Best Practicesfor

Distance EducationDesigning the “Perfect” Course

Michael Simonson, Ph.D.Program Professor

Instructional Technology and Distance EducationFischler School of Education

Field of Dreams.avi

Teacher as ?Teacher as ?

Teacher (Nursing Educator?) as Skeuomorph

Teacher (Nursing Educator?) as Skeuomorph

http://www.nova.edu/~simsmich/

What do we know?What do we know?

Definition of Distance Education

Definition of Distance Education

Institution-based formal education where the learning group is separated, and where interactive telecommunications systems/media are used to connect learners, resources

and instructors.

Institution-based formal education where the learning group is separated, and where interactive telecommunications systems/media are used to connect learners, resources

and instructors.

STSPSTSP

DTSPDTSP

STDPSTDP

DTDPDTDP

Coldeway's QuadrantsColdeway's Quadrants

Face to FaceInstruction

Distance DeliveredInstruction

TeachingTeaching

Staggering Growth of DEStaggering Growth of DE

Best PracticesBest Practices

• Logical and Intuitive Organization• Multimedia Use to Present Content• High Quality Production Standards• Content-Rich Design• Meaningful, Quick and Meaningful Interaction• Self Pacing Apparent• Continuous Evaluation and Revision

• Logical and Intuitive Organization• Multimedia Use to Present Content• High Quality Production Standards• Content-Rich Design• Meaningful, Quick and Meaningful Interaction• Self Pacing Apparent• Continuous Evaluation and Revision

Best Practices: InstructionBest Practices: Instruction

Content

Readings

Viewings

Listenings

Content

Readings

Viewings

Listenings

Interaction

Chats

Discussions

Teamwork

Email

VOIP

Telephone

Live Presentations

Interaction

Chats

Discussions

Teamwork

Email

VOIP

Telephone

Live Presentations

AssessmentExamsPresentaitonsWritingJournalsBlogs

Rules of ThumbRules of Thumb

For a typical 3-credit course• 90 -130 hours of student involvement• 10 – 25 students/instructor• Clear organization ~ 45 topics, 15 modules,

and 3 units• Build Communities >5 <10• Grade often and everything• <1 instructor posting to 4 student postings

For a typical 3-credit course• 90 -130 hours of student involvement• 10 – 25 students/instructor• Clear organization ~ 45 topics, 15 modules,

and 3 units• Build Communities >5 <10• Grade often and everything• <1 instructor posting to 4 student postings

The perfect CourseThe perfect Course

The Standard?The Standard?

3 Credit, Carnegie Unit Course =

3 x 750 minutes of class time = 2250 minutes or ~45, 50-minutes classes

3 Credit, Carnegie Unit Course =

3 x 750 minutes of class time = 2250 minutes or ~45, 50-minutes classes

Equivalency Theory of Distance Education

Equivalency Theory of Distance Education

“Learners, distant and local, should be provide equivalent learning

experiences in order for them to achieve similar learning outcomes”

“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.

Chunking of Information

Pre-Chunking Post- Chunking

Equivalency Units (vs. Carnegie Units)

Modules (3-5/Unit)

Topics (3-5/Module, each with a Learning Outcome)

3 x 5 x 5 Approach3 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

Unit

Module 1

Module 2

Module 3

Module 4

Module 5

Concept 1

Concept 2Concept 3

Concept 15

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

Trigger VideosTrigger Videos

A motion media production (most often a video) that presents a dilemma

without resolving it, with the intent that this video will lead to a discussion

among the group for which it is intended. The dilemma may be of any

type – ethical, professional, moral, financial, social, organizational.

A motion media production (most often a video) that presents a dilemma

without resolving it, with the intent that this video will lead to a discussion

among the group for which it is intended. The dilemma may be of any

type – ethical, professional, moral, financial, social, organizational.

Mike Simonson,

ExamplesExamples

EDD 8123 WebCT

Exemplary Course WebCT Pages

EDD 8123 WebCT

Exemplary Course WebCT Pages

Types of Trigger VideosTypes of Trigger Videos

• Instructional – Introduction• Instructional – Problems• Professional• Organizational• Situations – Vignettes• Case Studies

• Instructional – Introduction• Instructional – Problems• Professional• Organizational• Situations – Vignettes• Case Studies