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Distance Education Based on Personal Servers. Experimental Pilot Project AS/JP1000 6.0 Elementary Modern Standard Japanese Group 6 Norio Ota Department of Languages, Literatures and Linguistics York University Toronto, Canada. Table of Contents. 1. Pros & Cons or Myths

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Distance education based on personal servers

Distance Education Based on Personal Servers

Experimental Pilot Project

AS/JP1000 6.0 Elementary Modern Standard Japanese Group 6

Norio Ota

Department of Languages, Literatures and Linguistics

York University

Toronto, Canada


Table of contents
Table of Contents

1. Pros & Cons or Myths

2. Purposes and Objectives

3. Climate & Environment

4. How to develop a course

5. Role of Servers

6. Implementation and Delivery

7. Instructional Materials

8. Model

9. Experimental pilot project

10. Feedback

11. Future

12. References

13. Contact


Pros cons or myths

Far and wide reaching

Omnipresence

Rich resources and information

Flexibility

Cost saving

Time saving

Staff saving

Independent and free

Impersonal

Undisciplined

Information overload and distraction

Lack of concentration

Less effective

Time consuming

Replacing staff with computers

Security concerns

Pros & Cons or Myths


Purposes objectives

Reaching out potential students in distance location where courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

Ensuring the integrity of instructions and amount of acquisition and learning, individualized instructions and feedback, and networking among students and faculty.

Purposes & Objectives


Climate and environment
Climate and Environment courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Internet

  • Technology

  • Resources

  • Hardware

  • Software

  • Trend

  • Cost

  • Future


How to develop a course
How to develop a course courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Content development

  • Conversion of instructional materials

  • Seek technical support

  • Web based course development

  • Develop personal servers

  • Experiment on various possibilities

  • Feedback from students

  • Identify potential students and sites

  • Find funding

  • Staff training

  • Implement a course

  • Follow-up comparative evaluation


Implementation delivery
Implementation & Delivery courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Examine viability

  • Identify tech support personnel

  • Set up servers

  • Develop a web-based course

  • Seek funding

  • Identify potential students, sites and contact personnel

  • Identify teaching staff

  • Offer orientation and workshop

  • Monitor constantly

  • Provide individual care and attention

  • Factor feedback into the curricula constantly

  • Assess and evaluate students’ acquisition and performance


Role of servers
Role of Servers courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • How to develop your own servers and why

  • Total control, freedom and independence

  • Comprehensive service availability

  • Uninterrupted access in time and space

  • Instantaneous posting and modification of instructional materials

  • Customization and individualization

  • Keeping abreast with new technology

  • Developing new types of materials and activities

  • Transportability of courses and materials

  • Modify materials with students’ feedback


Instructional materials
Instructional Materials courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Develop own materials

  • Choose commercially available software

  • Post static materials on the web

  • Add sound and video files

  • Create database

  • Develop dynamic and interactive materials

  • Develop testing and evaluation procedure with security


Model
Model courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Lecture: Video Conference (once a week)

  • Office Hours: Video Cam (designated period)

  • Communication: Chat, E-mail list (any time)

  • Oral skills: Class instructions (once a week)

  • Testing: In class (scheduled time)


Experimental pilot project as jp1000 6 0 elementary modern standard japanese group6
Experimental Pilot Project courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.AS/JP1000 6.0 Elementary Modern Standard Japanese Group6

  • Web-based instructional materials (text, video, audio)

  • Commercially available software, Kanji CD

  • Mix mode: lecture (video-conference) tutorial (legacy)

  • E-office hours: individualized assistance (video-cam)

  • E-community: Net Meeting, Chat, E-mail list

  • Personal log: student’s self-study report

  • On-line group work: conversation assignments (skits)

  • Cultural activities by a student club

  • In-class testing


Feedback
Feedback courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Students

  • Staff

  • Tech support

  • Institution

  • Funding

  • Achievement

  • Comparative study


Future
Future courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Continue and modify the course

  • Secure servers

  • Increase interactivities

  • Develop an advanced level course

  • Develop different types of courses

  • Package each course

  • Train teaching and support staff

  • Market the product


References
References courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

  • Ota, Norio (1996) ‘A Poor Man’s Server- A Key to Successful Transition in Computerization', Proceedings of The Foreign Language Education and Technology Conference III [FLEAT III]: Languages Resources Cultures, University of Victoria, Victoria B.C., 1998, 293-304.

  • _________(1998) ‘Is computing one of the biggest threats to academia? - bridging a gap between two subcultures’,Crossroads in Cultural Studies International Conference, Tampere, Finland.

  • New Brunswick Distance Education Inc. (2000) ‘The Design, Development and Delivery of Internet Based Training and Education, Industry Canada Report, Project # U5251-9-5325, The Centre for Learning Technologies.

  • Tele Education, NB (2001) ‘Learning on the Web’, http://teleeducation.nb.ca/content/lotw2001/index0.html.


Contact

Contact courses are not available or those who cannot afford attending regular classes due to employment or other circumstances.

Norio Ota

Coordinator, Japanese and Computing [Languages]

Department of Languages, Literatures and Linguistics

York University

4700 Keele Street

Toronto, Ontario M3J 1P3

Canada

Phone: (416)736-5016 x88750

Fax: (416)736-5483

E-mail: nota@yorku.ca

Web: http://buna.yorku.ca/


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