Who Wants to be

Millionaire

Goals of the Presentation

To introduce emerging technologies in distributed learning environments

To discuss implications of investment in distributed learning and emerging technologies

To discuss the role of distributed learning in the education of the future

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Which of the following is not a technology suited for distributed learning?

A. Computer-supported collaborative learning (CSCL)

B. Multimedia/Hypermedia

C. Experiential Simulation D. Morse code

Computer-supported collaborative learning

(CSCL), multimedia/hypermedia,

and experiential simulations are all forms of

technology being developed for use in distributed learning

environments.

CSCL includes technologies for communication within groups,

structure for group dialogue and decision making and facilitating

collective activities. This includes the formation of virtual

communities. “Such telepresence enables mentoring across distance and provides a social context that motivates

and reinforces learning.” (Dede, 1994)

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For what can CSCL be used?

D. All of the above

A. To perform work-related tasks

B. To support interaction among students

C. To develop a shared mental model among

students

CSCL has many applications including

Collaborative Visualization Project

(CoVis), Distant Mentor Project, Teaching

Teleapprenticeships, and Classrooms with

Electronic Walls.

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Some students are attracted to CSCL because of what can be gained through collaboration. What are some of the “capital” gains of virtual communities?

A. Social network capital

B. Knowledge capital

C. Community capital

D. All of the above

Distributed learning is still seeking a balance between

direct and virtual interaction. We can

expect a variety of social inventions to emerge that provide the best of both worlds and incorporate

CSCL into other DL applications.

Multimedia and Hypermedia are learner-controlled

interactive technologies. Users can tailor

presentations by selecting paths through the material

customized to their interests. Learners of various styles (visual,

auditory, etc) will be able to chose how to view the

material to best suit their needs.

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What is the underlying learning model for multimedia/hypermedia?

A. Learning-by-doing B. Learning-by-osmosis

C. Learning-by-letting somebody else do all the work

D. Learning-by-sitting back and watching

Experiential simulations range from models that mirror the simplified essence of reality to elaborate synthetic environments with immersion interfaces that place students

inside alternate virtual worlds. Simulations can provide a learning experience for a single student or can involve multiple

students interacting in a distributed virtual environment. Their content can reflect real phenomena made less complex to enhance

understanding or can embody virtual universes that operate on different physical

and social principles than those of our world. (Dede, 1996)

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Which is not a positive psychosocial dynamic of virtual environments ?

A. Disinhibition – learners are not afraid to ask “dumb”

questions

B. Disinhibition – usually polite people tend to “flame”

more at others

C. Fluidity of identityD. Trial and error

reflection

The sky really is the limit in terms of the possibilities for new

technology in distributed learning.

However, as Hawkins (1999) states, “The educational opportunities that

the new technologies afford are exciting and technically feasible, but institutions face significant obstacles

that need to be addressed before such opportunities can be made

operationally feasible.”

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Which of the following is not an institutional challenge to the implementation of large-scale distributed learning?

A. Library access B. Faculty workload

C. Intellectual property D. Lack of parking

Library access, faculty workload and intellectual property

are all challenges that institutions must

consider before entering the business

of distributed learning.

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Again, which is not institutional challenge to the implementation of large-scale distributed learning?

A. Financial Aid B. Pricing

C. Technological Infrastructure

D. Cafeteria food

Financial aid, pricing, and technological

infrastructure are also institutional challenges

that must be faced before developing a distributed learning

program.

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What is the estimated cost of supplying every American student with continuous access to high performance computing and communications?

A. $50-$200 million B. $50-$200 billion

C. $50-$200 trillion

D. $50-$200 bazillion

Soon, virtual communities will be as much a part of

education as textbooks. All teaching will have some attributes of distributed

learning.

Points to Ponder

You will now have a chance to discuss in a small group setting some of the issues surrounding the future of distributed learning.Within your group:

The person whose first name is first alphabetically will record thoughts.

The person whose birthday is closest to today will present your ideas to the whole group.

You will have 7 minutes before returning to the large group.

Points to PonderWhat do you envision for the future of DL as it applies to you? Describe your dream for the future.How do we (or should we) justify spending in technological infrastructure given the current climate of cutbacks and restraint?In this class, we are preaching to the choir. What do you see as obstacles to the development of DL environments? How do you plan to “sell” DL to the “non-believers”?

ReferencesBarone, C.A., and Luker, M.A. (1999) The role of advanced

networks in the education of the future. Educom Review, Nov/Dec 34(6), pp44-50.

Dede, C. (1998). Casting a wider net: Investing in distributed learning. Multimedia Schools, Mar/Apr 5(2), pp10-12

Dede, C. (1996). Emerging technologies in distance education for business. Journal of Education for Business, Mar/Apr 71(4), pp197-204.

Hawkins, B. (1999). Distributed Learning and Institutional Restructuring. Educom Review, Jul/Aug 34(4), pp12-18.

Heiens, R.A., and Hulse, D.B. (1996) Two-way interactive television: An emerging technology… . Journal of Education for Business, Nov/Dec 72(2), pp74-77.

Palloff, R.M. and Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco, CA: Jossey-Bass Inc.

Savage, A.R. (1999) Assuring quality distance learning programmes: The emergence of a new faculty. Higher Education in Europe, 24(2), pp209-211.