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Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
Developing Materials for Online and Blended Education
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Developing Materials for Online and Blended Education

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  • 1.  
  • 2.  
  • 3. Just the Facts…
    • With the increase in gas prices and the importance of education, many college instructors are turning to online course management systems to replace some or all “seat time”. This session discusses and covers the issues instructors face in the development of online materials including different learning styles and ADA compliancy.
  • 4. About Your Cast…
    • Terry Patterson, M.S. Information Technology
    • Director of Distance Learning at South Arkansas Community College
    • Leader of Arkansas’ Blackboard Users Group (ArBug)
    • Six years experience in online course administration and development
    • Make sure you ask him how much did he win or lose in Las Vegas.
    • Mary Kirk, M.Ed. Adult Education
    • Adult Education Instructor at North Central Career Center
    • 14 years of experience working with adult learning disabilities
    • Named as Arkansas Adult Education Teacher of the Year, 2006
    • Ask her to see a picture of her furry children.
  • 5. Instructor Expectations
    • Instructors should be the following:
    • Information Counselors
    • Facilitators of Individualized Learning
    • Electronic Instruction Specialist
    • Recipients of Continuing Education about Electronic Instruction
  • 6. Instructor Expectations
    • Participants in corresponding research related to technological change
    • International facilitators of development and information  
  • 7. Contrasting Different Instruction Types
    • Traditional distance education programs used items like study guides or generic readings. (MGM Handbook)
    • Many today use similar styles including static powerpoints and worksheets with online users. (MGM, Handbook)
  • 8. Contrasting Different Instruction Types
    • Research into students’ learning habits indicate that students vary in the way they learn. (Flannery, 1993)
    • Learning styles are sometimes based on ethnic, gender, and/or generational traits. (Anderson & Bell, 1994)
  • 9. Contrasting Different Instruction Types
    • While researchers continue to review why users learn in different ways, using differing methods of content delivery has proven successful for many instructors.
  • 10. Content Based Definition
    • Interaction between the student user(s) and the content given by the instructor(s)
    • For many distance education students, who are studying in an asynchronous mode, the learner-content interaction is the primary voice they hear through their studies.
  • 11. Content Based Definition
    • This interaction should not be lecture-based, but a conversational discussion between the presenter and the student.
    • These discussions should normally be scripted and written in advance of the recording, either visual or audible.
  • 12. Content Based Examples
    • Podcasting
      • My Trivia Podcast – Example
      • Videos Created With Camtasia Studio
      • Blackboard Login
  • 13. Instructor Based Definition
    • Interaction between student(s) and the instructor(s) in either asynchronous or synchronous modes.
    • Many instructors see an increase in workload in online courses because of this type of interaction.  However, recent studies indicate that this is not the case. 
  • 14. Instructor Based Definition
    • Researchers advise instructors that "it should not be a question or more or less work than in the classroom, but rather getting better quality out of the same effort." (MGM, Handbook)
    • The learner-teacher interaction is optimized when students feel the instructor is available at any point and any time.
  • 15. Instructor Based Examples
    • YouTube Video
      • Terry on YouTube
    • Email or Virtual Office Hours
      • Blackboard example
  • 16. Learner Based Definition
    • Interaction between the student community where learning occurs in a collaborative of cooperative manner.
    • Research shows that adult and professional learners “benefit from interaction with others with common professional concerns and aspirations.”
  • 17. Learner Based Definition
    • Most researchers agree that "our instructional designs [should] promote interactions that are pedagogically grounded and produce enough learning to justify restrictions on student's temporal independence.“
  • 18. Learner Based Examples
    • Virtual Classroom
    • Discussion Board
    • Online Groups/Social Networking ( http://www.cubstub.com/elgg/ )
  • 19. Basic ADA Compliance Issues
    • Visual disabilities
    • Blindness/Visual Impairments
      • Legal Blindness occurs whenever visual acuity is less than 20/200 in the better eye with corrective lenses.
      • Visual field restriction to 20 degrees diameter or less (tunnel vision) in the better eye.
      • Blindness can be temporary or permanent.
  • 20. Basic ADA Compliance Issues
    • Visual Dyslexia
      • Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language—despite at least average intelligence.
      • A personal story about a student with dyslexia
  • 21. Basic ADA Compliance Issues
    • Other visual disabilities
      • Irlen Syndrome, also known as Scotopic Sensitivity Syndrome, is a brain function disorder that impedes the brains ability to deal with light and/or written text.
      • Eye disorders which affect vision, such as cataracts, glaucoma, etc.
  • 22. Basic ADA Compliance Issues
    • Auditory disabilities
    • Deafness/Hearing Impaired
      • partial or complete hearing loss. Levels of hearing impairment vary from a mild but important loss of sensitivity to a total loss of hearing.
      • Can sometimes be corrected with hearing aids
  • 23. Basic ADA Compliance Issues
    • Auditory dyslexia
      • Inability to hear separate sounds of words in someone with normal hearing
      • Students with this do not hear soft vowels and softer consonants
      • Auditory Dyslexics hear only bits and pieces of oral language, not whole words
      • Tone Deafness
  • 24. Basic ADA Compliance Issues
    • Dysgraphia
      • A specific developmental disability that affects the person's ability to write. Problems may include fine-motor muscle control of the hands and/or processing difficulties.
    • Dyscalculia
      • specific developmental disability affecting a person's ability to conceptualize and perform mathematics.
  • 25. Basic ADA Compliance Issues
    • Physical disabilities
      • Cerebral palsy
      • Nerve damage
      • Muscular dystrophy
      • Paraplegic/quadriplegic
      • Traumatic Brain Injury
      • Asperger’s Syndrome
      • Other mobility impairments
  • 26. Basic ADA Compliance Issues
    • Attention disabilities
      • ADHD with and without Hyperactivity
        • Inattention
        • Impulsive
        • Hyperactive
        • Careless mistakes
      • Mental Health Disorders
        • Depression
        • Bi-Polar
        • Obsessive Compulsive Disorder
  • 27.  
  • 28. More Specific Compliance Issues
    • Content Based Examples
      • Challenges
        • Content based materials are normally written word materials.
        • Many students who struggle with details will struggle with this type of material.
      • Accommodations
        • Multimodal Delivery
          • Closed captioning videos
          • Transcripts of videos
          • Audio files of written material
  • 29. More Specific Compliance Issues
    • Instructor Based Examples
      • Challenges
        • Many again are written words; some are podcasts and videos.
        • Again, students who are outside of “normal” will struggle
      • Accommodations
        • Multimodal Instruction
          • Closed Captioned Videos & Transcripts for Videos
          • More than just lectures
          • Audio for written materials
          • “ Chunking” materials
  • 30. More Specific Compliance Issues
    • Learner Based Examples
      • Challenges
        • Presenting student material in a format where all students can access and benefit from the information.
        • Students who struggle with disabilities will have trouble working collectively in this environment.
      • Accommodations
        • Text to speech software & Screen reader
        • Grade rubric flexibility
        • Ability to complete assignments in alternative formats
  • 31. Items for Online & Blended Instruction
    • Hardware
    • Recommended Hardware Requirements (IBM)
      • 1.5 GHz Processor
      • 512 RAM
      • 20 GB Hard Drive
      • CD/RW Burner
      • Broadband Internet Connection
      • 17” Monitor with 1028 x 768 Screen Resolution
      • Self Amplified Stereo Speakers
    • Cost : $500 -- $1000
  • 32. Items for Online & Blended Instruction
    • Hardware
    • Recommended Hardware Requirements (Mac)
      • G4 Processor 1.42 GHz
      • 512 RAM
      • 20 GB Hard Drive
      • CD/RW Burner
      • Broadband Internet Connection
      • 17” Monitor with 1028 x 768 Screen Resolution
      • Self Amplified Stereo Speakers
    • Cost : $700 -- $1600
  • 33. Items for Online & Blended Instruction
    • Multimedia Players/Creators
      • VLC – VideoLAN – video/flash player
      • Audacity – audio mixing
      • VirtualDub
      • Windows Movie Maker
      • Adobe Premiere
      • Wildvoice Studio – Podcasting Creator
      • Camtasia Studio
  • 34. Items for Online & Blended Instruction
    • Communications Software
      • Wimba Pronto
      • Pidgin
      • Yahoo Messenger
      • Skype
        • Note issue with networks
  • 35. Items for Online & Blended Instruction
    • Accessories
    • Items 
      • Headphones/Headset
      • Microphone
      • Mixer
      • Video Camera
      • Webcam
      • Digital Camera
  • 36. References
    • Anderson, T. (2007). Modes of Interaction. In Moore M. G. (Ed.) Handbook of Distance Education . 2 nd Ed. (pp. 219-232). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
    • Bradford, J. (1997). Designing Webpages for Dyslexic Readers. Retrieved October 2, 2008 from http://www.dyslexic-parent.com/mag35.html.
    • Jordan, D. R. (1996) Teaching Adults With Learning Disabilities. Malibar, FL: Kreiger Publishing Co.
    • Naidu,S. (2007). Instructional Designs for Optimal Learning. In Moore M. G. (Ed.) Handbook of Distance Education . 2 nd Ed. (pp. 219-232). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • 37. References
    • Resource Guide for Individuals with Vision Difficulties and Impairments . (2008) Retrieved October 2, 2008 from http://www.microsoft.com/enable/guides/vision.aspx.
    • Shearer, R. (2007). Instructional Design and the Technologies: An Overview. In Moore M. G. (Ed.) Handbook of Distance Education . 2 nd Ed. (pp. 219-232). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
    • Sonbucher, G. M. (1991). Help Yourself: How to Take Advantage of Your Learning Style. Syracuse, NY: New Readers Press.
  • 38. References
    • White, B. & Bridwell, C. (1998). Distance Learning Techniques. In Galbraith, M. W. (ed.) Adult Learning Methods. 2 nd Ed. (pp.389-403). Malabar, FL: Krieger Publishing Company.
    • Zoints, L. &Baker, P. (1997). Inclusion & Diversity: Powerful Words with Power Meaning. In Zoints, P. (Ed.) Inclusion Strategies for Students with Learning & Behavorial Problems. (pp. 339-368). Austin, TX: Pro-Ed.

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