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SOITA 2005

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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SOITA 2005

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  1. Doing distance education (and engaging e-learners in the process) SOITA 2005

  2. 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

  3. Goals Goal 1- Understanding audience Goal 2- Planning for disted, e-learning Goal 3- Creating online Community

  4. Goal 1: e-Audience Who are the e-learners and distance ed customers?

  5. Education is now a buyer’s(rather than a seller’s)market.

  6. Distance + education + accounting

  7. 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

  8. MARKETPLACE IMPLICATION 1 Everything merges The Basics • Atoms to bits • Buyer flexibility • Expanded audiences • Competition vs. cooperation • Hybrid education • Blended learning

  9. #5: Design blended spaces Architectural Space Consideration #5 Design learning environments that blend the real and virtual, local and distance learning.

  10. MARKETPLACE IMPLICATION 1 Everything merges Steps toward merger: Separation Complement-arianism Competition Merging, unifying, blending Separation with cohabitation

  11. MARKETPLACE IMPLICATION 2 Vast, varied market Distance education market is vast, varied, & ripe for develop-ment

  12. MARKETPLACE IMPLICATION 2 Vast, varied market Buyer’s market geographically challenged schedule challenged NCLB challenged improved/ augmented offerings world of experts, opportunities

  13. 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

  14. 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

  15. Buyer’s market • expanded offerings • buyer in charge • everyone’s shopping • parking problems disappear... • adding value is everything Review…

  16. 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…

  17. IMPLICATION - 3 -Adding value What value do you offer the student/ customer? • a name? • expertise? • community? • superior content? • superior support? • fun? • low cost?

  18. IMPLICATION - 3 -Adding value What value do you offer the student/ customer? • competency recognition? • flexibility? • personalization? • web space? • free/cheaper computer? • blender?

  19. Education is now a buyer’s(rather than a seller’s)market.

  20. Goal 2 Planning seeing the parts so you can put it all together…

  21. Pause- Quick look at NEA online education standards Finding out what you already know…

  22. 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 -

  23. Pause - A word about expectation management… • E-learning is not necessarily: • cheaper (compared to?) • easier • more fun • better/inferior

  24. Activity 1: BRAINSTORM ACTIVITY What does it take to take a course?

  25. 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…

  26. 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…

  27. 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

  28. 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…

  29. 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

  30. 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)

  31. 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!

  32. Elements of Dist(ed) Student perspective... • Connectivity: • cable access? • studio access? • web access? fast enough? • audio conference? $access?

  33. Elements of Dist(ed) Student perspective... • Instruction/learning approach: • seminar? • lecture? • team projects? • independent study? • learning partners? • family members?

  34. Elements of Dist(ed) Student perspective... • Communication with teacher: • office hours • unscheduled help • submit homework • receive assessed homework • contest grade, ask questions

  35. Elements of Dist(ed) Student perspective... • Communication w peers/students: • team members, learning partners • social visitation • Conduct Research: • library access? • web materials? • article reprints?

  36. Elements of Dist(ed) Student perspective... • Taking tests/submitting portfolios: • proctoring • authenticity • equity in special arrangements • portfolios - paper? web?

  37. Elements of Dist(ed) Student perspective... • Administrivia: • returning materials • getting grades • getting refunds • getting transcripts • etc.

  38. Elements of Dist(ed) Student perspective... • Evaluation of: • teacher • materials • process • technology • Evaluation by: • - students, parents, school, sponsor

  39. Activity 1 Closure: Reporting in WHAT DID I MISS?

  40. 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

  41. ACTIVITY #2: BRAINSTORM Now, how do we do it at a distance?

  42. 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

  43. 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…

  44. ACTIVITY #2: REPORTING IN Let’s hear some highlights

  45. 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

  46. Activity 3: BRAINSTORM ACTIVITY Unique needs of disted? How to meet them?

  47. 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 -

  48. 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

  49. Steps 3 & 4: differences? Student perspective... • learning approach • discipline needed • scheduled vs. self-paced • technological dependence • home support

  50. Steps 3 & 4: differences? Student perspective... • course equivalencies • accreditation • advising • teacher certification

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