The Teacher and Distance Education
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The powerpoint discusses distance education and instructional methods for online learning. It covers moving from passive to active learning, using technology as a tool for instruction, and providing student support through online resources and communication tools. Course management systems can offer web links, testing, discussions, announcements, grades, and a course calendar to facilitate distance instruction. The presentation addresses structuring online instruction, synchronous and asynchronous strategies, and some policy issues concerning distance education.
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This document introduces a learning design toolkit to help teachers create effective learning activities. It discusses the gap between the potential of educational technologies and how they are applied with good pedagogical principles. The toolkit guides teachers through articulating information needs to produce a lesson plan. It prompts them to consider pedagogical approaches, tasks, tools/resources, roles, and assessments for a learning activity. The document provides examples of linking these components, such as mapping a didactic approach to assimilative tasks and knowledge-based assessments. The toolkit can be used for guidance, mapping pedagogy to tools, repurposing activities, and researching new e-learning models.
Models
The document discusses instructional models and strategies that teachers can use. It describes three categories of instructional models: information processing models that emphasize data acquisition and problem solving; social/personal models that promote learning through social interaction; and behavioral models based on modifying behavior through feedback. Example models listed include direct instruction, concept development, guided inquiry, and collaborative learning. The document also discusses instructional strategies like questioning, grouping, and summarizing; and instructional processes of receptive, responsive, and reflective teaching.
Memory2009
The document discusses instructional models and strategies that teachers can use. It describes three categories of instructional models: information processing models that emphasize data acquisition and problem solving; social/personal models that are constructed to take advantage of social and interactive learning; and behavioral models based on modifying behavior through task feedback. Specific models mentioned include direct instruction, concept development, guided inquiry, synectics, collaborative learning, open-ended inquiry, and discussion. Direct instruction and advance organizers are strategies often used within the direct instruction model framework.
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This document discusses key aspects of teaching and distance education. It outlines a shift from teacher-centered to student-centered learning and explains the difference between distance learning and distributed learning. Distributed learning allows instructors, students, and content to be located in different locations so instruction can occur independent of place and time. The document also discusses structuring instruction, instructional methods like synchronous and asynchronous strategies, using a course management system, policy issues, student support, and legal concerns like plagiarism.
Basic Concepts in Distance Education
The document defines distance education as planned learning that occurs in a different place than teaching, requiring special course design, instruction techniques, communication technologies, and organizational arrangements. It then discusses different types of distance education institutions and programs before outlining the key components of a distance education system, including sources of knowledge, course design, delivery, interaction, learner environments, outcomes monitoring, and administration. Finally, it notes some of the benefits of distance education, such as increased access to learning resources, but also challenges like the work required of instructors, managers, and administrators.
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This document discusses assessment for distance education. It defines assessment as the process of obtaining information about learner progress and achievement. There are two main types of assessment: formative assessments which are designed to motivate learners and help them understand their progress, and summative assessments which are used as end-of-course tests to provide an overall report. Examples of assessment types include matching, multiple choice, objective, true/false, and long answer questions. The document also discusses assignments and the role of tutors in distance education to promote reflective thinking and support isolated learners.
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This document discusses internet-based distance education. It outlines how the internet allows educational material and distance learning to be delivered, allowing students to learn at their own pace and on their own schedule. It describes the tier structure of the internet and how tier 3 internet service providers are most important for distance education. It notes advantages like asynchronous learning from any location, but also limitations like emphasizing technology over content and difficulties adjusting to online models of instruction.
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The document discusses various tools that can be used to enhance distance education, including printed materials, PowerPoint presentations, and interactive study guides. It describes how printed lessons can convey content and assess learning, and how two types of instructor-created print media can significantly improve the distance learning environment. Interactive study guides are outlined as being structured to lead students through concepts using handouts that improve note-taking efficiency. Design principles for such study guides include identifying objectives, key words, narratives, and creating outlines.
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This document discusses instructional design for distance education. It covers objectives like instructional design, distance education, and the instructional design planning process. Some key points include: instructional design involves organizing and planning teaching at a distance; distance education includes engaging learners and materials in the instructional environment; and the planning process addresses issues like understanding learner characteristics and essential content that must be covered given time constraints. The document emphasizes that instructional designers must consider the learning environment, available resources, and appropriate technology use when designing distance education courses.
Distance Education Technology
Distance education technologies can deliver instruction through asynchronous or synchronous learning. Asynchronous learning allows for flexible access to materials like voicemail and email, while synchronous learning requires students to be available at the same time for live classes online. Distance education technologies provide learning resources to students separated by distance or time, and can transmit video and audio in different categories defined by transmission speed, such as low-speed analog, medium-speed digital, or high-speed compressed video.
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Andragogy and the theory of independent study are two important theories for distance education. Andragogy focuses on creating a supportive learning environment that encourages active participation and information tailored to the learner's needs. The theory of independent study emphasizes the learner's responsibility for their own progress through convenient learning in their environment using individualized teaching and different mediums of communication between the teacher and learner. Research on online teaching and learning looks at course and learner characteristics, outcomes, and institutional factors as well as the importance of interaction, motivation, reducing anxiety, and defining instructional design for distance education.
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Distance education is defined as institution-based education where the teacher and students are separated and interact through telecommunications technology. It has four key components: sharing data, voice and video; separation of teacher and students; being institutionally based; and using interactive telecommunications synchronously or asynchronously. Several theorists helped establish the foundations of distance education by focusing on industrializing teaching, learner autonomy, communication, and the diffusion of communication. Important early figures included Michael Moore, Otto Peters, Charles Wedemeyer, and Malcolm Knowles.
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This document discusses the history and theories behind distance education. It examines cognitivism, social constructivism, and behaviorism as theoretical foundations. Distance education has become a mainstream form of education, seen as an exciting concept. Theories of independent study focus on the roles of communication, teachers, learners, and information delivery. Cognitivism views the learner as an information processor. Social constructivism emphasizes creative experiences and personal interpretations in learning groups. Behaviorism sees the learner as passive and responding to environmental stimuli through positive and negative reinforcement.
Distance Technology
Distance technology uses various forms of technology and media to enable learning and teaching across distances. It allows for communication between instructors and distance learners through applications that deliver audio, video, and graphical content. Distance learning connects groups of learners who are separated, allowing them to interact and access resources remotely. It relies on technologies like telecommunications and classroom technologies to link distance learners and promote successful distance education through different media types.
CHAPTER 12 DESIGNING AND CONDUCTING SUMMATIVE EVALUATION
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The ADA was created in 1990 to protect and help people with disabilities from discrimination. It bans discrimination in hiring, firing, and training of employees by state and local governments. The ADA protects those with disabilities as well as those associated with disabled individuals from harassment or unfair treatment. Employers cannot screen applicants for disabilities before making a job offer unless the questions relate directly to job performance. The ADA defines disability as a physical or mental impairment that limits major life activities. It is enforced by several government agencies created to investigate discrimination complaints.
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Assistive technology includes equipment and devices that help people with disabilities and older adults use technology. It covers a wide range of categories including hearing impairments, physical impairments, speech impairments, and more. Assistive technologies range from low-tech to high-tech options and are used to support instructional practices and strategies for students with learning disabilities like ADHD, dyslexia, and dyscalculia. Examples include audio books, speech software, reading tapes, and graphics outlines.
CHAPTER 8 DEVELOPING AN INSTRUCTIONAL STRATEGY
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The Teacher and Distance Education
- 1. 2/26/2020Courtney Harris Power Point The Teacher and Distance Education POWERPOINT
- 2. Objectives – Distance Learning – Distributed Learning – Structuring the Instruction – Instructional Methods – Course Management System Benefits – Student Support
- 3. Teacher to Student Centered Learning – Passive to active learning – Competing to collaborating – Textbooks to customized materials – Lecture to coaching
- 4. Distance Learning vs Distributed Learning – Distance Learning comes from the concepts of distributed resources – Distributed Learning is an instructional model that will allow instructors with instructional model to allow to content in different location
- 5. Structuring the Instruction – Communicating with students – Respecting diversity – Prompt feedback – Active learning experiences – Collaboration among students
- 6. Instructional Methods – Synchronous Strategies - small and large group discussion – Asynchronous Strategies – problem-based learning and student discussion – Technology being used as a tool to deliver instruction – Instructional setting to dictate choices for instructional method
- 7. Course Management System Benefits – Web links – Testing resources – Discussion group – Announcement – Grade books – Course calender
- 8. Student Support – Equipment being available for students – Library and course resources for homework – Communication resources students using mailing technology – Computer software being available
- 9. Policy Issues – Academic Issues – Compensation and Support Issues – Qualification Issues – Faculty Issues
- 10. Summary – Students dealing with distance technology can used part in different categories where face-to-face meeting can come into place on how connection and technology can be used inside and outside of the classrooms. Technology in the classroom can be used video that can be seen to distance learners.