Distance Education

1. TECHNOLOGIES FOR DISTANCE
EDUCATION
Angelita Brooks

2. TECHNOLOGIES
 Any form of knowledge can be digitalized and then formulated into an
educational tool.
 The technologies used to design, store, transport, and implement digital
educational resources vary by type (video, computer software, Web
sites, etc.), but the purpose for all is the same: to distribute knowledge
in an efficient, comprehensible, interesting way.
 Technology is useful only to convey knowledge; how effectively
content is applied through information technology depends on which
methods are employed and how well educators operate the tools used to
achieve method objectives.

3. COMMUNICATION
Effective communication is based on what the senders
of messages—distance educators—have in common
with the receivers of messages—distant learners.
In order for communication requires an active audience.
The response of the learners who receive messages is
called feedback.

4. TAXONOMY OF DISTANCE EDUCATION
 In regards to “Taxonomy of Distance Education” it is important that educators
think about how communication can occur and how to apply experiences so it
can promote effective and efficient learning.
There are several techniques that will be needed to provide equivalent learning
experiences for all students. They are as following:
 Correspondence study ■ Prerecorded media ■ Two-way audio ■ Two-way audio
with graphics ■ One-way live video ■ Two-way audio, one-way video ■ Two-
way audio/video ■ Desktop two-way audio/video

5. Taxonomy of distance education

6. CORRESPONDENT STUDY
 Sophisticated forms of correspondence study have used
techniques of programmed instruction to deliver
information. Linear-programmed instruction is most
common, but for a period of time a number of
correspondence study organizations attempted to
develop print-based branched programmed instruction.
 Programmed instruction normally has a block of
content, followed by questions to be answered.
Depending on the answers students give, they move to
the next block of text.

7. TAXONOMY OF DISTANCE EDUCATION TECHNOLOGIES
THROUGH THE YEARS

8. CORRESPONDENT TECHNOLOGY
HAS PROGRESS
Correspondence study filled a terrific void for those who wanted to learn
when they could and wherever they were located. However, many wanted
direct, live communication with the teacher, especially for those in
precollege schools. The first widely used live, synchronous form of distance
education employed two-way audio, with either a telephone hookup, a radio
broadcast with telephone call-in, or short-wave radio transmissions

9. DISTANCE EDUCATION CLASSROOMS TWO-WAY
VIDEO/AUDIO CLASSROOMS
Video-based distance education requires a classroom or studio that is equipped
with the technology needed for recording and displaying video and listening to
sound.
Initially, studios were used as distance education classrooms.
Then, as distance education became more widespread, regular classrooms were
converted into distance education receive and send sites

10. INTERNET-BASED TECHNOLOGY
In the early 2000’s a boom of new generation of web applications. They are as following:
 Blogging
 Wikis
 Podcasting
 Social bookmarking
 Social networking
 Virtual words

11. SUMMARY
For centuries, teachers and students use classrooms that have been
designed and installed by others. However, with the new styles of
learning, effective utilization of distance education classrooms
requires a new set of skills for most educators and learners. Teaching
with technology to learners who are not physically located in the
same site where instruction is taking place requires a different set of
skills and competencies than traditional classromms.