1. Storyboard – Ten Guiding Principles of Distance Education by Berta Capo EDD 7005 – Instructional Media Nova Southeastern University November 15, 2009

2. Production Notes Visuals: Introduction Image Type: Movie Audio: Background music and narration Video of me introducing myself. Script Notes I introduce myself and welcome everyone Narrator “Hello, my name is Berta Capo. Welcome to my ten principles of distance education. I hope you find them informative”.

3. Production Notes Visuals: Shot of a University from far away. Image Type: Still Picture Audio: Background music and narration Script Notes Define Distance Education See notes section and reference section for quotation reference. Photo from PrintMaster. Narrator According to Simonson, distance education is "institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors”. Distance Education?

4. Production Notes Visuals: Background picture of the world and then transition to the list of principles. Image Type: Still Picture Audio: Background music and narration Script notes This picture transitions to a display of the ten guiding principles of distance education. Photo from PrintMaster. Narration Lets begin to identify the ten guiding principles of distance education. The Ten Guiding Principles of Distance Education

5. Production Notes Visuals: Transition to the list of principles. Image Type: Still Picture Audio: Background music and narration The Ten Guiding Principles of Distance Education 1. Establish Communication as most Important Element 2. Know Your Learners 3. Achieve the Right Balance in Transactional Distance 4. Build Online Communities 5. Deliver Useful Instruction to Students 6. Implement a Systems Approach 7. Develop Course Designs for Distance Education 8. Apply Media as Interchangeable 9. Build upon Theory and Research 10. Maintain Institutional Support for the Student Script notes A display of the ten guiding principles of distance education. Narration Lets begin to identify the ten guiding principles of distance education continues from previous shot.

6. Production Notes Visuals: picture of an exchange of information. Image Type: Still Picture Audio: Background music and narration 1. Establish Communication as Most Important Element Script Notes Photo from PrintMaster. Transition to photos of books, newspapers, and computer. Narrator In distance education, teaching is performed apart from the learning; therefore, communication between the student and the teacher, and the student and other students must be made possible by other means. Communication can be established and maintained through either printed material, telephone, teleconferencing, or computer meditation (Moore, 2007).

7. Production Notes Visuals: More visuals of communication Image Type: Still Pictures Audio: Background music and narration Script Notes Continue with visuals relating to communication. Add one visual at a time as I narrate. Photo from PrintMaster. Narrator The communication between students and the teacher must be specified in detail and planned ahead of time. If this does not occur, students may feel alienated. In order to avoid miscommunication, a detailed description of what is expected and when it is expected must be exchanged between teacher and students. pg. 133 elaborate (Simonson, Smaldino, Albright, & Zvacek, 2006).

8. Production Notes Visuals: More visuals of communication Image Type: Still Picture Audio: Background music and narration Script Notes Continue with visuals relating to communication. Add one visual at a time as I narrate. Mailbox is Microsoft and needs a jpeg. Photo of girls on phone from PrintMaster. Narrator Continue narration from previous slide

9. Production Notes Visuals: Design objects and still picture. Image Type: Graphics and still picture. Audio: Background music and narration Script Notes Create graphics and add one visual at a time as I narrate. Narrator “A syllabus, guidelines, calendar, and detailed expectations should be provided to help reduce student anxiety due to distance”. Syllabus Guidelines Calendar

10. Production Notes Visuals: Pictures of representing senses. Image Type: Still Pictures Audio: Background music and narration 2. Know your Learners (Smaldino, Lowther, & Russell, 2008). Script Notes 2. Know your Learners (Smaldino, Lowther, & Russell, 2008). Show one picture at a time while narrating. Photos from PrintMaster. Narrator What is your target group? Are they adults, teenagers or children? Are they in training for a specific business or career path? What are their strengths and weaknesses? What are their individual learning styles? Are they auditory, visual or kinesthetic learners? All these factors will affect the type of instructional design needed for maximum learning to occur.

11. Production Notes Visuals: Media images. Image Type: Still Pictures. Audio: Background music and narration Script Notes Pictures from Microsoft need jpeg of different media. Cycle through different photos. Narrator Different learners have different learning styles. According to Moore (2007), as early as 1969 Wedemeyer proposed that a variety of media should be used to address the differences in student learning styles thus allowing students to chose their preferred media based on their individual needs (Moore, 2007).

12. Production Notes Visuals: Student using computer. Image Type: Still picture. Audio: Background music and narration Script Notes Photo from PrintMaster. Narrator “Individuals are presently using different media and tailoring it to their needs or napsterizing (Dede, 2005). This emphasizes how accurately Wedemeyer understood media even then and how media needs to be selected for optimal presentation and dependent on learning style differences”.

13. Production Notes Visuals: Balance and students learning. Image Type: Still pictures Audio: Background music and narration of auditory learner. 3. Achieve the Right Balance in Transactional Distance Script Notes Cycle through pictures while narrating. Photo from PrintMasters. Narrator “Transactional distance can be described as the distance ascribed to the degree of communication between the learner and the teacher, the learner and the content and the learner and other learners (Gorsky & Caspi, 2005). Transactional distance has to do with the relationship of dialogue and structure. Increased dialogue with decreased structure produces little transactional distance which tends to favor individual students with less autonomy. Decreased dialogue and increased structure produces higher transactional distance and tends to be favored by the more autonomous learner. Therefore, the amount of communication and structure must be evaluated in terms of the type of learner (Moore, 2007)”.

14. Production Notes Visuals: Graphics Image Type: Sill objects being inserted. Audio: Background music and narration 4. Build Online Communities Script Notes Progress through the building of a network of learners. Narrator “Online students are in danger of feeling isolated. Therefore, it becomes very important to build online learning communities to increase support for the students, decrease feelings of isolation and increase retention rates (Fisher & Baird, 2005)”. Learner

15. Production Notes Visuals: Pictures of online networks. Image Type: Still Pictures Audio: Background music and narration 4. Build Online Communities Script Notes Credit Istockphotos.com for both photos. Narrator “Continue narration from Previous slide. Online students are in danger of feeling isolated. Therefore, it becomes very important to build online learning communities to increase support for the students, decrease feelings of isolation and increase retention rates (Fisher & Baird, 2005)”.

16. Production Notes Visuals: Students working Image Type: Still Picture Audio: Background music and narration 5. Deliver Useful Instruction to Students Script Notes Cycle through different pictures of students engaged in meaningful activity. Photo from PrintMaster. Narrator “The learners need to understand the reason why they are participating in a learning activity. According to Morrison, Ross, and Kemp, students need to look upon the instruction as useful (as cited in Clark, 2001, pg. 127)”.

17. Production Notes Visuals: Graphics being added to build system. Image Type: Graphics Audio: Background music and narration 6. Implement a Systems Approach Script Notes Make and place the slides of a building diagram of a system in order and run as movie to simulate the appearance of each component as I narrate. Narrator “In a system, all parts are interconnected and work together for a clear goal (Dick, 2009).According to Simonson, Smaldino, Albright, and Zvacek (2008), Distance Education itself is a system and the course designs must follow a systems approach and be divided into modules”.

18. Production Notes Visuals: Graphics being stacked. Image Type: Graphics Audio: Background music and narration 7. Develop Course Designs for Distance Education Script Notes Create and simulate organization of goals through adding additional goals graphic by graphic and stringing together in the video. Narrator “According to Garrison & Cleveland-Innes (2005), the design of online learning courses is crucial for meaningful learning to take place. Learning goals for distance education must be sequenced from the general to more specific and the course design must be well organized especially because of the separation of instructor and class members (Clark, 2001)”. Goals

19. Production Notes Visuals: Individuals using multiple media. Image Type: Still Pictures Audio: Background music and narration 8. Apply Media as Interchangeable Script Notes Microsoft picture for student on computer and cell phone only, need jpegs for the picture. The other picture is from Printmaster. Narrator “Research shows that the media is not what causes a significant difference in learning, it is the lesson (Clark, 2001). The goals and objectives of the lesson must be the guides to media selection (Simonson et al., 2006). The media must match the learning objective and because of the distance between the professor and student's, media and visuals are important and require planning”.

20. Production Notes Visuals: Concstruction picture and teacher in class. Image Type: Still Pictures Audio: Background music and narration 9. Build upon Theory and Research Script Notes Microsoft picture of construction, need jpeg of solid structures and construction. Add and Credit Ms. Garcia-Minsal for photo of face-to-face. Narrator “Distance education instruction must be based on sound theory and research in distance education (Simonson et al., 2006). Distance education instructors should not be transferring face-to-face instruction to the on-line classroom. They need to be trained in distance education theory and be knowledgeable of the research in order to design and provide effective instruction”.

21. Production Notes Visuals: Institution and library. Image Type: Still Picture Audio: Background music and narration 10. Maintain Institutional Support for the Student Script Notes Institution is a Printmaster photo and the library was taken by me in RMEC. Narrator “The institution must support the student (Simonson et al., 2006). Students must have access to resources to support their efforts and to assure them that they will be able to meet their class obligations without undue stress. They need a wide array of support resources which should include the proper equipment, library access and support personnel, and technology support personnel”.

22. Production Notes Visuals: Image Type: Still Picture Audio: Background music and narration References Clark, R. E. (2001). Learning from Media. Greenwich: IAP Information Age Publishing. Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7-12. Dick, W. C., L.; Carey, J. (2009). The Systematic Design of Instruction. New Jersey: Pearson. Fisher, M., & Baird, D. E. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus-Wide Information Systems, 22, 88-107. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough. American Journal of Distance Education, 19(3), 133-148. Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. The Quarterly Review of Distance Education, 6(1), 1-11. Moore, M. G. (2007). Handbook of Distance Education (2 ed.). Mahwah: Lawrence Erlbaum Associates, Publisher. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: foundations of distance education. Mahwah: Lawrence Erlbaum Associates. Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional Technology and Media for Learning (9 ed.). Upper Saddle River: Pearson Education, Inc. Script Notes Narrator

23. Production Notes Visuals: MovieMaker Credits Image Type: Scrolling words Audio: Background music Credits Script Notes Credits for help with video, for pictures, and music, and RMEC for the library picture and myself. Narrator No narration