Technologies, the Internet, and Distance Education
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This document discusses technologies used for distance education. It begins by outlining a taxonomy of distance education models ranging from correspondence study to two-way audio/video. It then discusses characteristics of effective podcasts such as having a single idea explained verbally in 3-10 minutes as part of a series. The document outlines steps for selecting instructional technologies for online courses. It also describes the structure of the Internet and defines Web 2.0 technologies like blogging, wikis and podcasting. Finally, it provides fundamentals for teaching online such as avoiding just dumping a face-to-face course online and keeping students informed.
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This document summarizes a presentation on videoconferencing given at the WCET Annual Meeting in San Antonio, TX on November 1, 2012. It discusses how Utah State University and the University of Utah College of Nursing use interactive videoconferencing (IVC) to deliver distance education programs. IVC allows them to reach students across multiple campuses. The University of Utah specifically uses IVC to deliver its PhD nursing program entirely at a distance. Both institutions discuss best practices for IVC classroom design and challenges with finding an affordable single solution for high-quality synchronous video and web conferencing.
The quality & richness of E-Education
This document summarizes an e-learning project that aims to create an environment for live online teaching and learning. The system allows teachers to conduct live video conferences with students and provide a digital library of learning materials and notes. It has features for user authentication, broadcasting lectures, accountability, and a chat application. The system provides advantages for both students, who can easily access materials and chat with teachers, and teachers, who can upload various file formats and use discussion forums. It requires an internet connection, technological sophistication to distribute audio and video, and staff support to operate. Potential future enhancements include supporting more subjects, email integration, and online exams.
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Chapter 8 Support materials and visualization for de
This document discusses various support materials and visualization techniques for distance education. It describes the key components of a distance education syllabus and interactive study guides. It then outlines best practices for graphic design in presentations, including using sans serif fonts, bold colors, and left justification. The document also discusses design elements like lines, shapes, space, texture, value and color. It introduces principles of design such as balance, center of interest, emphasis and unity. Finally, it explores word pictures, graphic organizers, and constructing visual analogies to improve learning for distance students.
Chapter 7 the student and distance education
This document discusses key considerations for distance education. It finds that self-discipline and flexibility are important traits for adult distance learners. The primary reasons students enroll are flexibility, academic achievement, and family responsibilities. Creating a collaborative classroom culture with clear expectations and protocols is important. Students must take responsibility for their learning, and instructors should understand students' characteristics. Communication methods and participation are also essential elements for success in distance education.
Chapter 6 teaching and distance education
This document discusses key aspects of teaching and distance education, including moving from teacher-centered to student-centered learning, the differences between distance learning and distributed learning, structuring instruction, instructional methods, using a course management system, policy issues, student support, and legal issues like plagiarism.
Chapter 5 instructional design for distance education
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
Research and Distance Education
Three key studies in distance education research are summarized:
1. James Finn advocated for a more professional and research-based approach to audiovisual fields.
2. Campbell and Stanley formalized applying the scientific method rigorously to education research.
3. Richard Clark showed how previous researchers violated guidelines for rigorous research.
Chapter 2 Definitions, History, and Theories of Distance Education
The document defines distance education and discusses its key components and theories. It notes that distance education provides learning opportunities using mass-produced courseware to a mass market. The theory of independent study discusses placing responsibility for learning on students and using various teaching methods and media. The theory of industrialization of teaching discusses rationalization and standardization of the teaching process. The theory of interaction and communication emphasizes the importance of interaction and emotional involvement between teachers and students for motivation and learning. The document also provides recommendations for distance education, such as using multimedia, feedback, and facilitating dialogue.
Foundation of Distance Education
This document discusses foundations of distance education, including definitions of distance education as serving various audiences through different media. It outlines Coldeway's Quadrants which categorize different types of education based on whether it is same-time/different-place, different-time/different-place, etc. The document also briefly mentions Richard Clark, Jim Finn, telemedicine applications, disruptive technology, and is authored by Angel Jones.
Distance Technologies
Distance technology refers to instruction delivered when the teacher and students are separated by distance. It uses various technologies like print, audio, video, or computers to deliver interactive content where students receive support and feedback from teachers. Distance technology has evolved from early synchronous technologies like video and audio conferencing to newer asynchronous methods including video and audio files, email, and CD-ROMs. It provides benefits like convenience, flexibility, effectiveness, affordability, and the ability to engage students through multiple senses and interactivity.
Chapter 12
This document discusses summative evaluation, which is used to make decisions about continuing the use of instructional materials. It describes the expert judgement and field trial phases of summative evaluation. The expert judgement phase involves analyzing the materials' congruence with organizational needs, content accuracy, instructional design, and feasibility of implementation. The field trial phase tests the materials' effectiveness with target learners and collects data on learner outcomes, instructor attitudes, and cost management. Summative evaluation aims to verify materials' effectiveness and impacts on learners, jobs, and the organization to determine whether the materials should be adopted or maintained.
Revising Instructional Materials
This document discusses revising instructional materials based on formative assessment data. It describes analyzing data from one-to-one trials and small group studies, including learner characteristics, responses, learning time, and post-test performance. Data should be summarized using tables showing item-by-item and learner-by-objective performance. Revisions are identified by examining objectives, pre/post-tests, instructional strategies, learning time, and implementation procedures. A template is provided to document proposed changes based on identified problems and evidence from the evaluation. The goal of revision is to improve areas where learners struggled and facilitate intellectual growth.
Designing and Conducting Formative Evaluation
The document discusses formative evaluation, which involves gathering feedback from learners to improve instructional materials. It describes a three-stage process for conducting formative evaluation: 1) One-to-one evaluation identifies obvious errors; 2) Small group evaluation tests effectiveness of changes and learners' ability to use materials independently; 3) Field trials determine if changes are effective and if materials can be used as intended. The goal is to refine materials through quantitative and qualitative data collection so they achieve desired learning outcomes when implemented.
Chapter 9
The document discusses the role of an instructional designer in developing instructional materials. It outlines several key points:
1. The designer determines the components of an instructional package, including instructional materials, assessments, and a course management guide.
2. Existing instructional materials can be evaluated based on criteria like content, learner needs, and technical quality to determine if they can be adopted or adapted.
3. The designer considers factors like available materials, production constraints, and instructor facilitation when selecting delivery methods and media.
4. The development process involves writing rough drafts, reviewing objectives and context, gathering existing materials, and conducting formative evaluations before finalizing instructional materials.
Developing an instructional strategy
This document provides guidance on developing an instructional strategy, including selecting a delivery system, sequencing content, considering learners' maturity and abilities, and including key learning components. It discusses clustering instruction based on factors like age, complexity of material, and time. The five learning components of instructional strategies are identified as pre-instruction activities, content presentation, learner participation, assessment, and follow-through activities. The relationship between these components and motivational design is also addressed. Guidance is provided on grouping learners and selecting media based on the requirements of the content and learners. The document advocates a lifelong learning approach to continually developing effective instructional strategies.
Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
Conducting a goal analysis
1. Goal analysis is a technique used to analyze a goal to identify the steps required to achieve it. It involves classifying the goal statement and identifying the major steps.
2. Educational goals describe the competencies, skills, and attitudes students will have upon completing a course or program. Educational objectives are shorter-term goals students will achieve within a course.
3. Gagne identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. His nine instructional events provide a framework for designing instruction based on the conditions needed for different types of learning.
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Technologies, the Internet, and Distance Education
- 1. Technologies, The Internet, and Distance Education Angel Jones
- 4. Taxonomy of Distance Education • Correspondence Study • Prerecorded Media • Two-Way Audio • Two-Way Audio with Graphics • One-Way Live Video • Two-Way Audio, One-Way Radio • Two-Way Audio/Video • Desktop Two-Way Audio/Video
- 5. Characteristics of an Effective Podcast • Single idea that can be explained verbally, or if necessary with audio and appropriate still or motion pictures. • Recorded event that is 3 to 10 minutes long. • Part of a series, with each single event related to others. • A learning object available in an electronic format that is easily played, most often as an mpg3 file. • Stored on a website or other Internet location for easy access. • Current and changed or updated frequently.
- 6. Selecting Technologies for Online Instruction Step 1: Assessing Available Instructional Technologies Step 2: Determine the Learning Outcomes Step 3: Identify Learning Experiences and Match Each to the Most Appropriate Available Technology Step 4: Preparing the Learning Experience for Online Delivery
- 7. Structure of the Internet Tier 1: Backbone Network and Internet Exchange Points Operated by major telecommunication carriers such as AT&T and or Sprint Tier 2: Reginal Network Operate backbones on a smaller scaled in the U.S Tier 3: Internet Service Providers Provide dial up or direct high speed access to the Internet at a local level Tier 4: Organizational and Home Networks Local area networks that interconnect computers within an organization such as a school, college, government agency, or company, and provide Internet access to individuals with those entities.
- 9. Web 2.0 Technologies • Blogging: Form on online journaling • Wikis: Space designed to be created and edited by groups of person • Podcasting: Recording and storing audio and video content on the Internet for downloading and playback. • Social Bookmarking: Add, annotate, edit, and share bookmarks of web documents • Social Networking: Online communication • Virtual Worlds: computer generated simulation dates b
- 10. Fundamentals of Teaching Online Avoid Dumping a Face to Face Course onto the Web. Organize the Course and Make the Organization and Requirements Clear to Students Keep Students Informed Constantly Think about Course Outcomes Test Applications, Not Rote Memory Integrate the Power of the Web into the Course Apply Adult Learning Principles with Nontraditional Students Extend Course Readings Beyond the Text Train Students to se the course website