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Who Wants to be

Who Wants to be. Millionaire. a Distributed Learning. Goals of the Presentation. To introduce emerging technologies in distributed learning environments To discuss implications of investment in distributed learning and emerging technologies

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Who Wants to be

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  1. Who Wants to be Millionaire a Distributed Learning

  2. Goals of the Presentation • To introduce emerging technologies in distributed learning environments • To discuss implications of investment in distributed learning and emerging technologies • To discuss the role of distributed learning in the education of the future

  3. $1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 Which of the following is not a technology suited for distributed learning? A. Computer-supported collaborative learning (CSCL) B. Multimedia/Hypermedia C.Experiential Simulation • Morse code

  4. Computer-supported collaborative learning (CSCL), multimedia/hypermedia, and experiential simulations are all forms of technology being developed for use in distributed learning environments.

  5. CSCL includes technologies for communication within groups, structure for group dialogue and decision making and facilitating collective activities. This includes the formation of virtual communities. “Such telepresence enables mentoring across distance and provides a social context that motivates and reinforces learning.” (Dede, 1994)

  6. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 For what can CSCL be used? A. To perform work-related tasks B. To support interaction among students C. To develop a shared mental model among students D. All of the above

  7. CSCL has many applications including Collaborative Visualization Project (CoVis), Distant Mentor Project, Teaching Teleapprenticeships, and Classrooms with Electronic Walls.

  8. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 Some students are attracted to CSCL because of what can be gained through collaboration. What are some of the “capital” gains of virtual communities? A. Social network capital B. Knowledge capital C. Community capital D. All of the above

  9. Distributed learning is still seeking a balance between direct and virtual interaction. We can expect a variety of social inventions to emerge that provide the best of both worlds and incorporate CSCL into other DL applications.

  10. Multimedia and Hypermedia are learner-controlled interactive technologies. Users can tailor presentations by selecting paths through the material customized to their interests. Learners of various styles (visual, auditory, etc) will be able to chose how to view the material to best suit their needs.

  11. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 What is the underlying learning model for multimedia/hypermedia? A. Learning-by-doing B. Learning-by-osmosis C. Learning-by-letting somebody else do all the work D. Learning-by-sitting back and watching

  12. Experiential simulations range from models that mirror the simplified essence of reality to elaborate synthetic environments with immersion interfaces that place students inside alternate virtual worlds. Simulations can provide a learning experience for a single student or can involve multiple students interacting in a distributed virtual environment. Their content can reflect real phenomena made less complex to enhance understanding or can embody virtual universes that operate on different physical and social principles than those of our world. (Dede, 1996)

  13. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 Which is not a positive psychosocial dynamic of virtual environments ? B. Disinhibition – usually polite people tend to “flame” more at others A. Disinhibition – learners are not afraid to ask “dumb” questions D. Trial and error reflection C. Fluidity of identity

  14. The sky really is the limit in terms of the possibilities for new technology in distributed learning.

  15. However, as Hawkins (1999) states, “The educational opportunities that the new technologies afford are exciting and technically feasible, but institutions face significant obstacles that need to be addressed before such opportunities can be made operationally feasible.”

  16. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 Which of the following is not an institutional challenge to the implementation of large-scale distributed learning? A. Library access B. Faculty workload C. Intellectual property D. Lack of parking

  17. Library access, faculty workload and intellectual property are all challenges that institutions must consider before entering the business of distributed learning.

  18. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 Again, which is notinstitutional challenge to the implementation of large-scale distributed learning? A. Financial Aid B. Pricing C. Technological Infrastructure D. Cafeteria food

  19. Financial aid, pricing, and technological infrastructure are also institutional challenges that must be faced before developing a distributed learning program.

  20. $ 1 000 000 $ 500 000 $ 250 000 $ 125 000 $ 64 000 $ 32 000 $ 16 000 $ 8 000 $ 4 000 $ 2 000 $ 1 000 $ 500 $ 400 $ 200 $ 100 What is the estimated cost of supplying every American student with continuous access to high performance computing and communications? A. $50-$200 million B. $50-$200 billion C. $50-$200 trillion D. $50-$200 bazillion

  21. Soon, virtual communities will be as much a part of education as textbooks. All teaching will have some attributes of distributed learning.

  22. Points to Ponder • You will now have a chance to discuss in a small group setting some of the issues surrounding the future of distributed learning. • Within your group: The person whose first name is first alphabetically will record thoughts. The person whose birthday is closest to today will present your ideas to the whole group. • You will have 7 minutes before returning to the large group.

  23. Points to Ponder • What do you envision for the future of DL as it applies to you? Describe your dream for the future. • How do we (or should we) justify spending in technological infrastructure given the current climate of cutbacks and restraint? • In this class, we are preaching to the choir. What do you see as obstacles to the development of DL environments? How do you plan to “sell” DL to the “non-believers”?

  24. References Barone, C.A., and Luker, M.A. (1999) The role of advanced networks in the education of the future. Educom Review, Nov/Dec 34(6), pp44-50. Dede, C. (1998). Casting a wider net: Investing in distributed learning. Multimedia Schools, Mar/Apr 5(2), pp10-12 Dede, C. (1996). Emerging technologies in distance education for business. Journal of Education for Business, Mar/Apr 71(4), pp197-204. Hawkins, B. (1999). Distributed Learning and Institutional Restructuring. Educom Review, Jul/Aug 34(4), pp12-18. Heiens, R.A., and Hulse, D.B. (1996) Two-way interactive television: An emerging technology… . Journal of Education for Business, Nov/Dec 72(2), pp74-77. Palloff, R.M. and Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco, CA: Jossey-Bass Inc. Savage, A.R. (1999) Assuring quality distance learning programmes: The emergence of a new faculty. Higher Education in Europe, 24(2), pp209-211.

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