lunes, 24 de mayo de 2010
Reflection of unit four
This particular unit, I found it that it needs it more time, the one activity we made only the a little taste of what should be (or is) to manage a Distance learning course wishing to have more experience of managing and desing deeper a course, time, materials. As team work, this unit i found particularly difficult, not only we had little time, but also I could not contact my partner as fast and easyly than my otheyr classmates could, and to add that different timelines we are, but, still, it was an enjoyable experience.
Doing the activity
Activity 1: you will read the next short text taken from the book of Alice Adventures in Wonderland. After Reading the text, mark the words that you do not know, and on the blog define at least five of those words you do not know and answer the next question: 'how would you change the story of Alice after she falls on the hole?' comment and respond on your mates answers, feel free to share and exchange ideas!
From: (hypothetically) April 1st
To: (hypothetically) April 8th
Alice's Adventures in Wonderland:
Chapter One: Down the Rabbit-Hole - Part 1
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?'
So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world she was to get out again.
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down a very deep well.
Abstract gotten from: http://www.saberingles.com.ar/stories/82.html
From: (hypothetically) March 15th
To: (hypothetically) March 22nd
Activity 2: You will watch the next interview video on you tube: http://www.youtube.com/watch?v=i0VFC704wI0
And will look for the next information and post the answer to only 5 of the questions:
1.What is the video about?
2.What is the anniversary of the movie?
3.Who were the leading actor and actress?
4.How many were the guests?
5.What kind of show is the interview presented?
6.What is a spoof?
7.What is the Julie & Carol at the Garnege Park and at what year was it?
8.What was the mock name given to the movie by the lead actor?
9.Why do they say 'nine months', 'six inches' 'boat flipping over'?
10.What happened at the end of the video?
11.Have you seen the movie? Did you like it?
After that you will reflect about what you liked (or not) about the movie.
And lastly, you will find a video on you tube that you like make five questions related to the video, post them on the blog and answer to at least to two of your emates and comment on the video choose.
From: (hypothetically) April 1st
To: (hypothetically) April 8th
Alice's Adventures in Wonderland:
Chapter One: Down the Rabbit-Hole - Part 1
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?'
So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world she was to get out again.
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down a very deep well.
Abstract gotten from: http://www.saberingles.com.ar/stories/82.html
From: (hypothetically) March 15th
To: (hypothetically) March 22nd
Activity 2: You will watch the next interview video on you tube: http://www.youtube.com/watch?v=i0VFC704wI0
And will look for the next information and post the answer to only 5 of the questions:
1.What is the video about?
2.What is the anniversary of the movie?
3.Who were the leading actor and actress?
4.How many were the guests?
5.What kind of show is the interview presented?
6.What is a spoof?
7.What is the Julie & Carol at the Garnege Park and at what year was it?
8.What was the mock name given to the movie by the lead actor?
9.Why do they say 'nine months', 'six inches' 'boat flipping over'?
10.What happened at the end of the video?
11.Have you seen the movie? Did you like it?
After that you will reflect about what you liked (or not) about the movie.
And lastly, you will find a video on you tube that you like make five questions related to the video, post them on the blog and answer to at least to two of your emates and comment on the video choose.
lunes, 17 de mayo de 2010
Reflection of unit Three
This unit was about meant to teach how to manage our time as teacher, the time of our learners, as well as to teach us how to motivate our learners into the a process of interaction with me as a teacher and his e-mates as a cognitive process.
Also it is important to note how they will be assessed, of the different methods and techniques, we can see that a mix of all of them will be the option instead of choosing only one if we want a reliable assessment, and to that the objectives must always be presented in a clear form -but also attractive if we want them to be participative during the course.
Also it is important to note how they will be assessed, of the different methods and techniques, we can see that a mix of all of them will be the option instead of choosing only one if we want a reliable assessment, and to that the objectives must always be presented in a clear form -but also attractive if we want them to be participative during the course.
Feedback
Personal development plan
q development needs: to achieve greater, thoughtful, deeper, respectful, clear, objective participation from my e-learners in online working
q development objective: to increase participation from 5 messages per week per participant to 10 messages per week, to make the e-learners proactive within a 5 months course
q Strategy: to be more encouraging to participants to participate and communicate with each-other through the help of questionnaires, private/group chat, blogs…
q Actions:
- respond within 24 hours to all messages that look as if a response is required
- recommend readings and or exercises depending of the needs of each e-learner
- contact participants directly if they have not made a contribution for three days
- make sure they know that I read, though I may not always feedback, all their comments and exercises
- provide an incentive for each participant to make a contribution
- use a friendlier, more informal style
- use videos, song, pictures or any other multimedia to encourage them during their learning
- encourage them to share/comment any idea or multimedia they consider could the in the course
encourage them to cooperate through exercises that promote work as a team
q development needs: to achieve greater, thoughtful, deeper, respectful, clear, objective participation from my e-learners in online working
q development objective: to increase participation from 5 messages per week per participant to 10 messages per week, to make the e-learners proactive within a 5 months course
q Strategy: to be more encouraging to participants to participate and communicate with each-other through the help of questionnaires, private/group chat, blogs…
q Actions:
- respond within 24 hours to all messages that look as if a response is required
- recommend readings and or exercises depending of the needs of each e-learner
- contact participants directly if they have not made a contribution for three days
- make sure they know that I read, though I may not always feedback, all their comments and exercises
- provide an incentive for each participant to make a contribution
- use a friendlier, more informal style
- use videos, song, pictures or any other multimedia to encourage them during their learning
- encourage them to share/comment any idea or multimedia they consider could the in the course
encourage them to cooperate through exercises that promote work as a team
Assessment
From: Unit 2, activity 2
The original: In chapter 2 of the book of Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning, there is a model to develop on line learning (pages 48 -52). Revise it carefully and explain it in 200 words. Post your summary of this model in the foro of unit 2 under the sequence called “Explaining the model”
The instructor will post a general comments at the end of the this sequence.
I would assesst it not necesarilly by the number of word used, unless they are less than 100, but by the depth, precition, cohesion of the ideas used to express, also it should be added that the learner must read and comment on their eclassmates responces and if they agree, disagree and why with them.
The importace of assessment increases in the case of distance learning education, but only how is this process done but on how it is presented to the learners. specially, because our learner must see the connection too between our assessment and their participation on the course as the assessment activities must be integrated with e-learning activities, If discussions are not assessed, experience shows that many students don't participate.
We have different forms to present our assessment, all with advantages and disadvantages:
The simplest and most easily managed approach to assessment is a quantitative one, but it does not take into account the quality of the participations.
qualitative assessment of student participation requires the establishing of a certain criteria for topic knowledge, producing certain kinds of language or ideas, and so on, is not so problematic. But it should be good to think about the features of effective interaction. So we might ask these sorts of questions about a student's e-participation:
q Do they encourage others to learn/participate?
q Do they contribute regularly at each stage of the discussion?
q Do they contribute to creating a supportive, friendly environment?
q Do they take the initiative I responding to others?
q Do they bring others into the discussion?
q Do they build on the contributions of others?
q Do they use netiquette effectively?
q Do they demonstrate a reflective approach to using CMC - eg do they talk about the learning process during a conference?
Asking students to assess themselves, their online participation, and other areas of assessment (as long as they have clear criteria and an agreed method of workingand it does not impact heavily on the final assessment.)
Peer assessment can be a powerful and valuable experience, as well as an uncomfortable one. But it may be better to use it as a formative rather than summative tool it is also recomendable to do it in small groups, to reduse the stress that may come from this tipe of assessment.
If we value the interaction and discussion in our online classrooms, then we have to explore ways of deciding the kind of value we are after, the sorts of participation that we want to encourage through assessment.
The original: In chapter 2 of the book of Anderson, T. & Elloumi, F. (2004). Theory and Practice of Online Learning, there is a model to develop on line learning (pages 48 -52). Revise it carefully and explain it in 200 words. Post your summary of this model in the foro of unit 2 under the sequence called “Explaining the model”
The instructor will post a general comments at the end of the this sequence.
I would assesst it not necesarilly by the number of word used, unless they are less than 100, but by the depth, precition, cohesion of the ideas used to express, also it should be added that the learner must read and comment on their eclassmates responces and if they agree, disagree and why with them.
The importace of assessment increases in the case of distance learning education, but only how is this process done but on how it is presented to the learners. specially, because our learner must see the connection too between our assessment and their participation on the course as the assessment activities must be integrated with e-learning activities, If discussions are not assessed, experience shows that many students don't participate.
We have different forms to present our assessment, all with advantages and disadvantages:
The simplest and most easily managed approach to assessment is a quantitative one, but it does not take into account the quality of the participations.
qualitative assessment of student participation requires the establishing of a certain criteria for topic knowledge, producing certain kinds of language or ideas, and so on, is not so problematic. But it should be good to think about the features of effective interaction. So we might ask these sorts of questions about a student's e-participation:
q Do they encourage others to learn/participate?
q Do they contribute regularly at each stage of the discussion?
q Do they contribute to creating a supportive, friendly environment?
q Do they take the initiative I responding to others?
q Do they bring others into the discussion?
q Do they build on the contributions of others?
q Do they use netiquette effectively?
q Do they demonstrate a reflective approach to using CMC - eg do they talk about the learning process during a conference?
Asking students to assess themselves, their online participation, and other areas of assessment (as long as they have clear criteria and an agreed method of workingand it does not impact heavily on the final assessment.)
Peer assessment can be a powerful and valuable experience, as well as an uncomfortable one. But it may be better to use it as a formative rather than summative tool it is also recomendable to do it in small groups, to reduse the stress that may come from this tipe of assessment.
If we value the interaction and discussion in our online classrooms, then we have to explore ways of deciding the kind of value we are after, the sorts of participation that we want to encourage through assessment.
Summarizing and weaving
the order of the posts for summarizing was chosen according to the time they arrived, but deleting all unnecessary information taking from each of them the key words.
The Key words are:
attractive
clear explanation
eloquence
examples
problems
ideas
help each other
not intimidating
positive/inviting message
needs experience
specific objective
needs spark
elicit the audience
(not) clear instruction
The best response is the one written by KARLA JANETTE RANGEL CAMPINO
It is Clear, not short and expresses a deep understanding of the activity
The Key words are:
attractive
clear explanation
eloquence
examples
problems
ideas
help each other
not intimidating
positive/inviting message
needs experience
specific objective
needs spark
elicit the audience
(not) clear instruction
The best response is the one written by KARLA JANETTE RANGEL CAMPINO
It is Clear, not short and expresses a deep understanding of the activity
Prompting students
What would you do if you saw the following question in a conference you are running?
"My learners expect me to answer their questions. What should I do so that they don't always look to me to be the expert?"
You as a teacher can do three possible things (they could be more, but i can only think of these right now):
1. ask them that before to making you a quentions they have first to read different sources, but this has more impact if it done at the beginning of the course, however it could make your learners to close up to you.
2. turn the question aroun: help them change the perspextive in which they are viewing the problem and ask them to try it again suggesting them sources.
3. make a section of questions and answers in which the learners can express theirs doubts, but with the condition that if they write a question they have to help clear the doubt of one their e-classmates to get the answer, so the teacher has only to check how the things progress.
"My learners expect me to answer their questions. What should I do so that they don't always look to me to be the expert?"
You as a teacher can do three possible things (they could be more, but i can only think of these right now):
1. ask them that before to making you a quentions they have first to read different sources, but this has more impact if it done at the beginning of the course, however it could make your learners to close up to you.
2. turn the question aroun: help them change the perspextive in which they are viewing the problem and ask them to try it again suggesting them sources.
3. make a section of questions and answers in which the learners can express theirs doubts, but with the condition that if they write a question they have to help clear the doubt of one their e-classmates to get the answer, so the teacher has only to check how the things progress.
Sharing information
1. Look at the brief description of 5 techniques for organising interaction in a classroom. How well do you think they'd work online? Post your comments on at least 2 of them to the e-tivity 3 conference.
q Technique 1 - rounds: everyone takes a turn to speak their questions, statement or opinions. Contributions tend to be short. Often used as a pre- or warm-up activity
As a face to face technique is wonderful, an excellent warm up, but I fail to see how it could work online as one would like, there are means like chat rooms or forums in which it could be use but only to some extent (especially if the class is big), and could kill completely the reason behind the creation of distance learning everyone working on their own time unless they have a great spawn of time, also their questions and statement should be increased.
q Technique 5 - buzz groups: sub-groups of 3 or 4 students discuss something for a short time, perhaps before or during a teacher presentation or before an activity.
This one can work excellent on an e-course, the students can be divided in groups, and do the discussion before a activity can presented, the major advantage it has to round technique is that this one is not affected if there is a great number of learners, they all will work on small groups and can choose among then when to work.
Post ONE idea for another technique that could be used online, explaining why you think it would work
Show and tell: it could be adapted to be used in many different subjects: like they can be asked to use a certain type of tense, or to check how proficient are in writing. The only way I see they can use it in the traditional way could at recording, but that would heavily depend on the teacher.
q Technique 1 - rounds: everyone takes a turn to speak their questions, statement or opinions. Contributions tend to be short. Often used as a pre- or warm-up activity
As a face to face technique is wonderful, an excellent warm up, but I fail to see how it could work online as one would like, there are means like chat rooms or forums in which it could be use but only to some extent (especially if the class is big), and could kill completely the reason behind the creation of distance learning everyone working on their own time unless they have a great spawn of time, also their questions and statement should be increased.
q Technique 5 - buzz groups: sub-groups of 3 or 4 students discuss something for a short time, perhaps before or during a teacher presentation or before an activity.
This one can work excellent on an e-course, the students can be divided in groups, and do the discussion before a activity can presented, the major advantage it has to round technique is that this one is not affected if there is a great number of learners, they all will work on small groups and can choose among then when to work.
Post ONE idea for another technique that could be used online, explaining why you think it would work
Show and tell: it could be adapted to be used in many different subjects: like they can be asked to use a certain type of tense, or to check how proficient are in writing. The only way I see they can use it in the traditional way could at recording, but that would heavily depend on the teacher.
Stating objectives
Ex 1 (a grammar problems conference) "In this conference we'll look at the present perfect and you'll share problems you have with the structure with others".
Pilar. "
The problems stated by the learner should be more eloquent than that. For starters, the learner should express with examples and background of the situation why they had problems on the grammar. Second try to find a possible solution to their problem and help solve the problem of their e-classmates. And finally, make a new comment to share to their e-classmates if their ideas worked on the side of work; on the side of inviting, it feels intimidating, for the learner has to admit their lack knowledge in the languages, especially in the way it is presented, it should be friendlier or at least less blunt.
Ex 2 (an opening message for a conference on teaching listening skills) "Hi, everyone. Welcome to this conference on teaching listening skills. What activities and techniques are there in the pre-listening phase of a lesson? How can we match the technique or activity to the kind of listening our learners will be doing? These are the questions you'll have an answer to in this conference. Join us!
Tony"
It is excellent, it is inviting to participate, it is positive almost happy, and clear without being blunt.
Ex 3 (an opening message for a conference on learning and practising vocabulary) "In this lesson, you'll find specific information on a website and you'll practise vocabulary about food and nutrition. Edith."
It has a good beginning for someone with little experience on the field but it needs to be a little bit less flat, it is not intimidating but it needs to be a little more inviting.
Pilar. "
The problems stated by the learner should be more eloquent than that. For starters, the learner should express with examples and background of the situation why they had problems on the grammar. Second try to find a possible solution to their problem and help solve the problem of their e-classmates. And finally, make a new comment to share to their e-classmates if their ideas worked on the side of work; on the side of inviting, it feels intimidating, for the learner has to admit their lack knowledge in the languages, especially in the way it is presented, it should be friendlier or at least less blunt.
Ex 2 (an opening message for a conference on teaching listening skills) "Hi, everyone. Welcome to this conference on teaching listening skills. What activities and techniques are there in the pre-listening phase of a lesson? How can we match the technique or activity to the kind of listening our learners will be doing? These are the questions you'll have an answer to in this conference. Join us!
Tony"
It is excellent, it is inviting to participate, it is positive almost happy, and clear without being blunt.
Ex 3 (an opening message for a conference on learning and practising vocabulary) "In this lesson, you'll find specific information on a website and you'll practise vocabulary about food and nutrition. Edith."
It has a good beginning for someone with little experience on the field but it needs to be a little bit less flat, it is not intimidating but it needs to be a little more inviting.
jueves, 6 de mayo de 2010
What would you say?
2. Now look at suggestions for the actions to be taken by the e-tutor. Can you think of appropriate actions for the squirrel, the stag, and the magpie?
The squirrel: the e-tutor must encorage the squirrel to visit ans respond, also to make concious of the consequenses of not working or doing the works on time (lack of understanfing) and how it would affect their performance in the course
the Stag: the e-tutor must congrulate for their continous participation and explain that the forum are for everyone to express their opinions -respectfuly-, if attitude continues the stag must receive some sort of sanction (only if they are agresive)
The Magpie:the e-tutor must infor the magpie what are the consecuences of plagiarism (be it unconciounsly or conciunsly) and what are the sanctions for that, also to encourage the magpie to recognice the source and not to worry if feels thier answer are not as creative as everyone elses, with practice they will be.
3. Look at this example of a response to a conference by an e-learner. How would you respond to him as an e-Tutor?
From: Raul B.
Subject: Learner types
I think each person has his own learning style. I read about multiple
intelligences in my COTE course. Everytime I sit down at the computer I get a headache: so much to read, so many ideas on different topics shooting in
from everyone! In my COTE course I had to write long essays. That was
difficult too. Has anyone read the book by Rebecca Oxford? It tells about
learning strategies.
Raul
Response:
as an e-tutor i could give some advises to the learner like:
1. you can print the long readings if you feel a headache or it's uncortable for you to read on the computer.
2. you can write the abstracts of your esay on a piece of paper, and when you feel you have work on it enough you can transcirbe it to the computer.
3. if you feel overwhelmened work a little everyday, don't force yourself to do everything on a oneshot.
4. don't worry so much about your learning style, this is something you would learn tomanage little by little.
5. don't hesitate to aks for help to your e-tutor, e-classmates, or someone who had taken an online course before
The squirrel: the e-tutor must encorage the squirrel to visit ans respond, also to make concious of the consequenses of not working or doing the works on time (lack of understanfing) and how it would affect their performance in the course
the Stag: the e-tutor must congrulate for their continous participation and explain that the forum are for everyone to express their opinions -respectfuly-, if attitude continues the stag must receive some sort of sanction (only if they are agresive)
The Magpie:the e-tutor must infor the magpie what are the consecuences of plagiarism (be it unconciounsly or conciunsly) and what are the sanctions for that, also to encourage the magpie to recognice the source and not to worry if feels thier answer are not as creative as everyone elses, with practice they will be.
3. Look at this example of a response to a conference by an e-learner. How would you respond to him as an e-Tutor?
From: Raul B.
Subject: Learner types
I think each person has his own learning style. I read about multiple
intelligences in my COTE course. Everytime I sit down at the computer I get a headache: so much to read, so many ideas on different topics shooting in
from everyone! In my COTE course I had to write long essays. That was
difficult too. Has anyone read the book by Rebecca Oxford? It tells about
learning strategies.
Raul
Response:
as an e-tutor i could give some advises to the learner like:
1. you can print the long readings if you feel a headache or it's uncortable for you to read on the computer.
2. you can write the abstracts of your esay on a piece of paper, and when you feel you have work on it enough you can transcirbe it to the computer.
3. if you feel overwhelmened work a little everyday, don't force yourself to do everything on a oneshot.
4. don't worry so much about your learning style, this is something you would learn tomanage little by little.
5. don't hesitate to aks for help to your e-tutor, e-classmates, or someone who had taken an online course before
The changing model of teaching and learning
The model in which modern education works, is one in which –with their exceptions- the learner is only the receptacle of immense amounts of information that later will be forgotten or ignored. The goal of this time is to redefine that model to one in which learner –be it face to face or distance learning environment- is given the tools to become an independent and, at least, efficient learner. The learner needs to be taught how to search for sources –to what places can go and not to go, what kind of information to look up and not to-, to be cooperative and collaborative– in distance education there is no space not time for competition-, learner centered, that the learning environment can be also outside of the school or library, to be able to skim and scan a text, to summarize and reflect, to solve problems without the constant help of a teacher, to know that the teacher can sometimes stand aside and let them work, all this work and process will, if done correctly, help to build up an independent learner, but is also important to mark this a process that takes a lot of time and it is preferable that it is learned in the first years of education.
domingo, 18 de abril de 2010
Reflection to unit two
This unit refers us how a distance learning should be structured, how the activiti be es should be organized, what is the role the intructor, what is the role the lerner, what are the most common and important componments of a distance larning course.
the position of the instructor must be flexible and open minded: sometime a monitor, sometimes a facilitator but also must respond tho the learners doubts and feedback on time; on the other hand, attitude of the lerner must be prepared to have a great disposition and autonomy otherwise the lerner will flunk in their studies.
the distance lerning courses must allow the learners, and also the instructors, for certain amount of time to analize, find, and respond-revize, in the case of the instructors- accordingy to the instructions presented to them, also the courses must be/have a two-way comunication of easy acces.
tasks must be harder that what the learners are used to bot bot too much that are not capable of doing them. aslo , each task must -or should- present a time in which the learner reflects of what he has learned and interact in someway with their peers.
the position of the instructor must be flexible and open minded: sometime a monitor, sometimes a facilitator but also must respond tho the learners doubts and feedback on time; on the other hand, attitude of the lerner must be prepared to have a great disposition and autonomy otherwise the lerner will flunk in their studies.
the distance lerning courses must allow the learners, and also the instructors, for certain amount of time to analize, find, and respond-revize, in the case of the instructors- accordingy to the instructions presented to them, also the courses must be/have a two-way comunication of easy acces.
tasks must be harder that what the learners are used to bot bot too much that are not capable of doing them. aslo , each task must -or should- present a time in which the learner reflects of what he has learned and interact in someway with their peers.
Reaction to Spark
the text may be short, but makes one go into insightfull and thoughtfull period, in which we can analize our use of any of this word in our everyday.
the text in itself is not large, nor needs to be, to cause a positive reaction from the learners and cause a discuction on the learners undersanding and apreciation of the word and can be the trigger to future activities.
the text in itself is not large, nor needs to be, to cause a positive reaction from the learners and cause a discuction on the learners undersanding and apreciation of the word and can be the trigger to future activities.
Principles for an e-tivity
# The activities must be content relevant
# The activities must engage intellectually
# The activities must be content related to one another
# There must be a sequence in content
# There must be time for both the learner’s and the tutor to do and revise the activities
# The difficulty in the activities must grow with the learners’ knowledge.
# The activities must promote the learner’s participation and cooperation.
# The activities must engage intellectually
# The activities must be content related to one another
# There must be a sequence in content
# There must be time for both the learner’s and the tutor to do and revise the activities
# The difficulty in the activities must grow with the learners’ knowledge.
# The activities must promote the learner’s participation and cooperation.
Electronic pages
In personal experiance, i had only used two site, on three different ocassions: nicenet and blackboard. nicenet is easier to use, but blackboard is amore complete site. but in reality, i consider, that the eficiency of the curse does not lay in the site perse, but on the teacher/instructor's performace; for example, I had a curse in which we used blackboard and was a complete disaster not because we couldn´t use the site but because there was no interaction with the teacher, the only instruction we received wa to go and post our opinion on the foro -which wasn't divided not even for units- and never reveid any form of feedback and there wasnot any other type of activity we had to do only readings and post our opinion on the foro.
but so far i could see an electronic page has to have, if the purpose is to distane learning, basically: a foro, a mail, a space for documents and reading, a baletin section and the purpose of the course, activities plan and sistem evalietion
but so far i could see an electronic page has to have, if the purpose is to distane learning, basically: a foro, a mail, a space for documents and reading, a baletin section and the purpose of the course, activities plan and sistem evalietion
E-Tiquette
The Seven Golden Rules of E-Communication
a) Never copy on an e-mail without asking and receiving permission from the originator of the message.
b) Be careful with titles. Choose a short effective title for your message.
c) When replying to someone´s message, use the same title if the topic remains the same, otherwise start a new thread with a new title.
d) Keep to one topic per message with a relevant title. It´s best to send several short messages with different titles than one long one covering many subjects.
e) If you reply to just one part of someone´s message, copy and paste their words into the start of your message, so it´s clear which section you refer to.
f) Ensure that you place new messages in the appropriate conference
g) Keep all messages short – never more than one screen. If you have something longer to say, attach it as a document.
E-MAIL:
To: julia_garcia@yahoo.com.mx
Cc: rudi78@hotmail.com,carmen2@aol.com,risitas82@yahoo.com
Subject: lesson plan
Date: 20/03 /04
Hi Julia,
Sorry but I don´t agree with your idea about making students take an English
test to be able to register for an online course. I think motivation is more
important than your level of English. You make mistakes in your messages
but you are benefiting from the course, aren´t you? Communication is more
important than accuracy.
Another thing, Rudi and Carmen – did you do the reading e-tivity for unit 2
yet? Can we compare answers?
Bye,
Daniel R.
1. Sorry but I don´t agree with your idea ... i consider his approach was too rude-al least in a written form- he should have said something like: I disagree.
2. instead of: "You make mistakes in your messages
but you are benefiting from the course" he should have written something like although you make mistakes, you are bene fitting from the courrse.
3. he changes the topic abruptly.
CONFERENCE POSTING:
29 March
From: Aurora H.
Subject:re.
I think your right. If you want to that´s what you should do. Someone else
said last week “ I felt quite threatened when one participant from this group
disagreed with me.” So I´m agree! Anyway, you know they say that when
God created man She was only joking!!:)
Aurora
1. " I think your right. If you want to that´s what you should do" it does not seem it has anything to with anything the letter from before had written
2. Changes abruptly the topic
3. She does not go deep enough to understand the topic.
a) Never copy on an e-mail without asking and receiving permission from the originator of the message.
b) Be careful with titles. Choose a short effective title for your message.
c) When replying to someone´s message, use the same title if the topic remains the same, otherwise start a new thread with a new title.
d) Keep to one topic per message with a relevant title. It´s best to send several short messages with different titles than one long one covering many subjects.
e) If you reply to just one part of someone´s message, copy and paste their words into the start of your message, so it´s clear which section you refer to.
f) Ensure that you place new messages in the appropriate conference
g) Keep all messages short – never more than one screen. If you have something longer to say, attach it as a document.
E-MAIL:
To: julia_garcia@yahoo.com.mx
Cc: rudi78@hotmail.com,carmen2@aol.com,risitas82@yahoo.com
Subject: lesson plan
Date: 20/03 /04
Hi Julia,
Sorry but I don´t agree with your idea about making students take an English
test to be able to register for an online course. I think motivation is more
important than your level of English. You make mistakes in your messages
but you are benefiting from the course, aren´t you? Communication is more
important than accuracy.
Another thing, Rudi and Carmen – did you do the reading e-tivity for unit 2
yet? Can we compare answers?
Bye,
Daniel R.
1. Sorry but I don´t agree with your idea ... i consider his approach was too rude-al least in a written form- he should have said something like: I disagree.
2. instead of: "You make mistakes in your messages
but you are benefiting from the course" he should have written something like although you make mistakes, you are bene fitting from the courrse.
3. he changes the topic abruptly.
CONFERENCE POSTING:
29 March
From: Aurora H.
Subject:re.
I think your right. If you want to that´s what you should do. Someone else
said last week “ I felt quite threatened when one participant from this group
disagreed with me.” So I´m agree! Anyway, you know they say that when
God created man She was only joking!!:)
Aurora
1. " I think your right. If you want to that´s what you should do" it does not seem it has anything to with anything the letter from before had written
2. Changes abruptly the topic
3. She does not go deep enough to understand the topic.
Emoticons
I ussually don't use them so I don't have many.
XD= happy! laughing
>.<= embarrased
T.T=crying
o.O= surprised
-.-zzz= sleeping
x.x=fainted
>.<*= angry
@.@= dizzy
XD= happy! laughing
>.<= embarrased
T.T=crying
o.O= surprised
-.-zzz= sleeping
x.x=fainted
>.<*= angry
@.@= dizzy
Electronic communication
Which mode of electronic communication will be most important to me as an e-tutor?
I would chose it depending on my lerners' needs, the curricullum's needs and the acces facility of use the exsistant technology at my disposal, taking also into account the number of lerners and the way need to communcate.
I would chose it depending on my lerners' needs, the curricullum's needs and the acces facility of use the exsistant technology at my disposal, taking also into account the number of lerners and the way need to communcate.
Explaining the Model
Fecha: martes 2 de febrero de 2010 18H36' PST
In the process for e-learning we have four approaches: the first one, Lerner centered, focuses in the student’s the prior knowledge –including conceptions, misconception and a prerequisite knowledge-; knowledge centered, gives the student the opportunity of developing critical thinking; Assessment centered and community centered. All of this approaches are included, one way or another, in two major modes of learning the collaborative, community-of-inquiry models, and community-of-learning models. In which we have to include the two major human factors: the teacher and the learner –and implicitly their interaction with themselves and the content, which can be synchronous and asynchronous, but still there has to be continuous sessions for the knowledge to happen –if a community model is chosen it also can allow certain form of sociability process not existing in the independent study. The key factor in the process of development is to take into account that the nature of the course is that it is prescribed and that continuously has to be revised for experts and still has to be cared for the excess of homogenization and tough beforehand solutions to allow any student to develop common interests among each other and strengthen and create new knowledge through collective wisdom.
In the process for e-learning we have four approaches: the first one, Lerner centered, focuses in the student’s the prior knowledge –including conceptions, misconception and a prerequisite knowledge-; knowledge centered, gives the student the opportunity of developing critical thinking; Assessment centered and community centered. All of this approaches are included, one way or another, in two major modes of learning the collaborative, community-of-inquiry models, and community-of-learning models. In which we have to include the two major human factors: the teacher and the learner –and implicitly their interaction with themselves and the content, which can be synchronous and asynchronous, but still there has to be continuous sessions for the knowledge to happen –if a community model is chosen it also can allow certain form of sociability process not existing in the independent study. The key factor in the process of development is to take into account that the nature of the course is that it is prescribed and that continuously has to be revised for experts and still has to be cared for the excess of homogenization and tough beforehand solutions to allow any student to develop common interests among each other and strengthen and create new knowledge through collective wisdom.
The Glossary
The Glossary
by:
MARIA DEL ROCIO DOMINGUEZ GAONA
Analog: A signal that is received in the same form in which it is transmitted, while the amplitude and frequency may vary.
Amplitude: The amount of variety in a signal. Commonly thought of as the height of a wave. American Standard Code for Information Interexchange (ASCII): A computer language used to convert letters, numbers, and control codes into a digital code understood by most computers.
Asynchronous: Communication in which interaction between parties does not take place simultaneously.
Asynchronous Transmission Mode (ATM): A method of sending data in irregular time intervals using a code such as ASCII. ATM allows most modern computers to communicate with one another easily.
Audio Bridge: A device used in audioconferencing that connects multiple telephone lines. Audioconferencing: Voice only connection of more than two sites using standard telephone lines.
Backbone: A primary communication path connecting multiple users.
Band: A range of frequencies between defined upper and lower limits.
Bandwidth: Information carrying capacity of a communication channel.
Binary: A computer language developed with only two letters in its alphabet.
Bit: Abbreviation for a single binary digit.
Byte: A single computer word, generally eight bits.
Browser: Software that allows you to find and see information on the Internet.
To see the whole glosary visit: http://uidaho.edu/eo/dist13.html
by:
MARIA DEL ROCIO DOMINGUEZ GAONA
Analog: A signal that is received in the same form in which it is transmitted, while the amplitude and frequency may vary.
Amplitude: The amount of variety in a signal. Commonly thought of as the height of a wave. American Standard Code for Information Interexchange (ASCII): A computer language used to convert letters, numbers, and control codes into a digital code understood by most computers.
Asynchronous: Communication in which interaction between parties does not take place simultaneously.
Asynchronous Transmission Mode (ATM): A method of sending data in irregular time intervals using a code such as ASCII. ATM allows most modern computers to communicate with one another easily.
Audio Bridge: A device used in audioconferencing that connects multiple telephone lines. Audioconferencing: Voice only connection of more than two sites using standard telephone lines.
Backbone: A primary communication path connecting multiple users.
Band: A range of frequencies between defined upper and lower limits.
Bandwidth: Information carrying capacity of a communication channel.
Binary: A computer language developed with only two letters in its alphabet.
Bit: Abbreviation for a single binary digit.
Byte: A single computer word, generally eight bits.
Browser: Software that allows you to find and see information on the Internet.
To see the whole glosary visit: http://uidaho.edu/eo/dist13.html
Concepts of Distance Education
My classmates concepts
JAZMIN IVETTE RAMOS BUELNA
Definition 1.
Distance education is beset with a remarkable paradox—it has asserted its existence, but it cannot define itself (Shale, 1990).
Definition 2
Grenville Rumble (1989) defined distance education as a process in which there must be a teacher, one or more students; a course or curriculum that the teacher is capable of teaching and the student is trying to learn; and a contract, implicit or explicit, between the student and the teacher or the institution employing the teacher, which acknowledges their respective teaching- learning roles.
Definition 3
The U.S. Department of Education’s Office of Educational Research and Improvement (Bruder, 1989) defines distance education as “the application of telecommunications and electronic devices which enable students and learners to receive instruction that originates from some distant location.”
Definition 4
Rudolf Manfred Delling (Keegan, 1986) speaks of distance education as a teaching process “which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium.”
Reference
Research, Current Practice, and HB 2128,The concept of distance education,George U. Hubbard,available in http://www.tcet.unt.edu/pubs/de/de02.pdf
ANGELICA ESTRADA PUENTES
Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies.
The Commission on Colleges (2000). Distance Education: Definition and Principles. Available in: http://www.nova.edu/ocean/disted/sacs_distance.pdf
Distance Education is a term used to describe the teaching and learning process that takes place when the instructor and student are separated by place and/or time. Distance delivery methods are particularly suited to students who find it difficult to attend regular on-campus courses because of schedule conflicts, family and work responsibilities, or travel barriers. Distance Education courses carry the same academic credit and rigor as traditional on-campus classes and follow the same semester start and end times.
Lenoir community college (2010). Distance Education Student Guide. Available in: http://www.lenoircc.edu/de09/student_guide_info.htm
The California Distance Learning Project (CDLP) defines distance learning as follows. "Distance Learning (DL) is an instructional delivery system that connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process that uses available resources and will evolve to incorporate emerging technologies."
Several key features define distance learning. The importance of the teacher — learner communications cannot be overstated.
the separation of teacher and learner during at least a majority of each instructional process
separation of teacher and learner in space and/or time
the use of educational media to unite teacher and learner and carry course content
the provision of two-way communication between teacher, tutor, or educational agency and learner, and
control of the learning pace by the student rather than the distance instructor.
These definitions apply equally to high tech and low tech approaches to distance learning. The multiple distance learning definitions and other terminology is addressed in the tutorial.
California Distance Learning Project (2005). What Is Distance Learning?. Available in: http://www.cdlponline.org/index.cfm?fuseaction=whatis
ANGEL ABEL VALDEZ RAMOS
Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies.
The Commission on Colleges
Southern Association of Colleges and Schools
Decatur, Georgia
Distance learning, sometimes called e-learning, is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication. Because distance learning is less expensive to support and is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Students with scheduling or distance problems can benefit, as can employees, because distance education can be more flexible in terms of time and can be delivered virtually anywhere.
Popular distance learning technologies include:
* Voice-centered technology, such as CD or MP3 recordings or Webcasts
* Video technology, such as instructional videos, DVDs, and interactive videoconferencing
* Computer-centered technology delivered over the Internet or corporate intranet
Studies indicate that distance learning can be as effective as the traditional format when the methods are appropriate to the teaching tasks, there is student-teacher interaction, and the teachers provide students with appropriate and timely feedback.
http://searchcio-midmarket.techtarget.com/sDefinition/0,,sid183_gci509906,00.html
http://www.nova.edu/ocean/disted/sacs_distance.pdf
Distance education is oftentimes referred to as "Distance Learning" as well, and is simply defined as "a field of education focusing on the andragogy and pedagogy, instructional systems, and technology which endeavor to deliver an education to students who are not physically in a classroom or campus setting." In its simplest terms, it means earning a degree online.
The use of electronic (i.e. computers) and printed media enable the student to pursue their education without attending classes on a college or university campus. They are enabled to communicate and study at the times they select, through various technologies that allow them to interact in real time and through many different ways using the internet.
Additionally, distance education courses do not require any physical presence on-site for reasons inclusive of taking examinations that are considered to be blended or hybrid courses of study.
David Cassell - EzineArticles.com Expert Author
educator and net marketer.
http://ezinearticles.com/?Definition-of-Distance-Education&id=1715195
AMAURY ALMAGUER SEVILLA
DISTANCE EDUCATION - an educational process and system in which all or a significant proportion of the teaching is carried out by someone or something removed in space and time from the learner. Distance education requires structured planning, well-designed courses special instructional techniques and methods of communication by electronic and other technology, as well as specific organizational and administrative arrangements.
DISTANCE LEARNING - a system and a process that connects learners to distributed learning resources. Distance learning can take a variety of forms, all distance learning, however, is characterized by (a) separation/distance of place and/or time between instructor and learner, amongst learners, and/or between learners and learning resources; and (b) interaction between the learner and the instructor, among learners and/or between learners and learning resources conducted through one or more media.
http://www.unesco.org/education/educprog/lwf/doc/portfolio/definitions.htm
Distance education
Distance education on the other hand is less a philosophy and more a method of education. Students can study in their own time, at the place of their choice (home, work or learning centre), and without face-to-face contact with a teacher. Technology is a critical element of distance education.
Bates, A.W. (2005) Technology, e-Learning and Distance Education London/New York: RoutledgeFalmer.Available http://www.tonybates.ca/2008/07/07/what-is-distance-education/
What is e-Learning?
e-Learning is an umbrella term that describes learning done at a computer, usually connected to a network, giving us the opportunity to learn almost anytime, anywhere.
e-Learning is not unlike any other form of education - and it is widely accepted that e-Learning can be as rich and as valuable as the classroom experience or even more so. With its unique features e-Learning is an experience that leads to comprehension and mastery of new skills and knowledge, just like its traditional counterpart.
http://www.worldwidelearn.com/elearning-essentials/index.html
HILDEBERTO JOSUE PEREZ PEREZ
DISTANCE LEARNING DEFINITIONS 1 "The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance." USDLA 2 “Distance education is planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements" by Greg Kearsley (1996) 3 “The process of extending learning, or delivering instructional resource-sharing opportunities, to locations away from a classroom, building or site, to another classroom, building or site by using video, audio, computer, multimedia communications, or some combination of these with other traditional delivery methods." The ITC definition http://www.uwex.edu/disted/definition.cfm
DELIA YAMILE MARQUEZ NAVARRO
Definition 1:
The USDLA definition: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance."
http://www.usdla.org/html/aboutUs/vmd.htm
Definition 2:
The California Distance Learning Project's definition is: "Distance Learning (DL) is an instructional delivery system which connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process which uses available resources and will evolve to incorporate emerging technologies."
http://www.cdlponline.org/index.cfm?fuseaction=whatis
Definition 3:
As defined by Michael Moore, then director of The American Center for the Study of Distance Education, Penn State: "Distance education is planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements"
http://www.uwex.edu/disted/definition.cfm
OLIVIA ARELLANO RAMIREZ
concepts for Distance Education
“The process of extending learning or delivering instructional resource-sharing opportunities to
locations away from a classroom, building or site, to another classroom, building or site by using
video, audio, computer, multimedia, communications, or some combination of these with other
traditional delivery methods.”
http://144.162.197.250/definition.htm
Distance education is defined as institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.
In a time where distance education is becoming widely utilized across the globe, this at-a-glace approach makes it easier than ever to respond to the growing demand and questions about this subject matter.
ttp://www.amazon.ca/Distance-Education-Definition-Glossary-Terms/dp/1607521385
Distance education is defined, for the purposes of accreditation review, as a formal educational
Process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ
Correspondence study, or audio, video,o r computer technologies.
http://www.nova.edu/ocean/disted/sacs_distance.pdf
CHRISTIAN LIZETH ZEPEDA VARGAS
Definition 1
Distance learning is the process of transferring knowledge to learners (students) who are separated from the instructor (teacher) by time and/or physical distance and are making use of technology components, such as the Internet, video, CD's, tapes, and other forms of technology to accomplish learning.
Distance Learning Colleges Guide (2005). What is Distance Learning? Highlighting accredited online degrees and colleges. Available in http://www.distance-learning-college-guide.com/what-is-distance-learning.html
Definition 2
The terms 'distance education' and' open learning' have been used in different contexts with some what different meanings. Distance Education has been defined as an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner. Distance Education programmes have often used a combination of educational media, old and new, varying from print to broadcasts to audio and video recordings, and included opportunities for face to face study as well as learning from recorded material.
Lajpat Nagar. (1997). Concepts of Distance Education and Open Learning. National Informatics Centre. Available in http://www.education.nic.in/cd50years/g/52/4j/524J0401.htm
Definition 3
Dohmen (1977) defines distance education as "a systematically organised form of self-study in which student counselling, the presentation of learning material and securing and supervising of students' success is carried out by a team of teachers, each of whom has responsibilities. It is made possible at a distance by means of media which can cover long distances".
Unit 1 Distance Education: Concept and Scope. Available in http://www.egyankosh.ac.in/bitstream/123456789/25006/1/Unit1.pdf
EBER NATAN TORIZ GARCIA
1.- A type of education, typically college-level, where students work on their own at home or at the office and communicate with faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based communication.
Most distance learning programs include a computer-based training (CBT) system and communications tools to produce a virtual classroom. Because the Internet and World Wide Web are accessible from virtually all computer platforms, they serve as the foundation for many distance learning systems.
http://www.webopedia.com/TERM/D/distance_learning.html
2.- Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically "on site". According to the U.S. Department of Agriculture, it “is a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both.”[1] In other words, distance learning is the process of creating an educational experience of equal qualitative value for the learner to best suit their needs outside the classroom. Distance education courses that require a physical on-site presence for any reason including the taking of examinations is considered to be a hybrid or blended course of study. This emerging technology is becoming widely used in universities and institutions around the globe. With the recent trend of technological advance, distance learning is becoming more recognized for its potential in providing individualized attention and communication with students internationally. The most widely cited pedagogical theory of distance education is that of "transactional distance" [2].
http://en.wikipedia.org/wiki/Distance_education
3.- California Distance Learning Project: What is Distance Learning?
The California Distance Learning Project's definition is: "Distance Learning (DL) is an instructional delivery system which connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process which uses available resources and will evolve to incorporate emerging technologies."
http://www.uwex.edu/disted/definition.cfm
RAQUEL GALLEGOS CASTELLANOS
Distance Education
Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies. The Commission on Colleges, Southern Association of Colleges and Schools 1866 Southern Lane
Decatur, Georgia 30033-4097, Distance Education: Definition and principles. A policy statement. Available in http://www.nova.edu/ocean/disted/sacs_distance.pdf
Teaching and learning in which learning normally occurs in a different place from teaching. Michael G. Moore and Kay Shattuck. World Campus Faculty Resources. Glossary of Distance Education Terms. Available in https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
A form of education that is conducted over a distance. Often the instructors and students rarely if ever see each other. Examples of distance education are online education, telecourses, and hybrid courses. Black River Technical College. Distance Education Glossary. Available in http://de.blackrivertech.org/FAQs/Glossary.htm
TANYA ODETTE PEDRAZA LOPEZ
What is Distance Education?
Courses that are taught at a distance using educational technology are referred to as distance education classes.
Distance Education is characterized by:
§ Physical and/or time separation of the student and the instructor during the majority of class
§ The use of educational technology to bring together the student and instructor and to transmit course content
§ Two-way communication between the instructor and student (Verduin and Clark, 1991)
http://www.boisestate.edu/distance/whatis.shtml
What is Distance Education?
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
http://uidaho.edu/eo/dist1.html
Distance Education
Off-campus education, also known as distance education or external study, provides an opportunity for you to study if you are unable to attend university due to work, family commitments or other reasons.
Distance education allows you to arrange your study around your work and family commitments. Your understanding of the subjects you are studying will be enhanced by access to online units, CDROMs, DVDs, text books and other reference material. Support and communication between lecturers and students is available via email, online discussions and chat, telephone, and on campus intensive schools. UNE provides web-based facilities which allow you to send questions, submit assignments, order library books, check your grades and access other resources, 24 hours a day, seven days a week.
http://www.une.edu.au/about/off-campus-ed/
ROSA NEREIDA CARRIZALES JIMENEZ
On line Education:
Definition #1
The Garrison and Shale definition of distance education (1987a, p. 10-11) offers a minimum set of criteria and allows more flexibility. They suggest that:
* Distance education implies that the majority of educational communication between teacher and student occurs non contiguously
* Distance education involves two-way communication between teacher and student for the purpose of facilitating and supporting the educational process
* Distance education uses technology to mediate the necessary two-way communication.
Garrison & Shale (1987) IPSE Research in Distance Education by Michael Jeffries. Assistant Director of Educational Services, IHETS. Available in:
http://www.digitalschool.net/edu/DL_history_mJeffries.html
Definition #2
* The separation of teacher and learner during at least a majority of each instructional process.
* The use of educational media to unite teacher and learner and carry course content.
* The provision of two-way communication between teacher, tutor, or educational agency and learner.
Task Force on Distance Education, 1992. "Report of the Task Force on Distance Education," The Pennsylvania State University, University Park, Pennsylvania, November. Published electronically in DEOSNEWS 3:7 and 3:8 (July 1993, August 1993) Available in: http://www.studyoverseas.com/distance/distance1.htm
Definition #3
Is a learning experience delivered via a computer and the Internet. Course work is conducted through electronic forums, discussion groups, external resources, quizzes, social rooms, and online submitted assignments. Learning activities also include pairwork, small group work and project work and throughout the course you have the guidance of one of our professional online tutors.
British Council Available in:
http://www.britishcouncil.org/turkey-english-teacher-training-online-what-is-online-learning.htm
KARLA JANETTE RANGEL CAMPINO
What is distance education?
Courses that are taught at a distance using educational technology are referred to as distance education classes.
Online Journal of What is distance education?. Available in
http://www.boisestate.edu/distance/whatis.shtml
What is Distance Education?
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
Online Journal of DISTANCE EDUCATION AR A GLANCE GUIDE:1 Distance Education: An Overview. Available in http://uidaho.edu/eo/dist1.html
What is distance education?
Distance education is instruction that occurs when the instructor and student are separated by distance or time, or both. A wide array of technologies are currently used to link the instructor and student. Courses are offered via videotape, broadcast television, ITFS (instructional television fixed service), microwave, satellite, interactive video, audio tapes, audioconferencing, CD-ROM, and, increasingly, computer networking—including e-mail, the Internet, and its World Wide Web.
Online Journal of What distance learners need to know. What is distance education?. Available in http://www.wcet.info/resources/publications/conguide/conguida.htm
What is distance education?
Distance education, also called distance learning, has existed for centuries. It involves obtaining knowledge outside of the traditional avenues of attendance at learned institutions. Some recent definitions have focused on it as a new development, involving advanced technology. A few have even sought to define it in terms of a single technology ¯ usually the one they are reviewing or marketing. (North 1993) Others have viewed it simply as a recent extension of the classroom environment into a remote location. (Long dist tech 1990) Such definitions have proven too restrictive and fail to recognize the actual needs of distance education users or providers.
Online Journal of The Evolution of Distance Learning. Available in http://sqzm14.ust.hk/distance/distance-1.html
What is distance education?
Distance education, flexible learning or study by correspondence offer the opportunity to undertake a course of study while balancing other commitments. This mode of study means that you can undertake a course of study without having to attend lectures ‘on campus’. You can study from home or in a remote area without having to relocate. You can be a part time or full time student. You may choose to do your entire course by distance education or choose to do some by distance and a component face to face.
Online Journal of Distance education & flexible learning delivery. Available in
http://www.goingtouni.gov.au/Main/CoursesAndProviders/GettingStarted/DistanceEducationFlexibleLearningDelivery/Default.htm
KARINA OLGUIN JIMENEZ
Distance Learning is when coursework occurs outside the standard classroom. Generally, professor and student are separated by geography. Coursework, lectures, class discussions, and testing is accomplished through a variety of media, including DVDs, Web Cams, Television and Radio broadcasts, and more.
available on http://www.distancelearninginfo.com/
Distance learning occurs when there is a separation between the instructor and the student, usually due to geographical or time concerns that prevent the student from attending an on-campus course. Often, electronic means are used to bridge this gap and distribute educational material though distance learning programs using printed and mailed materials have existed for well over a hundred years. These programs have usually been specially designed to help best meet the needs and requirements that arise when learning is taking place outside of a traditional classroom setting.
available on http://www.distancelearningnet.com/what-is-distance-learning/
Distance education brings together students and teachers separated by geographical distance. Many distance education programs operate online, allowing quality student-teacher interaction through live forums, chat, and e-mail. available on http://www.distance-education.org/
RUBEN VASQUEZ GOMEZ
Definition I: distance education as a means for educational institutions to survive in an economically difficult environment:
Acording to Kirkpatrick and Jakupec (1999) distance education is where “providing […] flexible learning environments meets the needs of adult learners and at the same time delivers education providers and effective means of survival in an increasingly competitive marketplace”. (, cited on Maddux, Ewing-Taylor & LaMont Johnson, 2002 p. 10).
Definition II: distance education as a merge of education with communicational technologies:
Since the dawn of the Industrial Revolution in the nineteenth century, advances in technology have provided people with the means for a new form of education, known today as distance education. In recent decades the wondrous array of electronic communications technology has given distance education new status. It seems to have something to offer almost everyone” (Harry, John & Keegan, 2003, p. 1)
Definition III:
“Distance education is defined as institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Albright, & Zvacek 2006a, cited on Schlosser, Simonson, 2006, p. 1).
Three concepts related to distance education:
I. Adaptive hypermedia: using a user profile or other means to identify what the user’s specific needs are, and then adapting the media to address that user’s needs, For example, adaptive hypermedia might provide text scaled to different reading levels or images that provide a localized example of a learning concept (Schlosser, Simonson, 2006, p. 31).
II. ALN: Asynchronous Learning Network: A form of distance learning that uses computer-networking technology, especially the Internet, for instructional activities (Schlosser, Simonson, 2006, p. 33).
III. Baud: A unit for measuring the digital transmission speed of any data. One baud equals one bit per second. 300 baud is low while 33,600 baud is fast. (2) The transmission rate at which data flows between computers, it is synonymous with bits per second (bps) (Schlosser, Simonson, 2006, p. 35).
Maddux, C. D., Ewing-Taylor, J., LaMont Johnson, D. (2002). Distance education, issues and concerns. Retrieved from
Harry, K., John, M., Keegan, D. (2003). Distance education: new perspectives. Retrieved from
Schlosser, L. A., Simonson, M. (2006). Distance education, definitions and glossary of terms. Retrieved from:
Some minor definitions:
*I call the following definitions minimal because they are too broad and do not really give any information, the mayor definitions are the ones in the first part, that are from published sources and not from glossaries.
Credit-granting education or training courses delivered to remote (off-campus) location(s) via audio, video, or computer technologies, such as the ...
www.usnews.com/articles/education/e-learning/2008/01/10/elearn-glossary.html
A formal learning activity which occurs when students and instructor are separated by geographic distance or by time, often supported by communications technology such as television, videotape, computers, email, mail, or interactive videoconferencing.
www.netnet.org/students/student%20glossary.htm
Educational situation in which the instructor and students are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, audio- and videotape, CD ...
www3.imperial.ac.uk/ict/services/teachingandresearchservices/elearning/aboutelearning/elearningglossary
MARIA LUISA VELAZCO VILLASEÑOR
1st definition. “Distance education is defined as institutional-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors,” (Simonson, Smaldino, Albright & Zvacek, 2006, p. 32).
http://edrev.asu.edu/reviews/rev546.htm
2nd definition.Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology.
http://cms.cerritos.edu/ic/de-standards#I
3rd definition.Distance education is defined as all credit and non-credit education and training activities that are delivered via any electronic means.
http://www.sdbor.edu/euc/definition.htm
ZENIA LOPEZ LARES
Definition of distance education:
Distance learning gives you the flexibility to design your studies to suit your needs. Whether you are looking to launch your career with one of our professionally accredited degrees or expand your horizons through single subject study, CSU allows you to balance an online supported education around your work, your family and your lifestyle.
Charles Sturt University (2010)http://www.csu.edu.au/study/distance-education/.
Distance education allows you to arrange your study around your work and family commitments. Your understanding of the subjects you are studying will be enhanced by access to online units, CDROMs, DVDs, text books and other reference material.
UNE university (2009) http://www.une.edu.au/about/off-campus-ed/.
Distance education is simple enough: Students and teachers are separated by distance and sometimes by time. This contrast with the ancient tutorial in which a teacher and an individual learner met at the same time and place and the more familiar contemporary model of instruction in a class room, where a teacher talks to a group of learners, all together at the same time in the same place.
Michael G. Moore and Greg K. (2005) http://www.amazon.com/Distance-Education-Michael-G-Moore/dp/0534264964#reader_0534264964.
MICHELLE ALEXANDRA RUIZ AVILA
Distance education. The type of education where the instructor and the students are in physically separate locations. It can be either synchronous or asynchronous, and can include correspondence, video or satellite broadcasts, or e-Learning. It usually implies the higher education level.
http://www.justcolleges.com/elearn/glossary.htm
Distance education. A mode of education where tudents study off campus using University study materials and are not required to attend regular lectures, tutorials, seminars, laboratory or practical classes but residential schools or other specific attendance's may be prescribed.
http://www.csu.edu.au/division/student-admin/glossary.htm
Distance education. A planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning.
http://www.uwex.edu/ics/design/glossary.htm
ADAN INZUNZA ACOSTA
Definitions:
counselors
Specialists in learning who help individual students with academic or personal problems that interfere with learning. In North American institutions the term "advisor" is more commonly used. Quite often course instructors are required to provide advising.
G. Moore & Shattuck (2001) Distance Education Terms. Pennsylvania State University
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
curriculum model
The structure in which a program of study is offered. Distance education courses of study are divided into either a subject-matter-oriented curriculum model or a competency-oriented model. The distinction is an important consideration for design, delivery, and assessment. (See Inglis, Ling, & Joosten (1999) p. 69)
G. Moore & Shattuck (2001) Distance Education Terms. Pennsylvania State University
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
learner autonomy
"Concept that learners have different capacities for making decisions regarding their own learning." Relates to the structure and interactive expectations of a distance education course. A key element in adult learning. (See Moore & Kearsley (1996) pp. 24-25, 204-205)
G. Moore & Shattuck (2001) Distance Education Terms. Pennsylvania State University
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
JAZMIN IVETTE RAMOS BUELNA
Definition 1.
Distance education is beset with a remarkable paradox—it has asserted its existence, but it cannot define itself (Shale, 1990).
Definition 2
Grenville Rumble (1989) defined distance education as a process in which there must be a teacher, one or more students; a course or curriculum that the teacher is capable of teaching and the student is trying to learn; and a contract, implicit or explicit, between the student and the teacher or the institution employing the teacher, which acknowledges their respective teaching- learning roles.
Definition 3
The U.S. Department of Education’s Office of Educational Research and Improvement (Bruder, 1989) defines distance education as “the application of telecommunications and electronic devices which enable students and learners to receive instruction that originates from some distant location.”
Definition 4
Rudolf Manfred Delling (Keegan, 1986) speaks of distance education as a teaching process “which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium.”
Reference
Research, Current Practice, and HB 2128,The concept of distance education,George U. Hubbard,available in http://www.tcet.unt.edu/pubs/de/de02.pdf
ANGELICA ESTRADA PUENTES
Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies.
The Commission on Colleges (2000). Distance Education: Definition and Principles. Available in: http://www.nova.edu/ocean/disted/sacs_distance.pdf
Distance Education is a term used to describe the teaching and learning process that takes place when the instructor and student are separated by place and/or time. Distance delivery methods are particularly suited to students who find it difficult to attend regular on-campus courses because of schedule conflicts, family and work responsibilities, or travel barriers. Distance Education courses carry the same academic credit and rigor as traditional on-campus classes and follow the same semester start and end times.
Lenoir community college (2010). Distance Education Student Guide. Available in: http://www.lenoircc.edu/de09/student_guide_info.htm
The California Distance Learning Project (CDLP) defines distance learning as follows. "Distance Learning (DL) is an instructional delivery system that connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process that uses available resources and will evolve to incorporate emerging technologies."
Several key features define distance learning. The importance of the teacher — learner communications cannot be overstated.
the separation of teacher and learner during at least a majority of each instructional process
separation of teacher and learner in space and/or time
the use of educational media to unite teacher and learner and carry course content
the provision of two-way communication between teacher, tutor, or educational agency and learner, and
control of the learning pace by the student rather than the distance instructor.
These definitions apply equally to high tech and low tech approaches to distance learning. The multiple distance learning definitions and other terminology is addressed in the tutorial.
California Distance Learning Project (2005). What Is Distance Learning?. Available in: http://www.cdlponline.org/index.cfm?fuseaction=whatis
ANGEL ABEL VALDEZ RAMOS
Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies.
The Commission on Colleges
Southern Association of Colleges and Schools
Decatur, Georgia
Distance learning, sometimes called e-learning, is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication. Because distance learning is less expensive to support and is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Students with scheduling or distance problems can benefit, as can employees, because distance education can be more flexible in terms of time and can be delivered virtually anywhere.
Popular distance learning technologies include:
* Voice-centered technology, such as CD or MP3 recordings or Webcasts
* Video technology, such as instructional videos, DVDs, and interactive videoconferencing
* Computer-centered technology delivered over the Internet or corporate intranet
Studies indicate that distance learning can be as effective as the traditional format when the methods are appropriate to the teaching tasks, there is student-teacher interaction, and the teachers provide students with appropriate and timely feedback.
http://searchcio-midmarket.techtarget.com/sDefinition/0,,sid183_gci509906,00.html
http://www.nova.edu/ocean/disted/sacs_distance.pdf
Distance education is oftentimes referred to as "Distance Learning" as well, and is simply defined as "a field of education focusing on the andragogy and pedagogy, instructional systems, and technology which endeavor to deliver an education to students who are not physically in a classroom or campus setting." In its simplest terms, it means earning a degree online.
The use of electronic (i.e. computers) and printed media enable the student to pursue their education without attending classes on a college or university campus. They are enabled to communicate and study at the times they select, through various technologies that allow them to interact in real time and through many different ways using the internet.
Additionally, distance education courses do not require any physical presence on-site for reasons inclusive of taking examinations that are considered to be blended or hybrid courses of study.
David Cassell - EzineArticles.com Expert Author
educator and net marketer.
http://ezinearticles.com/?Definition-of-Distance-Education&id=1715195
AMAURY ALMAGUER SEVILLA
DISTANCE EDUCATION - an educational process and system in which all or a significant proportion of the teaching is carried out by someone or something removed in space and time from the learner. Distance education requires structured planning, well-designed courses special instructional techniques and methods of communication by electronic and other technology, as well as specific organizational and administrative arrangements.
DISTANCE LEARNING - a system and a process that connects learners to distributed learning resources. Distance learning can take a variety of forms, all distance learning, however, is characterized by (a) separation/distance of place and/or time between instructor and learner, amongst learners, and/or between learners and learning resources; and (b) interaction between the learner and the instructor, among learners and/or between learners and learning resources conducted through one or more media.
http://www.unesco.org/education/educprog/lwf/doc/portfolio/definitions.htm
Distance education
Distance education on the other hand is less a philosophy and more a method of education. Students can study in their own time, at the place of their choice (home, work or learning centre), and without face-to-face contact with a teacher. Technology is a critical element of distance education.
Bates, A.W. (2005) Technology, e-Learning and Distance Education London/New York: RoutledgeFalmer.Available http://www.tonybates.ca/2008/07/07/what-is-distance-education/
What is e-Learning?
e-Learning is an umbrella term that describes learning done at a computer, usually connected to a network, giving us the opportunity to learn almost anytime, anywhere.
e-Learning is not unlike any other form of education - and it is widely accepted that e-Learning can be as rich and as valuable as the classroom experience or even more so. With its unique features e-Learning is an experience that leads to comprehension and mastery of new skills and knowledge, just like its traditional counterpart.
http://www.worldwidelearn.com/elearning-essentials/index.html
HILDEBERTO JOSUE PEREZ PEREZ
DISTANCE LEARNING DEFINITIONS 1 "The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance." USDLA 2 “Distance education is planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements" by Greg Kearsley (1996) 3 “The process of extending learning, or delivering instructional resource-sharing opportunities, to locations away from a classroom, building or site, to another classroom, building or site by using video, audio, computer, multimedia communications, or some combination of these with other traditional delivery methods." The ITC definition http://www.uwex.edu/disted/definition.cfm
DELIA YAMILE MARQUEZ NAVARRO
Definition 1:
The USDLA definition: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance."
http://www.usdla.org/html/aboutUs/vmd.htm
Definition 2:
The California Distance Learning Project's definition is: "Distance Learning (DL) is an instructional delivery system which connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process which uses available resources and will evolve to incorporate emerging technologies."
http://www.cdlponline.org/index.cfm?fuseaction=whatis
Definition 3:
As defined by Michael Moore, then director of The American Center for the Study of Distance Education, Penn State: "Distance education is planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements"
http://www.uwex.edu/disted/definition.cfm
OLIVIA ARELLANO RAMIREZ
concepts for Distance Education
“The process of extending learning or delivering instructional resource-sharing opportunities to
locations away from a classroom, building or site, to another classroom, building or site by using
video, audio, computer, multimedia, communications, or some combination of these with other
traditional delivery methods.”
http://144.162.197.250/definition.htm
Distance education is defined as institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.
In a time where distance education is becoming widely utilized across the globe, this at-a-glace approach makes it easier than ever to respond to the growing demand and questions about this subject matter.
ttp://www.amazon.ca/Distance-Education-Definition-Glossary-Terms/dp/1607521385
Distance education is defined, for the purposes of accreditation review, as a formal educational
Process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ
Correspondence study, or audio, video,o r computer technologies.
http://www.nova.edu/ocean/disted/sacs_distance.pdf
CHRISTIAN LIZETH ZEPEDA VARGAS
Definition 1
Distance learning is the process of transferring knowledge to learners (students) who are separated from the instructor (teacher) by time and/or physical distance and are making use of technology components, such as the Internet, video, CD's, tapes, and other forms of technology to accomplish learning.
Distance Learning Colleges Guide (2005). What is Distance Learning? Highlighting accredited online degrees and colleges. Available in http://www.distance-learning-college-guide.com/what-is-distance-learning.html
Definition 2
The terms 'distance education' and' open learning' have been used in different contexts with some what different meanings. Distance Education has been defined as an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner. Distance Education programmes have often used a combination of educational media, old and new, varying from print to broadcasts to audio and video recordings, and included opportunities for face to face study as well as learning from recorded material.
Lajpat Nagar. (1997). Concepts of Distance Education and Open Learning. National Informatics Centre. Available in http://www.education.nic.in/cd50years/g/52/4j/524J0401.htm
Definition 3
Dohmen (1977) defines distance education as "a systematically organised form of self-study in which student counselling, the presentation of learning material and securing and supervising of students' success is carried out by a team of teachers, each of whom has responsibilities. It is made possible at a distance by means of media which can cover long distances".
Unit 1 Distance Education: Concept and Scope. Available in http://www.egyankosh.ac.in/bitstream/123456789/25006/1/Unit1.pdf
EBER NATAN TORIZ GARCIA
1.- A type of education, typically college-level, where students work on their own at home or at the office and communicate with faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based communication.
Most distance learning programs include a computer-based training (CBT) system and communications tools to produce a virtual classroom. Because the Internet and World Wide Web are accessible from virtually all computer platforms, they serve as the foundation for many distance learning systems.
http://www.webopedia.com/TERM/D/distance_learning.html
2.- Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically "on site". According to the U.S. Department of Agriculture, it “is a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both.”[1] In other words, distance learning is the process of creating an educational experience of equal qualitative value for the learner to best suit their needs outside the classroom. Distance education courses that require a physical on-site presence for any reason including the taking of examinations is considered to be a hybrid or blended course of study. This emerging technology is becoming widely used in universities and institutions around the globe. With the recent trend of technological advance, distance learning is becoming more recognized for its potential in providing individualized attention and communication with students internationally. The most widely cited pedagogical theory of distance education is that of "transactional distance" [2].
http://en.wikipedia.org/wiki/Distance_education
3.- California Distance Learning Project: What is Distance Learning?
The California Distance Learning Project's definition is: "Distance Learning (DL) is an instructional delivery system which connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process which uses available resources and will evolve to incorporate emerging technologies."
http://www.uwex.edu/disted/definition.cfm
RAQUEL GALLEGOS CASTELLANOS
Distance Education
Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies. The Commission on Colleges, Southern Association of Colleges and Schools 1866 Southern Lane
Decatur, Georgia 30033-4097, Distance Education: Definition and principles. A policy statement. Available in http://www.nova.edu/ocean/disted/sacs_distance.pdf
Teaching and learning in which learning normally occurs in a different place from teaching. Michael G. Moore and Kay Shattuck. World Campus Faculty Resources. Glossary of Distance Education Terms. Available in https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
A form of education that is conducted over a distance. Often the instructors and students rarely if ever see each other. Examples of distance education are online education, telecourses, and hybrid courses. Black River Technical College. Distance Education Glossary. Available in http://de.blackrivertech.org/FAQs/Glossary.htm
TANYA ODETTE PEDRAZA LOPEZ
What is Distance Education?
Courses that are taught at a distance using educational technology are referred to as distance education classes.
Distance Education is characterized by:
§ Physical and/or time separation of the student and the instructor during the majority of class
§ The use of educational technology to bring together the student and instructor and to transmit course content
§ Two-way communication between the instructor and student (Verduin and Clark, 1991)
http://www.boisestate.edu/distance/whatis.shtml
What is Distance Education?
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
http://uidaho.edu/eo/dist1.html
Distance Education
Off-campus education, also known as distance education or external study, provides an opportunity for you to study if you are unable to attend university due to work, family commitments or other reasons.
Distance education allows you to arrange your study around your work and family commitments. Your understanding of the subjects you are studying will be enhanced by access to online units, CDROMs, DVDs, text books and other reference material. Support and communication between lecturers and students is available via email, online discussions and chat, telephone, and on campus intensive schools. UNE provides web-based facilities which allow you to send questions, submit assignments, order library books, check your grades and access other resources, 24 hours a day, seven days a week.
http://www.une.edu.au/about/off-campus-ed/
ROSA NEREIDA CARRIZALES JIMENEZ
On line Education:
Definition #1
The Garrison and Shale definition of distance education (1987a, p. 10-11) offers a minimum set of criteria and allows more flexibility. They suggest that:
* Distance education implies that the majority of educational communication between teacher and student occurs non contiguously
* Distance education involves two-way communication between teacher and student for the purpose of facilitating and supporting the educational process
* Distance education uses technology to mediate the necessary two-way communication.
Garrison & Shale (1987) IPSE Research in Distance Education by Michael Jeffries. Assistant Director of Educational Services, IHETS. Available in:
http://www.digitalschool.net/edu/DL_history_mJeffries.html
Definition #2
* The separation of teacher and learner during at least a majority of each instructional process.
* The use of educational media to unite teacher and learner and carry course content.
* The provision of two-way communication between teacher, tutor, or educational agency and learner.
Task Force on Distance Education, 1992. "Report of the Task Force on Distance Education," The Pennsylvania State University, University Park, Pennsylvania, November. Published electronically in DEOSNEWS 3:7 and 3:8 (July 1993, August 1993) Available in: http://www.studyoverseas.com/distance/distance1.htm
Definition #3
Is a learning experience delivered via a computer and the Internet. Course work is conducted through electronic forums, discussion groups, external resources, quizzes, social rooms, and online submitted assignments. Learning activities also include pairwork, small group work and project work and throughout the course you have the guidance of one of our professional online tutors.
British Council Available in:
http://www.britishcouncil.org/turkey-english-teacher-training-online-what-is-online-learning.htm
KARLA JANETTE RANGEL CAMPINO
What is distance education?
Courses that are taught at a distance using educational technology are referred to as distance education classes.
Online Journal of What is distance education?. Available in
http://www.boisestate.edu/distance/whatis.shtml
What is Distance Education?
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment.
Online Journal of DISTANCE EDUCATION AR A GLANCE GUIDE:1 Distance Education: An Overview. Available in http://uidaho.edu/eo/dist1.html
What is distance education?
Distance education is instruction that occurs when the instructor and student are separated by distance or time, or both. A wide array of technologies are currently used to link the instructor and student. Courses are offered via videotape, broadcast television, ITFS (instructional television fixed service), microwave, satellite, interactive video, audio tapes, audioconferencing, CD-ROM, and, increasingly, computer networking—including e-mail, the Internet, and its World Wide Web.
Online Journal of What distance learners need to know. What is distance education?. Available in http://www.wcet.info/resources/publications/conguide/conguida.htm
What is distance education?
Distance education, also called distance learning, has existed for centuries. It involves obtaining knowledge outside of the traditional avenues of attendance at learned institutions. Some recent definitions have focused on it as a new development, involving advanced technology. A few have even sought to define it in terms of a single technology ¯ usually the one they are reviewing or marketing. (North 1993) Others have viewed it simply as a recent extension of the classroom environment into a remote location. (Long dist tech 1990) Such definitions have proven too restrictive and fail to recognize the actual needs of distance education users or providers.
Online Journal of The Evolution of Distance Learning. Available in http://sqzm14.ust.hk/distance/distance-1.html
What is distance education?
Distance education, flexible learning or study by correspondence offer the opportunity to undertake a course of study while balancing other commitments. This mode of study means that you can undertake a course of study without having to attend lectures ‘on campus’. You can study from home or in a remote area without having to relocate. You can be a part time or full time student. You may choose to do your entire course by distance education or choose to do some by distance and a component face to face.
Online Journal of Distance education & flexible learning delivery. Available in
http://www.goingtouni.gov.au/Main/CoursesAndProviders/GettingStarted/DistanceEducationFlexibleLearningDelivery/Default.htm
KARINA OLGUIN JIMENEZ
Distance Learning is when coursework occurs outside the standard classroom. Generally, professor and student are separated by geography. Coursework, lectures, class discussions, and testing is accomplished through a variety of media, including DVDs, Web Cams, Television and Radio broadcasts, and more.
available on http://www.distancelearninginfo.com/
Distance learning occurs when there is a separation between the instructor and the student, usually due to geographical or time concerns that prevent the student from attending an on-campus course. Often, electronic means are used to bridge this gap and distribute educational material though distance learning programs using printed and mailed materials have existed for well over a hundred years. These programs have usually been specially designed to help best meet the needs and requirements that arise when learning is taking place outside of a traditional classroom setting.
available on http://www.distancelearningnet.com/what-is-distance-learning/
Distance education brings together students and teachers separated by geographical distance. Many distance education programs operate online, allowing quality student-teacher interaction through live forums, chat, and e-mail. available on http://www.distance-education.org/
RUBEN VASQUEZ GOMEZ
Definition I: distance education as a means for educational institutions to survive in an economically difficult environment:
Acording to Kirkpatrick and Jakupec (1999) distance education is where “providing […] flexible learning environments meets the needs of adult learners and at the same time delivers education providers and effective means of survival in an increasingly competitive marketplace”. (, cited on Maddux, Ewing-Taylor & LaMont Johnson, 2002 p. 10).
Definition II: distance education as a merge of education with communicational technologies:
Since the dawn of the Industrial Revolution in the nineteenth century, advances in technology have provided people with the means for a new form of education, known today as distance education. In recent decades the wondrous array of electronic communications technology has given distance education new status. It seems to have something to offer almost everyone” (Harry, John & Keegan, 2003, p. 1)
Definition III:
“Distance education is defined as institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Albright, & Zvacek 2006a, cited on Schlosser, Simonson, 2006, p. 1).
Three concepts related to distance education:
I. Adaptive hypermedia: using a user profile or other means to identify what the user’s specific needs are, and then adapting the media to address that user’s needs, For example, adaptive hypermedia might provide text scaled to different reading levels or images that provide a localized example of a learning concept (Schlosser, Simonson, 2006, p. 31).
II. ALN: Asynchronous Learning Network: A form of distance learning that uses computer-networking technology, especially the Internet, for instructional activities (Schlosser, Simonson, 2006, p. 33).
III. Baud: A unit for measuring the digital transmission speed of any data. One baud equals one bit per second. 300 baud is low while 33,600 baud is fast. (2) The transmission rate at which data flows between computers, it is synonymous with bits per second (bps) (Schlosser, Simonson, 2006, p. 35).
Maddux, C. D., Ewing-Taylor, J., LaMont Johnson, D. (2002). Distance education, issues and concerns. Retrieved from
Harry, K., John, M., Keegan, D. (2003). Distance education: new perspectives. Retrieved from
Schlosser, L. A., Simonson, M. (2006). Distance education, definitions and glossary of terms. Retrieved from:
Some minor definitions:
*I call the following definitions minimal because they are too broad and do not really give any information, the mayor definitions are the ones in the first part, that are from published sources and not from glossaries.
Credit-granting education or training courses delivered to remote (off-campus) location(s) via audio, video, or computer technologies, such as the ...
www.usnews.com/articles/education/e-learning/2008/01/10/elearn-glossary.html
A formal learning activity which occurs when students and instructor are separated by geographic distance or by time, often supported by communications technology such as television, videotape, computers, email, mail, or interactive videoconferencing.
www.netnet.org/students/student%20glossary.htm
Educational situation in which the instructor and students are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, audio- and videotape, CD ...
www3.imperial.ac.uk/ict/services/teachingandresearchservices/elearning/aboutelearning/elearningglossary
MARIA LUISA VELAZCO VILLASEÑOR
1st definition. “Distance education is defined as institutional-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors,” (Simonson, Smaldino, Albright & Zvacek, 2006, p. 32).
http://edrev.asu.edu/reviews/rev546.htm
2nd definition.Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology.
http://cms.cerritos.edu/ic/de-standards#I
3rd definition.Distance education is defined as all credit and non-credit education and training activities that are delivered via any electronic means.
http://www.sdbor.edu/euc/definition.htm
ZENIA LOPEZ LARES
Definition of distance education:
Distance learning gives you the flexibility to design your studies to suit your needs. Whether you are looking to launch your career with one of our professionally accredited degrees or expand your horizons through single subject study, CSU allows you to balance an online supported education around your work, your family and your lifestyle.
Charles Sturt University (2010)http://www.csu.edu.au/study/distance-education/.
Distance education allows you to arrange your study around your work and family commitments. Your understanding of the subjects you are studying will be enhanced by access to online units, CDROMs, DVDs, text books and other reference material.
UNE university (2009) http://www.une.edu.au/about/off-campus-ed/.
Distance education is simple enough: Students and teachers are separated by distance and sometimes by time. This contrast with the ancient tutorial in which a teacher and an individual learner met at the same time and place and the more familiar contemporary model of instruction in a class room, where a teacher talks to a group of learners, all together at the same time in the same place.
Michael G. Moore and Greg K. (2005) http://www.amazon.com/Distance-Education-Michael-G-Moore/dp/0534264964#reader_0534264964.
MICHELLE ALEXANDRA RUIZ AVILA
Distance education. The type of education where the instructor and the students are in physically separate locations. It can be either synchronous or asynchronous, and can include correspondence, video or satellite broadcasts, or e-Learning. It usually implies the higher education level.
http://www.justcolleges.com/elearn/glossary.htm
Distance education. A mode of education where tudents study off campus using University study materials and are not required to attend regular lectures, tutorials, seminars, laboratory or practical classes but residential schools or other specific attendance's may be prescribed.
http://www.csu.edu.au/division/student-admin/glossary.htm
Distance education. A planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning.
http://www.uwex.edu/ics/design/glossary.htm
ADAN INZUNZA ACOSTA
Definitions:
counselors
Specialists in learning who help individual students with academic or personal problems that interfere with learning. In North American institutions the term "advisor" is more commonly used. Quite often course instructors are required to provide advising.
G. Moore & Shattuck (2001) Distance Education Terms. Pennsylvania State University
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
curriculum model
The structure in which a program of study is offered. Distance education courses of study are divided into either a subject-matter-oriented curriculum model or a competency-oriented model. The distinction is an important consideration for design, delivery, and assessment. (See Inglis, Ling, & Joosten (1999) p. 69)
G. Moore & Shattuck (2001) Distance Education Terms. Pennsylvania State University
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
learner autonomy
"Concept that learners have different capacities for making decisions regarding their own learning." Relates to the structure and interactive expectations of a distance education course. A key element in adult learning. (See Moore & Kearsley (1996) pp. 24-25, 204-205)
G. Moore & Shattuck (2001) Distance Education Terms. Pennsylvania State University
https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
Concepts of Distance Education
mu concepts:
"La educación superior abierta y a distancia significa algo más que trascender los muros del aula y la automatización de procesos académicos y administrativos. Implica una propuesta educativa flexible y un modelo pertinente y de calidad para hacer posible, con el apoyo de las Tecnologías de la Información y de la Comunicación (TIC), un aprendizaje independiente y colaborativo."
Secretaria de Educación Pública, Extraido de: http://148.247.220.7/index.php/cau/descgen.html
al 28 de febreo de 2010, última actualización: enero de 2010
"Determining the nature and purpose of distance education—and defining its appropriate role—can be difficult because it requires that institutions locate themselves in the midst of multiple issues: technological advances, pedagogical change, business model change, organizational adaptability, knowledge management, and increased access to education. Some assert that distance education represents a strategic "inflection point" for higher education, signaling the fundamental transformation of education as we know it.
If we are clear about the problem we are trying to solve and whom we wish to serve with distance education, we will be able to make better decisions regarding it. Distance education is fundamentally an education issue. Viewed in this light, it offers students and faculty an alternative to our still-rich residential tradition, one which need not threaten the current tradition but can work alongside it to broaden the number and types of people with access to an education, and thus help to serve us all."
Diana G. Oblinger "The Nature and Purpose of Distance Education" The Technology Source, March/April 2000. Available online at http://ts.mivu.org/default.asp?show=article&id=1034
at February 28th, 2010
Teaster and Blieszner (1999) say “the term distance learning has been applied to many instructional methods: however, its primary distinction is that the teacher and the learner are separate in space and possibly time” (pg. 741)
Doug Valentine In Online Journal of Distance Learning Administration, Volume V, NumberIII, Fall 2002
State University of West Georgia, Distance Education Center
http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
at February 28th, 2010
"La educación superior abierta y a distancia significa algo más que trascender los muros del aula y la automatización de procesos académicos y administrativos. Implica una propuesta educativa flexible y un modelo pertinente y de calidad para hacer posible, con el apoyo de las Tecnologías de la Información y de la Comunicación (TIC), un aprendizaje independiente y colaborativo."
Secretaria de Educación Pública, Extraido de: http://148.247.220.7/index.php/cau/descgen.html
al 28 de febreo de 2010, última actualización: enero de 2010
"Determining the nature and purpose of distance education—and defining its appropriate role—can be difficult because it requires that institutions locate themselves in the midst of multiple issues: technological advances, pedagogical change, business model change, organizational adaptability, knowledge management, and increased access to education. Some assert that distance education represents a strategic "inflection point" for higher education, signaling the fundamental transformation of education as we know it.
If we are clear about the problem we are trying to solve and whom we wish to serve with distance education, we will be able to make better decisions regarding it. Distance education is fundamentally an education issue. Viewed in this light, it offers students and faculty an alternative to our still-rich residential tradition, one which need not threaten the current tradition but can work alongside it to broaden the number and types of people with access to an education, and thus help to serve us all."
Diana G. Oblinger "The Nature and Purpose of Distance Education" The Technology Source, March/April 2000. Available online at http://ts.mivu.org/default.asp?show=article&id=1034
at February 28th, 2010
Teaster and Blieszner (1999) say “the term distance learning has been applied to many instructional methods: however, its primary distinction is that the teacher and the learner are separate in space and possibly time” (pg. 741)
Doug Valentine In Online Journal of Distance Learning Administration, Volume V, NumberIII, Fall 2002
State University of West Georgia, Distance Education Center
http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
at February 28th, 2010
domingo, 28 de febrero de 2010
Unit One (Reflections)
In thiswe were able to read, study and analisys of the bases on distance learning and its contraposition (advantages ans disadvantages) against the traditional education and its development through time.
It is importan to mark that neither method is above the other but share the same goal through different ways and that is: to help human kind to grow and improve itself
It is importan to mark that neither method is above the other but share the same goal through different ways and that is: to help human kind to grow and improve itself
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