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

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

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

4 A.Frank - T.Sharon 4-D’s Guiding Principles 1.Define the problem and objective (assess). 2.Develop the solution, strategy, and path (plan). 3.Dedicate the resources, procure, and implement (execute). 4.Determine the success, measure it, and improve upon it (evaluate).

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

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

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

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

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

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

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

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

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

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

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

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

17 A.Frank - T.Sharon Technology Models Conclusions 1.They all work well within their respective application areas. 2.They are only as good as the content and people that drive them. 3.They can be successfully used in conjunction with each other as part of a “hybrid” development process.