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Vickie P. Murphy Walden University EDUC 7101-2 Diffusion and Integration of

Distance Teaching and Learning. Vickie P. Murphy Walden University EDUC 7101-2 Diffusion and Integration of Technology in Education Topic: Distance Teaching/Learning. Storyboard for lesson in Distance Teaching and Learning. Research. Development. Commercialization. Need.

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Vickie P. Murphy Walden University EDUC 7101-2 Diffusion and Integration of

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  1. Distance Teaching and Learning Vickie P. Murphy Walden University EDUC 7101-2 Diffusion and Integration of Technology in Education Topic: Distance Teaching/Learning

  2. Storyboard for lesson in Distance Teaching and Learning Research Development Commercialization Need Implement strategic goals of education in distance teaching/learning to all members of society by creating an effective teaching and learning process Research Organization: CiC Computer-Integrated Classroom Questionnaire Survey Systemic scientific literature analysis The intended audience are Instructors and Students. Assist teachers to employ IT to design learning activities for effective teaching and learning

  3. Knowledge Stage: SDSU offers many online programs including ED TEC 561. Timeline 1890 1920 1989 1990 1999 Decision Stage: 2/3 of the United States have Distance Education Programs Knowledge Stage: Correspondences courses in mail Persuasion Stage: Schools began using Radio & TV for to Deliver Distance Confirmation Stage: Web Audio-Video Teleconferencing http://coe.sdsu.edu/eet/Articles/Disted/start.htm

  4. Communication Channels - Synchronous Synchronous Communication ability to hold live discussions immediate feedback of peers and instructor collect input and make decisions immediately motivate the need to be prepared by a certain date and time reassure telepresence and live support of students and teachers ability to hold interactive presentation activities, live simulations, and role playing Options Conferencing Phone Multi-User Virtual Environment http://eduscapes.com/distance/course_communication/synchronous.htm

  5. Communication Channels - Asynchronous Asynchronous Communication opportunities for exchanging ideas in informal social forums flexibility in work schedules and study times ability to go back later and review class discussions peer commenting on assignments time to reflect on group discussions Tools Announcements Pages – Effective approach when students regularly enter the system. Blogs / Podcast – students can make comments. Email or Listserv Messages – goes directly to the student’s mail box. - establish an ongoing virtual presence - maintain spontaneity - keep students on track - help students feel part of a community - periodic and special updates Forums – used by instructors for news or general forum for class announcements, information, general discussion, posting area, introduction and informal collaboration. http://eduscapes.com/distance/course_communication/asynchronous.htm

  6. S-Curve for Storyboard 100 % of Innovation 80 60 40 20 0 1700 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2005 2006 2010 Time

  7. Perceived attributes of Innovations – Part 1 The innovators and early adopters will be faculty. The strategies that will be most persuasive in convincing them to adopt innovation will be: Communicate the success of distance teaching/learning Institution training program to help become successful. Workshops on developing classes and incentives for participation. Support services and technical support for faculty members and learners. Faculty members to view/interview peers who are successfully teaching distance education.

  8. Perceived attributes of Innovations – Part 2 The laggards in rejecting the innovation will be faculty members and the strategies to best move them toward the adoption will be: Comprehensive system-wide implemental policy with provisions for reflection, design, cumulative expansion, evaluation and implementation. Training in technology by conducting online faculty development programs. Easy access to email and computer encouraging daily use by faculty. Ensure access to network and technology support for maintenance is reliable. Motivate the use of distance teaching/learning. Improve hardware and software with workshops (Panda & Mishra, 2007).

  9. Perceived attributes of Innovations – Part 3 The combination of perceived attributes that is best to help Distance Teaching/Learning are relative advantage, compatibility, complexity, trialability and observability. Relative advantage – strong and easily, convenience, small classes, attractive format. Compatibility – compatible with their ways of teaching, convenient access to instruction, improve quantity and quality of class and online discussions. Complexity – should not be hard to understand or use. Trialability – experiment with distance teaching/learning before it is adopted. Open house in interactive classrooms so faculty members can experiment with the equipment Observability – market and communicate new technologies to the prospective faculty members. The instructors must beware of the new technologies and their benefits before they become interested in them.

  10. Explanation of Data 1970s: the development of microwave technology, the cost went down and universities started setting up microwave networks to take advantage of the Instructional Television Fixed Service and the prediction was made that by the year 2000 there will be more than 80 percent of off-campus and 10 to 20 percent of on-campus instruction taking place through telecommunications. 1980s: Apple is established to promote and support the research and development in educational use of computers and technology offering using computers, support and software to students. 1990s: The Faculty of Education in 1999 makes available on the internet EDPY 202: Instructional Application of Technology. 2000: Technology Professional Development Unit is established in the Faculty of Education. Radio, television and the internet has been used to further distance education. 2005: Students were taking at least one online class. 2006: 96% of the largest colleges and universities offered online courses and almost 3.2 million US students are taking online classes. 2010: Online universities will have two hundred thousand students and will serve five hundred thousand by this time (Jeffries).

  11. Centralized or Decentralized A decentralized approach would work best for the adoption of the innovation that is being proposed to the Board of Directors: Communication – participants share and create information with each other to reach an understanding. Members can help make sound decisions. Innovations fits more with the needs and problems of the user. User participate in making key decisions (problems that needs more attention, innovations that best meet the need, seeking information about an innovation, from what source, how to modify the innovation as it is implemented). Decentralized is publicly popular (Rogers, 2003).

  12. Key Change AgentsPart 1 The key change agent will be the teacher because they will provide the link of communication between a resource system with some expertise and client system. The seven roles are: To develop a need for change: Distance teaching/learning will help to implement the strategic goals of the education system for creating learning to all members of society, create more effective teaching and learning process and ensure flexible teaching and learning activities. It will allow the transfer of teaching and learning processing to a virtual learning environment. To establish an information exchange relationship: Meet the needs of learners that has different learning styles, promote effective teaching/learning, responsive teamwork, collaboration and problem solving plans and activities. To diagnose problems: Teachers examine instructional strategies that are supported by different environments to determine their effectiveness. Teachers are the key success for the use of the Internet for teaching and learning. Teachers must be guided on how to select the proper information technologies or tools for courses they teach to easily design quality learning activity that will employ proper information technologies for improving the learning performance of the students (Volungeviciene & Tereseviciene,2008). To create an intent to change in the client: Researchers have found online Instructors to be role models, liaisons, supervisors, problem solvers, facilitators and coaches. Instructors provides feedback, resources and activities. Instructor with be familiar and adequate with technology (Zhao, Alexander, Perreault, Waldman & Truell, 2009).

  13. Key Change AgentsPart 2 To translate an intent into action: the Internet is being used more than distance education deliver methods and has reshaped education on all levels and encourages educators. About 90% of all public universities and colleges offers distance education using asynchronous computer-based instructional delivery. Educators were eager in exploring new IT and its growing convergence like voice-over Internet, wireless Internet, mobile laptop computing, PDA, Web conferencing, video-streaming, and virtual reality that has influenced distance teaching and learning (Zhao, Alexander, Perreault, Waldman & Truell, 2009). To stabilize adoption and prevent discontinuance - The fast evolution of IT is creating huge roles of opportunities and simultaneously of challenges to society and organizations. Distanced education is a contribution to learning particular in university education and post-graduate. Universities have established full integrated distance/teaching systems (Cunha & Putnik, 2007). To achieve a terminal relationship – access to education resources on global and instant basis, quick and easy way for creating, updating and revising course material through low-cost, increase and flexible interaction with students through email and discussion forums, location and time independent deliver of course materials, ability to serve large number of students, combine text, graphics and limited amount of multimedia, real-time access to subject matter, platform independent delivery and interactive and dynamic learning experience through online assessment tools, simulations and animated learning objects (Panda & Mishra, 2007).

  14. Critical Mass Critical mass has already been met in the innovation. 90% of all public universities and colleges offer distance teaching and learning. Instructional designers build instructional components to be reused in different learning context over the Internet. Teachers motivated to create learning opportunities for anyone who is interested (Cunha & Putnik, 2007. About 1.5 million students over 32 countries are taking online learning courses. Extensive use of computers, email and discussion forum has positive attitude towards online learning. Faculty members provides rich resources to teachers and students, make teaching efficient, save teachers and students time and effort and provide great access to educational opportunities to students (Panda & Mishra, 2007).

  15. Need for Innovation Part 1 Distance teaching/learning is continuing to increase due to the trend of students seeking online education. Flexibility in schedule and location makes teaching/learning attractive. Distance learning is accessible to almost everyone with advanced computer technology and the Internet. Distance learning has increased over the past five years and will continue. Distance teaching/learning is not limited to a certain location, instructors and students can live anywhere in the world (Laatsch). The most relevant advances in distance education is Open Universities establishing fully integrated distance teaching systems. NCES estimated about 90% of public colleges and universities offer distance education. The majority of faculty and students stated that Internet or Web-based discussion groups, email, assignments and Internet lecture notes helped increase teaching/learning productivity in distance courses.

  16. Need for Innovation Part 2 School administrators can save resources by reducing traditional fax, TV-based live video and audio and paper mail by using Internet-based technology in distance education. Distance teaching/learning meets the student flexibility to take classes in convenient places such as their home, work or business trip which allows more people to receive continuing education without physical constraints. Adopting distance teaching/learning will help the school to reduce the cost of classrooms, paper and postal services and TV, to name a few. (Zhao, Alexander, Perreault, Waldman & Truell).

  17. Matching Innovation Part 1 Matching Modifying courses that delivers via video satellite/broadcast to delivery via computer-based instruction.   Align proposed programs with current technology capabilities of the university, i.e., established satellite/broadcast system, computer emphasis, learning management systems, etc.   Identify existing curricula that has a high demand among practitioners.   Identify potential internal and external funding sources. Redefining/Restructuring Develop a team approach to the development of the course. Enable online registration, distance advisement and train the staff to provide services. Develop launch strategy that will minimize upfront costs.

  18. Matching Innovation Part 2 Address common problems and questions that promote students to problem-solving skills minimizing technical assistance. Anticipate faculty resistance, but provide incentives to senior faculty and promote success utilizing champions. All aspects of the program should build evaluations. Clarifying & Routinizing Increase the programs exposure Give regular updates on the program in administrative and faculty meetings. Provide articles on the program in the school publications and newsletters including the spotlight of a faculty member or student. Manuscripts should be submitted to professional journals for publications and abstracts for state and national conferences (Smith, Ritcher, Kins, & Usdan, 2005).

  19. Conclusion The greatest benefit of distance teaching/learning is the flexibility in schedules and location. It is not limited to certain locations. Instructors can provide class materials online and communicate with students through email, discussion, blogs and wiki. Students can access the material from anywhere using a computer, laptop and etc. They respond and complete assignments by the assigned due date whether it is from the comfort of home, at work or coffee shop.

  20. References Chu, H.C., Hwang, G.J., Tsai, P.J. & Yang, T.C. (2009, Jan-March). A computer-assisted approach for conducting information technology applied instructions. International Journal of Distance Education Technologies, 7(1), pp. 23-43. Retrieved September 10, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org. Cunha, A.M. & Putnik, G.D., (2007). A changed economy with unchanged universities? A contribution to the university of the future. International Journal of Distance Education Technologies, 5(4), pp. 5-25. Retrieved September 9, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org. He, A. (2009, Jan-March). An understanding information management system for a real-time interactive distance education environment. International Journal of Distance Education Technologies, 7(1), pp. 44-58. Retrieved September 10, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org. Jeffries, M. (n.d.). Research in distance education. Retrieved September 12, 2009 from http://www.digitalschool.net/edu/DL_gustirt_mJeffries.html Laatsch, S. (n.d.). Distanced learning teaching opportunities. eHow Contributing Writer. Retrieved October 29, 2009 from http://www.ehow.com/about_5502426_distance-learning-teaching-opportunities.html Levenburg, N. & Major, H. (2000, September/October). Kindling the fire: how to attract faculty to distance education. The Technology Source Archives. Retrieved October 19, 2009 from http://technologysource.org/article/kindling_the_fire

  21. References Panda, S. & Mishra, S., (2007, December). E-learning in a mega open university: Faculty attitude, barriers and motivators. Educational Media International, 44(4), pp. 323-338. Retrieved September 16, 2009 from http://web.ebscohost.com.ezp.waldenulibrary.org. Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press Smith, L.U., Ritcher, D.L., Watkins, K., & Usdan, St. (2005, Spring). An organizational diffusion study on distance education. Online Journal of Distance Learning Administration, 8(1). Retrieved October 30, 2009 from http://www.westga.edu/~distance/ojdla/winter84/smith84.htm Volungeviciene, A. & Tereseviciene, M. Quality assessment dimensions of distance teaching/learning curriculum designing. Quality of Higher Education, 5, pp. 32-53. Retrieved September 16, 2009 from http://web.ebscohost.com.ezp.waldenulibrary.org. Zhao, J.J., Alexander, M. W., Perreault, H., Waldman, L. & Truell, A.D. (2009, Mar/April). Faculty and student use of technologies, user productivity and user preference in distance education. Journal of Education for Business, 84(4), pp. 206-213. Retrieved September 10, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org.

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