slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
SOITA 2005 PowerPoint Presentation
Download Presentation
SOITA 2005

Loading in 2 Seconds...

play fullscreen
1 / 67

SOITA 2005 - PowerPoint PPT Presentation


  • 469 Views
  • Uploaded on

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)

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'SOITA 2005' - Audrey


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

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

SOITA 2005

slide2

Announcements -

  • Books
  • 4th R petition/resources
  • Growing by Degrees- Higher Ed (Sloan Consortium)
  • Keeping pace with K-12 Online learning (NCREL/Learning Point)

SOITA 2005

slide3

Goals

Goal 1-

Understanding audience

Goal 2-

Planning for disted, e-learning

Goal 3-

Creating online Community

slide4

Goal 1:

e-Audience

Who are the e-learners and distance ed customers?

slide7

Local and disted merge; virtual and physical space merge

Vast, varied market

Adding value becomes everything

Attitude becomes the aptitude

Local educators need help to compete

MARKETPLACEImplications

slide8

MARKETPLACE IMPLICATION 1 Everything merges

The Basics

  • Atoms to bits
  • Buyer flexibility
  • Expanded audiences
  • Competition vs. cooperation
  • Hybrid education
  • Blended learning
slide9

#5: Design blended spaces

Architectural Space Consideration #5

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

slide10

MARKETPLACE IMPLICATION 1 Everything merges

Steps toward merger:

Separation

Complement-arianism

Competition

Merging, unifying, blending

Separation with cohabitation

slide11

MARKETPLACE IMPLICATION 2 Vast, varied market

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

slide12

MARKETPLACE IMPLICATION 2 Vast, varied market

Buyer’s market

geographically challenged

schedule challenged

NCLB challenged

improved/ augmented offerings

world of experts, opportunities

slide13

MARKETPLACE IMPLICATION 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

slide14

MARKETPLACE IMPLICATION 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

slide15

Buyer’s market

  • expanded offerings
  • buyer in charge
  • everyone’s shopping
  • parking problems disappear...
  • adding value is everything

Review…

slide16

IMPLICATION - 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…

slide17

IMPLICATION - 3 -Adding value

What value do you offer the student/ customer?

  • a name?
  • expertise?
  • community?
  • superior content?
  • superior support?
  • fun?
  • low cost?
slide18

IMPLICATION - 3 -Adding value

What value do you offer the student/ customer?

  • competency recognition?
  • flexibility?
  • personalization?
  • web space?
  • free/cheaper computer?
  • blender?
slide20

Goal 2

Planning

seeing the parts so you can put it all together…

slide21

Pause-

Quick look at NEA online education standards

Finding out what you already know…

slide22

Step 1: 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 -

slide23

Pause - A word about expectation management…

  • E-learning is not necessarily:
    • cheaper (compared to?)
    • easier
    • more fun
    • better/inferior
slide24

Activity 1: BRAINSTORM ACTIVITY

What does it take to take a course?

slide25

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…

slide26

What’s it take to take a course?

  • 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…

slide27

Your task:

  • 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

slide28

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…

slide29

Activity #1, continued:

  • 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

slide30

Elements of Dist(ed)

Student perspective...

  • Learn about course
  • Inquire about course
  • Get advising:
    • programmatic: counselor
    • course specific: instructor
    • entry level tech skills: library?
    • parents (family members)
slide31

Elements of Dist(ed)

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!

slide32

Elements of Dist(ed)

Student perspective...

  • Connectivity:
    • cable access?
    • studio access?
    • web access? fast enough?
    • audio conference? $access?
slide33

Elements of Dist(ed)

Student perspective...

  • Instruction/learning approach:
    • seminar?
    • lecture?
    • team projects?
    • independent study?
    • learning partners?
    • family members?
slide34

Elements of Dist(ed)

Student perspective...

  • Communication with teacher:
    • office hours
    • unscheduled help
    • submit homework
    • receive assessed homework
    • contest grade, ask questions
slide35

Elements of Dist(ed)

Student perspective...

  • Communication w peers/students:
    • team members, learning partners
    • social visitation
  • Conduct Research:
    • library access?
    • web materials?
    • article reprints?
slide36

Elements of Dist(ed)

Student perspective...

  • Taking tests/submitting portfolios:
    • proctoring
    • authenticity
    • equity in special arrangements
    • portfolios - paper? web?
slide37

Elements of Dist(ed)

Student perspective...

  • Administrivia:
    • returning materials
    • getting grades
    • getting refunds
    • getting transcripts
    • etc.
slide38

Elements of Dist(ed)

Student perspective...

  • Evaluation of:
    • teacher
    • materials
    • process
    • technology
  • Evaluation by:
    • - students, parents, school, sponsor
slide40

Together:

  • 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

slide41

ACTIVITY #2: BRAINSTORM

Now, how do we do it at a distance?

slide42

Activity #2:

  • 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

slide43

ACTIVITY #2: BRAINSTORM

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…

slide44

ACTIVITY #2: REPORTING IN

Let’s hear some highlights

slide45

Activity #2, reporting in:

  • 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

slide46

Activity 3: BRAINSTORM ACTIVITY

Unique needs of disted? How to meet them?

slide47

Step 1: 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 -

slide48

Your task:

  • 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

slide49

Steps 3 & 4: differences?

Student perspective...

  • learning approach
  • discipline needed
  • scheduled vs. self-paced
  • technological dependence
  • home support
slide50

Steps 3 & 4: differences?

Student perspective...

  • course equivalencies
  • accreditation
  • advising
  • teacher certification
slide51

Faculty concerns

Faculty perspective...

  • changing approach

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

slide52

Steps 3 & 4: differences?

Faculty perspective...

  • changing approach
  • quality
  • time needed
  • cheating/authenticity
  • converting materials/new techniques
  • tech support, skills
  • consumerism vs. scholarship
slide53

Time check…

What’s left?

slide54

Faculty needs?

How do we help faculty “go the distance?”

slide55

Teachers & staff need:

The 4Ts:

  • Technology
  • Tech support
  • Time
  • Training

What training?

slide56

Teachers & staff need:

OIL training:

  • Operation
  • Integration
  • Leadership
slide57

Teachers & staff need:

Focus on Integration:

  • Operation
  • Integration
  • Leadership
slide58

Teachers & staff need:

Focus on Integration:

“ACT” of integration

Assimilation

  • Operation
  • Integration
  • Leadership

Creation

Transformation

slide59

Teachers & staff need:

OIL training:

  • Operation
  • Integration
  • Leadership

What’s the incentive?

slide60

Teachers & staff need:

CARE incentives:

  • Compensation
  • Assistance
  • Recognition
  • Education
slide61

If we had time…

  • 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 -

slide62

Rule 1:

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 -

slide63

Coffee

break

time…

Back in 15…

slide65

Alaska’s place in world

A distance education perspective...

slide66

Alaska’s place in world

A distance education perspective...

slide67

Alaska’s place in world

A distance education perspective...

Helsinki (.6 mil)

Moscow (11 mil)

London (7.7 mil)

(.6 mil)