them to actually see problems worked out by hand step-by-step
      • Record simple streaming lectures with a document camera or professor using marker and paper working out problems with voice over
    • 22. The Course that Almost Disappeared into the Bermuda Triangle of ID” - Allan Schmidt, ISU
      • ISU received $200,000 PEW Grant for Course Redesign for Discrete(Business)Math
      • Innovative grant written as cooperative effort among two colleges, three faculty, one VP, one AD and two university IT support units
      • We got the grant (YEA!) but everyone on the 1st grant writing/design team except myself and one professor either were promoted or left ISU!
      • Math faculty reassigned to redesign course team did not really want the job nor had ever used the innovative teaching techniques written into the grant
    • 23. Members Lost at Sea from SECOND Design Team
    • 24. The Boat Heads into Dangerous Waters
      • New math faculty in charge ignored all collaborative and case study innovative ID and basically advocated for an automated independent correspondence course
      • Math faculty member was hardcore techie
      • All business faculty (except one) failed to provide case studies even though dean made the request
    • 25.  
    • 26.
      • Course had 45 % drop out rate and student complaints to administration so ……..
      • Did pilot course with mid-term formative evaluation by anonymous survey and focus groups
      • Added optional study teams
      • Recorded streaming lectures
      • Moved recitation to computer lab from classroom with only chalkboard
      ID Staff Works to Gradually Turn the Boat Around
    • 27. Recording Instructor Actually Working out Problems by Hand!
    • 28. TA no Longer had to Draw WebCT and Excel on the Chalkboard!
    • 29. TA Could Now Help Students Work Online Homework in Recitation!
    • 30. Cruising Safer Waters
      • Instructor came around to new teaching ideas
      • Handed over some of the techie stuff to ID staff
      • On second pilot student satisfaction and drop out rate improved
      • Voluntary study teams reached (45%)
      • Instructor made his virtual presence felt
      • Online course students did 1/4 grade point higher than lecture course
      • But not enough math computer labs to scale up model from 150 to 2,000 students per year
    • 31. Both Credit and Non-Credit Courses/Modules Working in WebCT and traditional HTML development tools (Dreamweaver, Microsoft Producer, etc.) DE Unit Staff: 1 Manager/Instructional Designer 1 Web Developer/Instructional Designer 1 E-magazine Writer/Web Developer 2 Student developers 2 Student programmers Unit also responsible for all video-delivered DE , too
    • 32. Online Engineering Courses 30 – 1 credit courses Learners: Professional Engineers in the hydraulics industry Method: WebCT and CD delivered materials
      • Master’s Level Distance Education Courses
    • 33. Pesticide Applicator Recertification 1 (of 4) non-credit modules Learners: Private applicators Method: WebCT Online Non-credit Modules
    • 34. Needs Assessment
      • Audience Analysis
      • Demographics
      • Learner characteristics
      • Goals/Message
      • Performance Objectives
      • Instructional Strategy
      • Budget
      • Schedule
      • Evaluation
    • 35. What Works
      • Student production model
      • Charge back for out of pocket expenses
        • CD duplications
        • Student wages
    • 36. Lessons Learned
      • It’s the economy stupid or the secret of comedy is timing…
        • MAHA – the economy done did us in
        • Failure to do thorough market analysis
      • Standardize as much as possible
      • Don’t test on the learners
    • 37. Ideas That Worked! Stand-alone Lab Kits for DE courses
      • PLP 3002 Fundamentals of Plant Pathology
      • Six Lab Kits
      • Kits include CD, Fact Sheet, Specific Items, Instructions
      • Kits include list of Materials Needed; items commonly available to students
    • 38. Ideas That Worked! Stand-alone Lab Kits for DE courses
      • Well received by students - “The labs were fun and very informative. Well done CD and lab packets.”
      • Does not require students to go to RECs
      • Works as one element of well-planned course
    • 39. Nice Try, No Cigar Team Teaching From Remote Campuses
      • Division of work
      • Different teaching and testing styles
      • Multiple guest lectures
      • Too much time spent on media, not enough on ID
    • 40. Nice Try, No Cigar Team Teaching From Remote Campuses
      • Online interaction tools
      • Web-based lectures
      • Interaction w/ instructor/ instructional techniques
      • Clarity of assignments
      • Communication skills / reliability of technologies