educational leadership and planning for technology chapter 8 – distance learning dr. anthony g....

Educational Leadership and Planning for Technology

Chapter 8 – Distance Learning

Dr. Anthony G. Picciano

Copyright © 2006 by Pearson Education, Inc. All rights reserved

PowerPoint Outline• Distance Learning Defined• Distance Learning Technologies• Blending Technologies• Designing Instructional Materials for Distance Learning• Designing Programs for Distance Learners

Sample of K-12 Distance Learning Programs• Distance Learning: Some Issues


Distance Learning Defined

Distance learning refers to the physical separation of teaching and learning.

Compared with the older term distance education, the newer distance learning puts an emphasis on the “learner.”

Student-centered learning is an especially appropriate concept in distance learning, where students need to take greater responsibility for their learning.


Distance Learning Technologies

No single technology is considered the “best.”

The trend, however, is to use more digital, computer-based technologies, especially the Internet.


Technology Advantages Limitations

Print

Textbooks Easy to use Noninteractive Study guides Familiar Dependent on learner’s reading skills Syllabi Spontaneous Passive/self-directed Assignments Inexpensive Workbooks Portable Self-paced

================================================================================Audio

Audiocassettes Easy to use Noninteractive Portable Passive/self-directed Inexpensive Requires printed study guides Self-paced Nongraphic ------------------------------------------------------------------------------ Radio Mass distribution Noninteractive Easy to use(student) Requires printed study guides Nongraphic ------------------------------------------------------------------------------ Audioconferencing Interactive Nongraphic Immediacy Development time Requires printed study guides ------------------------------------------------------------------------------ Audiographics Interactive Requires printed study guides Immediacy Limited graphics

Distance Learning TechnologiesA Comparison of Print, Audio, Video, and Computer Instruction



Video

Videocassettes Easy to use(student) Noninteractive

Self-paced Passive/self-directed

Graphic Requires printed study

guides

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Television Mass distribution Noninteractive

Graphic Requires printed study

guides

Easy to use(student) Development time

Expensive

-----------------------------------------------------------------

Videoconferencing Interactive Development time

Graphic Expensive

Immediacy Complex technology




Computer (Digital)

Packaged software Interactive(limited) Development time

(CD-ROM, network) Multimedia Expensive

Self-paced Complex

-----------------------------------------------------------------

Synchronous/network Interactive Development time

(Videoconferencing) Multimedia Expensive

Immediacy Complex

Participative

-----------------------------------------------------------------

Asynchronous/network Interactive Development time

Graphics(limited) Complex

Self-paced Expensive

Student access to

technology

Rapidly evolving

technology



Blending Technologies

A “best” technology does not yet exist.

Educators may blend technologies to provide the “best” approach.

Although one technology may be the primary technology used for delivering instruction, other technologies (or even face-to-face instruction) may be more appropriate for some other aspect of a distance learning program.


Designing Instructional Materials for Distance Learning

The textbook illustrates distance learning materials for three different delivery methods: the printed study guide, the interactive video conference, and asynchronous learning using the Internet and World Wide Web. (See pages 183-7.)

All three examples use the U.S. Supreme Court’s landmark decision, Brown v. Board of Education of Topeka, Kansas (1954), its aftermath, and its relevance to modern American society. Each example concludes with the same written assignment.

Although the content and student assignment are the same, the materials and presentations have been customized to suit each technology’s unique benefits and limitations.


Designing Programs for Distance Learners

Good design considers the students’ ages, interests, skill levels, academic preparedness, and career goals.

Distance learning programs are predominantly directed to adults in undergraduate, graduate, and continuing education programs. National Center for Education Statistics U.S. Department of Education, 2003

However, now more distance learning programs are being directed to primary and secondary school students.


Sample of K-12 Distance Learning Programs

Arts and Sciences Teleconferencing Service

Credit courses via satellite from Oklahoma State University.

California Distance Learning Program

K-8 public school distance learning program emphasizing the needs of the whole child, including academic, social, emotional, and developmental needs.

More examples are found in Figure 8-9 in the textbook, pages 191-2.


Distance Learning: Some Issues

• Instructional Quality

• For-profit Education Providers

• Student Access to Technology

• Scalability

• Learner Needs


Questions and Comments

educational leadership and planning for technology chapter 8 – distance learning dr. anthony g....

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