1. 1 Distance Education A New Educational Paradigm Sha Li School of Education

2. 2 An Exciting Development A renovation of education in information technology-assisted environment Expanded educational market Increased self-image Improved instructional style and methods Deeper understanding and experiencing of new educational concepts

3. 3 The E-Learning Needs and markets Who enroll for distance education classes (The market) Who are interested in DE (high dropout rate) Who want to meet their time, work schedule, and geographic needs (low dropout rate) Who have limited access to the traditional classes International market (rich or poor countries) Others

4. 4 The Current Facilities We Have on Campus Internet Teacher ’ s web site for classes (Internet based) Blackboard (Internet based) Email or listserv (Internet based) Fiber optical teleconferencing (on campus / off campus) Internet web video conferencing (Net Meeting, Messenger) Telephone and voice mail Mailing correspondence New --- Integrity equipment for distance education

5. 5 Internet Video Conferencing Video audio conference Live talk Text chat Call people instantly File transfer Program sharing Desk top sharing White board sharing Inviting

6. 6 Tegrity ® Instructor Setups Build your own in any room Desktop for all instructors TeachServeLearn Now one platform can meet all instructors’ multimedia e-learning needs! Onsite training for instructors! Turnkey “Studios”

7. 7 Any Teaching Style  E-learning TeachServeLearn

8. 8 Fiber Optical Teleconferencing Cost Savings, Time effective. Gain immediate access to visual class, Keep people in locations where they are. It enables you to see, hear, and speak as well as share documents with students, and teachers in various locations in real time meeting environments between two or more locations.

9. 9 A Changed Educational Paradigm From traditional classroom instruction to a virtual learning format In a physically-unseen classroom Teaching by going online or appear in videoconferencing Working with unseen learners Diversity in students, cultures, locations, learning styles, backgrounds or even languages

10. 10 A New Type of Instructional Interaction and Supporters Networked Interaction: Online instruction, asynchronous & synchronous interaction, Text-Based, visual-based, sound-based, graphic-based, video-based, (Distance learning center, Slow- Ragland: 372-5793) Blackboard (Demitry Norwood: 372-4125) Teleconference ( fiber optical teleconference, Michael Morns: 372-4088 ) EITS technical support: (Chris: 372-5220) Internet conference (Net Meeting, messenger, QQ. MSN)

11. 11 Advantages of Distance Education Learning and teaching anytime and anywhere Asynchronous and synchronous interaction Written communication and also the seeing, hearing, and speaking enabled Learn at the student ’ s own pace Cost effective (save travel, rental and time) Time effective

12. 12 Disadvantages of Distance Education Lost face-to-face interaction Lost tone, emotion, gesture, and facial prompts Loose control of students ’ learning discipline Plagiarism in assignments and tests Unforeseen and unperceived problems could often happen Hard to motivate student ’ s participation and provide models Students feel it sterile and isolated to learn Dropout rates could be high

13. 13 Who could be the best distance learners Who have good technology background Who have persistency in learning Who could adjust themselves to the new learning paradigm Who have the tendency to be active and skillful in e-communication (e.g. open email and log on to the Blackboard on a regular base) The friendly learner who builds understanding, rapport and friendship in the e-learning communication.

14. 14 Who could be the best distance teachers Who have good technology background (typing skills, quick to learn the useful technology tools) Who could adjust themselves to the new teaching paradigm. Who have persistency in learning the new methods and techniques to teach. Who have the tendency to be active and skillful in e- communication (Frequently use email, willing to post friendly talk in email and discussion board. The language is polite, kind, inviting, informing, caring, and possibly detailed). The teacher who could make him/herself seen, known, felt, and touched. Who could well anticipate, predict, probe and analyze learning on the student ’ s side. Who could creatively design, perform and evaluate in online educational environment.

15. 15 What need our attention A Threshold Period of adjustment (training, adjustment and accumulating experiences) Don ’ t know what to do, when to do and how to do Don ’ t know how to do to meet the class requirement. Everything is abstract. Online retardation: forget having a class online, forget checking announcement, due dates, no show ups and participation. Hurried projects and assignments could be low quality. Expect models and directions (prefer concrete to abstract) Conflicts and Misunderstandings between student and teacher in virtual class

16. 16 What we need to care about Be patient and careful with students Communicate digitally on a regular base Typing swiftly and respond promptly to email/discussion Keep scheduled work in the virtual plac Prompt participation. Probe responses and feedback Anticipate, predict, and analyze problems wisely during the instructional process, know about learner ’ s mood changes. Your involvement and showing up are important Show rewards and punishment clearly and fairly Manipulate diversity issues warmly Teacher ’ s mutual support

17. 17 Technical Needs from Teachers 1. Be able to access all facilities available (secure Internet, Blackboard, Internet conferencing cameras, teleconferencing room, good computers, laptops) 2. Have Trainings 3. Have a full time technician to support, to call, and to fix all possible computer problems 4. Form a cooperative teacher team to help and communicate with each other about the current teaching issues 5. Have laptop, computer camera, digital camera, scanner

18. 18 Need Administrative Support 1. Course schedule arrangement 2. Contact EITS for Blackboard, web space for each faculty 3. Purchase equipment 4. Assign work study students, GAs and TAs to help the teacher 5. Hire technician 6. Contact and provide trainings 7. Fair work load and payment issues

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