Planning for Distance Education Jim Lehman Educational Technology Purdue University.
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Transcript of Planning for Distance Education Jim Lehman Educational Technology Purdue University.
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Planning for Distance Education
Jim LehmanEducational Technology
Purdue University
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Planning
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Planning
• PLANNING is the key to success in a distributed learning environment.
• Determine what you want to teach, to whom, how you will do it, and how you will assess outcomes.
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What is Planned?• Philosophy• Instructional
model• Content selection• Course rationale• Goals and
objectives• Prerequisite skills• Syllabus
• Textbook• Media• Instructional
strategies• Presentation
elements• Readings and
activities• Assessments • Grading system
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Planning Topics
• Systems approach • Preliminary planning• Basic components• Developing
objectives• Methods/activities• Evaluation
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Systems Approach
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Systematic Approach
R eviseas N eed ed
A n a lyzeIn s tru c tion a l Task
A n a lyzeL earn ers
S u m m ative E va lu a tion
Im p lem en t C ou rse
F orm ative E va lu a tion
S e lec t an d C rea teIn s tru c tion a l an dC ou rse M ate ria ls
D eve lop M an ag em en tan d C om m u n ica tion
P roced u res
D eve lopIn s tru c tion a l S tra teg ies
Id en tify an d S e lec tD e live ry A lte rn a tives
D eve lopA ssessm en t P roced u res
W riteP erfo rm an ce O b jec tives
G ath er R esou rces
A ssess N eed s an dId en tify
In s tru c tion a l G oa ls
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Initial Steps
A n a lyzeIn s tru c tion a l Task
A n a lyzeL earn ers
A ssess N eed s an dId en tify
In s tru c tion a l G oa ls
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Preliminary Planning
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Preliminary Planning
• First, you need to determine your overall course goal.– What do you propose to offer?– To whom?– What instructional need are you
fulfilling?
• How can you assess the need for a distance education course or module?
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Preliminary Planning, cont’d.
• Audience analysis– Who do you expect your students to
be?– Where are they located?– What are their characteristics?
• How can you analyze your audience for a distance education course?
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Preliminary Planning, cont’d.
• Content analysis– Does the content for your course
already exist or must it be created?– Will modification for distance delivery
be necessary?– Can distance technologies be used to
your advantage?
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Preliminary Planning, cont’d.• Delivery System Selection
– What delivery system (e.g., videotape, live video, Internet) is available?
– Which delivery system offers the best fit with your content and your audience?
– How easy or difficult will it be to prepare your course for this delivery system?
• How will communication and course management be handled?
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Basic Componentsof Effective Instruction
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A Simplified View
• Objectives• Activities• Evaluation
Objectives
Activities Evaluation
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Developing Goals and Objectives
Strategies for IdentifyingStudent Outcomes
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Goals
• Educational goals are broad, overall purposes or plans for a course.
• Start by thinking about goals for a course that you teach or plan to teach. State one goal for your course.
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Objectives
• Educational objectives are more specific statements of what students will be able to do upon completion of the instruction.
• An example might be: “The student will be able to name four stages of mitosis and describe the processes that occur at each stage.”
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Developing Objectives
• When designing instruction, it is common to specify objectives first, but it is also possible to define objectives based upon content/activities or evaluation.
Objectives
Activities Evaluation
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Objectives First
• Examine the discipline standards for your field. Basic competencies are often identified. Use those to write objectives.
• Check textbooks and teacher’s guides in the field.
• Assess the needs of courses that follow yours in the curriculum.
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Content First
• Examine reference material (e.g., textbooks) and try to glean objectives from them.
• Make an outline of the course content you wish to cover. What are the most important points? What will you expect students to learn or be able to do?
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Content First
• Identify how concepts relate to one another in your content. Concept mapping is a good technique.
Mitosis
CopiesCell
Stages
Importantfor Growth
Prophase Metaphase Anaphase Telophase
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Evaluation First
• Examine your test and quiz questions. What do students need to know to answer them? Turn these into objectives.
• Review problem areas in previous students’ performance.
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Writing Objectives
• Well-written objectives specify three component parts, although some parts are often assumed:
– Performance
– Conditions
– Criteria
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Example
• Given a diagram of a plant or animal cell, the student will be able to correctly label at least seven major cell organelles or structures.
• Write an objective for your own content area that includes performance, conditions, and criteria.
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Developing Activities
Strategies for Teaching at a Distance
The audiois not
working.
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Instructional Methods
• Brainstorming activity:– What are instructional methods
that can be used in on-campus courses?
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Instructional Methods
• Lecture/presentation
• Discussion• Interview• Demonstration• Role play• Case study• Brainstorming• Writing
• Labs• Reading• Group project• Discovery learning• Drill / problems• Tutorial• Simulation• Test / quiz
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Instructional Methods
• Which instructional methods/strategies could not be utilized in a distributed learning setting? Why?
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Distributed Learning Strategies
• Brainstorming activity:– How might traditional
instructional activities be adapted for video delivery?
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Distributed Learning Strategies
Brainstorming activity:
– How might traditional instructional activities be adapted for web-based delivery?
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Developing Evaluations
Strategies for AssessingStudent Learning at a Distance
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Evaluation Methods
Brainstorming activity:
– What are evaluation methods that can be used in on-campus courses?
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Evaluation Methods
• Tests• Quizzes• Student projects
or products• Homework
problems• Questionnaires or
surveys
• Lab reports• Papers or other
written work• Performance or
demonstration by students
• Simulation
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Evaluation Methods
Which evaluation methods can be utilized in a distributed learning setting? How would they have to be modified, if at all?
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Remember:Keep Components Parallel
• Objectives
• Activities
• Evaluation
• Activities should teach to the objectives, and evaluation should assess them.
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The End