SOITA 2005

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Doing distance education (and
engaging e-learners in the process)
SOITA 2005
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• 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
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Goals
Goal 1- Understanding audience Goal 2-
Planning for disted, e-learning Goal 3-
Creating online Community
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Goal 1
e-Audience
Who are the e-learners and distance ed
customers?
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Education is now a buyers (rather than a
sellers) market.
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Distance education accounting
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• 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

MARKETPLACE Implications
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• MARKETPLACE IMPLICATION 1 Everything
  merges

The Basics

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

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5 Design blended spaces
Architectural Space Consideration 5
Design learning environments that blend the real
and virtual, local and distance learning.
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• MARKETPLACE IMPLICATION 1 Everything
  merges

Steps toward merger

• Separation
• Complement-arianism
• Competition
• Merging, unifying, blending
• Separation with cohabitation

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• MARKETPLACE IMPLICATION 2 Vast,
  varied market

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

• Buyers market
• geographically challenged
• schedule challenged
• NCLB challenged
• improved/ augmented offerings
• world of experts, opportunities

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• MARKETPLACE IMPLICATION 2 Vast,
  varied market

• Buyers 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
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• MARKETPLACE IMPLICATION 2 Vast,
  varied market

• Buyers 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

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• Buyers market
• expanded offerings
• buyer in charge
• everyones shopping
• parking problems disappear...
• adding value is everything

• Review

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• 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
dont, cant or wont
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• IMPLICATION - 3 - Adding value

What value do you offer the student/ customer?

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

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• IMPLICATION - 3 - Adding value

What value do you offer the student/ customer?

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

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Education is now a buyers (rather than a
sellers) market.
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Goal 2
Planning
seeing the parts so you can put it all together
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Pause- Quick look at NEA online education
standards
Finding out what you already know
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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 -
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Pause - A word about expectation management

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

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Activity 1 BRAINSTORM ACTIVITY
What does it take to take a course?
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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
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Whats 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? Lets write them down

Beware assumicide
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• 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
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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
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WORK ALONG WITH ME ACTIVITY

• 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!

What does it take to take a course?

as long as it takes
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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)

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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 its called customer service!
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Elements of Dist(ed)
Student perspective...

• Connectivity
• cable access?
• studio access?
• web access? fast enough?
• audio conference? access?

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Elements of Dist(ed)
Student perspective...

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

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Elements of Dist(ed)
Student perspective...

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

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Elements of Dist(ed)
Student perspective...

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

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Elements of Dist(ed)
Student perspective...

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

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Elements of Dist(ed)
Student perspective...

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

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Elements of Dist(ed)
Student perspective...

• Evaluation of
• teacher
• materials
• process
• technology

Evaluation by - students, parents, school,
sponsor
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Activity 1 Closure Reporting in
WHAT DID I MISS?
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Activity 1 Closure Reporting in

• Together
• I facilitate whole group debrief of things I
  didnt mention
• Add these to your list
• Ill add them to mine

What did I miss?
15 minutes
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ACTIVITY 2 BRAINSTORM Now, how do we do it
at a distance?
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ACTIVITY 2 BRAINSTORM

• 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!

Meeting traditional needs of disted students?
15 minutes
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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
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ACTIVITY 2 REPORTING IN
Lets hear some highlights
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• 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
Lets hear some highlights
15 minutes
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Activity 3 BRAINSTORM ACTIVITY
Unique needs of disted? How to meet them?
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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 -
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BRAINSTORM ACTIVITY

• 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

Identifying, meeting unique disted student needs
30 minutes
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Steps 3 4 differences?
Student perspective...

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

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Steps 3 4 differences?
Student perspective...

• course equivalencies
• accreditation
• advising
• teacher certification

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Faculty concerns
Faculty perspective...

• changing approach

I wouldnt mind change so much if it didnt
require doing things differently
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Steps 3 4 differences?
Faculty perspective...

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

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Time check
Whats left?
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Faculty needs?
How do we help faculty go the distance?
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Teachers staff need
The 4Ts

• Technology
• Tech support
• Time
• Training

What training?
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Teachers staff need


OIL training

• Operation
• Integration
• Leadership

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Teachers staff need


Focus on Integration

• Operation
• Integration
• Leadership

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Teachers staff need


Focus on Integration
ACT of integration
Assimilation

• Operation
• Integration
• Leadership

Creation
Transformation
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Teachers staff need


OIL training

• Operation
• Integration
• Leadership

Whats the incentive?
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Teachers staff need

CARE incentives

• Compensation
• Assistance
• Recognition
• Education

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• 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 -
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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 -
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Coffee
break time
Back in 15
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Fun break !
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Alaskas place in world
A distance education perspective...
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Alaskas place in world
A distance education perspective...
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Alaskas place in world
A distance education perspective...
Helsinki (.6 mil)
Moscow (11 mil)
London (7.7 mil)
(.6 mil)