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

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

Copyright © 2006 by Pearson Education, Inc. All rights reserved Distance Learning Technologies No single technology is considered the “best.” The trend, however, is to use more digital, computer- based technologies, especially the Internet.

Copyright © 2006 by Pearson Education, Inc. All rights reserved 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 Technologies A Comparison of Print, Audio, Video, and Computer Instruction

Copyright © 2006 by Pearson Education, Inc. All rights reserved Technology Advantages Limitations Video Videocassettes Easy to use(student) Noninteractive Self-paced Passive/self-directed Graphic Requires printed study guides 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 Distance Learning Technologies

Copyright © 2006 by Pearson Education, Inc. All rights reserved Technology Advantages Limitations 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 Distance Learning Technologies

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

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

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

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

Copyright © 2006 by Pearson Education, Inc. All rights reserved Distance Learning: Some Issues Instructional Quality For-profit Education Providers Student Access to Technology Scalability Learner Needs

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