Simonson / Schlosser Distance Learning

1. Auflage 2016
ISBN: 978-1-68123-559-2
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 66 Seiten

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e'learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors - new and experienced - with interesting and important information about the effective practice of distance teaching and learnin.

Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationall.

Distance Learning is an official publication of the United States Distance Learning Association, and is co?sponsored by the Fischler School of Education at Nova Southeastern University and Information Age Publishing.

Autoren/Hrsg.

Simonson, Michael

Schlosser, Charles

Inhaltsverzeichnis

1;Front Cover
;1
2;Featured Articles;2
2.1;1;2
2.2;The Keys to Online Learning For Adults: The Six Principles of Andragogy, Part II;2
2.2.1;7;2
2.3;The CreationStation: An Innovative Approach for Producing Instructional Technology and Distance Education;2
2.3.1;15;2
2.4;Improving Distance Education for Disabled Students: Making the GRADE;2
2.4.1;21;2
2.5;Introducing Distance Learning Into Jamaica’s Technical Vocational Education and Training System: Strengths, Weaknesses, Opportunities, and Threats;2
2.5.1;33;2
2.6;Georgia Virtual School: Student Success in a Computer-Generated World;2
2.6.1;41;2
2.7;Do Personal Response Systems Improve Learning?;2
3;Columns;2
4;The Keys to Online Learning for Adults;6
4.1;The Six Principles of Andragogy, Part II;6
4.1.1;Wendy Conaway and Barbara Zorn-Arnold;6
4.1.1.1;Introduction;6
4.1.1.2;Experience;6
4.1.1.3;Self-Directedness/Autonomy;8
4.1.1.4;Need to Know;9
4.1.1.5;Conclusion;10
4.1.1.6;References;11
5;The CreationStation;12
5.1;An Innovative Approach for Producing Instructional Technology and Distance Education Materials;12
5.1.1;Rafael Giraldo;12
5.1.1.1;Introduction;12
5.1.1.2;The Role of Technology in Instructional Media;13
5.1.1.3;The CreationStation;14
5.1.1.4;Media Types at the CreationStation;15
5.1.1.4.1;Text;15
5.1.1.4.2;Audio;15
5.1.1.4.3;Video;16
5.1.1.4.4;Graphics;17
5.1.1.4.5;Animation;17
5.1.1.5;Conclusion;18
5.1.1.6;References;18
5.1.1.7;Call for Papers;19
5.1.1.7.1;Publish in Distance Learning;19
5.1.1.7.2;The editors of Distance Learning would like to publish your paper. We are interested in papers dealing with practical applications of distance education in a variety of settings. Contact Michael Simonson, editor, if you have questions about your idea...;19
6;Improving Distance Education for Disabled Students;20
6.1;Making the GRADE;20
6.1.1;Marilyn A. Goodrich;20
6.1.1.1;Introduction;20
6.1.1.2;The Start of Something Profound;20
6.1.1.3;Making the GRADE;21
6.1.1.4;Just the Facts;21
6.1.1.5;Historical Perspective of Accessibility Law;21
6.1.1.6;Web Content Accessibility Guidelines;22
6.1.1.7;WCAG Recommendations;23
6.1.1.8;Second Generation Documents;24
6.1.1.9;Distance Learning Accessibility Indicators;24
6.1.1.10;Commitment;25
6.1.1.11;References;25
7;Introducing Distance Learning Into Jamaica’s Technical Vocational Education and Training System;26
7.1;Strengths, Weaknesses, Opportunities, and Threats;26
7.1.1;Roxanne Hinds;26
7.1.1.1;Introduction;26
7.1.1.2;Jamaica: A Demographic Overview;27
7.1.1.3;TVET in Jamaica;27
7.1.1.4;Distance Education in TVET;28
7.1.1.5;Distance Education in the HEART Trust/NTA;30
7.1.1.5.1;Strengths;30
7.1.1.5.2;Weaknesses;31
7.1.1.5.3;Opportunities;33
7.1.1.5.4;Threats;34
7.1.1.6;Conclusion;34
7.1.1.7;References;35
7.2;Get Your Copy Today—Information Age Publishing;37
8;Georgia Virtual School;38
8.1;Student Success in a Computer- Generated World;38
8.1.1;Valencia H. Ingram;38
8.1.1.1;Introduction;38
8.1.1.2;History;39
8.1.1.3;What GAVS Offers;40
8.1.1.4;GAVS Student Success;41
8.1.1.5;Conclusion;42
8.1.1.6;References;44
8.1.1.6.1;Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com;45
9;Do Personal Response Systems Improve Learning?;46
9.1;Steven E. Gregor and Gregory B. Muscelli;46
9.1.1;Introduction;46
9.1.2;The Instructional Use of a PRS as Measured by NETS for Teachers;47
9.1.3;Conclusions;48
9.1.4;References;49
10;Resources and Factors to Consider When Designing New Online Programs;50
10.1;Natalie B. Milman;50
10.1.1;Starting a New Online Program: Where do you Begin?;51
10.1.1.1;How to Start an Online Learning Program: 10 Steps to Implementation;51
10.1.1.1.1;1. Clarify goals;51
10.1.1.1.2;2. Get to know your state policy;51
10.1.1.1.3;3. Get/hire the best people;51
10.1.1.1.4;4. Consider partners;51
10.1.1.1.5;5. Pick a platform;51
10.1.1.1.6;6. Leverage online learning tools and capacity to blend schools;51
10.1.1.1.7;7. Staffing;51
10.1.1.1.8;8. Provide guidance on self-blends;51
10.1.1.1.9;9. Marketing;51
10.1.1.1.10;10. Budget (“How to start an online program,” n.d.);51
10.1.1.2;Rovai’s Composite Persistence Model;52
10.1.2;References;53
10.1.2.1;Your Advertisement or Announcement Could Be Here;53
10.1.2.2;USDLA 8 Winter Street, Suite 508 Boston, MA 02108 800-275-5162;53
11;A Surging Education Sector;54
11.1;A Surging Education Sector;54
11.1.1;Errol Craig Sull;54
11.1.1.1;A—DEVELOPING THE PROGRAM;55
11.1.1.2;B—HAVING A SUCCESSFUL PROGRAM;56
11.1.1.3;Reference;58
12;Ask Errol!;60
12.1;Errol Craig Sull;60
13;Assumptions and Distance Education;65
13.1;Michael Simonson;65
13.1.1;1. Learners;65
13.1.2;2. Structure;65
13.1.3;3. Communication;65
13.1.4;4. Technology;65
13.1.5;5. Interaction;65
13.1.6;6. Literacy—visual and verbal;65
13.1.7;7. Learning;65
13.1.8;1. Assumptions About Online Learners;65
13.1.9;2. Assumptions About Online Course Structure;63
13.1.10;3. Assumptions About Communication;63
13.1.11;4. Assumptions About Technology;63
13.1.12;5. Assumptions About Interaction;63
13.1.13;6. Assumptions About Literacy—Visual and Verbal;64
13.1.14;7. Assumptions About Learning;64
13.1.15;References;64
14;Back Cover
;66