Transcript What is distance education?

Goals of PTOL Workshop
• Provide a focus for developing an online course
• Develop understanding of the online course
environment
• Identify goals for an online course
• Identify online teaching strategy and tools
• Help participant develop a course site map to
organize online course curriculum
What is Distance
Education?
• What is online education?
• What is computer-based
instruction?
• What is outcomes-based education?
• What is assessment?
• What is quality education?
Quality Teaching and Learning
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Instructors Committed to Curriculum
Instructors Connected to Students
Quality Communication between
Students and Instructors
Well-defined Objectives
Meaningful Assessment
Access to Useful Resources and Tools
Courseware Features
•Control Panel
•Presentation Tools
•Communication Tools
•Assessment Tools
Control Panel
Presentation Tools
Communication Tools
Assessment Tools
What are the similarities and differences
between on campus and online courses?
Similarities and Differences
• Similarities
• Same Objectives,
Content, Resources,
• Same Learning Cycle
• Communication
• Assessment
• Course orientation and
course contract
Differences
• Reach students and teach
students differently
• Flexible class schedule
• Asynchronous
communication cycles
• Communication is less
verbal, more written
• Classroom is fragmented
by types of activity
• More planning, less
spontaneity
Goal Setting - Placing Your Course in
a Context.
Why will your course benefit from
articulated performance goals?
• External Pressures
• Student Accountability
• Course Design
What Do You Want to Accomplish?
• Personal/Professional Goals
• Curriculum/Program Goals
• Course Goals
• Student Goals
Personal/Professional Goals - AW
• Use technology to reach & teach
more and better students.
• Independence and flexibility in my
work schedule.
• Continue to innovate in response to a
changing environment.
Curriculum/Program Goals - AW
• Prepare students for transfer to
upper division business programs
• Prepare students for careers and
employment in a financial position
• Provide accounting component to a
variety of prof/tech programs
Course Goals - Financial Accounting #1 AW
• College Wide Abilities
• Specific Course Objectives
• Specific Unit Objectives
http://www.cce.edcc.edu/cce/awillia
/201Web/CourseObjectives.html
Student Goals
- Financial Accounting #1 - AW
• Prepare for future studies in
accounting and finance
• Build foundation in business and
economics education
• Improve technical skills
• Pass the class!
At what level do you the expect the
student to learn?
• Absolute knowing: Knows the facts and can answer
questions like how, what, where, and when. What?
Corresponds to Bloom’s Knowledge, Comprehension.
• Transitional knowing: Can apply the methods or
knowledge to specified situations and can compare
and contrast methods. How? Corresponds to
Bloom’s Application.
At what level do you the expect the
student to learn?
 Independent knowing: Uses the knowledge to
form opinions in nonspecific situations and can
answer the question why. Why? Corresponds to
Bloom’s Analysis, Synthesis.
• Contextual knowing: Integrates the knowledge
into a broad context and is able to evaluate
perspectives to make reasoned decisions and
policies using this knowledge. What if? Corresponds to Bloom’s Evaluation.
What is your definition of
a successful student?
“A successful student in my online course
can demonstrate the achievement of
(insert learning objectives) at
(insert learning levels) of knowledge.”
Definition of a successful student…
“A successful student in my online
course can distinguish between
and apply the four different
methods of inventory valuation,
demonstrating a transitional level
of knowledge.”
Goal Congruence?
Student Assumptions Faculty Expectations
Online Learning Activities
What activities can you use to help
the student achieve the objectives at
the appropriate knowledge level?
Online Learning Activities
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Lecture
Discussion
Practice
Research
Other?
Online Teaching Resources
• Instructor-generated web pages and
digitized content
• Textbook and other publisher resources
• Web-based field trips and resources
• Library resources
• Student-generated resources
• Other?
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Break out Activity
•Select your learning activities
for a specific learning objective
at a given level of learning.
•Identify the materials you will
use and create to provide your
students with different ways to
achieve that learning objective.
Basic Assumption:
You Get What You Measure!
Definition
“Educational assessment is the systematic
collection, interpretation, and use of
information about student characteristics,
educational environments, learning
outcomes, and client satisfaction to improve
student performance and professional
success.”
from the guide commissioned by the AECC,
Assessment for the New Curriculum: A Guide for Professional Accounting Programs
Q: Who was Socrates?
A.Socrates was a famous Greek
teacher who went around
giving people advice. They
killed him. Socrates died
from an overdose of wedlock.
After his death, his career
suffered a dramatic decline.
I went
to college
to…...
Assign a Grade to the response,
Is it an…...
A
B
C
D
F
ASSESSMENTS
What assessments can you use to
provide evidence that the student
achieved the learning objectives at
the level of knowledge expected?
Examples of Assessment Tools
• Exams
• Reports
• Research papers
• Presentations
• Participation
• Other?
QuickTime™ and a
Photo - JPEG decompressor
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Break out Activity
•Create an assessment plan for a
specific learning objective at a
given level of learning.
•Identify the assessment
instruments you will use and create
to provide your students with
different ways to demonstrate
achievement of that learning
objective.
Overcoming Challenges:
Work-around strategies
• Technical challenges
• Teaching challenges
• Institutional challenges
Tips and Tricks
Use Student Contributions As Course Content
Parity of Objectives, Not Parity of Assignments
Don’t Emphasize the Resources- Emphasize the
Work Students Do With Resources
Let the Students Drive The Technology
Manage and Organize Your Files!
Online Course Orientation
• Course Survey and Contract
• How to Use the Tools and Resources
• Expectations for Performance and
Commitment
• Rules of Engagement and Codes of
Conduct
• Establishment of Community
• Counseling and Advising
Are Students Ready to Take an
Online Course?
Learning Styles and Learning Issues
Technical Issues
EdCC Student Self Assessment
Technical Considerations
Learning Style Considerations
Conclusions
• Match Program and Course Goals, Learning
Activities and Assessment Tools
• Clear Expectations and Communication
• High-tech Requires High-touch
• Actively Engage Students
• Use Accessible Technology