Web-Based Instruction Learning and Teaching in the 21st Century

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					Web-Based Instruction:
Learning and Teaching
in the 21st Century
Camille Ann Frey, Ed.D.
H. Lori Schnieders, Ed. D.
University of Louisville

DIVERSE 2007
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                      Introduction
              Education, as well as a number of other social
               institutions, is undergoing radical
               transformation.
                 A major change is taking place in
                  education today

              Decoupling traditional requirements has never
               been greater
                 Student and teacher need to be present in
                  the same room at the same time.
                 Universities must have congregated
                  assemblies of great scholars and thinkers
                 Books in print
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           From Traditional to
            Distance Education
                 What aspects of content,
                  design, and Pedagogy
                  would an instructor
                  consider when
                  transforming a lecture-
                  based course to one
                  incorporating web-based
                  instruction?
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 Topics to Consider in development
Design         Design       Technological   Implementation Evaluation
Considerations Parameters   Development                    Tools

Learner       Objectives Overview of Strategies            Interface
                         Technology                        Design
Context       Strategies    Media           Technique   Subject
                            Selection                   matter
                                                        evaluation
Goals         Assessment    Creating        Structure   Digital
                            WBI             maintenance learning
                                                           environment


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           Topic: Instructional design


                    Courses design
                    Learners
                    Greater control
                    Learner-centered,

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           Web-based Learning
           Environment




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              Topic: Course Delivery

          Utilize a wide range of delivery modes,
           including print correspondence, telephone
           and FAX, World Wide Web, e-mail and
           listservs, interactive television,
           teleconferencing, and audio-video
           conferencing.

          The structure should meet your learning
           style and needs for convenience.
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            Main Communication Features
Characteristic   Online chat     Bulletin Board
                 room

Time             Synchronous     Asynchronous

Description of   Rapid           Deliberate
mode of          Spontaneous     Thoughtful
thought          Brainstorming   Reflective
Opportunities    Only during     May respond, update
for              each session    responses or change positions,
participation                    and engage others in
                                 additional conversation for a
                                 long as the topic is active
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                                 usually for one week          8
    Courses can be either
synchronous or asynchronous.
              Synchronous instruction
                  Requires learners and teachers to participate at the
                   same time with interaction done in "real time."
                  Delivery modes for synchronous instruction include
                   interactive TV and videoconferencing

              Asynchronous instruction:
                  Offers greater flexibility because students may choose
                   to participate when it is convenient to their schedules.
                   Web based instruction, e-mail, listservs, videotapes
                   and correspondence courses are used in courses
                   offering asynchronous instruction.
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   Topic: Support and contact with
              learners

          Faculty to be more accessible than in traditional
           classrooms.
          Look for online support groups,
            Learner chat rooms and forums,
            online help desks,

            online bookstores

            other means of supporting and connecting
             learners.


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Real Life:

                 QuickTime™ and a
                H.264 decompressor
           are neede d to see this picture.




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Real Life




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Real Life




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Real Life




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    LECTURE
    PRESENTATION




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LESSON 1 MODULE 1
             CONCEPTUAL
            UNDERSTANDING
                 OF
           STRESS & COPING

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           Stress Management
   The process of coping effectively with
multiple demands & challenges while
minimizing strain & distress.
   Coping mechanisms include:

   Organizing Tasks      Letting go of Mistakes
   Acting upon            & Losses
    Problems              Learning from
                           Experience
   Rationalizing
                          Resolving Conflicts
    Disappointments
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           Web-Based Learning
             & Virtual Reality




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Lessons Learned-

               Technology-
                   Internet 2 or DSL model
                   Video
                   Audio
                   CD ROM
                   Graphics

               Technical Problems During the Course


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Lessons Learned-


               Technology Barriers-
                 Lack  of Computer Access
                 Difficulty Getting Online

                 Resources Availability

                 Excessive Download Times




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Lessons Learned-

               Institutional Barriers-
               Problems with Instructors
               Problems with Instructional Design
               Technical Problems During the Course




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Lesson Learned-


               Students’ Learning styles
               Students’ Motivation
               Instructor support



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Lessons Learned-

               Students’ computer
                expertise
               Students need access to
                computer with software to




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            Books       Meeting their Needs
           Articles

                           Education
           Workbook
                               Reading
                               Listening         PMR
             Videos            Watching
                                              Autogenics
            Lectures

                           Time                Imagery
           CD’s/Tapes
                            Management
                        
  Participation Workshops   Self Regulation   Visualization


                                               Breathing

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     Our Strengths Come Slowly


      h255n

                h815



                           h890

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           Next Steps
              Summarize any actions required of
               your audience
              Summarize any follow up action
               items required of you




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