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Who What When Where Why How Of Distance Education

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Title: Who What When Where Why How Of Distance Education


1
Who?What?When?Where?Why? How?Of Distance
Education
2
Before we start
  • Who has taught on-line?
  • Who uses the web in a traditional class?
  • What are the biggest positives to teaching an
    online course?
  • What are the biggest negatives?

3
Interesting Facts
  • Last year, almost 3.5 million college students
    nationwide were taking at least one online course
    representing nearly 20 of all U.S. higher
    education students.
  • In Ohio, almost 50,000 students were taking at
    least one online course representing nearly 11
    of all publicly educated Ohio undergraduate
    students.

4
  • Why the
  • Increase in
  • Students in Distance Classes?

5
Increase in Students in Distance Classes
  • Attributed to
  • enrollment growth,
  • shrinking public funding for higher education
  • student demand
  • need to improve access for non-traditional
    students.

6
  • What are the
  • Types of
  • Distance Learning Classes?

7
Types of Distance Courses
  • Totally online courses
  • Hybrid (or blended) courses where students meet
    part of the time with a faculty member and part
    time on their own using the web as a resource
  • Web-enhanced courses where faculty make use of
    the web for the posting of documents and online
    discussions

8
What are sound Pedagogical Components of
distance classes?
9
Pedagogical Components
  • Best Practices for Online Education
  • Pedagogy for Online Education
  • Designing Online Content
  • Providing Feedback to Online Students
  • Active Learning
  • Student Collaboration

10
Best Practices for Online Education
  • Implementing the Seven Principles Technology as
    Lever
  • Follow-up on Chickerings Seven Principles
  • Distance Education, Guidelines for Good Practice
  • 14 standards based on a survey of DL practitioners

11
Good practice in undergraduate education
  • Encourages contacts between students and faculty.
  • Develops reciprocity and cooperation among
    students.
  • Uses active learning techniques.
  • Gives prompt feedback.
  • Emphasizes time on task.
  • Communicates high expectations.
  • Respects diverse talents and ways of learning.
  • (Chickering, 1987)

12
Guidelines for Best Practice
  • Faculty must retain academic control
  • Faculty must be prepared to meet the special
    requirements of teaching at a distance
  • Course design should be shaped to the potentials
    of the medium
  • Students must fully understand course
    requirements and be prepared to succeed

13
Guidelines (Continued)
  • Close personal interaction must be maintained
  • In real time (synchronously)
  • In virtual time (asynchronously)
  • Class size should be set through normal faculty
    channels
  • Courses should cover all material
  • Experimentation with a broad variety of subjects
    should be encouraged

14
Guidelines (Continued)
  • Equivalent Research opportunities must be
    provided
  • Student assessment should be comparable
  • Equivalent advisement opportunities must be
    offered
  • Faculty should retain creative control over use
    and re-use of materials

15
Guidelines (Continued)
  • Full undergraduate degree programs should include
    same-time same-place coursework
  • Evaluation of distance coursework should be
    undertaken at all levels
  • American Federation of Teachers, 2000

16
What are theCourse Design Components of
distance classes?
17
Course Design Components
  • Course Management System/ Authoring Platform
  • Course Content
  • Electronic Tools
  • Assessment Methods

18
  • What is a
  • Course Management System?

19
Course Management System/Authoring Platform
  • Course Management Systems provide an environment
    in which students may work on course materials
    within a curriculum. These environments provide
    tracking and data collection capabilities of
    registered users.

20
Examples
  • WebCT Blackboard (they have merged)
    (http//www.blackboard.com)
  • Ecollege (http//www.ecollege.com/index.learn)
  • Angel (http//www.angellearning.com/)
  • Moodle (http//moodle.org/)
  • D2L (http//http//www.desire2learn.com/)

21
  • How do instructors
  • choose appropriate software packages?

22
Software Choices
  • Course Management System chosen at College level
  • Additional Software chosen by department or
    instructor
  • MyMathLab
  • WileyPlus
  • Mathzone
  • Webassign, etc.

23
First Criteria
  • Compatibility with MAC and PC
  • Browser check (Auto or manual)
  • IE7, IE8 or both
  • Software Check
  • Adobe Flash Player
  • Java
  • other

24
User Friendly
  • For You
  • Content management
  • File control
  • Multiple sections
  • For Your Students
  • Easy to navigate?
  • Online tutorial?
  • Install Wizard?

25
How Much Support for You and Your Students
  • Video Lectures
  • PowerPoint
  • Online Textbook (ebook)
  • Online Homework
  • Online Discussion
  • Instructor-Student Communication

26
Each Package has Strengths and Weaknesses
  • I use MyMathLab
  • Cynthia Young College Algebra (WileyPlus)
  • Plain language (talks to students)
  • Go Tutorials
  • Enhanced Web Assign
  • only an Online HW management system
  • supports every major publisher

27
  • What are the
  • Types of Course Content used in
  • Distance Learning Classes?

28
Course Content
  • Can be textbook specific or stand-alone
  • Consult courseware support site for training
    materials

29
  • What are the
  • Types of Tools used in
  • Distance Learning Classes?

30
Electronic Tools
  • Audioconferencing
  • Blogging
  • Chatrooms
  • Digital drop box
  • Electronic bulletin board
  • Electronic mail
  • Fax
  • Instant messaging
  • Interactive video
  • Vodcasting
  • Wiki
  • iPod
  • Listserv
  • Newsgroup
  • Print (textbooks, etc.)
  • Software tutorials
  • Telecourse
  • Telephone
  • Threaded discussion
  • Videoconferencing
  • Webcams
  • You Tube

31
http//www.youtube.com/
32
  • What are the Types of
  • Assessment Methods Used in
  • Distance Learning Classes?

33
  • Lets try a live
  • Webcam
  • Using Windows
  • Live Messenger

34
Assessment Methods
  • Traditional (in the classroom)
  • Online
  • Proctored
  • In Institutions Testing Center
  • By arrangement with proctor (faculty member or
    supervisor)

35
Using Technology to Assess
  • Create your own testswith MicroSoft ClassServer
  • Computer Generated Tests (example
    Coursecompass.com)
  • Turning Points (instructor can ask any question,
    get a response from the audience then immediately
    display results in a PowerPoint presentation! 
    After data has been collected from the audience,
    data can be downloaded into Excel Word for
    further analysis, trend recognition and
    reporting.)

36
  • How can you prepare to be a successful
  • Distance Learning Teacher?

37
Prepare to Teach Online Successfully!
  • Find a mentor
  • Have a trusted colleague review your materials
  • Enroll in an online course or participate in
    online training

38
Internet Resources
  • A website for TI-83 Ti-84 Graphing Calculators
  • http//mathbits.com/MathBits/TISection/Openpage.ht
    mGeneral
  • A website for math "notes http//purplemath.com/
  • A website for Conics http//britton.disted.camosu
    n.bc.ca/jbconics.htm
  • Print your own Graph Paper (rectanglar, polar,
    logarithmic) http//www.mathematicshelpcentral.c
    om/graph_paper.htm
  • A website for Derivatives http//distlearn.amatyc
    .org
  • Math Type is a product for including
    mathematics notation in documents
    http//www.dessci.com/en/products/mathtype/?t

39
Internet Resources
  • Get a TI Calculator emulator
  • http//www.mtsu.edu/smcdanie/CSS_Site/VisualAlge
    bra/Visual_Dev_algebra2.htm
  • That one has lots of good help menus for Word,
    Excel, Powerpoint, and has the virtual TI as a
    download.
  • Math GV http//www.mathgv.com/
  • This is a free grapher. Have your students use
    this to create graphs to copy and paste into Word
    documents

40
Free Resource on the Internet
  • A free graphing utility
  • http//www.padowan.dk/graph/
  • A resource for math teachers
  • http//www.mathbits.com/
  • Texas Instruments ready-made lessons
  • http//www.timath.com/
  • Video tutorials for algebra to calculus
  • http//www.hippocampus.org/

41
Questions?Contact InformationMary Beth
Orrangeorrange_at_ecc.eduNancy J.
Sattlernsattler_at_terra.eduVera
Hy-Hynevmanhuhynev_at_sunysuffolk.edu
42
Sharing Session
  • Homework
  • Projects
  • Course material delivery
  • Office hours
  • Communication
  • Class Participation
  • Books
  • All the other things that go in a math course
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