Research That Guides Practice:Designing Instruction

for theDistant Learner

orEquivalency Theory

and theU-M-T Approach

Michael Simonson

http://www.nova.edu/~simsmich/

"When I was a kid, I had to walk three miles each way to school. The snow drifts were seven feet high, and I had no shoes."

"Gee, Granddad, that's nothing. Today I had to go to Paris for my French class, MIT for computer science and the New York Stock Exchange for economics"

Welcome to the world of distance learning.- Paul Butera, Ameritech Magazine

Redefinition of Distance Education

Redefinition of Distance Education

Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

STSPSTSP

DTSPDTSP

STDPSTDP

DTDPDTDP

Coldeway's QuadrantsColdeway's Quadrants

“The best current evidence is thatmedia are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.”

Richard Clark

Edgar Dale's Cone of Experience

Verbal Symbols

Visual Symbols

Radio and Recordings

Still Pictures

Motion Pictures: Edited Mediated Reality

Educational Television: Real Time, Mediated Reality

Exhibits: Edited Reality

Study Trips, Viewing Reality

Demonstrations: Learner Becomes a Spectator

Dramatized Experiences: Involving, Qualitative

Contrived Experiences: Representation of Reality

Direct Purposeful Experiences: Multisensory, Highly Qualitative

XII

XI

X

IX

VIII

VII

VI

V

IV

III

II

I

Symbolizing

Observing

Doing Least Abstract

Most Abstract

Face to FaceInstruction

Distance DeliveredInstruction

TeachingTeaching

Equivalency Theory of Distance Education

Equivalency Theory of Distance Education

“Learners, distant and local, should be provide equivalent learning

experiences in order for them to achieve similar learning outcomes”

“Learners, distant and local, should be provide equivalent learning

experiences in order for them to achieve similar learning outcomes”

Learning Experiences

Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.

Instructional Designfor

Distance Education:

The U-M-T Approach

Equivalency Units (vs. Carnegie Units)

Modules (3-5/Unit)

Topics (3-5/Module, each with a Learning Outcome)

An ExampleAn Example

3 Credit Course

Carnegie Unit Course =

3 x 750 minutes of class time = 2250 minutes or ~45, 50-minutes classes

Equivalency Unit Course =

3 units, with 3-5 modules each, with 3-5 topics each, or ~ 45 topics, and 45 learning outcomes

Chunking of Information

Pre-Chunking Post- Chunking

3 x 5 x 5 Approach3 x 5 x 5 Approach

3 Units/3Credit Course

5 Modules/Unit

5 Concepts/Module

&

1 Objective/Concept

3 Units/3Credit Course

5 Modules/Unit

5 Concepts/Module

&

1 Objective/Concept

Unit

Module 1

Module 2

Module 3

Module 4

Module 5

Concept 1

Concept 2Concept 3

Concept 15

1 Semester Credit = 1 Unit = 5 Modules = 15 Concepts

Assessment MethodsAssessment Methods

• Objective Tests• Short Answer Tests• Extended Answer Tests – Essays• Practical Tests• Situational Assessment/Skill Assessment• Assignments and Projects/Presentation & Oral

Assessment• Portfolios

• Objective Tests• Short Answer Tests• Extended Answer Tests – Essays• Practical Tests• Situational Assessment/Skill Assessment• Assignments and Projects/Presentation & Oral

Assessment• Portfolios

Recommended Distance Education Assessment Plan

Recommended Distance Education Assessment Plan

1. Outcomes Based: With Student and Instructor Constructed

2. Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments

3. Objective Tests – Knowledge/Comprehension-level Objectives

4. Projects and Portfolios with Rubrics – Analysis/Application Level Objectives

1. Outcomes Based: With Student and Instructor Constructed

2. Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments

3. Objective Tests – Knowledge/Comprehension-level Objectives

4. Projects and Portfolios with Rubrics – Analysis/Application Level Objectives