EDC

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EDCI 510History of Educational Technology

• July 5, 2005
• The Foundations of Distance Learning and
  Technology In Higher Education

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Topics for Today

• Your Questions
• Steve Kerr
• Cliffs Brief Introduction to the Topic
• Nikas Discussion Of Bills Learning From The
  Web
• Jerrods Discussion of Nobles Digital Diploma
  Mills
• Cliff Wraps Up The Class

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Steve Kerr
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What Did We Miss in Chapter 10

• Shay did I good job of describing some of
  Skinners antecedents.
• Examples of programmed learning.
• Computer Assisted Learning and Page Turners.

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What Did We Miss in Chapter 11

• Wilfred Wundt the act of introspection is
  unworthy of introspection.
• Emergence of Cognitive Science
• Human Information Processing
• Cognitive Learning Strategies

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What Did We Miss in Chapter 17

• Intelligence and Aptitude
• Aptitude Treatment Interaction
• The Motivational Impact of Computers
• Kulik Kulik

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Important Points in Chapter 16

• Is there an Information Society?
• That is, are we any different now than in the
  past when new technologies were introduced?
• Has Educational Television impacted education?
• Have Programmed Instruction and Computer-Assisted
  Instruction impacted education?

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Basic Definition of Distance Learning

• Instruction that takes place with students and
  lecturers separated by place and sometimes by
  time.
• Technology is used as a substitute for face to
  face interaction.

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Nikas Presentation on Bills Article
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Jerrods Presentation on Noble
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digital diploma mills

• students dont want it
• we paid big money, we want wetware
• thinly-veiled marketing and market research tools
• teachers dont want it
• once the material is digitized, the teacher is
  irrelevant
• lose control over their content
• commoditization of education
• in the disguise of a more democratic, worldly
  education
• letting corporations run the show is letting the
  fox into the henhouse

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questions, questions . . .

• is the web-delivery of university education
  different than film or television delivery of
  education in the past?
• Cuban Perhaps learning is largely
  opportunistic, spontaneous and unpredictable.
  (Teachers and Machines, 91)
• Firstly, do we agree?
• Secondly, what is the implication for online
  classes, can computers mediate this?

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questions, questions . . .

• Question to class Is an online education
  appropriate for elementary and secondary
  students? Why/why not?
• Question to class Would our undergraduate
  degrees be as valuable to us if it were earned
  completely online?
• What did you learn on-campus that you didnt
  learn through materials? Can the computer
  mediate that?
• Question to class Should the university be a
  corporation-free zone?

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why is admin thirsty for online ed?

• BusinessWeek article
• net profit margin
• Used for evaluating how well a company is doing.
  Computed by dividing Net profit (either before or
  after taxes) by sales. The higher the net profit
  margin the better. (investordictionary.com)
• Boeing 3.4 net profit margin
• Starbucks 7.4
• University of Phoenix Online 15.8
• (before stock was rolled into Apollo, its parent,
  2004)

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(No Transcript)
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Why Take a Distance Learning Class?

• You get to study at home and dont have to
  commute.
• You get to study when you want so you have more
  control over your schedule.
• Great for the fully employed.
• You get to choose from courses that match your
  learning style.

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Why the Interest in Distance Learning?

• Increased number of students.
• Possibility of increased revenues.
• Possibility of reducing costs.
• Competition among Universities for students.
• Everyone else is doing it.
• Emerging technologies allow it to be done well.

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Anti-Distance Learning

• Many on UW Campus, though this number is
  diminishing.
• Economic Doomsayers.
• Fathom
• U.S. Open University
• Masters Institute
• David Noble

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Nobles Criticisms

• The commercialization, automation and the
  commoditization of higher education.
• The loss of intellectual control by University
  educators.
• The application of military instructional design
  approaches to education.

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Further Electronic Publications by Noble

• Part II The Coming Battle Over Online
  Instruction
• Confidential agreements between universities and
  private companies pose serious challenge to
  faculty intellectual property rights.
• Part III The Bloom Is Off the Rose
• Across the nation, the juggernaut has stalled
• Examples include UCLA, California Educational
  Technology consortium and the UW.
• Part IV Rehearsal for the Revolution
• It is us vs. them.
• All can be found at http//dlis.gseis.ucla.edu/pe
  ople/pagre/rre.html

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Is Distance Learning the Same as in the Classroom?
-Yes-

• Distance education is, after all, simply
  education at a distance with common frameworks,
  common conceptual concerns, and similar research
  questions relating to the social process of
  teaching and learning.

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Is Distance Learning the Same as in the Classroom?
-No-

• 1. Generally, you cannot see how the student
  reacts.
• 2. The instructor and the student need to be
  skilled with the technology.
• 3. Instructors need to pay attention to feelings
  and to motivations.
• 4. Increased need for developing an active
  learning environment.

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Is Distance Learning the Same as in the Classroom?
-No-

• 5. Student may adopt a passive role.
• 6. DL is often created by teams rather than an
  individual instructor.
• 7. DL often uses course managers who handle
  administrative details.
• 8. DL may use tutors to monitor remote sites.

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Attributes of Distance Learning

• Separation of teacher and learner.
• Influence of an educational organization.
• Use of media to link teacher and learner.
• Two-way exchange of communication.
• Learners as individuals rather than grouped.
• Educators as an industrialized form.
• Places student in control of time and place.

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A Technology View of Distance Learning
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Same Time/Different Place

• Non-interactive media such as broadcast
  television.
• Teleconferencing
• audio teleconferencing
• video teleconferencing, both in classroom and at
  the desktop
• Computer conferencing/Webinars

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Different Time/Different Place

• Print
• Recorded Streaming Media/Webinars
• CD-Rom/DVD
• Videocassettes
• Computer-Medicated Communications
• Courseware, i.e. Blackboard, WebCT
• Email
• Discussion lists

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Different Time/Same Place

• Usually takes place in a lstudy center where
  learners gather at different times to interact
  with instructors, tutors, and other students.
• Laboratory work

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Same Time/Same Place

• Face to face meetings
• Used when it is important to bring students
  together for part of the class. (Summer)
• Hybrid courses are becoming more popular

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Migrating Your Course to the Online Environment
Checklist

• First StepsPlanning
• Get support from your institution, especially
  your information systems staff.
• Choose a good courseware package.
• Make administrative adjustments to allow for
  on-line registration, etc.
• Talk with other experienced faculty and attend
  seminars.

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Migrating Your Course to the Online Environment
Checklist

• First StepsPlanning
• Get to know your courseware package.
• Dont think in terms of developing a new
  course.
• Is this true?
• Think beyond the traditional classroom-bound
  paradigms.

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Migrating Your Course to the Online Environment
Checklist

• First StepsPlanning
• Dont let the technology dictate how you teach
  the coursemake technology work for you.
• Develop contingency plans.

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Migrating Your Course to the Online Environment
Checklist

• Next StepConverting Your Course
• Develop a policy on academic integrity.
• Prepare a method by which you can verify your
  students.
• Decide on testing.

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Migrating Your Course to the Online Environment
Checklist

• Next StepConverting Your Course
• Develop and post your syllabus, class schedule,
  and other introductory materials.
• Develop how-to sites.
• Decide on synchronous vrs. Asynchronous.
• Choose asynchronous

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Migrating Your Course to the Online Environment
Checklist

• Next StepConverting Your Course
• Plan group and active learning activities.
• Base a significant part of the grade on
  discussions.
• Schedule time to keep in touch with your class.

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Migrating Your Course to the Online Environment
Checklist

• Final StepPlan Evaluation
• Use both formative and summative evaluation.
• Determine evaluation procedures in advance of
  teaching your course online.
• Network with other on-line instructors.
• Dont be discouraged the first time around.
• Remember that the technology is changing rapidly.

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Focusing on the Learner

• Many are adult learners.
• Thus the instructor needs to
• Promote autonomy and self-direction.
• Acknowledge the experience of the learners.
• Establish an adult teacher-learner
  relationship.
• Work to meet the special needs of the learner.
• Encourage collaborative group learning.

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Keep In Mind

• Transactional Distance the distance between the
  learner and the student.
• This can be lessened by good use of technology.
• Interaction
• Learner-Instructor interaction
• Learner-content interaction
• Learner-learner interaction

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Keep In Mind

• Control
• Research shows that learning improves when the
  student feels that they are in control of the
  learning process.