Module 5 Distance Education Kathleen Burnett, FSU Linda Smith, UIUC Harry Bruce, UW.

Module 5 Distance Education

Kathleen Burnett, FSU

Linda Smith, UIUC

Harry Bruce, UW

Outline

• Administrivia

- Volunteer Needed for Week 6

• Distance Education

- DEMO

• Instructional Design and Media

• Using Technology to Assess Performance

Outline

• Instructional Media

- Discussion Formats

- Preparing Exams

• TEACH Act

• Class Discussion

Volunteer Needed• We need a volunteer to demo the

Milestones software (10 min max) for the Grant Writing class next week

• Prior to the next class, for information on using the software contact:

Judie Mulholland

<[email protected]>

What is Distance Education?

• Distance Education (DE) is instructional delivery that does not constrain the student to be physically present in the same location as the instructor

• Historically, DE meant correspondence study


• Today, audio, video, and computer technologies are the most common delivery modes

• Emphasizes the gap in time and space between educators and their students, and focuses on the use of technology to bridge that gap


• Students and teachers maintain regular interaction through telephone, e-mail, or similar means

• When learners enroll in a DE course, they assume a high degree of individual responsibility for their learning

DE-related Definitions

• Media -- In the context of computers, media generally refers to: l) the objects on which data can be stored (e.g., disks, CD-ROMs), and 2) the form and technology used to communicate information – audio, video, graphic


• Multimedia -- refers to the use of computers to present concurrently, in an integrated manner, more than one medium -- text, graphics, video, animation, & sound

• Can present information in various ways to accommodate the various ways students learn


• Interactive multimedia – are defined as interactive when the audience has some control over the display or presentation

• Run from high interactivity, as with video games, to online forms, which give fewer options for user interaction (you simply fill in the blanks)


• Virtual classroom -- is a widely accepted interface metaphor for the growing volume of learning, collaborative, & administrative spaces used to deliver education across the Internet.

• There has been a long tradition of integrating technology into the classroom


• Web-supported course – Any face-to-face (F2F) course that uses a course website, including:

- Web-enhanced course. A F2F course that includes a course website as a supplemental resource; does not require students to access materials or participate in activities via the website

DE-related Definitions- Web-required course. A F2F course

that requires students to access materials and/or participate in activities via the website

- Web-exchange course. A F2F course that requires students to satisfy a

specified number of contact hours via the website


- Online course. Any course offered via the Internet -- no F2F requirement

- Distance course. A course offered through a distance program; generally web-based but may have some F2F requirements

Teaching at a Distance

• DE involves more than replicating an existing course

• It requires a different approach -- one that focuses less on the amount of time students spend together, and more on facilitating a community & designing activities for students to work individually

DE Courses

• All of the material must be prepared prior to the beginning of the course

• Teaching a DE course requires a large amount of planning

DE Courses

• The interaction between instructors & students changes dramatically in a distance learning environment

• Instructors may find that they need to revise their teaching methods and materials in response to this changed teaching context

DE Courses

• Evaluation and assessment are complicated by the lack of F2F interaction between instructors and students

Who are Distance Learners?

• The audience for DE include a wide variety of people of diverse backgrounds, including:

- Adults returning to college

- First-time university students

- Mid-career professionals seeking

continuing education

Who are Distance Learners?

- Workers requiring a credential to make

job change possible

- Students with physical or learning

disabilities

- Geographically isolated students

Features of DE Courses

• DE courses have several important features in common:

- Clear learning objectives

- A comprehensive introduction to the course

- Materials and resources that provide the course content

Features of DE Courses

- A series of individual lessons, each

containing an assignment/exercise; &

- At least one final assessment

Approaches toInstruction Design

• Two main approaches to instructional design: behaviorism vs. constructivism

• Not mutually exclusive

• Deciding which one to use depends on the needs and inclinations of learners, the content to be communicated, and your preference as an instructor

Approaches toInstruction Design

• The kind of approach used will affect:

- how the course is structured

- the relationship between instructor and learners

- the range and type of activities, &

- the assessment methods

Types of Instructional Media

• Real objects and models

• Printed text (books, handouts, worksheets)

• Printed visuals (pictures, photos, drawings, charts, graphs)

• Display boards (chalk, bulletin, multipurpose)

• Overhead transparencies

Types of Instructional Media

• Slides and filmstrips

• Audio (tape, disc, voice)

• Video and film (tape, disc)

• Television (live)

• Computer software

• World Wide Web

Cone of Experience• Organizes learning experiences according

to the degree of concreteness

• Bottom hands-on experiences, tend to hold student attention longer and involve greater participation

• Top more abstract; tends to be passive, suitable for large amounts of information

Why Use Media in Instruction?

• Gain attention

• Recall prerequisites

• Present objects to the learners

• Present new content

• Support learning through examples and visual elaboration

Why Use Media in Instruction?

• Elicit student response

• Provide feedback

• Enhance retention and transfer

• Assess performance

Instructional Design for DE Courses

• Is distinct in at least four important ways:

1) mediated -- the capabilities and limits of the technology used to develop

and deliver the course influence course content and structure


2) collaborative -- course development is a joint effort among professionals with diverse skills, including content expertise, instructional design knowledge, technical skills, and administrative acumen


3) formatted -- distinct course formats structure content and interactions differently; and

4) learner-centered -- learners exercise their own initiative in their interactions with the course materials, instructor...

Instructional Tools of a Course Website

• Blackboard

• WebCT

• Post class material, organized as

- Class Announcements

- Course Documents

- Staff Information


- Assignments

- Resources

• Enable asynchronous activities and access with built-in communication and student tools:

- E-mail sender

- Threaded Discussion Board


- Class Roster

- Student Homepages / Group Pages

- Virtual Classroom

- Digital Drop Box

- Check Grades

- Class Statistics

DEMO

Using Technology to Assess Performance

• Measuring Student Understanding: How will you determine whether your learning objectives have been met?

• This performance process is known as assessment, which includes testing, evaluation, and grading


• The act of administering a test (any type of event that requires that someone demonstrates some aspect of knowledge or skill) is assessment

• The process of assessment refers to the process of measuring knowledge or skill


• Evaluation refers to how a particular measurement compares to some standard, which may or may not be clearly articulated

• A grade is merely a label — which may or may not be accompanied by explanatory criteria — representing a given evaluation


• A grade is intended to communicate how well a learner has performed, most typically in comparison to someone or something else

• Learners can be assessed before, during, or after an educational experience

Assessing at a Distance

• Collaboration at a Distance

• Anxiety Levels

• Feedback

• Procedures

• Timely Examinations

Media Used to Enhance Presentations

• Chalkboard / Whiteboard

• Overhead Projectors

• LCD Projectors

• Video or Film

Interactive Media: Advantages

• Better learning and retention

• Addresses different learning styles and preferences

• Effectiveness across learning domains

• Realism

• Motivation

Interactive Media: Limitations

• Limited modalities

• Limited imagination

• Equipment requirements

• Start-up costs

• The entertainment value might outweigh the education value

Guidelines for Instructional Media

• Visual aids should augment the presentation; they are not meant to be the entire presentation

• It is important to be able to teach without them -- instructional aids may arrive late, or not arrive at all; something may go wrong or break down


• It is imperative that all instructional media are previewed before they are used in class; this will familiarize the instructor with content and structure, and avoid mix-ups have occurred


• Visuals are best kept simple, with minimal wording

• They should always be readable from a distance

• The audience’s line of vision should not be obstructed


• Visual materials should be displayed only when the instructor is ready to use them and should be removed when the instructor is ready to talk about something else

• Effective instructors talk to students, not the visual aids


• Effective instructors talk to the students, not the visual aids

Repurposing Content

- Does the style in which the materials were originally written match the

requirements of distance learning audiences?

- Are the materials currently available in electronic format or will extensive reformatting (conversions, scanning, etc.) be required?"

Repurposing Content

• Ross outlines several key approaches to modifying existing materials:

- Modularization

- Bracketing

- Differentiating

- Formatting

Discussion Formats

• There are four primary formats used for academic discussion purposes

• They are:

- In-Class Discussion -- This is the classroom discussion you are all familiar with

Discussion Formats

- Email via a Listserv - This is a discussion conducted via email where the messages are automatically sent out to all participants who are rregistered on the list

Discussion Formats

- Threaded Discussion on the Web - This is a discussion that appears to be similar to email, but the messages are posted on a specific web site

Participants must log in to that site to receive or post any messages

Discussion Formats

- Live Chat - This is a discussion that is done on-line, but all participants are

logged in at the same time. The messages appear as a running commentary in text.

The Discussion Forum Matrix

Synchronous Discussions

• In class and live chat have the following disadvantages:

- Participants must have the same schedule

- Discussions tend to be dominated by the students who are quick with

words;

Synchronous vs. Asynchronous

• The communication terms “synchronous” and “asynchronous” explain the extent to which a university course is bound by place and/or time

• Synchronous communication emphasizes a simultaneous group learning experience where the Instructor and students communicate in “real time”


• The communication terms “synchronous” and “asynchronous” explain the extent to which a university course is bound by place and/or time

• Synchronous communication emphasizes a simultaneous group learning experience where the Instructor and students communicate in “real time”


• Media used for synchronous communication include interactive audio, video, and online “chat rooms”

• In asynchronous communication, the instructor and students participate at different times


• Asynchronous communication offers a choice of where and when students access learning

• An example would be a web-based course in which the instructor posts a lecture and assignments on the Internet


- The flow of the discussion is often controlled by the teacher

- The organization of the discussion is linear by necessity

- Only one topic can be covered at a time


- Only one voice can be heard at a time

- Individuals who with severe communication impairments cannot keep up with speaking students

Asynchronous Discussions

• Threaded discussions / email via listservs have the following advantages:

- It is possible to have multiple topics discussed concurrently

- Students' contributions can be organized by topic


- Students can retain the discussion messages and review them later

- These discussions encourage participation from more of the students

- Contributions tend to be more thoughtful and more detailed than in class discussions

Asynchronous Discussions- Individuals with severe communication impairments can participate equally by taking more time to compose their contributions

- The more data an instructor wishes to transmit -- whether the data is text, sound, pictures, or all three -- the higher the bandwidth must be


- The insufficient availability of bandwidth for everyone makes real time instruction impractical

Personal Interaction

• In-class discussions can have some distinct advantages and disadvantages.

• Advantages:

- Eye contact

- Facial expressions, body language

- Ideas can be demonstrated

- Objects, tools can be shown


- No set up necessary; can "wing it“

- No tech support necessary


- No set up necessary; can "wing it“

- No tech support necessary

• Disadvantages:

- Participants must come to one location at one time

- Web resources are harder to utilize effectively

Using the Web to Teach

• If you simply want to enhance your F2F course by using the Web, there are two major uses – (i) to make course content available to students and (ii) for online activities

Making Course Content Available to Students

• Post materials on your course website for students to view or print

• Connect students with material for other websites

• Post information on the Announcements page

• Receive and return assignments

Using for Online Activities

• Discussion Board

• Group Pages

• Send E-mail

• Virtual (Online) Chat

Planning for Web-based Learning

• In the Web environment, answers to the following questions are needed:

1) What components will enhance teaching and learning?

2) What components will save time by being posted for students to access online

Examples of Possible Course Website Components

• Course Syllabus

• Staff Information

• Student Information

• Course Calendar

• Assignments and Activities

Examples of Possible Course Website Components

• Course Documents

• Lectures

• Communication Tools

• Student Tools

• Assessment Tools

Preparing Exam Instructions

• Effective exam preparation lessons include:

- An introduction: address learners in a personal and encouraging manner, summarizing the lessons and course materials


- Description of exam conditions: provide information about the conditions of the exam (e.g., time limit; use of books/ notes; what students are required to bring or use; how many points are possible for the exam, and/or what percentage of the course grade the exam comprises


- Tips on how to prepare: describe how they can use course materials to evaluate their knowledge and review; suggestions on how to get the most out of your commentary; and instructions to reread comments on their graded assignments.


• Sample questions and answers: model appropriate answers to exam questions in order to make clear to learners what you expect of them

This could take the form of a sample exam Q&A, or an entire sample exam (with answers)


• Summary: help learners stand back and look at where all their hard work has gotten them

End your exam preparation lesson with a paragraph that summarizes what they've learned to date in the course

Design Tips for Exams

• Learning objectives for the course: As outlined in your course introduction, objectives focus on what the student will know or be able to do as a result of the course

All test items should clearly relate to one or more of these objectives


• The types of questions in the assignments: Exam questions should mirror assignment formats

For example, if written assignments are primarily made up of essay questions, you should primarily use essay questions on the examination


• Length of time available: Proctored examinations should last no more than two hours, as learners may have difficulty finding proctors for a longer period

Possible network connection difficulties, eye strain, and body fatigue mean that online tests should be as short as possible

Design Tips for Online Exams

• Learning objectives for the course: As outlined in your course introduction, objectives focus on what the student will know or be able to do as a result of the course

All test items should clearly relate to one or more of these objectives


• The integrity of the examination process: Create two versions of each examination

Many instructors vary their exams by rearranging the sequence of questions or changing key pieces of data in particular questions rather than writing completely distinct versions


• Readiness for the exam: Create an exam preparation lesson to serve as a point at which learners can stop and reflect on what they've learned

You can use the preparation lesson to congratulate and encourage your students


Reiterate the tools for study they have at hand, and provide additional tools -- such as sample exam questions and questions that will encourage self-review

TEACH Act

• Benefits:

- Expanded range of allowed works

- Expansion of receiving locations

- Storage of transmitted content

- Digitizing of analog works

TEACH Act• Duties of IT Officials:

- Limited access to enrolled students

- Technological controls on storage and dissemination

- Interference with technological measures

- Limited temporary / long-term retention of copies

TEACH Act• Duties of Instructors

- Under academic freedom, most faculty members are responsible for their own courses

- Issue: selection of content from among copyrighted works that an instructor is seeking to use without permission from the copyright owner

TEACH Act

- Works explicitly allowed / excluded

- Instructor oversight

- Mediated instructional activities

- Converting analog materials to digital format

TEACH Act Guidelines

1) Avoid use of commercial works

2) Avoid use of pirated works

3) Generally limit use of works to an amount and duration comparable to what would be displayed or performed in a live physical classroom setting

TEACH Act Guidelines

4) Supervise the digital performance or display

5) Use software tools provided by the university to limit access to the works

6) Notify the students that the works may be subject to copyright protection

The Future

• The future of online learning lies in the further integration of multimedia platforms

• Multimedia is both an evolution and a convergence of technology

• Computing, television, printing, and telecommunications are all converging

The Future

• As the costs of communication technologies decrease, it is likely that an entire infrastructure can be built – and accessed – by most people in the developed world

Discussion Questions

Module 5 Distance Education Kathleen Burnett, FSU Linda Smith, UIUC Harry Bruce, UW.

Documents

course website

exchange course

facetoface f2f course

webenhanced course

distance program

time students

website web

f2f requirementsteaching