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The Process of Transitioning to the Distance Learning Mode

The Process of Transitioning to the Distance Learning Mode. Simulation-based Training. White board. Podcasting. Skype. Videocasting. Email. Classroom Video Capture. Phone Conferencing. Online Discussion Board. Online Screen Sharing. Adaptive File Distribution. 2. Emerging Approach.

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The Process of Transitioning to the Distance Learning Mode

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  1. The Process of Transitioning to the Distance Learning Mode

  2. Simulation-based Training White board Podcasting Skype Videocasting Email Classroom Video Capture Phone Conferencing Online Discussion Board Online Screen Sharing Adaptive File Distribution 2

  3. Emerging Approach

  4. Delivery Modes • Asynchronous : Independent of Time • Text based (readings, discussion board, text-based interaction) • Multi-media based (video, podcast, PowerPoint with audio, discussion board) • Synchronous: Time Dependent • Webinar-style delivery (e.g., WebEx, GoToMeeting, Adobe) • Webcasting (e.g., Cornell-Queens partnership) • Pure online versus hybrid-online

  5. Categorization of Distance Course Formats (B) Asynchronous (A) Synchronous Phone Video casting Webinar Multi-media Based Text-based • Examples of Tools Used: • Discussion Board • Pre-recorded class videos • PowerPoint with embedded audio • Instant messaging • Podcasts • Computer simulations • Examples of Tools Used: • Audio conferencing • Video teleconferencing (VTC) • Webinar hosting

  6. Synchronous Online Class Sessions ABC ABC ABC

  7. Asynchronous (Hybrid Online) Format Face-to-FaceSession Face-to-FaceSession Lecture A Lecture B Lecture C Face-to-FaceSession Lecture D Lecture E Face-to-FaceSession Lecture F Lecture G Lecture H Face-to-FaceSession Lecture I Lecture J

  8. From the Student Perspective … Face-to-Face Class Session Download Online Lectures Read the Assigned Material ONLINE Post Questions on Blackboard Submit Assignment Note: Beware of designed redundancies and order effects !!!

  9. Transition Requirements • Distance courses must meet or exceed the learning outcome standards of their FTF counter-parts • Faculty must map out and execute their session-by-session transition plan • Supplemental student surveys will be conducted to assess course delivery • Decision to offer a course belongs to the area chair

  10. Dimensions of Distance Course Delivery (1) Dissemination of knowledge • Readings, PPT, videos, podcasts, lecture captures,... (2) Interactivity • Discussion board, webinars, voice threads, FTF meetings, etc. (3) Application • Weekly exercises, cases, simulations, project … (4) Continuous assessment • Problem sets, case analyses, quizzes, exams

  11. Transition Steps • Step 1:Consult your area chair to ensure that there exists a need for delivering the course in a distance learning format. • Step 2: Complete the Application for Distance Learning Course Development(Appendix B) and email to estelami@fordham.edu along with the course syllabus you use for the face-to-face version of your course. • Step 3: Once you have submitted the application form in Step 2, you will receive a review (typically within 72 hours) and you can begin to complete the Week-by-Week Course Transition Template (Appendix A) to transition your face-to-face course into an online format. Once the week-by-week templates are complete, please email them to estelami@fordham.edu to arrange for a discussion of your course transition strategy. • Step 4: You can commence production of your course material on a week-by-week basis. If needed, please contact Fordham's Instructional Technology and Academic Computing group (ftc@fordham; 212-636-7788) to obtain the necessary technology training. • Step 5: Upon completion of the production of the course material, please forward the material to estelami@fordham.edu for a final review. • Step 6: With the approval of your area chair ensure that your course is scheduled for delivery for an upcoming term and commence delivery of the course. Given the unique nature of courses in the distance learning format, a mid-semester student survey as well as an end-of-semester evaluation will be done using an online survey tool, and you will be asked to post the links to these surveys for the students.

  12. Course Development Milestones Face-to-Face Class Delivery Development of Instructional Material for Online Delivery Development of Student Assessment Instruments Course Set Up on Courseware System Course Administration Course Refinement

  13. Course Development Milestones • Development of Lecture Material for Online Delivery • Text material (e.g., articles, textbooks, Internet postings) • Multi-media • Digitized lecture videos • PowerPoint with audio overlay • Development of Student Assessment Instruments • Blackboard exam pools • Computer simulation-based assessment • Course Set Up on Courseware System • Blackboard adaptive release • Course Administration • Blackboard assessment tools • Web-hosted class sessions

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