Doing distance education                  (and engaging              e-learners in the process)
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Doing distance education (and engaging e-learners in the process) SOITA 2005 Announcements - Books 4th R petition/resources Growing by Degrees- Higher Ed (Sloan Consortium) Keeping pace with K-12 Online learning (NCREL/Learning Point)

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Doing distance education (and engaging e-learners in the process)

SOITA 2005


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  • Announcements - e-learners in the process)

  • Books

  • 4th R petition/resources

  • Growing by Degrees- Higher Ed (Sloan Consortium)

  • Keeping pace with K-12 Online learning (NCREL/Learning Point)

SOITA 2005


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Goals e-learners in the process)

Goal 1-

Understanding audience

Goal 2-

Planning for disted, e-learning

Goal 3-

Creating online Community


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Goal 1: e-learners in the process)

e-Audience

Who are the e-learners and distance ed customers?


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Education is now a buyer’s e-learners in the process)(rather than a seller’s)market.


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Distance + education + accounting e-learners in the process)


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Local and disted merge; virtual and physical space merge e-learners in the process)

Vast, varied market

Adding value becomes everything

Attitude becomes the aptitude

Local educators need help to compete

MARKETPLACEImplications


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MARKETPLACE IMPLICATION e-learners in the process)1 Everything merges

The Basics

  • Atoms to bits

  • Buyer flexibility

  • Expanded audiences

  • Competition vs. cooperation

  • Hybrid education

  • Blended learning


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#5: Design blended spaces e-learners in the process)

Architectural Space Consideration #5

Design learning environments that blend the real and virtual, local and distance learning.


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MARKETPLACE IMPLICATION e-learners in the process)1 Everything merges

Steps toward merger:

Separation

Complement-arianism

Competition

Merging, unifying, blending

Separation with cohabitation


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MARKETPLACE IMPLICATION e-learners in the process)2 Vast, varied market

Distance education market is vast, varied, & ripe for develop-ment


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MARKETPLACE IMPLICATION e-learners in the process)2 Vast, varied market

Buyer’s market

geographically challenged

schedule challenged

NCLB challenged

improved/ augmented offerings

world of experts, opportunities


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MARKETPLACE IMPLICATION e-learners in the process)2 Vast, varied market

Buyer’s market

6. avoiding or reinforcing influence/content

7. maintaining life-style/culture

8. incarcerated, expelled

9. escape tracking

10. sick, home or hospital bound

11. traveling athletes, musicians


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MARKETPLACE IMPLICATION e-learners in the process)2 Vast, varied market

Buyer’s market

13. parking

14. media motivates

15. anxiety reduction (better personal fit)

16. “deliberate extended community”

17. learning in more global context

18. connecting work to world


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Buyer’s market e-learners in the process)

  • expanded offerings

  • buyer in charge

  • everyone’s shopping

  • parking problems disappear...

  • adding value is everything

Review…


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IMPLICATION e-learners in the process)- 3 -Adding value

Local and disted merge; virtual & physical space merge

Audience expands

Adding value becomes everything

How do you add value?

By offering what others don’t, can’t or won’t…


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IMPLICATION e-learners in the process)- 3 -Adding value

What value do you offer the student/ customer?

  • a name?

  • expertise?

  • community?

  • superior content?

  • superior support?

  • fun?

  • low cost?


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IMPLICATION e-learners in the process)- 3 -Adding value

What value do you offer the student/ customer?

  • competency recognition?

  • flexibility?

  • personalization?

  • web space?

  • free/cheaper computer?

  • blender?


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Education is now a buyer’s e-learners in the process)(rather than a seller’s)market.


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Goal 2 e-learners in the process)

Planning

seeing the parts so you can put it all together…


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Pause- e-learners in the process)

Quick look at NEA online education standards

Finding out what you already know…


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Step 1 e-learners in the process): Determine steps in traditional ed

Step 2: Determine how to meet these in disted

Step 3: Determine unique needs, processes of disted

Step 4: Determine how to meet these needs

BEWARE ASSUMICIDE!

DISTED PLANNING

- four steps -


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Pause - A word about expectation management… e-learners in the process)

  • E-learning is not necessarily:

    • cheaper (compared to?)

    • easier

    • more fun

    • better/inferior


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Activity 1: BRAINSTORM ACTIVITY e-learners in the process)

What does it take to take a course?


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Comparing/contrasting steps in “taking a class” conventionally and via disted or e-learning methods

Tip: Teach the unfamiliar in terms of the familiar…

Focus here right now…


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What’s it take to take a course? conventionally and via disted or e-learning methods

  • Step by step-

  • Finding out about the course

  • Inquiring about pre-requisites

  • Registering/paying for the course

  • What else? Let’s write them down…

Beware assumicide…


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  • Your task: conventionally and via disted or e-learning methods

  • Get into groups of 2-4

  • Each make your own table (paper or digital) comparing “traditional/ onsite” with “disted/e-learning”

  • As a group, deconstruct steps in taking a traditional onsite course. Put list of activities on left side

  • Leave right half of paper blank (for later activity)

  • Everyone keeps own list!

BRAINSTORM ACTIVITY

What does it take to take a course?

= 15 minutes


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Comparing/contrasting steps in “taking a class” conventionally and via disted or e-learning methods

Tip: Teach the unfamiliar in terms of the familiar…

Focus here right now…


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  • Activity #1, continued: conventionally and via disted or e-learning methods

  • Get out your “taking a course” list of activities

  • Annotate, modify, add to your list as I go through presentation (on left side of T list)

  • Continue to leave right half of T list blank (for later activity)

  • Everyone keeps own list!

“WORK ALONG WITH ME” ACTIVITY

What does it take to take a course?

=

as long as it takes


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Learn about course

  • Inquire about course

  • Get advising:

    • programmatic: counselor

    • course specific: instructor

    • entry level tech skills: library?

    • parents (family members)


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Register and pay for course (fees?)

  • Get materials/access:

    • books, videos

    • email account, web space

    • pig hearts

Anywhere else it’s called customer service!


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Connectivity:

    • cable access?

    • studio access?

    • web access? fast enough?

    • audio conference? $access?


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Instruction/learning approach:

    • seminar?

    • lecture?

    • team projects?

    • independent study?

    • learning partners?

    • family members?


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Communication with teacher:

    • office hours

    • unscheduled help

    • submit homework

    • receive assessed homework

    • contest grade, ask questions


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Communication w peers/students:

    • team members, learning partners

    • social visitation

  • Conduct Research:

    • library access?

    • web materials?

    • article reprints?


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Taking tests/submitting portfolios:

    • proctoring

    • authenticity

    • equity in special arrangements

    • portfolios - paper? web?


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Administrivia:

    • returning materials

    • getting grades

    • getting refunds

    • getting transcripts

    • etc.


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Elements of Dist(ed) conventionally and via disted or e-learning methods

Student perspective...

  • Evaluation of:

    • teacher

    • materials

    • process

    • technology

  • Evaluation by:

    • - students, parents, school, sponsor


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Activity 1 Closure: Reporting in conventionally and via disted or e-learning methods

WHAT DID I MISS?


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  • Together: conventionally and via disted or e-learning methods

  • I facilitate whole group debrief of things I didn’t mention

  • Add these to your list

  • I’ll add them to mine

Activity #1 Closure: Reporting in

What did I miss?

= 15 minutes


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ACTIVITY #2: BRAINSTORM conventionally and via disted or e-learning methods

Now, how do we do it at a distance?


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  • Activity #2: conventionally and via disted or e-learning methods

  • Get back into groups of 2-4

  • For each traditional activity of “Taking a course” on left side, brainstorm its disted equivalent on right side

  • If you find things unique to disted, jot them down for next exercise!

ACTIVITY #2: BRAINSTORM

Meeting traditional needs of disted students?

= 15 minutes


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ACTIVITY #2: BRAINSTORM conventionally and via disted or e-learning methods

Comparing/contrasting steps in “taking a class” conventionally and via disted

Tip: Teach the unfamiliar in terms of the familiar…

Now focus on distance ed, e-learning equivalents…


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ACTIVITY #2: REPORTING IN conventionally and via disted or e-learning methods

Let’s hear some highlights


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  • Activity #2, reporting in: conventionally and via disted or e-learning methods

  • In large group, pick 3-5 “taking a course” elements & tell how you addressed these for disted

  • Add new items to your list that you hear from others

  • I will add them to mine

Activity #2 Closure: Reporting in

Let’s hear some highlights

= 15 minutes


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Activity 3: BRAINSTORM ACTIVITY conventionally and via disted or e-learning methods

Unique needs of disted? How to meet them?


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Step 1 conventionally and via disted or e-learning methods: Determine steps in traditional ed

Step 2: Determine how to meet these in disted

Step 3: Determine unique needs, processes of disted

Step 4: Determine how to meet these needs

BEWARE ASSUMICIDE!

DISTED PLANNING

- four steps -


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  • Your task: conventionally and via disted or e-learning methods

  • In groups, list and discuss any needs, processes you can identify that are unique to distance education…

  • Then talk about ways to meet these…

  • I will lead the group in debriefing about your findings…

BRAINSTORM ACTIVITY

Identifying, meeting unique disted student needs

= 30 minutes


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Steps 3 & 4: differences? conventionally and via disted or e-learning methods

Student perspective...

  • learning approach

  • discipline needed

  • scheduled vs. self-paced

  • technological dependence

  • home support


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Steps 3 & 4: differences? conventionally and via disted or e-learning methods

Student perspective...

  • course equivalencies

  • accreditation

  • advising

  • teacher certification


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Faculty concerns conventionally and via disted or e-learning methods

Faculty perspective...

  • changing approach

“I wouldn’t mind change so much if it didn’t require doing things differently…”


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Steps 3 & 4: differences? conventionally and via disted or e-learning methods

Faculty perspective...

  • changing approach

  • quality

  • time needed

  • cheating/authenticity

  • converting materials/new techniques

  • tech support, skills

  • consumerism vs. scholarship


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Time check… conventionally and via disted or e-learning methods

What’s left?


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Faculty needs? conventionally and via disted or e-learning methods

How do we help faculty “go the distance?”


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Teachers & staff need: conventionally and via disted or e-learning methods

The 4Ts:

  • Technology

  • Tech support

  • Time

  • Training

What training?


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Teachers & staff need: conventionally and via disted or e-learning methods

OIL training:

  • Operation

  • Integration

  • Leadership


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Teachers & staff need: conventionally and via disted or e-learning methods

Focus on Integration:

  • Operation

  • Integration

  • Leadership


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Teachers & staff need: conventionally and via disted or e-learning methods

Focus on Integration:

“ACT” of integration

Assimilation

  • Operation

  • Integration

  • Leadership

Creation

Transformation


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Teachers & staff need: conventionally and via disted or e-learning methods

OIL training:

  • Operation

  • Integration

  • Leadership

What’s the incentive?


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Teachers & staff need: conventionally and via disted or e-learning methods

CARE incentives:

  • Compensation

  • Assistance

  • Recognition

  • Education


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If we had time… conventionally and via disted or e-learning methods

  • you would synthesize notes, table of info

  • develop detailed plan for approaching online/disted at your institution

  • peer review plans

  • present them to the group

- workshop -Goals - part 1 -


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Rule 1: conventionally and via disted or e-learning methods

Determine how to meet disted needs that are equivalent of traditional needs

Rule 2:

Determine unique needs of disted, how to meet them

DISTED PLANNING

- two rules -


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Coffee conventionally and via disted or e-learning methods

break

time…

Back in 15…


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Fun break ! conventionally and via disted or e-learning methods


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Alaska’s place in world conventionally and via disted or e-learning methods

A distance education perspective...


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Alaska’s place in world conventionally and via disted or e-learning methods

A distance education perspective...


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Alaska’s place in world conventionally and via disted or e-learning methods

A distance education perspective...

Helsinki (.6 mil)

Moscow (11 mil)

London (7.7 mil)

(.6 mil)


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