Transcript Ten Guiding Principles of Distance Education Power Point

Storyboard – Ten Guiding
Principles of Distance Education
by
Berta Capo
EDD 7005 – Instructional Media
Nova Southeastern University
November 15, 2009
Production Notes
Visuals: Introduction
Image Type: Movie
Audio: Background music and
narration
Script Notes
I introduce myself and welcome
everyone
Narrator
“Hello, my name is Berta Capo.
Welcome to my ten principles of
distance education. I hope you find
them informative”.
• Video of me introducing
myself.
Production Notes
Visuals: Shot of a University from
far away.
Image Type: Still Picture
Audio: Background music and
narration
Script Notes
Define Distance Education
See notes section and reference
section for quotation reference.
Photo from PrintMaster.
Narrator
According to Simonson, distance
education is "institution-based, formal
education where the learning group is
separated, and where interactive
telecommunications systems are used
to connect learners, resources, and
instructors”.
Distance Education?
Production Notes
Visuals: Background picture of the
world and then transition to the list of
principles.
Image Type: Still Picture
Audio: Background music and
narration
Script notes
This picture transitions to a display of
the ten guiding principles of distance
education.
Photo from PrintMaster.
Narration
Lets begin to identify the ten guiding
principles of distance education.
The Ten Guiding Principles
of Distance Education
Production Notes
Visuals: Transition to the list of
principles.
Image Type: Still Picture
Audio: Background music and
narration
Script notes
A display of the ten guiding principles
of distance education.
Narration
Lets begin to identify the ten guiding
principles of distance education
continues from previous shot.
The Ten Guiding Principles of Distance
Education
1. Establish Communication as most
Important Element
2. Know Your Learners
3. Achieve the Right Balance in
Transactional Distance
4. Build Online Communities
5. Deliver Useful Instruction to Students
6. Implement a Systems Approach
7. Develop Course Designs for Distance
Education
8. Apply Media as Interchangeable
9. Build upon Theory and Research
10. Maintain Institutional Support for the
Student
Production Notes
Visuals: picture of an exchange of
information.
Image Type: Still Picture
Audio: Background music and
narration
Script Notes
Photo from PrintMaster. Transition to
photos of books, newspapers, and
computer.
Narrator
In distance education, teaching is
performed apart from the learning;
therefore, communication between the
student and the teacher, and the student
and other students must be made
possible by other means. Communication
can be established and maintained
through either printed material,
telephone, teleconferencing, or computer
meditation (Moore, 2007).
1. Establish Communication as
Most Important Element
Production Notes
Visuals: More visuals of
communication
Image Type: Still Pictures
Audio: Background music and
narration
Script Notes
Continue with visuals relating to
communication. Add one visual at a time
as I narrate.
Photo from PrintMaster.
Narrator
The communication between students
and the teacher must be specified in
detail and planned ahead of time. If this
does not occur, students may feel
alienated. In order to avoid
miscommunication, a detailed description
of what is expected and when it is
expected must be exchanged between
teacher and students. pg. 133 elaborate
(Simonson, Smaldino, Albright, & Zvacek,
2006).
Production Notes
Visuals: More visuals of
communication
Image Type: Still Picture
Audio: Background music and
narration
Script Notes
Continue with visuals relating to
communication. Add one visual at a
time as I narrate.
Mailbox is Microsoft and needs a jpeg.
Photo of girls on phone from
PrintMaster.
Narrator
Continue narration from previous slide
Production Notes
Visuals: Design objects and still
picture.
Image Type: Graphics and still
picture.
Audio: Background music and
narration
Script Notes
Calendar
Syllabus
Create graphics and add one visual at a
time as I narrate.
Narrator
“A syllabus, guidelines, calendar, and
detailed expectations should be
provided to help reduce student
anxiety due to distance”.
Guidelines
Production Notes
Visuals: Pictures of representing
senses.
Image Type: Still Pictures
Audio: Background music and
narration
Script Notes
2. Know your Learners (Smaldino,
Lowther, & Russell, 2008).
Show one picture at a time while
narrating.
Photos from PrintMaster.
Narrator
What is your target group? Are they
adults, teenagers or children? Are they in
training for a specific business or career
path? What are their strengths and
weaknesses? What are their individual
learning styles? Are they auditory, visual
or kinesthetic learners? All these factors
will affect the type of instructional design
needed for maximum learning to occur.
2. Know your Learners (Smaldino,
Lowther, & Russell, 2008).
Production Notes
Visuals: Media images.
Image Type: Still Pictures.
Audio: Background music and
narration
Script Notes
Pictures from Microsoft need jpeg of
different media. Cycle through
different photos.
Narrator
Different learners have different
learning styles. According to Moore
(2007), as early as 1969 Wedemeyer
proposed that a variety of media
should be used to address the
differences in student learning styles
thus allowing students to chose their
preferred media based on their
individual needs (Moore, 2007).
Production Notes
Visuals: Student using computer.
Image Type: Still picture.
Audio: Background music and
narration
Script Notes
Photo from PrintMaster.
Narrator
“Individuals are presently using
different media and tailoring it to their
needs or napsterizing (Dede, 2005).
This emphasizes how accurately
Wedemeyer understood media even
then and how media needs to be
selected for optimal presentation and
dependent on learning style
differences”.
Production Notes
Visuals: Balance and students
learning.
Image Type: Still pictures
Audio: Background music and
narration of auditory learner.
Script Notes
Cycle through pictures while narrating.
Photo from PrintMasters.
Narrator
“Transactional distance can be described as
the distance ascribed to the degree of
communication between the learner and the
teacher, the learner and the content and the
learner and other learners (Gorsky & Caspi,
2005). Transactional distance has to do with
the relationship of dialogue and structure.
Increased dialogue with decreased structure
produces little transactional distance which
tends to favor individual students with less
autonomy. Decreased dialogue and increased
structure produces higher transactional
distance and tends to be favored by the more
autonomous learner. Therefore, the amount
of communication and structure must be
evaluated in terms of the type of learner
(Moore, 2007)”.
3. Achieve the Right Balance in
Transactional Distance
Production Notes
Visuals: Graphics
Image Type: Sill objects being
inserted.
Audio: Background music and
narration
Script Notes
Progress through the building of a
network of learners.
4. Build Online Communities
Learner
Learner
Learner
Learner
Narrator
“Online students are in danger of
feeling isolated. Therefore, it becomes
very important to build online learning
communities to increase support for
the students, decrease feelings of
isolation and increase retention rates
(Fisher & Baird, 2005)”.
Learner
Learner
Production Notes
Visuals: Pictures of online networks.
Image Type: Still Pictures
Audio: Background music and
narration
Script Notes
Credit Istockphotos.com for both
photos.
Narrator
“Continue narration from Previous
slide. Online students are in danger of
feeling isolated. Therefore, it becomes
very important to build online learning
communities to increase support for
the students, decrease feelings of
isolation and increase retention rates
(Fisher & Baird, 2005)”.
4. Build Online Communities
Production Notes
Visuals: Students working
Image Type: Still Picture
Audio: Background music and
narration
Script Notes
Cycle through different pictures of
students engaged in meaningful
activity.
Photo from PrintMaster.
Narrator
“The learners need to understand the
reason why they are participating in a
learning activity. According to
Morrison, Ross, and Kemp, students
need to look upon the instruction as
useful (as cited in Clark, 2001, pg.
127)”.
5. Deliver Useful Instruction
to Students
Production Notes
Visuals: Graphics being added to
build system.
Image Type: Graphics
Audio: Background music and
narration
Script Notes Make and place the slides of
a building diagram of a system in order
and run as movie to simulate the
appearance of each component as I
narrate.
Narrator
“In a system, all parts are interconnected
and work together for a clear goal (Dick,
2009).According to Simonson, Smaldino,
Albright, and Zvacek (2008), Distance
Education itself is a system and the
course designs must follow a systems
approach and be divided into modules”.
6. Implement a Systems
Approach
Production Notes
Visuals: Graphics being stacked.
Image Type: Graphics
Audio: Background music and
narration
Script Notes
Create and simulate organization of goals
through adding additional goals graphic
by graphic and stringing together in the
video.
Narrator
“According to Garrison & Cleveland-Innes
(2005), the design of online learning
courses is crucial for meaningful learning
to take place. Learning goals for distance
education must be sequenced from the
general to more specific and the course
design must be well organized especially
because of the separation of instructor
and class members (Clark, 2001)”.
7. Develop Course Designs
for Distance Education
Goals
Goals
Goals
Goals
Production Notes
Visuals: Individuals using multiple
media.
Image Type: Still Pictures
Audio: Background music and
narration
Script Notes
Microsoft picture for student on
computer and cell phone only, need jpegs
for the picture. The other picture is from
Printmaster.
Narrator
“Research shows that the media is not
what causes a significant difference in
learning, it is the lesson (Clark, 2001).
The goals and objectives of the lesson
must be the guides to media selection
(Simonson et al., 2006). The media must
match the learning objective and because
of the distance between the professor
and student's, media and visuals are
important and require planning”.
8. Apply Media as
Interchangeable
Production Notes
Visuals: Concstruction picture and
teacher in class.
Image Type: Still Pictures
Audio: Background music and
narration
Script Notes
Microsoft picture of construction, need
jpeg of solid structures and construction.
Add and Credit Ms. Garcia-Minsal for
photo of face-to-face.
Narrator
“Distance education instruction must be
based on sound theory and research in
distance education (Simonson et al.,
2006).
Distance education instructors should not
be transferring face-to-face instruction to
the on-line classroom. They need to be
trained in distance education theory and
be knowledgeable of the research in
order to design and provide effective
instruction”.
9. Build upon Theory and
Research
Production Notes
Visuals: Institution and library.
Image Type: Still Picture
Audio: Background music and
narration
Script Notes
Institution is a Printmaster photo and
the library was taken by me in RMEC.
Narrator
“The institution must support the
student (Simonson et al., 2006).
Students must have access to
resources to support their efforts and
to assure them that they will be able
to meet their class obligations without
undue stress. They need a wide array
of support resources which should
include the proper equipment, library
access and support personnel, and
technology support personnel”.
10. Maintain Institutional
Support for the Student
Production Notes
Visuals:
Image Type: Still Picture
Audio: Background music and
narration
Script Notes
Narrator
References
Clark, R. E. (2001). Learning from Media. Greenwich: IAP
Information Age Publishing.
Dede, C. (2005). Planning for neomillennial learning styles.
Educause Quarterly, 28(1), 7-12.
Dick, W. C., L.; Carey, J. (2009). The Systematic Design of
Instruction. New Jersey: Pearson.
Fisher, M., & Baird, D. E. (2005). Online learning design that
fosters student support, self-regulation, and retention.
Campus-Wide Information Systems, 22, 88-107.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating
Cognitive Presence in Online Learning: Interaction is Not
Enough. American Journal of Distance Education, 19(3),
133-148.
Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional
distance theory. The Quarterly Review of Distance
Education, 6(1), 1-11.
Moore, M. G. (2007). Handbook of Distance Education (2 ed.).
Mahwah: Lawrence Erlbaum Associates, Publisher.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006).
Teaching and learning at a distance: foundations of
distance education. Mahwah: Lawrence Erlbaum
Associates.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008).
Instructional Technology and Media for Learning (9 ed.).
Upper Saddle River: Pearson Education, Inc.
Production Notes
Visuals: MovieMaker Credits
Image Type: Scrolling words
Audio: Background music
Script Notes
Credits for help with video, for
pictures, and music, and RMEC for the
library picture and myself.
Narrator
No narration
Credits