1. Instructional Design and Distance Education Agenda

2. One-Time Only Events One-Time Only Events Multiple Session Events Multiple Session Events Distance Education

3. A Basic ID Model for Distance Education Conduct assessment of needs

4. A Basic ID Model for Distance Education Conduct assessment of needs Formulate broad goals and observable subgoals (objectives) Conduct assessment of needs Formulate broad goals and observable subgoals (objectives)

5. Goal: Improve farm management through use of Internet resources Objective #1: Locate and use online USDA databases Objective #2: Determine the status of current ag-related legislation in Congress Goal: Improve farm management through use of Internet resources Objective #1: Locate and use online USDA databases Objective #2: Determine the status of current ag-related legislation in Congress

6. A Basic ID Model for Distance Education Conduct assessment of needs Formulate broad goals and observable subgoals (objectives) Develop clear understanding of target student/audience group Conduct assessment of needs Formulate broad goals and observable subgoals (objectives) Develop clear understanding of target student/audience group

7. Student Characteristics Time availability Access to delivery systems Knowledge of topic/prerequisites General experience level Competing demands on time Time availability Access to delivery systems Knowledge of topic/prerequisites General experience level Competing demands on time

8. A Basic ID Model for Distance Education Conduct assessment of needs Formulate broad goals and observable subgoals (objectives) Develop clear understanding of target student/audience group Identify required subject matter Conduct assessment of needs Formulate broad goals and observable subgoals (objectives) Develop clear understanding of target student/audience group Identify required subject matter

9. A Basic ID Model for Distance Ed (cont.) Consider alternative delivery technologies and select the most appropriate

10. A Basic ID Model for Distance Ed (cont.) Consider alternative delivery technologies and select the most appropriate Make arrangements for required student support elements Consider alternative delivery technologies and select the most appropriate Make arrangements for required student support elements

11. Student Support Needs Registration/records Bookstore services Library services Computing services Interaction with you Advising Counseling/assistance Registration/records Bookstore services Library services Computing services Interaction with you Advising Counseling/assistance

12. Counseling/Assistance Improving study skills Managing home/work/course Need for tutoring Overcoming concerns of isolation Improving study skills Managing home/work/course Need for tutoring Overcoming concerns of isolation

13. Personal Contact With Distant Learners Is Imperative

14. A Basic ID Model for Distance Ed (cont.) Consider alternative delivery technologies and select the most appropriate Make arrangements for required student support elements Develop student assessment measures Consider alternative delivery technologies and select the most appropriate Make arrangements for required student support elements Develop student assessment measures

15. Evaluating Remote Site Students On-site exams Take-home exams Homework assignments Term papers and group projects Class presentations Class participation Testing by Internet On-site exams Take-home exams Homework assignments Term papers and group projects Class presentations Class participation Testing by Internet

16. A Basic ID Model for Distance Ed (cont.) Determine instructional methods and develop lesson plans

17. Moving Toward a Learner-Centered Paradigm Oblinger (1994) Current Lecturing Taking Attendance Credit hours Competing Multiple choice Library collections Passive learning Current Lecturing Taking Attendance Credit hours Competing Multiple choice Library collections Passive learning Transformed Coaching Logging on Performance standards Collaborating Portfolio assessment Network connections Active learning

18. Moving Toward a Learner-Centered Paradigm Oblinger (1994) Current Lecturing Taking Attendance Credit hours Competing Multiple choice Library collections Passive learning Textbooks Current Lecturing Taking Attendance Credit hours Competing Multiple choice Library collections Passive learning Textbooks Transformed Coaching Logging on Performance standards Collaborating Portfolio assessment Network connections Active learning Customized materials

19. Teaching Strategies Maximize student involvement in learning process Be liberal in use of examples, illustrations, visualization Provide students opportunities to apply course material Teach in “chunks” Use media to perform specific missions Maximize student involvement in learning process Be liberal in use of examples, illustrations, visualization Provide students opportunities to apply course material Teach in “chunks” Use media to perform specific missions

20. A Basic ID Model for Distance Ed (cont.) Determine instructional methods and develop lesson plans Obtain or develop required visual support materials Determine instructional methods and develop lesson plans Obtain or develop required visual support materials

21. A Basic ID Model for Distance Ed (cont.) Determine instructional methods and develop lesson plans Obtain or develop required visual support materials Conduct formative evaluation and revise as necessary Determine instructional methods and develop lesson plans Obtain or develop required visual support materials Conduct formative evaluation and revise as necessary

22. Q’s for In-Course Evaluation How am I doing? Are you learning what you hoped you would learn in this course? What course content has given you trouble, and what can I do to make it more clear? Have you had trouble completing the course assignments? How am I doing? Are you learning what you hoped you would learn in this course? What course content has given you trouble, and what can I do to make it more clear? Have you had trouble completing the course assignments?

23. Q’s for In-Course Evaluation (cont.) Have you had problems contacting me? Have you encountered trouble with [the course delivery system]? Have you had problems with support services? How can I make this course more effective for you? Have you had problems contacting me? Have you encountered trouble with [the course delivery system]? Have you had problems with support services? How can I make this course more effective for you?

24. A Basic ID Model for Distance Ed (cont.) Determine instructional methods and develop lesson plans Obtain or develop required visual support materials Conduct formative evaluation and revise as necessary Conduct summative evaluation Determine instructional methods and develop lesson plans Obtain or develop required visual support materials Conduct formative evaluation and revise as necessary Conduct summative evaluation