Distance Education in Theory and Approach. Tuesday, December 03, 2013 | 10:00 am –11:30 am. Presenters. Sevaughn Banks, Training and EBP Specialist , CalSWEC Tim Wohltmann, Distance Education Specialist, CalSWEC. Webinar Overview.
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.
in Theory and Approach
Tuesday, December 03, 2013 | 10:00 am –11:30 am
This webinar is designed for people considering the use of web-based modes of training and education delivery. The webinar will take a critical approach to examining fundamental concepts associated with teaching and learning in a distance education paradigm.
If you could define “distance education” in a picture, what would it look like?
In a very basic iteration, distance education is a paradigm in which a learner is physically separated from the source of instruction by time, distance, space.
The gap existing between an instructional resource (ex: a teacher to whom you might ask questions) and the student is central to building a conceptual framework for distance education.
How do I…?
Distance creates a relational gap between learner and instructor, creating varying amounts of learner autonomy and “transactional distance” (Moore 1972)
A Modality typically refers to the way in which distance education course or content is delivered. It might also be referred to as:
There may be a single, or multiple, modality(ies) used in a given distance learning paradigm or program.
The terms ‘modality’ or ‘mode’ may sometimes be used interchangeably to refer to different levels of analysis or activity
Like an abstract piece of art,
there are many ways to
look at and describe
(South West Oklahoma University)
Picture of announcement board from Instructor-led fully online course inside LMS
user interface and
content slide from
self-guided fully online course
Picture of a web conferencing session in a synchronous fully online course
Picture of disscussion forum from an asynchronous instructor-led fully online course
Picture of a self assessment activity from a self-guided asynchronous fully online course
Group collaboration spaces
ePublishing of course materials
Wikis / blogs
In a ‘Flipped’ or inverted classroom model, the more passive learning elements (such as lectures or readings) are moved online and completed prior to in-person elements.
Paradigms in which the main source of instruction occurs in-person and where access to supporting resources or learning tools is provided additionally outside of the classroom.
Distance Education programs may also be grouped, analyzed and understood by modalities common to particular types of organizations or via approaches focusing on particular tools / combinations of tools. For example:
Webinar 2 will examine Hybrid / Blended modalities and, specifically, the ‘Flipped Classroom’ approach
Questions to be answered:
+ Mark February date on calendars!