The unique characteristic of Distance Education environments

"The unique characteristic of distance education "The unique characteristic of distance education environments is the necessary reliance on physical environments is the necessary reliance on physical artifact to transmit the social cues required to artifact to transmit the social cues required to define the social dimensions of learning, which in define the social dimensions of learning, which in face-to-face environments can occur without face-to-face environments can occur without external artifice" (DDL listserv, AECT) external artifice" (DDL listserv, AECT) http://www.aect.org/Intranet/Publications/inhttp://www.aect.org/Intranet/Publications/index.aspdex.asp

What did you learn so far?

1.1. Introduction to Distance EducationIntroduction to Distance Education

2.2. Planning, Design & Implementing Online Planning, Design & Implementing Online Classes Classes

3.3. DE - concepts & systems - infrastructureDE - concepts & systems - infrastructure

4.4. Comm & info systems in Ed & Classroom Comm & info systems in Ed & Classroom use of CMC use of CMC

CMC Planning & Management& 508 Compliance

Computer-Mediated Communication Computer-Mediated CommunicationComputer-Mediated Communication (CMC) is (CMC) is

any form of any form of communicationcommunication between two or more  between two or more individual people who interact and/or influence individual people who interact and/or influence each other via separate each other via separate computerscomputers. Notice that . Notice that this does not include the methods by which two this does not include the methods by which two computers communicate, but rather how people computers communicate, but rather how people communicate using computers. communicate using computers.

http://www.webster-dictionary.org/definition/Computer-mediated%20commuhttp://www.webster-dictionary.org/definition/Computer-mediated%20communicationnication

CMC as Distance Education Tool

Distant learning applications have changed Distant learning applications have changed dramatically with the advent of computer dramatically with the advent of computer mediated communications.mediated communications.

Where once distant learning employed only Where once distant learning employed only radio, television, and audio and video radio, television, and audio and video communication devices, computers now communication devices, computers now provide course delivery all across the world. provide course delivery all across the world.

Strengths and Limitations of CMC for DL

LimitationsLimitations Interaction & ObservanceInteraction & Observance Technology & TrainingTechnology & Training Affordability Affordability Extensive information sourcesExtensive information sources Ease of useEase of use Security & FirewallsSecurity & Firewalls Performance assessmentPerformance assessment

Strengths and Limitations of CMC for DL

LimitationsLimitations Interaction & ObservanceInteraction & Observance Technology & TrainingTechnology & Training Affordability Affordability Extensive information sourcesExtensive information sources Ease of useEase of use Security & FirewallsSecurity & Firewalls Performance assessmentPerformance assessment

Level of Objectives

1. Knowledge1. Knowledge

2. Comprehension2. Comprehension

3. Application3. Application

4. Analysis4. Analysis

5. Synthesis5. Synthesis

6. Evaluation6. Evaluation Higher-Order Thinking Skills

General Explanations for Learner Non-completion of DL Programs

Students do not have realistic expectations Students do not have realistic expectations about what is demanded in DE experienceabout what is demanded in DE experience

Students need more structureStudents need more structure Students who finish generally begin early Students who finish generally begin early

and pace themselvesand pace themselves Students who elect to participate in DE may Students who elect to participate in DE may

have other prioritieshave other priorities

So is it only the learner’s fault if they fail? High drop out rate in CMC course:High drop out rate in CMC course:

Lack of feedbackLack of feedback Lack of Social PresenceLack of Social Presence Adult learner characteristicsAdult learner characteristics Lack of interactionLack of interaction Bad design (usability)Bad design (usability) Lack of pedagogical approach focused on Lack of pedagogical approach focused on

Independent studyIndependent study

Designing Learner’s experience

In order to design and deliver effective In order to design and deliver effective online instruction, instructors should know online instruction, instructors should know what qualifications they must have. First, what qualifications they must have. First, they need to upgrade their technical skills in they need to upgrade their technical skills in order to keep abreast of technological order to keep abreast of technological developments (Volery, 2000). developments (Volery, 2000).

Designing Learner’s experience

Second, instructors need to know how to Second, instructors need to know how to design interactive activities and course design interactive activities and course syllabi, how to operate the learning syllabi, how to operate the learning platform, and troubleshoot with problems platform, and troubleshoot with problems online learners may encounter (Cuellar, online learners may encounter (Cuellar, 2002). 2002).

Designing Learner’s experience

How to How to sustain sustain productive productive dialoguedialogue in an in an electronic setting and understand the electronic setting and understand the relationship between CMC and learning?relationship between CMC and learning?

How to How to designdesign and development electronic and development electronic environments that engage students environments that engage students productive discourse?productive discourse?

Types of Interaction Learner-Instructor InteractionLearner-Instructor Interaction Learner-Learner InteractionLearner-Learner Interaction Learner-Content Interaction Learner-Content Interaction Learner-Interface Interaction Learner-Interface Interaction Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994).  Learner-interface Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994).  Learner-interface

interaction in distance education: An extension of contemporary models and interaction in distance education: An extension of contemporary models and strategies for practitioners.  strategies for practitioners.  The American Journal of Distance Education, The American Journal of Distance Education, 88(2), 30-42. (2), 30-42.

http://seamonkey.ed.asu.edu/~mcisaac/emc703/leah5.html

FACTORS THAT INFLUENCE THE USE OF CMC

personalities of those involved;personalities of those involved; subject matter;subject matter; pace of the coursepace of the course size of the learning group;size of the learning group; medium or media of communication.medium or media of communication. response times - how quickly the response times - how quickly the

teacher can reply to student queriesteacher can reply to student queries structurestructure

FACTORS THAT INFLUENCE THE USE OF CMC

Structure Structure It describes the extent to which course It describes the extent to which course

components can accommodate or be responsive components can accommodate or be responsive to each learner’s individual needs.to each learner’s individual needs.

A course that is highly structured is, by this A course that is highly structured is, by this definition, less responsive to a given learner’s definition, less responsive to a given learner’s individual needs.individual needs.

http://people.bu.edu/whittier/TLTR/tsld015.htmhttp://people.bu.edu/whittier/TLTR/tsld015.htm

10 Keys to Quality Online Learning Knowledge is constructed, not transmitted. Knowledge is constructed, not transmitted. Students can take full responsibility for own learning. Students can take full responsibility for own learning. Students are motivated to want to learn. Students are motivated to want to learn. Course provides “mental white space” for reflection. Course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Learning activities appropriately match student learning styles. Experiential, active learning augments Web site learning Experiential, active learning augments Web site learning

environment, environment, Solitary & Interpersonal learning activities are interspersed. Solitary & Interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. Inaccurate prior learning is identified and corrected. ““Spiral learning” provides for revisiting & expanding prior Spiral learning” provides for revisiting & expanding prior

lessonslessons Master teacher is able to guide overall learning process. Master teacher is able to guide overall learning process.

Alley and Jansak (2001) Alley and Jansak (2001)

Recommendations Administrators should not force faculty to teach online courses who Administrators should not force faculty to teach online courses who

do not wish to do so. do not wish to do so. Training in WebCT should be made more user friendly. Training in WebCT should be made more user friendly. Mentors should be available in each department or college who can Mentors should be available in each department or college who can

answer questions that come up from faculty who have limited answer questions that come up from faculty who have limited experience in teaching online courses. experience in teaching online courses.

Departments should limit the enrollment in online courses so that Departments should limit the enrollment in online courses so that instructors will be more focused on communicating and interacting instructors will be more focused on communicating and interacting with online students. with online students.

Instructors need to take courses to better understand technology; Instructors need to take courses to better understand technology; specific classes need to be taken in order to design websites for online specific classes need to be taken in order to design websites for online courses. courses.

Instructors must have the support of other instructors who have Instructors must have the support of other instructors who have taught online courses before, as well as administrative and technical taught online courses before, as well as administrative and technical support. support.

Instructors should consider how to increase the interaction between Instructors should consider how to increase the interaction between students-instructor and peer-interactions by using various types of students-instructor and peer-interactions by using various types of instructional design methods. instructional design methods.

Instructors should encourage students to evaluate the courses Instructors should encourage students to evaluate the courses continuously and periodically so as to improve online teachingcontinuously and periodically so as to improve online teaching

508 Compliancy

Section 508 of the Rehabilitation Act requires Section 508 of the Rehabilitation Act requires that Federal agencies' electronic and that Federal agencies' electronic and information technology is accessible to information technology is accessible to people with disabilities. people with disabilities.

508 Compliancy

Specific criteria cover:Specific criteria cover:

Software applications & operating systems;Software applications & operating systems;Web-based information or applications; Web-based information or applications; Telecommunications functions; Telecommunications functions; Video or multi-media products; Video or multi-media products; Self-contained, closed products such as Self-contained, closed products such as information kiosks & transaction machinesinformation kiosks & transaction machinesComputers.Computers.

508 Compliancy (a) A text equivalent for every non-text element shall (a) A text equivalent for every non-text element shall

be provided (e.g., via "alt", "longdesc", or in element be provided (e.g., via "alt", "longdesc", or in element content).content).

(b) Equivalent alternatives for any multimedia (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation shall be synchronized with the presentation.presentation.

(c) Web pages shall be designed so that all (c) Web pages shall be designed so that all information conveyed with color is also available information conveyed with color is also available without color, for example from context or markup.without color, for example from context or markup.

(d) Documents shall be organized so they are (d) Documents shall be organized so they are readable without requiring an associated style sheet.readable without requiring an associated style sheet.

508 Compliancy

(e) Redundant text links shall be provided for each (e) Redundant text links shall be provided for each active region of a server-side image map.active region of a server-side image map.

(f) Client-side image maps shall be provided instead (f) Client-side image maps shall be provided instead of server-side image maps except where the regions of server-side image maps except where the regions cannot be defined with an available geometric shape.cannot be defined with an available geometric shape.

(g) Row and column headers shall be identified for (g) Row and column headers shall be identified for data tables.data tables.

(h) Markup shall be used to associate data cells and (h) Markup shall be used to associate data cells and header cells for data tables that have two or more header cells for data tables that have two or more logical levels of row or column headers.logical levels of row or column headers.

508 Compliancy (i) Frames shall be titled with text that facilitates frame (i) Frames shall be titled with text that facilitates frame

identification and navigation.identification and navigation. (j) Pages shall be designed to avoid causing the screen to flicker (j) Pages shall be designed to avoid causing the screen to flicker

with a frequency greater than 2 Hz and lower than 55 Hz.with a frequency greater than 2 Hz and lower than 55 Hz. (k) A text-only page, with equivalent information or (k) A text-only page, with equivalent information or

functionality, shall be provided to make a web site comply with functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes.page shall be updated whenever the primary page changes.

(l) When pages utilize scripting languages to display content, or (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the to create interface elements, the information provided by the script shall be identified with functional text that can be read by script shall be identified with functional text that can be read by assistive technology.assistive technology.

508 Compliancy (m) When a web page requires that an applet, plug-in or other (m) When a web page requires that an applet, plug-in or other

application be present on the client system to interpret page application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l).complies with §1194.21(a) through (l).

(n) When electronic forms are designed to be completed on-line, (n) When electronic forms are designed to be completed on-line, the form shall allow people using assistive technology to access the form shall allow people using assistive technology to access the information, field elements, and functionality required for the information, field elements, and functionality required for completion and submission of the form, including all directions completion and submission of the form, including all directions and cues.and cues.

(o) A method shall be provided that permits users to skip (o) A method shall be provided that permits users to skip repetitive navigation links.repetitive navigation links.

(p) When a timed response is required, the user shall be alerted (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.and given sufficient time to indicate more time is required.

508 Compliancy Window EyesWindow Eyes DreamweaverDreamweaver WatchfireWatchfire Bobby Bobby Adobe AcrobatAdobe Acrobat JAWSJAWS

Links

http://www.ascusc.org/jcmc/http://www.ascusc.org/jcmc/ www.aace.orgwww.aace.org http://www.aect.org/Intranet/Publications/index.asphttp://www.aect.org/Intranet/Publications/index.asp http://www.westga.edu/~distance/jmain11.htmlhttp://www.westga.edu/~distance/jmain11.html http://www.cpcug.org/user/houser/section508/Default.htmhttp://www.cpcug.org/user/houser/section508/Default.htm