Agenda

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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
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Teacher as ?
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Teacher (Nursing Educator?) as Skeuomorph
Skeumorph
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http//www.nova.edu/simsmich/
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What do we know?
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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.

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Coldeway's Quadrants
ST SP
DT SP
ST DP
DT DP
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Teaching
Face to Face Instruction
Distance Delivered Instruction
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Staggering Growth of DE
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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

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Best Practices Instruction

• Content
• Readings
• Viewings
• Listenings

• Interaction
• Chats
• Discussions
• Teamwork
• Email
• VOIP
• Telephone
• Live Presentations

Assessment Exams Presentaitons Writing Journals Bl
ogs
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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 gt5 lt10
• Grade often and everything
• lt1 instructor posting to 4 student postings

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The perfect Course
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The Standard?

• 3 Credit, Carnegie Unit Course
• 3 x 750 minutes of class time 2250 minutes or
  45, 50-minutes classes

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Equivalency Theory of Distance Education

• Learners, distant and local, should be provide
  equivalent learning experiences in order for them
  to achieve similar learning outcomes

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Learning Experiences
Anything that happens to or with a student that
promotes learning, including what is observed,
felt, heard, or done.
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Chunking of Information
Pre-Chunking
Post- Chunking
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Equivalency Units (vs. Carnegie Units) Modules
(3-5/Unit) Topics (3-5/Module, each with a
Learning Outcome)
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3 x 5 x 5 Approach

• 3 Units/3Credit Course
• 5 Modules/Unit
• 5 Concepts/Module
• 1 Objective/Concept

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1 Semester Credit 1 Unit 5 Modules 15
Concepts
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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,
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Examples

• EDD 8123 WebCT
• Exemplary Course WebCT Pages

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Types of Trigger Videos

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

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