Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

DISTANCE EDUCATION IN LANGUAGE LEARNING

No description
by

Lucia Sladiková

on 2 February 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of DISTANCE EDUCATION IN LANGUAGE LEARNING

DISTANCE EDUCATION HISTORY TECHNOLOGIES EDUCATIONAL SYSTEMS COMMUNITY DESIGNING DE COURSES MODERATING DISCUSSION TEACHING ROLES - letters, mostly one-way education
- later radio, television, cassettes, computers, internet
- shortening of time between receiving instructions and responding
- today DE available on many universities, some even primarily oriented on DE -> open universities - good availability of computer and internet based technologies
- before choosing consider: accessibility, cost, alternative media,
time needed to use the technologies, time students can spend,
clear instructions, license and copy-write, know the chosen
technology, pedagogy first - technology second, know your
students psychological or physical problems - they might not
be able to use some technologies,... - a source of knowledge that is to be taught and learned
- a subsystem to structure this into materials and activities for
students that we will call course
- another subsystem that delivers the course to learners
- teachers who interact with learners as they use these materials
- learners in their different environments
- a subsystem that monitors and evaluates outcomes so that
interventions are possible when failures occur
- an organization with a policy and a management structure
to link these different pieces
(Moore and Kearsley, 2005)
- orientation of the course -> classroom-oriented, product-
oriented, systems-oriented
- ADDIE model -> analysis, design, development, implement,
evaluate
- Bloom's taxonomy -> useful questions to check the level of knowledge of the learner (for more info see http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html )

Key elements:
- students establishing their own learning goals
- students working together in groups
- exploring appropriate resources to answer questions
- multidisciplinary and authentic tasks with connections
to the real world
- assessment that is ongoing and performance-based
(Conrad and Donaldson, 2004)
- pedagogical (encourage participation, be objective,
make the material relevant, ...)
- social (watch the use of humor and sarcasm, do not
ignore bad discussant behavior, ...)
- managerial (be patient and responsive, distribute a list
of participants, ...)
- technical (use technical support, provide feedback,
provide time to learn, ...)
(Berge, Z.L. 1995)
LEARNERS ASSESSMENT CHANGES SOURCES DEFINITION Distance Education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technologies. (Moore and Kearsley, 2005) The moderator needs to:
- open discussion with interesting topic and clear
expectations and requirements
- add comments when discussion goes off topic
- remind students of their deadlines
- regularly asses students' works - students need to have certain skills to successfully learn in
distance environment
- visual learners (learn through seeing, pictures, videos, ...)
- auditory learners (learn through listening, verbal lectures,
discussions, ...)
- tactile/kinesthetic learners (learn through moving, doing
and touching)
(http://www.ldpride.net/learningstyles.MI.htm#types%20of%20learning%20styles)
- should be regular
- include grading rubrics for the assessment of
contributions and other assignments
- include collaborative assessment
- design clear assessment
- use assessment techniques that fit the context
(Palloff and Keith, 2009)
- availability of technologies and
information
- cost of technologies and information
- new technologies and pedagogical
methods http://www.seniornet.org/edu/art/history.html
https://is.muni.cz/auth/el/1441/podzim2012/AJ_DELL/um/considerations.html?fakulta=1441;obdobi=5703;studium=616585;predmet=682258
Moore, Michael G., and Greg Kearsley. Distance Education: A Systems View. 2nd ed. Belmont, CA: Thomson Wadsworth, 2005. Print.
http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf
http://www.nwlink.com/~donclark/hrd/sat.html
http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html SOURCES 2 Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: Jossey Bass, 2004. Print.
http://web.archive.org/web/20090530014314/http://www.textweaver.org/modmanual4.htm
http://emoderators.com/wp-content/uploads/teach_online.html (Berge, Z.L. 1995)
http://www.ldpride.net/learningstyles.MI.htm#types%20of%20learning%20styles
Palloff, Rena M., and Keith Pratt. Assessing the Online Learner: Resources and Strategies for Faculty. San Fransisco: Jossey-Bass, 2009. Print. This presentation is a brief overview of information you should know about distance education if you intend to create or teach a DE course. Or take a look if you are just interested in the topic :-) I hope you find this information useful. If you are interested in more details about DE in general or any section of this presentation, see the sources I used.
Full transcript