1. Effective techniques for teaching at a distance

2. The trend is to make distance education an active, dynamic learning experience

3. Know your l_______

4. Ice Breakers More than an introduction Benefits Example More than an introduction Benefits Example

5. Active Learning "Active _______, not passive _________, is what engages students. It should pervade the curriculum" Johnson, Spalding, Paden & Ziffen, 1989

6. Active Learning "Involves students in doing things and thinking about the things they are doing" Bonwell & Elson, 1991

7. Distance Education Shift from ________ to _________ Student centered support Shift from ________ to _________ Student centered support

8. Instructional Strategies Begin each class with "What's happening" time Develop strategies for interaction Present overall course goals and objectives Focus on ________ not ________ Begin each class with "What's happening" time Develop strategies for interaction Present overall course goals and objectives Focus on ________ not ________

9. Instructional Strategies Support instruction with printed material Personalize instructor involvement Be concise. Use short, cohesive statements Let the ________ do most of the "talking" Vary pace of content delivery Support instruction with printed material Personalize instructor involvement Be concise. Use short, cohesive statements Let the ________ do most of the "talking" Vary pace of content delivery

10. Changing Your Syllabus/Lesson Plans Clarify your objectives Make your expectations clear –active participation –preparation Revisit resources Build in interactions Tell students how they can reach you Be aware of different logistics Stress the importance of support staff Clarify your objectives Make your expectations clear –active participation –preparation Revisit resources Build in interactions Tell students how they can reach you Be aware of different logistics Stress the importance of support staff

11. The Key Players in the Interactivity ________ –Need for student to student interaction –Need training to use the system –Need to feel connected to the teacher _________ –Need to understand the students –Need to become comfortable with technology –Need to facilitate learning __________ –bridge between students and instructor –enhance use of instructional materials ________ –Need for student to student interaction –Need training to use the system –Need to feel connected to the teacher _________ –Need to understand the students –Need to become comfortable with technology –Need to facilitate learning __________ –bridge between students and instructor –enhance use of instructional materials

12. Instructional Strategies problem centeredsimulation decision-makingpanels class discussioncase studies group discussiontutorial written exercisesreading instructional gamingexploration problem centeredsimulation decision-makingpanels class discussioncase studies group discussiontutorial written exercisesreading instructional gamingexploration

13. P_______ the Lesson key content points time allotment learning styles instructional strategies activities visuals other support materials key content points time allotment learning styles instructional strategies activities visuals other support materials

14. Classroom Management Issues Functions of a classroom Environmental Design Rules & routines Discipline Keeping the students on track Facilitator Functions of a classroom Environmental Design Rules & routines Discipline Keeping the students on track Facilitator

15. Copyright Issues If a class is being recorded, Fair Use Guidelines DO NOT apply

16. Classroom Interaction S______Student StudentT______ T______Student S______Student StudentT______ T______Student

17. Visuals in Distance Education

18. Why Use Visuals in Teaching high-impact today's audiences expect BOTH STYLE and GLITZ and a MEANINGFUL MESSAGE learning style differences to explain and demonstrate concepts student interest high-impact today's audiences expect BOTH STYLE and GLITZ and a MEANINGFUL MESSAGE learning style differences to explain and demonstrate concepts student interest

19. Technological Advantages of Visuals easily viewable by all students "fairly" good quality scalable fonts and graphics prepared or "just in time" capability real-time delivery ability to print "thumbnails" D.I.Y. easily viewable by all students "fairly" good quality scalable fonts and graphics prepared or "just in time" capability real-time delivery ability to print "thumbnails" D.I.Y.

20. 6 By _ Rule no more than 6 lines per visual no more than _ words per line crowding=anything more each visual should make a point adherence to this rule guarantees readability no more than 6 lines per visual no more than _ words per line crowding=anything more each visual should make a point adherence to this rule guarantees readability

21. Color Use for emphasis or organization Contrast is important Light background/dark fonts –black, red and dark blue fit well with light blue or green backgrounds Dark background/dark fonts –white, yellow, light green and blue strand out on dark blue, black, maroon or brown backgrounds Be consistent in your use of color Use for emphasis or organization Contrast is important Light background/dark fonts –black, red and dark blue fit well with light blue or green backgrounds Dark background/dark fonts –white, yellow, light green and blue strand out on dark blue, black, maroon or brown backgrounds Be consistent in your use of color

22. Technological Limitations of Visuals resolution differences palette changes aspect ratio differences system malfunction pilot error hardware/software availability D.I.Y. resolution differences palette changes aspect ratio differences system malfunction pilot error hardware/software availability D.I.Y.

23. Warning! Always check your visuals before going on the television What you see on your computer screen will not be what you see on the television monitor

24. FONT sizes 36 or 48 point for titles 24 or 36 point for body text 18 point - No Smaller –use to label things –use for subpoints remember-less readable typewritten text NEVER looks good on television 36 or 48 point for titles 24 or 36 point for body text 18 point - No Smaller –use to label things –use for subpoints remember-less readable typewritten text NEVER looks good on television

25. A_________ Teaching for Understanding

26. Student Assessment Student attitude Learning outcomes traditional test - teacher made/grade Research papers Portfolio Demonstration - students use the equipment Interview - 1:1 teacher-student Student attitude Learning outcomes traditional test - teacher made/grade Research papers Portfolio Demonstration - students use the equipment Interview - 1:1 teacher-student

27. Methods of Assessment Evaluation of the instruction –Prior to "Going On" –While teaching –Following teaching Evaluation of the student –Time to send/receive materials –Nature of the task –Fairness to all Evaluation of the instruction –Prior to "Going On" –While teaching –Following teaching Evaluation of the student –Time to send/receive materials –Nature of the task –Fairness to all

28. Ingenuity might be required to use some of these techniques at a distance, but the end result offers opportunities to broaden and invigorate the educational experience for both the learner and the instructor!