3. z
Different ways for understanding learner
characteristics
Truly understand the learners in your audience
Willis has collected multiple questions to help better understand the
learners…
4. z
Willis (1994)
What are students’ ages, cultural backgrounds, interests, and
educational levels?
What is the level of familiarity of the students with the
instructional methods and technological delivery systems under
consideration?
How will the students apply the knowledge gained in the course,
and how is this course sequenced with other courses?
Can the class be categorized into several broad subgroups,
each with different characteristics?
5. z
Design (Teacher Evaluations)
It is important to examine teaching strategies
Students are able to give insights
Students can then return the information to the teachers
6. z
The 3 PHASES
1. The first phase is correspondence study
2. The second phase is the rise of the distance teaching
universities and the use of analog mass media
3. The third phase of the best practices is the widespread
integration of distance education elements into most forms of
education.
7. z
Content Analysis
By organizing and categorizing within a hierarchy, the teacher
can manage time wisely
8. z
Outcomes
We come cross different outcomes when an environment is said
to be place-shifted: One, it will influence planning decisions.
Two, it is synchronous, but they are not actually in the same
place.
Three, when an environment is time-shifted, it is asynchronous
so the students can all access it at different times
9. z
Assessment of Learning
the determination and measurement of learning.
Assessments are ultimately used or learning.
It can be directly related to learning outcomes and there is
normally at least one learning outcome per topic.
10. z
Unit-Module-Topic
In creating your own unit-module-topic there needs to be one
major assignment and one minor assignment (per two or three
modules)
