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Distributed Education - Proven Technology Models

Distributed Education - Proven Technology Models. A. Frank, T. Sharon. Contents. DE Challenges Prominent Theories Proven Technology Models. DE Proven Technology Models.

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Distributed Education - Proven Technology Models

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  1. Distributed Education -Proven Technology Models A. Frank, T. Sharon A.Frank - T.Sharon

  2. Contents • DE Challenges • Prominent Theories • Proven Technology Models A.Frank - T.Sharon

  3. DE Proven Technology Models • Teaching at a Distance, A Handbook for Instructors, C. Jarmon, et. al., Archipelago Productions, http://www.archipelago.com • 4 guiding principles: Assessment, Planning, Execution, and Evaluation. • Ten proven technology models that work out there. A.Frank - T.Sharon

  4. 4-D’s GuidingPrinciples • Define the problem and objective (assess). • Develop the solution, strategy, and path (plan). • Dedicate the resources, procure, and implement (execute). • Determine the success, measure it, and improve upon it (evaluate). A.Frank - T.Sharon

  5. Ten Proven Technology Models • Models 1-4 each reflect an individualized learning model, that is, a technology setting most conducive to the single learner, whether at home, work, or school. • Models 5-10 apply to more traditional, group learning environments, and those thatfacilitate higher levels of interaction among learners in a shared setting. A.Frank - T.Sharon

  6. 1. Computer-Based Instruction (Asynchronous) • This is often the entry-level application. • Form of mediated learning that has evolved over the past 5 years into a dominant instructional paradigm. • Allows both learner flexibility and minimal costs through the use of multimedia, resident in a stand-alone PC. • Content can be expensive to develop and update. • Example: Archipelago Productions http://www.archipelago.com CBI A.Frank - T.Sharon

  7. 2. Computer Conferencing (Synchronous, Asynchronous) • A natural spin-off of PC applications. • Computer conferencing software allows two or more users to communicate via their respective workstations. • Unlike CBI, a minimal network connection is required. • More “interactive” form of computer learning - inherent capability to engage participants in a real dialogue: synchronous or asynchronous. • Example: Stanford University http://www-epgy.stanford.edu/ A.Frank - T.Sharon

  8. 3. Online and Web-Based Education (Internet) • The fastest growing area. • Offers all the well-known online and Web advantages. • But has disadvantages: • developing content that is both valuable and palatable to the user is not always easy, and often costly. • strategies that depend solely on this medium are subject to known throughput limitations (i.e., network bottlenecks). • Example: University of Phoenix http://online.uophx.edu/ WBE A.Frank - T.Sharon

  9. 4. Desktop Collaboration (Interactive PC Multimedia) • One of the newer models. • Desktop collaborative applications of multimedia are experiencing significant interest and growth. • The reasons include: • new standards for delivery of applications over communications networks previously limited by technology. • increasing desire on the part of users not to be bound by expensive, structured, “conferencing rooms” or facilities. • Example: Western Heights Schools, Oklahoma http://www.westernheights.k12.ok.us A.Frank - T.Sharon

  10. 5. Broadcast Instruction (One-way video, Two-way audio, Live) • The dominant distance learning model of the 1980s. • Continues to play a major role in delivery of varied for-credit courses, as well as staff development and training. • Initially a “localized coverage” application. • Explosive growth with the proliferation of satellite networks, advanced communication services and digitized broadcasting. • Advantages include geographically wide, low-cost-per-receiver distribution of programming. • Disadvantages include ever-increasing costs associated with satellite transponder services and non-standardization. • Example: National Technological University http://www.ntu.edu/ A.Frank - T.Sharon

  11. 6. Audio Conferencing and Audio Graphics (Multipoint, Live) • Audio Conferencing of many participants that carry on a live, interactive dialogue by connecting through a shared “bridge”. • Addition of Audio Graphics (data conferencing, e.g., T.120) technologies increases interaction effectiveness. • Advantages are: • use of a ubiquitous user interface - a standard telephone. • reliance on minimal phone services, so an ideal choice for geographically isolated regions, developing countries, and poorer communities. • Example: Canada’s Open University – Athabasca Universityhttp://www.athabasca.ca AC A.Frank - T.Sharon

  12. 7. Video Conferencing (2-way Video, 2-way Audio, Compressed – Terrestrial) • Best replication of the traditional classroom. • Used early by big corporates. • A combination of cost reductions, technology improvements, increased chip processing performance, expanding digital network services, and implementation of standards resulted in an explosion of its educational usage since the early 1990’s. • Further spurred by the advantages of “technology convergence” - the overall effectiveness of the fully interactive multimedia environment for teaching and learning. • Example: Trans-Texas Videoconferencing Network (TTVN) http://ttvn.tamu.edu VC A.Frank - T.Sharon

  13. 8. Two-way VSAT (Two-way Video, Two-way Audio, Compressed – Satellite) • Different from VC in the delivery method used. • Fully interactive services are not dependent on existing terrestrial infrastructure. • Important for international applications in developing countries and remote rural areas. • It is also heavily used in military, emergency communications, and medical applications. • Example: Oregon Video and Online Services (VOS) http://www.oregonvos.net VSAT - Very Small Aperture satellite Terminal A.Frank - T.Sharon

  14. 9. Multimedia Conferencing (Two-way Video, Voice, Graphics, Data – Live) • An enhanced version of basic VC. • Combines face-to-face instruction, multiple applications and other teaching and learning tools within a shared, PC-based system. • Possible tools are CD-ROMs, shared file applications, the Internet, and the Web. • Relies on high-quality video and audio compression. • Requires high-bandwidth infrastructure (terrestrial). • Example: State of Kentucky (KTLN) http://www.ket.org/ktln/ MC A.Frank - T.Sharon

  15. 10. Full-motion, Two-way (Fiber/ATM) • Delivers high-bandwidth, high-quality, full-motion, interactive video over a Wide-Area Network (WAN) or a High-Speed Network (HSN). • Usually limited to a localized or regional infrastructure. • Disadvantages include: inherently “closed” nature of these networks, their typically high maintenance costs, and the historically slow roll-out outside urban areas. • Example: Iowa Research and Education Network (IREN) http://www.iren.net A.Frank - T.Sharon

  16. DE 101: A Brief History Timeline A.Frank - T.Sharon

  17. Technology Models Conclusions • They all work well within their respective application areas. • They are only as good as the content and people that drive them. • They can be successfully used in conjunction with each other as part of a “hybrid” development process. A.Frank - T.Sharon

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