1. What Works in Distance Learning (for me) TACTYC - Atlanta, GA May 20, 2006 Andy Williams - Edmonds Community CollegeEdmonds Community College andy.williams@edcc.edu http://faculty.edcc.edu/andy.williams/

2. Workshop Goals  Discuss practices and techniques that we ’ ve used to make our classes more effective and efficient.  Focus on teaching and learning through use of technology and electronic media.  Develop a network of ‘ best practitioners ’ and innovators for future conversations.

3. Communication with Students “Why don’t they get it?” “If they would just follow the instructions….” “Can’t they read?” “Why are they taking an online class, anyway?”

4. Communication with Students

5. Who are our students? 71% intend to transfer to university. 58% are employed. 26% of accounting students have children or other dependents. 18% do not have a High School Diploma. 14% International Students.

6. Who are our students? They have other responsibilities and interests. My class is not their top priority. They don’t have enough time. They are ‘underprepared.’ They need flexible learning opportunities.

7. They use technology 75% of online teens use Instant Messenger. 51% of online teens download music. 91% of all adults online use email. 73% of all adults online use internet to get news. Source: Pew Internet and American Life Project Surveys

8. Why are they enrolled in online classes? Flexibility of online delivery format. Schedule didn’t allow me to attend on- campus. Can’t get to campus. Source: EdCC & BCC survey of online course non-completers

9. Reasons for Withdrawing I could not handle the combined study plus work or family responsibilities. The online course was too unstructured for me. I had personal problems. Source: EdCC & BCC survey of online course non-completers

10. When are students online?

11. On what day of the week are students most active online?

12. Online Course Materials What materials/techniques do students actually use? What materials do students say they find useful? What materials/techniques are not used?

13. Instructor-generated Materials “ I read the Course Materials posted in Blackboard, such as the instructor's notes and letters before I attempt the homework assignments.”

14. Instructor-generated Materials “The Course Materials, such as the instructor's notes and letter, posted in Blackboard are helpful in understanding the learning objectives of the class.”

15. Publisher Website “I read the materials posted on the Textbook Publisher's Website before I attempt the homework assignments.”

16. Discussion Board “The postings in the discussion forum are helpful in understanding the learning objectives of the class.”

17. Discussion Board “I read the postings in the discussion forum.”

18. What has the lowest student satisfaction level for those who withdrew from online classes? Interaction with faculty Source: EdCC & BCC survey of online course non-completers

19. The Textbook “ The textbook is helpful in understanding the learning objectives of the class.”

20. The Textbook “I read the assigned reading from the textbook before I attempt the homework assignments.”

21. Podcasts “The instructor's podcasts are helpful in understanding the learning objectives of the class.”

22. What’s a Podcast?Podcast “Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet for playback on mobile devices and personal computers. “ “Podcasting's essence is about creating content (audio or video) for an audience that wants to listen or watch when they want, where they want, and how they want.” Wikipedia

23. Sample Podcasts AW Web Pages University of WashingtonUniversity of Washington iTunes University UC Berkeley on iTunes Mr. Excel Video Podcast CPA Podcasts Podcast Alley Podzinger Education Podcast Network Education Podcast Network

24. Berkeley iTunes Site

25. UC Berkeley - Intro to Computers

26. Podcast Strategy Quick, easy and low (no) cost Use.mp3 files Short audio clips Link to textbook

27. Podcast Strategy Consider attention span and downloading time. Keep it short! 5 minutes of MP3 file is about 5 MB! Too long----> Students tune out. Too short ---> Not worth it.

28. What you need to Podcast Audacity - Free software from Sound ForgeAudacity –Cross Platform (Mac or Windows) –Easy to Use Garage Band (Mac OSX) - with iLife suiteGarage Band Microphone/Speakers on your computer! Script or notes!

29. Audacity PlayRecordPauseStop Mic Level Recording Level Playback Level

30. Podcasting to Your Class, and the World! Save completed audio file to desktop Load to web server Link to Blackboard classroom & web page Load into iTunes or other source (Need XML) Get students to listen, learn and give feedback!

31. Student Comments “It was a pleasant surprise to be greeted with a Podcast welcoming me to the class at the beginning of the course.” “Now with the podcast I feel that I have even more of an opportunity to be successful in this course.” “I like having your lecture notes and the podcast, it makes it seem like it's more class room like.”

32. Why add Podcasts to Course Materials? Audio connection with students Easier heard than read? Time shifting - Convenient and flexible Technology comfort level

33. The Future?