Who Wants to be

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Who Wants to be
Millionaire
a Distributed Learning
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Goals of the Presentation

• To introduce emerging technologies in distributed
  learning environments
• To discuss implications of investment in
  distributed learning and emerging technologies
• To discuss the role of distributed learning in
  the education of the future

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Which of the following is not a technology suited
for distributed learning?
A. Computer-supported collaborative learning
(CSCL)
B. Multimedia/Hypermedia
C. Experiential Simulation

• Morse code

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Computer-supported collaborative learning (CSCL),
multimedia/hypermedia, and experiential
simulations are all forms of technology being
developed for use in distributed learning
environments.
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CSCL includes technologies for communication
within groups, structure for group dialogue and
decision making and facilitating collective
activities. This includes the formation of
virtual communities. Such telepresence enables
mentoring across distance and provides a social
context that motivates and reinforces learning.
(Dede, 1994)
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For what can CSCL be used?
A. To perform work-related tasks
B. To support interaction among students
D. All of the above
C. To develop a shared mental model among
students
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CSCL has many applications including
Collaborative Visualization Project (CoVis),
Distant Mentor Project, Teaching
Teleapprenticeships, and Classrooms with
Electronic Walls.
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Some students are attracted to CSCL because of
what can be gained through collaboration. What
are some of the capital gains of virtual
communities?
A. Social network capital
B. Knowledge capital
C. Community capital
D. All of the above
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Distributed learning is still seeking a balance
between direct and virtual interaction. We can
expect a variety of social inventions to emerge
that provide the best of both worlds and
incorporate CSCL into other DL applications.
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Multimedia and Hypermedia are learner-controlled
interactive technologies. Users can tailor
presentations by selecting paths through the
material customized to their interests. Learners
of various styles (visual, auditory, etc) will be
able to chose how to view the material to best
suit their needs.
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What is the underlying learning model for
multimedia/hypermedia?
A. Learning-by-doing
B. Learning-by-osmosis
C. Learning-by-letting somebody else do all the
work
D. Learning-by-sitting back and watching
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Experiential simulations range from models that
mirror the simplified essence of reality to
elaborate synthetic environments with immersion
interfaces that place students inside alternate
virtual worlds. Simulations can provide a
learning experience for a single student or can
involve multiple students interacting in a
distributed virtual environment. Their content
can reflect real phenomena made less complex to
enhance understanding or can embody virtual
universes that operate on different physical and
social principles than those of our world.
(Dede, 1996)
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Which is not a positive psychosocial dynamic of
virtual environments ?
B. Disinhibition usually polite people tend to
flame more at others
A. Disinhibition learners are not afraid to
ask dumb questions
D. Trial and error reflection
C. Fluidity of identity
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The sky really is the limit in terms of the
possibilities for new technology in distributed
learning.
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However, as Hawkins (1999) states, The
educational opportunities that the new
technologies afford are exciting and technically
feasible, but institutions face significant
obstacles that need to be addressed before such
opportunities can be made operationally feasible.
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Which of the following is not an institutional
challenge to the implementation of large-scale
distributed learning?
A. Library access
B. Faculty workload
C. Intellectual property
D. Lack of parking
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Library access, faculty workload and intellectual
property are all challenges that institutions
must consider before entering the business of
distributed learning.
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Again, which is not institutional challenge to
the implementation of large-scale distributed
learning?
A. Financial Aid
B. Pricing
C. Technological Infrastructure
D. Cafeteria food
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Financial aid, pricing, and technological
infrastructure are also institutional challenges
that must be faced before developing a
distributed learning program.
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What is the estimated cost of supplying every
American student with continuous access to high
performance computing and communications?
A. 50-200 million
B. 50-200 billion
C. 50-200 trillion
D. 50-200 bazillion
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Soon, virtual communities will be as much a part
of education as textbooks. All teaching will
have some attributes of distributed learning.
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Points to Ponder

• You will now have a chance to discuss in a small
  group setting some of the issues surrounding the
  future of distributed learning.
• Within your group
• The person whose first name is first
  alphabetically will record thoughts.
• The person whose birthday is closest to today
  will present your ideas to the whole group.
• You will have 7 minutes before returning to the
  large group.

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Points to Ponder

• What do you envision for the future of DL as it
  applies to you? Describe your dream for the
  future.
• How do we (or should we) justify spending in
  technological infrastructure given the current
  climate of cutbacks and restraint?
• In this class, we are preaching to the choir.
  What do you see as obstacles to the development
  of DL environments? How do you plan to sell DL
  to the non-believers?

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References

• Barone, C.A., and Luker, M.A. (1999) The role of
  advanced networks in the education of the future.
  Educom Review, Nov/Dec 34(6), pp44-50.
• Dede, C. (1998). Casting a wider net Investing
  in distributed learning. Multimedia Schools,
  Mar/Apr 5(2), pp10-12
• Dede, C. (1996). Emerging technologies in
  distance education for business. Journal of
  Education for Business, Mar/Apr 71(4), pp197-204.
• Hawkins, B. (1999). Distributed Learning and
  Institutional Restructuring. Educom Review,
  Jul/Aug 34(4), pp12-18.
• Heiens, R.A., and Hulse, D.B. (1996) Two-way
  interactive television An emerging technology .
  Journal of Education for Business, Nov/Dec
  72(2), pp74-77.
• Palloff, R.M. and Pratt, K. (2001). Lessons from
  the cyberspace classroom The realities of online
  teaching. San Francisco, CA Jossey-Bass Inc.
• Savage, A.R. (1999) Assuring quality distance
  learning programmes The emergence of a new
  faculty. Higher Education in Europe, 24(2),
  pp209-211.