1. The unique characteristic of Distance Education environments "The unique characteristic of distance education environments is the necessary reliance on physical artifact to transmit the social cues required to define the social dimensions of learning, which in face-to-face environments can occur without external artifice" (DDL listserv, AECT) http://www.aect.org/Intranet/Publications/in dex.asp http://www.aect.org/Intranet/Publications/in dex.asp http://www.aect.org/Intranet/Publications/in dex.asp

2. What did you learn so far? 1. Introduction to Distance Education 2. Planning, Design & Implementing Online Classes 3. DE - concepts & systems - infrastructure 4. Comm & info systems in Ed & Classroom use of CMC

3. CMC Planning & Management & 508 Compliance

4. Computer-Mediated Communication Computer-Mediated Communication (CMC) is any form of communication between two or more individual people who interact and/or influence each other via separate computers. Notice that this does not include the methods by which two computers communicate, but rather how people communicate using computers. Computer-Mediated Communication (CMC) is any form of communication between two or more individual people who interact and/or influence each other via separate computers. Notice that this does not include the methods by which two computers communicate, but rather how people communicate using computers.communicationcomputerscommunicationcomputers http://www.webster-dictionary.org/definition/Computer- mediated%20communication http://www.webster-dictionary.org/definition/Computer- mediated%20communicationhttp://www.webster-dictionary.org/definition/Computer- mediated%20communicationhttp://www.webster-dictionary.org/definition/Computer- mediated%20communication

5. CMC as Distance Education Tool Distant learning applications have changed dramatically with the advent of computer mediated communications. Distant learning applications have changed dramatically with the advent of computer mediated communications. Where once distant learning employed only radio, television, and audio and video communication devices, computers now provide course delivery all across the world. Where once distant learning employed only radio, television, and audio and video communication devices, computers now provide course delivery all across the world.

6. Strengths and Limitations of CMC for DL Limitations Limitations  Interaction & Observance  Technology & Training  Affordability  Extensive information sources  Ease of use  Security & Firewalls  Performance assessment

7. Strengths and Limitations of CMC for DL Limitations Limitations  Interaction & Observance  Technology & Training  Affordability  Extensive information sources  Ease of use  Security & Firewalls  Performance assessment

8. Level of Objectives 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Higher-Order Thinking Skills

9. General Explanations for Learner Non-completion of DL Programs Students do not have realistic expectations about what is demanded in DE experience Students do not have realistic expectations about what is demanded in DE experience Students need more structure Students need more structure Students who finish generally begin early and pace themselves Students who finish generally begin early and pace themselves Students who elect to participate in DE may have other priorities Students who elect to participate in DE may have other priorities

10. So is it only the learner’s fault if they fail? High drop out rate in CMC course: High drop out rate in CMC course:  Lack of feedback  Lack of Social Presence  Adult learner characteristics  Lack of interaction  Bad design (usability)  Lack of pedagogical approach focused on Independent study

11. Designing Learner’s experience In order to design and deliver effective online instruction, instructors should know what qualifications they must have. First, they need to upgrade their technical skills in order to keep abreast of technological developments (Volery, 2000). In order to design and deliver effective online instruction, instructors should know what qualifications they must have. First, they need to upgrade their technical skills in order to keep abreast of technological developments (Volery, 2000).

12. Designing Learner’s experience Second, instructors need to know how to design interactive activities and course syllabi, how to operate the learning platform, and troubleshoot with problems online learners may encounter (Cuellar, 2002). Second, instructors need to know how to design interactive activities and course syllabi, how to operate the learning platform, and troubleshoot with problems online learners may encounter (Cuellar, 2002).

13. Designing Learner’s experience How to sustain productive dialogue in an electronic setting and understand the relationship between CMC and learning? How to sustain productive dialogue in an electronic setting and understand the relationship between CMC and learning? How to design and development electronic environments that engage students productive discourse? How to design and development electronic environments that engage students productive discourse?

14. Types of Interaction Learner-Instructor Interaction Learner-Instructor Interaction Learner-Learner Interaction Learner-Learner Interaction Learner-Content Interaction Learner-Content Interaction Learner-Interface Interaction Learner-Interface Interaction Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42. http://seamonkey.ed.asu.edu/~mcisaac/emc703/leah5.html

15. FACTORS THAT INFLUENCE THE USE OF CMC  personalities of those involved;  subject matter;  pace of the course  size of the learning group;  medium or media of communication.  response times - how quickly the teacher can reply to student queries  structure

16. FACTORS THAT INFLUENCE THE USE OF CMC Structure  It describes the extent to which course components can accommodate or be responsive to each learner’s individual needs.  A course that is highly structured is, by this definition, less responsive to a given learner’s individual needs. http://people.bu.edu/whittier/TLTR/tsld015.htm

17. 10 Keys to Quality Online Learning Knowledge is constructed, not transmitted. Knowledge is constructed, not transmitted. Students can take full responsibility for own learning. Students can take full responsibility for own learning. Students are motivated to want to learn. Students are motivated to want to learn. Course provides “mental white space” for reflection. Course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Learning activities appropriately match student learning styles. Experiential, active learning augments Web site learning environment, Experiential, active learning augments Web site learning environment, Solitary & Interpersonal learning activities are interspersed. Solitary & Interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting & expanding prior lessons “Spiral learning” provides for revisiting & expanding prior lessons Master teacher is able to guide overall learning process. Master teacher is able to guide overall learning process. Alley and Jansak (2001)

18. Recommendations Administrators should not force faculty to teach online courses who do not wish to do so. Administrators should not force faculty to teach online courses who do not wish to do so. Training in WebCT should be made more user friendly. Training in WebCT should be made more user friendly. Mentors should be available in each department or college who can answer questions that come up from faculty who have limited experience in teaching online courses. Mentors should be available in each department or college who can answer questions that come up from faculty who have limited experience in teaching online courses. Departments should limit the enrollment in online courses so that instructors will be more focused on communicating and interacting with online students. Departments should limit the enrollment in online courses so that instructors will be more focused on communicating and interacting with online students. Instructors need to take courses to better understand technology; specific classes need to be taken in order to design websites for online courses. Instructors need to take courses to better understand technology; specific classes need to be taken in order to design websites for online courses. Instructors must have the support of other instructors who have taught online courses before, as well as administrative and technical support. Instructors must have the support of other instructors who have taught online courses before, as well as administrative and technical support. Instructors should consider how to increase the interaction between students-instructor and peer-interactions by using various types of instructional design methods. Instructors should consider how to increase the interaction between students-instructor and peer-interactions by using various types of instructional design methods. Instructors should encourage students to evaluate the courses continuously and periodically so as to improve online teaching Instructors should encourage students to evaluate the courses continuously and periodically so as to improve online teaching

19. 508 Compliancy Section 508 of the Rehabilitation Act requires that Federal agencies' electronic and information technology is accessible to people with disabilities.

20. 508 Compliancy Specific criteria cover: Software applications & operating systems; Web-based information or applications; Telecommunications functions; Video or multi-media products; Self-contained, closed products such as information kiosks & transaction machines Computers. Software applications & operating systems; Web-based information or applications; Telecommunications functions; Video or multi-media products; Self-contained, closed products such as information kiosks & transaction machines Computers.

21. 508 Compliancy  (a) A text equivalent for every non-text element shall be provided (e.g., via "alt", "longdesc", or in element content).  (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation.  (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup.  (d) Documents shall be organized so they are readable without requiring an associated style sheet.

22. 508 Compliancy  (e) Redundant text links shall be provided for each active region of a server-side image map.  (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape.  (g) Row and column headers shall be identified for data tables.  (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers.

23. 508 Compliancy  (i) Frames shall be titled with text that facilitates frame identification and navigation.  (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz.  (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes.  (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by assistive technology.

24. 508 Compliancy  (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l).  (n) When electronic forms are designed to be completed on- line, the form shall allow people using assistive technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues.  (o) A method shall be provided that permits users to skip repetitive navigation links.  (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.

25. 508 Compliancy  Window Eyes Window Eyes Window Eyes  Dreamweaver Dreamweaver  Watchfire Bobby Watchfire Bobby Watchfire Bobby  Adobe Acrobat Adobe Acrobat Adobe Acrobat  JAWS JAWS

26. Links http://www.ascusc.org/jcmc/ http://www.ascusc.org/jcmc/ http://www.ascusc.org/jcmc/ www.aace.org www.aace.org www.aace.org http://www.aect.org/Intranet/Publications/index.asp http://www.aect.org/Intranet/Publications/index.asp http://www.aect.org/Intranet/Publications/index.asp http://www.westga.edu/~distance/jmain11.html http://www.westga.edu/~distance/jmain11.html http://www.westga.edu/~distance/jmain11.html http://www.cpcug.org/user/houser/section508/Default.htm http://www.cpcug.org/user/houser/section508/Default.htm http://www.cpcug.org/user/houser/section508/Default.htm