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Best Practices for Distance Education Designing the “ Perfect” Course Michael Simonson, Ph.D.

Best Practices for Distance Education Designing the “ Perfect” Course Michael Simonson, Ph.D. Program Professor Instructional Technology and Distance Education Fischler School of Education. Field of Dreams.avi. Teacher as ?. Teacher ( Nursing Educator?) as Skeuomorph. Skeumorph.

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Best Practices for Distance Education Designing the “ Perfect” Course Michael Simonson, Ph.D.

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  1. Best Practices for Distance Education Designing the “Perfect”Course Michael Simonson, Ph.D. Program Professor Instructional Technology and Distance Education Fischler School of Education Field of Dreams.avi

  2. Teacher as ?

  3. Teacher (Nursing Educator?) as Skeuomorph Skeumorph

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

  5. What do we know?

  6. 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.

  7. Coldeway's Quadrants ST SP DT SP ST DP DT DP

  8. Teaching Face to Face Instruction Distance Delivered Instruction

  9. Staggering Growth of DE

  10. Best 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

  11. Content Readings Viewings Listenings Interaction Chats Discussions Teamwork Email VOIP Telephone Live Presentations Best Practices: Instruction Assessment Exams Presentaitons Writing Journals Blogs

  12. Rules 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

  13. The perfect Course

  14. The Standard? 3 Credit, Carnegie Unit Course = 3 x 750 minutes of class time = 2250 minutes or ~45, 50-minutes classes

  15. Equivalency Theory of Distance Education “Learners, distant and local, should be provide equivalent learning experiences in order for them to achieve similar learning outcomes”

  16. Learning Experiences Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.

  17. Chunking of Information Pre-Chunking Post- Chunking

  18. Equivalency Units (vs. Carnegie Units) Modules (3-5/Unit) Topics (3-5/Module, each with a Learning Outcome)

  19. 3 x 5 x 5 Approach 3 Units/3Credit Course 5 Modules/Unit 5 Concepts/Module & 1 Objective/Concept

  20. 1 Semester Credit = 1 Unit = 5 Modules = 15 Concepts

  21. Trigger 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. Mike Simonson,

  22. Examples EDD 8123 WebCT Exemplary Course WebCT Pages

  23. Types of Trigger Videos • Instructional – Introduction • Instructional – Problems • Professional • Organizational • Situations – Vignettes • Case Studies

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