Research That Guides Practice: Designing Instruction for the Distant Learner or Equivalency Theory and the U-M-T Approach Michael Simonson

" When I was a kid, I had to walk three miles each way to school. The snow drifts were seven feet high, and I had no shoes." "Gee, Granddad, that's nothing. Today I had to go to Paris for my French class, MIT for computer science and the New York Stock Exchange for economics" Welcome to the world of distance learning. - Paul Butera, Ameritech Magazine

Redefinition of Distance Education Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

ST SP ST SP DT SP DT SP ST DP ST DP DT DP DT DP Coldeway's Quadrants

“The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.” Richard Clark

Face to Face Instruction Distance Delivered Instruction Teaching

Equivalency Theory of Distance Education “Learners, distant and local, should be provide equivalent learning experiences in order for them to achieve similar learning outcomes”

Learning Experiences Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.

Instructional Design for Distance Education: The U-M-T Approach Instructional Design for Distance Education: The U-M-T Approach

Equivalency Units (vs. Carnegie Units) Modules (3-5/Unit) Topics (3-5/Module, each with a Learning Outcome)

An Example 3 Credit Course Carnegie Unit Course = 3 x 750 minutes of class time = 2250 minutes or ~45, 50-minutes classes Equivalency Unit Course = 3 units, with 3-5 modules each, with 3-5 topics each, or ~ 45 topics, and 45 learning outcomes 3 Credit Course Carnegie Unit Course = 3 x 750 minutes of class time = 2250 minutes or ~45, 50-minutes classes Equivalency Unit Course = 3 units, with 3-5 modules each, with 3-5 topics each, or ~ 45 topics, and 45 learning outcomes

Chunking of Information Pre-ChunkingPost- Chunking

3 x 5 x 5 Approach 3 Units/3Credit Course 5 Modules/Unit 5 Concepts/Module & 1 Objective/Concept 3 Units/3Credit Course 5 Modules/Unit 5 Concepts/Module & 1 Objective/Concept

1 Semester Credit = 1 Unit = 5 Modules = 15 Concepts

Assessment Methods Objective Tests Short Answer Tests Extended Answer Tests – Essays Practical Tests Situational Assessment/Skill Assessment Assignments and Projects/Presentation & Oral Assessment Portfolios Objective Tests Short Answer Tests Extended Answer Tests – Essays Practical Tests Situational Assessment/Skill Assessment Assignments and Projects/Presentation & Oral Assessment Portfolios

Recommended Distance Education Assessment Plan 1.Outcomes Based: With Student and Instructor Constructed 2.Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments 3.Objective Tests – Knowledge/Comprehension-level Objectives 4.Projects and Portfolios with Rubrics – Analysis/Application Level Objectives 1.Outcomes Based: With Student and Instructor Constructed 2.Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments 3.Objective Tests – Knowledge/Comprehension-level Objectives 4.Projects and Portfolios with Rubrics – Analysis/Application Level Objectives