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Planning a Web-based Course Barbara Lockee Office of Distance Learning Department of Teaching & Learning.

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Presentation on theme: "Planning a Web-based Course Barbara Lockee Office of Distance Learning Department of Teaching & Learning."— Presentation transcript:

1 Planning a Web-based Course Barbara Lockee Office of Distance Learning Department of Teaching & Learning

2 Models of Distance Education SameDifferent Same Different Place Time Traditional Classroom Real-time Distance Learning Work Station (Lab/Center) Asynchronous Learning

3 Components n Logistical information – What is the course, objectives – Credit, Non-credit? – How does one register? Pay? Cost? – How will the course be conducted? n deadlines, events, assignments, assessment n communication n work submission, feedback – What are the expectations?

4 Components n Course content can be acquired through... – reading assignments – web-based text – digital audio files – digital video files – combinations of the above

5 Components n Communication mechanisms – One-to-one n e-mail n telephone office hours – One-to-many n list serve n threaded discussion – Many-to-many n web chat

6 Components n Resources – additional links to other related sites – electronic versions of prior work, projects – access to grades – links to relevent search engines, databases – Technical assistance (4-HELP) – Course FAQ’s

7 Factors to Consider n from an instructional perspective n from a technical perspective n from a support perspective

8 Instructional Considerations n Establish CLEAR objectives n Develop strategies to meet objectives – assignments, case studies, collaborations n Developing instructional materials and events to meet objectives n Implement course n Assess outcomes – deliverables, student involvement

9 Pedagogical Implications n Reduction in communication channels, leads to feelings of isolation and lack of community n Can build in activities that require collaboration and communication to develop connectedness to group and event

10 Pedagogical Implications n New high-tech, hypermedia environment can be overwhelming to all but the expert technologist! n Provide support mechanisms, on-line help, tutorials, etc. n Strongly consider necessity, benefits of more technically complex options

11 Pedagogical Implications n Asynchronous Time – Self-paced means differing completion rates – Will you regulate and how much? – More difficult to promote interaction, discussion without some regulation – Self-regulation can be problematic, depending on level of maturity and motivation

12 Technological Issues n Hardware – learner access to computer – capabilities of student systems n Software – web browser (type, version) – required plug-ins

13 Technological Issues n Connectivity – speed – internet service provider n Web Server – who maintains it – how can you access it – can students access it (ftp, telnet) – In case of emergency...

14 Technological Issues n Bandwidth – volume measure for information flow – determined by weakest link in system n connection from sender’s computer to router(s) n connection from router(s) to receiver’s computer – lowest common denominator is phone line

15 Technological Issues n Bandwidth – Variables which affect amount of bandwidth used for transmission n model of time/place delivery n fidelity of the communication n degree of realism n level of interaction

16 Technological Issues n Participant skill level – don’t assume anything! – establish requirements – provide assistance in getting up to speed n Support – for you--development and implementation – for your students

17 Organizational Issues n Time, Time, Time! – reduced workload for preparation – reduced workload for implementation – management of communication n Information Updates – necessary to maintain and update pages – interface should not change

18 Talk to Others! n Colleagues who have taught on-line n Discussion forums n Office of Distance and Distributed Learning (1-6664) n Educational Technologies (1- 5879)

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