Building & Sustaining Successful Distance Learning Programs Principles, Strategies and Global Resources AECT 2007 Anaheim, CA.
Live Presenters • Janis Bruwelheide, PhD • Montana State University • http://www.homepage.montana.edu/~iedjb/index.htm • Leonard DuBoff, JD • DuBoff Law Group • http://www.dubofflaw.com/ • Rosemary Talab, PhD - Moderator • Kansas State University • http://coe.ksu.edu/ecdol
Audioconference Presenters • Michael Swan, PhD • Washington State University • http://css.wsu.edu/research/educ_develop_assess/Swan.htm • Charles Oaklief, PhD • Kansas State University • email@example.com
RESOURCES CD Created by: Hope R. BotterbuschUniversity of South Florida Rosemary Talab Kansas State University See also: http://www.aect.org/copyrightfor archived sessions and workshop PowerPoint embedded hyperlinks are colored hot pink.
Workshop Overview • Workshop based on: • Recent research project by one of the authors, • Combined expertise of presenters in: • Developing/sustaining successful distance learning programs: • U.S. • Internationally • the 10 principles of sustainability for online programs: • Recent research • Collaborative work with faculty in other institutions
Distance Learning • Distance Education or Distance Learning is a field of education that focuses on: • Pedagogy, • Technology, and • Instructional systems design • To deliver education to students who are not physically on site.
10-Step Planning Process • John M. Bryson • Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement, rev. ed. (San Francisco, Jossey-Bass, 1995), 21-44.
Designing Programs • Boettcher, J. 2007. Ten core principles for designing effective learning environments: insights from brain research and pedagogical theory. Innovate 3 (3). http://www.innovateonline.info/index.php?view=article&id=54 (accessed October 8, 2007) • Gersten, Karen. Top 10 Countdown: Sustainable Success. Campus Technology. • May 31, 2005 http://campustechnology.com/articles/40292/ (accessed October 8, 2007) • Howard, Caroline and others. 2004. Distance learning and university effectiveness: changing education paradigms for online learning. Idea Group, Inc. http://books.google.com/books?id=FqJMFYnNbucC&printsec=frontcover&dq=building+successful+distance+learning+programs (accessed October 8, 2007) • Indiana Higher Education Telecommunication System. 2006. Guiding principles for faculty in distance learning. http://www.ihets.org/archive/progserv_arc/education_arc/distance_arc/guiding_principles_arc/index.html (accessed October 8, 2007) • Levy, Susan. 2003. Six factors to consider when planning online distance learning programs in higher education. Online Journal of Distance Learning Administration, 6 (1) http://www.westga.edu/~distance/ojdla/spring61/levy61.htm (accessed October 8, 2007)
Designing Programs - Books • Bersin, J. ( 2004). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer. • Bonk, C. & Graham, C. (2006). The handbook of blended learning; global perspectives, local designs. San Francisco, CA: Pfeiffer. • Mason, R. & Rennie, F. (2006). Elearning; the key concepts. New York: Routledge. • Rossett, Allison (2002), The ASTD E-learning Handbook: Best practices, strategies, and case studies for an emerging field. New York: McGraw-Hill.
Designing Programs - Blogs • Serge Scherlund’s e-Learning News Blog • http://scherlund.blogspot.com/ • Andy Field’s e-learning bookmarks on del.icio.us • http://del.icio.us/AndyField/e-learning
Sustainability • No one way to build and sustain distance learning programs. • Examples: • Online modules • http://www.elearningmag.com/ltimagazine/article/articleDetail.jsp?id=171290 • Courses • http://www.educause.edu/apps/er/erm06/erm0617.asp • http://www.web-miner.com/detools.htm • http://stats.macewan.ca/learn/pdf/handbook.pdf • http://www.rodp.org/faculty/steps.htm
Sustainability (cont.) • Examples: • Nathaniel J. Bray, Michael S. Harris and Claire Major. New verse or the same old chorus?: looking holistically at distance education research, Review of Research, 48(7), 889+ (February 2007). • Costs: • Boetcher, J. (2004). Online Course Development: What Does It Cost? Campus technology, at: • http://campustechnology.com/articles/39863_1/
International Programs • Baggaley, Jon. 2007. Distance education technologies: an Asian perspective.Distance Education.28 (2) 125-131. • McGreal, Rory, Terry Anderson. 2007. E-Learning in Canada. International Journal of Distance Education Technologies. 5 (1) 1-6. • Rao, K. 2007. Distance learning in Micronesia: participants' experiences in a virtual classroom using synchronous technologies. Innovate 4 (1). http://www.innovateonline.info/index.php?view=article&id=437
Assessment • Wiggins & McTighe, 2005 • Understanding by Design
Intellectual Property Issues • DuBoff, Leonard (http://www.dubofflaw.com/) • Your company logo: Your name in a nutshell • Employee handbooks • Unlocking the mystery of your corporate book • Trademark and trade dress • Protecting your business’s valuable trade secrets • Crews, Ken. (2002). New copyright law for distance education: The meaning and importance of the TEACH Act. Prepared for American Library Association. • http://www.ala.org/ala/washoff/woissues/copyrightb/distanceed/distanceeducation.cfm#newc
Intellectual Property Issues (cont.) • Gasaway, Laura. The TEACH Act: Comparison Sections 110(1)-(2). • http://www.unc.edu/~unclng/TEACH.htm (accessed October 8, 2007) • Johnson, Liz. 2006. Managing intellectual property for distance learning. EDUCAUSE Quarterly 29 (2). 66-79. http://connect.educause.edu/library/abstract/EDUCAUSEQuarterlyMag/39979 • Loggie, Kathryn Ann and others. 2007. Intellectual property and online courses: Policies at major research universities. The Quarterly Review of Distance Education. 8 (2) 109-125. • DiRamio D. C., Kops G. C. (2004). Distance education and distance intellectual property issues. Planning for Higher Education 32(3):37–46
Distance Learning Associations • American Distance Education Consortium Learning Resources • http://www.adec.edu/online-resources.html • This site has an excellent listing of digital libraries and intellectual property, copyright and fair use resources. • Association of Research Libraries Internet Resources • http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues1998/may7/distanceeducation.cfm • Distance Education Clearinghouse (University of Wisconsin) • http://www.uwex.edu/disted/index.cfm
Distance Learning IP Resources • T.E.A.C.H. Act “Fair Use” Resources • University of Texas. Office of the General Counsel. (November 13, 2002). • The TEACH Act finally becomes law. • http://www.utsystem.edu/OGC/IntellectualProperty/teachact.htm • This is a user-friendly overview of the Act and its provisions. Other sections of the site include “Rules of Thumb” and a “Crash Course in Copyright”, etc., that are very useful. • North Carolina State University Libraries Scholarly Communications Center • TEACH Act Toolkit • http://www.lib.ncsu.edu/scc/legislative/teachkit/ • This comprehensive site has several sections that can help in determining fair use, such as the TEACH Guidelines, basic checklist, expanded checklist, etc. • Indiana University-Purdue University Copyright Management Center • Copyright and distance education.http://www.copyright.iupui.edu/dist_learning.htm • This site has many resources. An excellent one is the “Checklist for compliance with the TEACH Act”, which allows faculty to work through a decision-making checklist process to make sure transmission is acceptable at • http://www.copyright.iupui.edu/teachlist.htm
Distance Learning IP Resources • Appalachian State University • Carol Grotnes Belk Library & Information Commons • TEACH Act checklist • http://www.library.appstate.edu/services/reserve/teach_act_checklist.html • This is an easy-to-read checklist for making quick decisions. • National Education Association • Intellectual Property and Copyright Resources • TEACH Act highlights and resources • http://www2.nea.org/he/abouthe/teachact.html • An overview of the Act and a listing of easy-to-read references by some prominent copyright attorneys are provided. • Fair Use Analysis Tool • University of Minnesota • www.lib.umn.edu/copyright/checklist.phtml • Use this tool to ascertain if a use is fair or not. It also serves as documentation of uses of copyrighted materials for classroom use.
Royalty-Free/Public Domain Resources • The University of Florida • http://www.distancelearning.ufl.edu/faculty/publicmaterials.aspx • This has an excellent public domain resource listing, particularly of U. S. Government agencies and other resources. • New tools Added to the Directory This Month • http://www.c4lpt.co.uk/Directory/new.html • New tools are added each month at this site, which is very comprehensive. • Jane’s e-Learning Pick of the Day • http://janeknight.typepad.com/ • Each day a learning tool is reviewed on her blog.
Royalty-Free/Public Domain • Kansas State University Academic Services Virtual IP Resource Center • http://www.k-state.edu/academicservices/intprop/ • This site has an extensive resource list by media type • Centre for Learning & Performance Technologies • Jane Hart • United Kingdom • Directory of learning tools • http://www.c4lpt.co.uk/Directory/index.html • Internet Archive • http://www.archive.org/index.php • Housing roughly 85 billion webpages, this fascinating archive houses texts, audio, moving images, archived web pages, and software.
Royalty-Free/Public Domain • Free Image Resources • Wikipedia • http://en.wikipedia.org/wiki/Wikipedia:Free_image_resources • This site has a variety of free image resources, and some of them are very good. • Public Domain Image Resources • Wikipedia • http://en.wikipedia.org/wiki/Public_domain_image_resources • This is a listing of resources by category (art, historical images, specific periods, international postage stamps, collections, etc.) including an excellent listing of U.S. Government sites. • Kathy Schrock’s Guide for Educators • http://school.discoveryeducation.com/clipart/?pID=clipart • This section contains hundreds of clip art images, including animations.
Michael Swan • Professor, Washington State University, Crop Sciences • International agricultural and distance learning development projects in over 15 countries since 1990 • South Africa • Botswana • Kenya • Egypt • Germany • Armenia • Mswan@wsu.edu
International Distance Education ProgramsKnow Your Market • Political, educational, & cultural environment of the area • Customs (work week, work hours, holidays, etc.) • Educational environment/education level of those teaching and receiving materials
International Distance Education ProgramsKnow Your Market • Sound workable infrastructure in place when leaving a country • Keep in contact with country champion(s) • Team collaboration is vital
International Distance Education ProgramsLessons Learned-- • Need a champion • May have better equipment/facilities so look, listen, try before speaking out • Must fit society/culture (not USA) • Training step-by-step • Textbooks/libraries not accessible for students/faculty
International Distance Education ProgramsLessons Learned-- • Be flexible/change with environment • Become part of culture/LISTEN • Do not fit USA techniques/philosphies into their system/adapt • Plans/directions may change often, work with it, not against it
Chuck Oaklief • Professor, Educational Leadership & Adult Education, Kansas State University • Distance learning program creation in Australia: • Created new tier of distance ed. professors • Developed distance learning programs in practice today • Multiple universities • firstname.lastname@example.org
International Distance Education ProgramsKnow Your Market-- • Includes face-to-face meetings with client representatives, sponsors, & organizations • Initiate after complete financial plan is in place and signed-off • Have financial policies in place, then: • ”Stick to your guns” • Making deals is the first sign of a coming downward spiral
International Distance Education ProgramsKnow Your Market-- • Be well-prepared to negotiate; contact correct person (“headshed”) to get/keep program going • Show client organizations how to effectively market/treat them well • Make sure not to over-represent programming/courses/degrees
International Distance Education ProgramsKnow Your Market-- • Critical: Make sure participating faculty receive credit as if in traditional programming • Facilitate process through application/recognition/feedback to “head shed” • Pre-agreed plan for continuous improvement
International Distance Education ProgramsPlanning and Development • Agreement signed-off by college or university leadership before operational • Have appropriate/necessary resources available • Do not assume-communication ia an on-going opportunity for success
International Distance Education ProgramsInitial Operations-- • Support, management, communication, problem solving, feedback during program lift-off • Keep leadership informed of all aspects of delivery and instructional process
Thanks For Attending! • For further questions, e-mail: • email@example.com