Best Practices for Distance Education Fortune Telling : The Future of Distance Education

1. Best Practices for Distance Education Fortune Telling: The Future of Distance Education The next “killer app” or “flash in the pan?” Michael Simonson, Ph.D. Program Professor Instructional Technology and Distance Education Fischler School of Education Nova Southeastern University North Miami Beach, FL

2. The Future of Distance Education

3. Distance Education---the past?Maybe the present?

4. Remember Him?

5. www.nova.edu/~simsmich

7. Our Agenda • Status of Distance Education today • Who is getting into DE • Myths and misconceptions • Distance Education – What do we really mean? • Transforming your organization

8. Remember Him?

9. MISSION STATEMENTS: Quality, Flexible, Up-to-date

10. Definition of Distance Education Institution-based formal education where the learning group is separated, and where interactive telecommunications systems/media are used to connect learners, resources and instructors (Simonson, 2009) Encyclopaedia Britannica’s Definition

13. Categories – Sloan-C

14. The Status of Distance Education or Who is Getting Into Distance Education?

16. Worldwide Reach of Moodle Open Source Course Management System

17. Critical MassWhen an innovation “takes off on its own.” Critical Mass

23. Myths and Distance Education The term "myth" is often used colloquially to refer to a false story!

24. Teacher (Instructor) as Skeuomorph Skeuomorph

25. Make Distance Classes as Close to Traditional Classes as Possible Nope!

26. Equivalency Theory of Distance Education "The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."

27. Distance Education is Different Nope

28. Distance Education will replace Traditional Education Nope

29. Teaching Face to Face Instruction Distance Delivered Instruction Categories

30. Distance Education has Little or No Research Nope

31. Best Practices • U-M-T Design Approach • Logical and Intuitive Organization • Multimedia Use to Present Content • High Quality Production Standards • Content-Rich DesignMultiple Options • Meaningful, Quick and Meaningful Interaction • Self Pacing Apparent • Continuous Evaluation and Revision

32. Indicators of Concern • Dual tracks – distance learners and traditional • Dual populations • Dual evaluation systems • Standardized courses • Duplication of traditional courses • Failure to apply Equivalency Theory • Poor Institutionalization • Many drop-outs • Many complaints

33. Indicators of Quality • A clear mission statement • Faculty oversight and input • Support ~24/7 • Clear plans for the future • Rigorous Evaluation

34. Transform Your Organization: 8 Steps (Kotter, 1999)