A. Frank - A. Yampel 1 Distributed Education (DE) Introduction

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Distributed Education (DE)

Introduction

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Contentsתוכן

מהי למידה מבוזרת?•

שחקני מפתח•

ממדי/משתני הידודיות•

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Thanks to the Digital Age

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Distributedמהי למידה מבוזרת (Education?(

למידה המתבצעת:•(any placeבמקום כלשהו )–

(any timeבכל עת )–

(any methodבשיטה מועדפת )–

(any mediaבמדיה מתאימה )–

(any paceבקצב הרצוי )–

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חקר למידה מבוזרת

(.Distance Learning של לימוד מרחוק )הכללה• " הינו חדש יחסי – מבוזרתתחום "למידה •

חוסר במודלים ותקנים למימוש.WBT של מושגים/שמות רלוונטיים.רבמספר •

Remote(הדרכה מרחוקMentoring)

Online) מקווןלימוד Learning)

Virtual)כיתה וירטואלית Classroom)

-e(למידה מתוקשבת (Distance Training(הכשרה מרחוקLearning (

Distributed)לימוד מבוזר Learning)

CBT

(Online Instruction(הכשרה מקוונת

(Open Learning(לימוד פתוח

(Blended/Hybrid Learning(לימוד משולב

CAI

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מערכות למידה מבוזרת

(.Content Management System של מערכת ניהול תוכן )הרחבה•

של מושגים/שמות רלוונטיים.רבמספר •

CMS (Course Management System) מערכת ניהול קורס

LMS (Learning Management System)מערכת ניהול לימוד

LCMS (Learning Content Management System)מערכת ניהול תוכן לימוד

VLE (Virtual Learning Environment)סביבת לימוד וירטואלי

MLE (Managed Learning Environment)מערכת לימוד מנוהלת

LSS (Learning Supportמערכת תומכת לימוד System)

CLE (Collaboration and Learning Environment)סביבת שיתופיות ולימוד

LP (Learning Platform)

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תצורות למידה מבוזרת

Internet

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מודל מנעד (חד-ממדי)

עצמאית למידה

(Independent Learning)

פתוחה + למידהכיתה

(Open Learning + Class)

מבוזרת כיתה

(Distributed Classroom)

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המודל הקלאסי (דו-ממדי)

/מקום אסינכרוני סינכרוני זמן

לימוד מסורתי

(פ"פנ)

מרכזי למידה ומעבדות

מקומי

כיתה מבוזרת

למידה מרוחק עצמאית

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מודלי/טכנולוגיות לימוד מרחוק

M. Simonson, S. Smaldino

Correspondence study Prerecorded media

Two-way audio

One-way live Video

Two-way audio with graphics

Desktop two-way audio/video

Two-way Audio/Video

Two-way Audio, One-way Video

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Key Players in DE

• Students

• Faculty

• Facilitators

• Support Staff

• Administrators

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Students

• Primary role of the student is to learn. • This is a daunting task under the best of circumstances,

requiring motivation, planning, and ability to analyze and apply the instructional content being taught.

• When instruction is delivered at a distance, additional challenges result because students:– are often separated from others sharing their

backgrounds and interests – have few if any opportunities to interact with

teachers outside of class– must rely on technical linkages to bridge the gap

separating class participants

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Faculty

• Success of any distance education effort rests squarely on the shoulders of the faculty.

• Need to develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact.

• Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences.

• Develop a working understanding of delivery technology, while remaining focused on teaching role.

• Function effectively as a skilled facilitator as well as content provider.

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Facilitators

• Instructor often finds it beneficial to rely on a facilitator to act as a bridge between the students and the instructor.

• A facilitator must understand the students being served and the instructor's expectations.

• The facilitator must be willing to follow the directives established by the instructor.

• At a minimum, they arrange the materials, collect assignments, proctor tests, and act as the instructor's eyes and ears.

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Support Staff

• Support personnel are truly the glue that keeps the DE effort together and on track.

• They ensure that the myriad details required for program success are dealt with effectively.

• Most successful DE programs consolidate support and service functions to include: student registration, materials duplication and distribution, textbook ordering, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc…

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Administrators

• Although administrators are typically influential in planning an institution's DE program, they often lose contact or relinquish control to technical managers once the program is operational.

• They are consensus builders, decision makers, referees. • They work closely with support personnel, ensuring

that technological resources are effectively deployed to further the institution's academic mission.

• They maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility.

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DE Dimensions/Variables

There are 3 types of DE dimensions/variables:1. Educational variables:

goals, objectives, assessment, evaluation, etc2. Technological variables:

structure, media, communications, computers, etc3. Interaction variables:

place, time, flow, groupness, participation, control

F. Belanger and D. H. Jordan, “Evaluation and Implementation of Distance Learning: Technologies, Tools and Techniques”, Idea Group Publishing, 2000. http://www.idea-group.com/Evaluation_and_Implementation_of_Distance_Learning.htm

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What shall we emphasize!?

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DE Interaction Variables

1. Place

2. Time

3. Flow

4. Groupness

5. Participation

6. Control

Each variable is defined using “similar terms” and “possible values”.

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1 .Place

• Similar Terms– Space/Spatial

– Location

– Geographical

• Possible Values– Same/Different

– Local/Distant )Remote(

– On-site )Onground(/ Off-site )Online(

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2 .Time

• Similar Terms– Temporal

– Synchronicity

• Possible Values– Same/Different

– Synchronous/Asynchronous

– Scheduled/Self-paced

– Live )Real-time(/On demand )Pre-prepared(

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3 .Flow

• Similar Terms– Direction– Symmetry– Feedback

• Possible Values– Asymmetric/Symmetric– One-way/Two-way– Unidirectional/Bidirectional

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4 .Groupness

• Similar Terms– Cooperation

– Collaboration

• Possible Values– Individual/Group

– Personal/Collaborative

– Independent/Cooperative

– Coupling of Learner/Teacher/Content

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5 .Participation

• Similar Terms– Discourse– Dialog– Social intercourse

• Possible Values– Passive/Active– Isolated/Engaged– Lurker/Participant

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6 .Control

• Similar Terms– Supervision

• Possible Values– Heteronomous/Autonomous

– Teacher-centric/Learner-centric

– Instructor-led/Self-directed

– Objectivism/Constructivism

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From Push Learning to Pull Learning