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DistanceLearningAMATYCACCESS2008 - PowerPoint PPT Presentation

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Who? What? When? Where? Why? How? Of Distance Education Before we start Who has taught on-line? Who uses the web in a traditional class? What are the biggest positives to teaching an online course? What are the biggest negatives? Interesting Facts

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Who what when where why how of distance education l.jpg

Who?What?When?Where?Why? How?Of Distance Education

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Before we start

  • Who has taught on-line?

  • Who uses the web in a traditional class?

  • What are the biggest positives to teaching an online course?

  • What are the biggest negatives?

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Interesting Facts

  • Last year, almost 3.5 million college students nationwide were taking at least one online course representing nearly 20% of all U.S. higher education students.

  • In Ohio, almost 50,000 students were taking at least one online course representing nearly 11% of all publicly educated Ohio undergraduate students.

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Why the

Increase in

Students in Distance Classes?

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Increase in Students in Distance Classes

Attributed to

enrollment growth,

shrinking public funding for higher education

student demand

need to improve access for non-traditional students.

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What are the

Types of

Distance Learning Classes?

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Types of Distance Courses

  • Totally online courses

  • Hybrid (or blended) courses where students meet part of the time with a faculty member and part time on their own using the web as a resource

  • Web-enhanced courses where faculty make use of the web for the posting of documents and online discussions

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What are sound Pedagogical Components of distance classes?

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Pedagogical Components

  • Best Practices for Online Education

  • Pedagogy for Online Education

  • Designing Online Content

  • Providing Feedback to Online Students

  • Active Learning

  • Student Collaboration

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Best Practices for Online Education

  • Implementing the Seven Principles: Technology as Lever

    • Follow-up on Chickering’s Seven Principles

  • Distance Education, Guidelines for Good Practice

    • 14 standards based on a survey of DL practitioners

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Good practice in undergraduate education:

  • Encourages contacts between students and faculty.

  • Develops reciprocity and cooperation among students.

  • Uses active learning techniques.

  • Gives prompt feedback.

  • Emphasizes time on task.

  • Communicates high expectations.

  • Respects diverse talents and ways of learning.

    (Chickering, 1987)

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Guidelines for Best Practice

  • Faculty must retain academic control

  • Faculty must be prepared to meet the special requirements of teaching at a distance

  • Course design should be shaped to the potentials of the medium

  • Students must fully understand course requirements and be prepared to succeed

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Guidelines (Continued)

  • Close personal interaction must be maintained

    • In real time (synchronously)

    • In virtual time (asynchronously)

  • Class size should be set through normal faculty channels

  • Courses should cover all material

  • Experimentation with a broad variety of subjects should be encouraged

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Guidelines (Continued)

  • Equivalent Research opportunities must be provided

  • Student assessment should be comparable

  • Equivalent advisement opportunities must be offered

  • Faculty should retain creative control over use and re-use of materials

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Guidelines (Continued)

  • Full undergraduate degree programs should include same-time same-place coursework

  • Evaluation of distance coursework should be undertaken at all levels

    American Federation of Teachers, 2000

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What are theCourse Design Components of distance classes?

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Course Design Components

  • Course Management System/ Authoring Platform

  • Course Content

  • Electronic Tools

  • Assessment Methods

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What is a

Course Management System?

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Course Management System/Authoring Platform

Course Management Systems provide an environment in which students may work on course materials within a curriculum. These environments provide tracking and data collection capabilities of registered users.

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  • WebCT & Blackboard (they have merged) (http://www.blackboard.com)

  • Ecollege (http://www.ecollege.com/index.learn)

  • Angel (http://www.angellearning.com/)

  • Moodle (http://moodle.org/)

  • D2L (http://http://www.desire2learn.com/)

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How do instructors

choose appropriate software packages?

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Software Choices

  • Course Management System chosen at College level

  • Additional Software chosen by department or instructor

    • MyMathLab

    • WileyPlus

    • Mathzone

    • Webassign, etc.

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First Criteria

  • Compatibility with MAC and PC

  • Browser check (Auto or manual)

    • IE7, IE8 or both

  • Software Check

    • Adobe Flash Player

    • Java

    • other

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User Friendly

  • For You

    • Content management

    • File control

    • Multiple sections

  • For Your Students

    • Easy to navigate?

    • Online tutorial?

    • Install Wizard?

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How Much Support for You and Your Students

  • Video Lectures

  • PowerPoint®

  • Online Textbook (ebook)

  • Online Homework

  • Online Discussion

  • Instructor-Student Communication

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Each Package has Strengths and Weaknesses

  • I use MyMathLab

  • Cynthia Young College Algebra (WileyPlus)

    • Plain language (talks to students)

    • “Go Tutorials”

  • Enhanced Web Assign

    • “only” an Online HW management system

    • supports every major publisher

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What are the

Types of Course Content used in

Distance Learning Classes?

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Course Content

  • Can be textbook specific or stand-alone

  • Consult courseware support site for training materials

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What are the

Types of Tools used in

Distance Learning Classes?

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Digital drop box

Electronic bulletin board

Electronic mail


Instant messaging

Interactive video






Print (textbooks, etc.)

Software tutorials



Threaded discussion



You Tube

Electronic Tools

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What are the Types of

Assessment Methods Used in

Distance Learning Classes?

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Let’s try a live


Using Windows

Live Messenger

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Assessment Methods

  • Traditional (in the classroom)

  • Online

  • Proctored

    • In Institution’s Testing Center

    • By arrangement with proctor (faculty member or supervisor)

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Using Technology to Assess

  • Create your own testswith MicroSoft ClassServer

  • Computer Generated Tests (example: Coursecompass.com)

  • Turning Points™ (instructor can ask any question, get a response from the audience then immediately display results in a PowerPoint presentation!  After data has been collected from the audience, data can be downloaded into Excel Word for further analysis, trend recognition and reporting.)

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How can you prepare to be a successful

Distance Learning Teacher?

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Prepare to Teach Online Successfully!

  • Find a mentor

  • Have a trusted colleague review your materials

  • Enroll in an online course or participate in online training

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Internet Resources

A website for TI-83 & Ti-84 Graphing Calculators:


A website for math "notes”: http://purplemath.com/

A website for Conics: http://britton.disted.camosun.bc.ca/jbconics.htm

Print your own Graph Paper (rectanglar, polar, logarithmic): http://www.mathematicshelpcentral.com/graph_paper.htm

A website for Derivatives: http://distlearn.amatyc.org

Math Type is a product for including mathematics notation in documents: http://www.dessci.com/en/products/mathtype/?t

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Internet Resources

  • Get a TI Calculator emulator:


    That one has lots of good help menus for Word, Excel, Powerpoint, and has the virtual TI as a download.

  • Math GV: http://www.mathgv.com/

    This is a free grapher. Have your students use this to create graphs to copy and paste into Word documents

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Free Resource on the Internet

  • A free graphing utility

  • http://www.padowan.dk/graph/

  • A resource for math teachers

  • http://www.mathbits.com/

  • Texas Instruments ready-made lessons

    • http://www.timath.com/

  • Video tutorials for algebra to calculus

    • http://www.hippocampus.org/

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    Questions?Contact InformationMary Beth [email protected] J. [email protected] [email protected]

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    Sharing Session

    • Homework

    • Projects

    • Course material delivery

    • Office hours

    • Communication

    • Class Participation

    • Books

    • All the other things that go in a math course