telelaw distance education: preparing faculty to teach the distant learner by michael simonson
TRANSCRIPT
TELELAWDistance Education:Preparing Faculty to Teach
the Distant Learnerby
Michael Simonson
AgendaAgenda
STSPSTSP
DTSPDTSP
STDPSTDP
DTDPDTDP
Coldeway's QuadrantsColdeway's Quadrants
Face to FaceFace to Face On-lineOn-line
EducationEducation
Redefinition of Distance Education
Redefinition of Distance Education
Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.
Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.
"When I was a kid, I had to walk three miles each way to school. The snow drifts were seven feet high, and I had no shoes."
"Gee, Granddad, that's nothing. Today I had to go to Paris for my French class, MIT for computer science and the New York Stock Exchange for economics"
Welcome to the world of distance learning.- Paul Butera, Ameritech Magazine
Equivalency Theory of Distance Education
Equivalency Theory of Distance Education
"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."
"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."
Shifting Paradigms:Mission and PurposesShifting Paradigms:Mission and Purposes
Instruction Paradigm
• Provide instruction• Transfer knowledge -
faculty to students
• Offer courses
• Improve teaching
Instruction Paradigm
• Provide instruction• Transfer knowledge -
faculty to students
• Offer courses
• Improve teaching
Learning Paradigm
• Produce learning• Elicit discovery
and construction of knowledge
• Create powerful learning environments
• Improve learning
Learning Paradigm
• Produce learning• Elicit discovery
and construction of knowledge
• Create powerful learning environments
• Improve learning
Shifting Paradigms:Teaching/Learning Structures
Shifting Paradigms:Teaching/Learning Structures
Instruction Paradigm
• Time held constant, learning varies
• 50-minute lecture, 3-credit hr course
• Covering material• Degree equals
accumulated credit hours
Instruction Paradigm
• Time held constant, learning varies
• 50-minute lecture, 3-credit hr course
• Covering material• Degree equals
accumulated credit hours
Learning Paradigm
• Learning held constant, time varies
• Learning environments
• Specified outcomes• Degree equals
demonstrated knowledge and skills
Learning Paradigm
• Learning held constant, time varies
• Learning environments
• Specified outcomes• Degree equals
demonstrated knowledge and skills
Shifting Paradigms:Learning Theory
Shifting Paradigms:Learning Theory
Instruction Paradigm
• Learning teacher-centered, controlled
• “Live” teacher, “live” students required
• Classroom/learning competitive and individualistic
Instruction Paradigm
• Learning teacher-centered, controlled
• “Live” teacher, “live” students required
• Classroom/learning competitive and individualistic
Learning Paradigm
• Learning student-centered, controlled
• “Active” learner required, but not “live” teacher
• Learning environments cooperative, supportive
Learning Paradigm
• Learning student-centered, controlled
• “Active” learner required, but not “live” teacher
• Learning environments cooperative, supportive
Shifting Paradigms:Nature of Roles
Shifting Paradigms:Nature of Roles
Instruction Paradigm
• Faculty are primarily lecturers
• Faculty and students work independently and in isolation
Instruction Paradigm
• Faculty are primarily lecturers
• Faculty and students work independently and in isolation
Learning Paradigm
• Faculty are designers of learning methods and environments
• Faculty and students work in teams with each other and other staff
Learning Paradigm
• Faculty are designers of learning methods and environments
• Faculty and students work in teams with each other and other staff
Advantages of Internet-Based Courses
Advantages of Internet-Based Courses
• Courses could be available to any qualified individual in world
• Course components available 24 hrs/day• Students work at own pace• Distributable across multiple computer
platforms• Technology relatively easy to use• Learning resources available across entire
Internet
• Courses could be available to any qualified individual in world
• Course components available 24 hrs/day• Students work at own pace• Distributable across multiple computer
platforms• Technology relatively easy to use• Learning resources available across entire
Internet
Advantages of Internet-Based Courses
Advantages of Internet-Based Courses
• Online course materials easy to update or modify
• Internet promotes active learning and student intellectual involvement
• Internet provides variety of learning experiences, accommodates differing learning styles
• Students learn Internet skills that improve employment options after graduation
• Online course materials easy to update or modify
• Internet promotes active learning and student intellectual involvement
• Internet provides variety of learning experiences, accommodates differing learning styles
• Students learn Internet skills that improve employment options after graduation
Distance Learning Classroom Teaching Site
View from Front
Distance Learning Classroom Teaching Site
View from Front
Distance Learning ClassroomTeaching Site
View from Rear
Distance Learning ClassroomTeaching Site
View from Rear
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