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Distance Education & Equivalency of Learning
Experiences
Distance Education & Equivalency of Learning
ExperiencesEqual is not best
Michael Simonson
Equal is not bestMichael Simonson
One-TimeOnly EventsOne-Time
Only EventsMultiple Session
EventsMultiple Session
Events
Distance EducationDistance Education
Redefinition of Distance Education
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.
Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.
Equivalency Theory of Distance Education
Equivalency Theory of Distance Education
"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."
"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."
Learning Experiences
Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.
What Works – Distance Education
What Works – Distance Education
• Carefully planned instruction • Structured note taking - interactive study
guides• Visualizations of concepts• Less than 4 remote sites• Almost anything that works in a regular
classroom - if it is planned
• Carefully planned instruction • Structured note taking - interactive study
guides• Visualizations of concepts• Less than 4 remote sites• Almost anything that works in a regular
classroom - if it is planned
South Dakota TeachersSouth Dakota Teachers
Average Age ~44
Years in Education ~17
Gender ~67% Female
Innovativeness ~108
DE will improve Educ. ~4.7
I know about DE ~2.7
ITV/DDN will provide + ~4.5
Average Age ~44
Years in Education ~17
Gender ~67% Female
Innovativeness ~108
DE will improve Educ. ~4.7
I know about DE ~2.7
ITV/DDN will provide + ~4.5
Shifting Paradigms:Mission and PurposesShifting Paradigms:Mission and Purposes
Instruction Paradigm
• Provide instruction• Transfer knowledge -
faculty to students
• Offer courses
• Improve teaching
Instruction Paradigm
• Provide instruction• Transfer knowledge -
faculty to students
• Offer courses
• Improve teaching
Learning Paradigm
• Produce learning• Elicit discovery
and construction of knowledge
• Create powerful learning environments
• Improve learning
Learning Paradigm
• Produce learning• Elicit discovery
and construction of knowledge
• Create powerful learning environments
• Improve learning
Shifting Paradigms:Teaching/Learning Structures
Shifting Paradigms:Teaching/Learning Structures
Instruction Paradigm
• Time held constant, learning varies
• 50-minute lecture, 3-credit hr course
• Covering material• Degree equals
accumulated credit hours
Instruction Paradigm
• Time held constant, learning varies
• 50-minute lecture, 3-credit hr course
• Covering material• Degree equals
accumulated credit hours
Learning Paradigm
• Learning held constant, time varies
• Learning environments
• Specified outcomes• Degree equals
demonstrated knowledge and skills
Learning Paradigm
• Learning held constant, time varies
• Learning environments
• Specified outcomes• Degree equals
demonstrated knowledge and skills
Shifting Paradigms:Learning Theory
Shifting Paradigms:Learning Theory
Instruction Paradigm
• Learning teacher-centered, controlled
• “Live” teacher, “live” students required
• Classroom/learning competitive and individualistic
Instruction Paradigm
• Learning teacher-centered, controlled
• “Live” teacher, “live” students required
• Classroom/learning competitive and individualistic
Learning Paradigm
• Learning student-centered, controlled
• “Active” learner required, but not “live” teacher
• Learning environments cooperative, supportive
Learning Paradigm
• Learning student-centered, controlled
• “Active” learner required, but not “live” teacher
• Learning environments cooperative, supportive
Shifting Paradigms:Nature of Roles
Shifting Paradigms:Nature of Roles
Instruction Paradigm
• Faculty are primarily lecturers
• Faculty and students work independently and in isolation
Instruction Paradigm
• Faculty are primarily lecturers
• Faculty and students work independently and in isolation
Learning Paradigm
• Faculty are designers of learning methods and environments
• Faculty and students work in teams with each other and other staff
Learning Paradigm
• Faculty are designers of learning methods and environments
• Faculty and students work in teams with each other and other staff
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