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Distinctive distance education design: models for differentiated instruction

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Bibliographic Details
Main Authors:	Fuller, Richard G. (Author), Kuhne, Gary W. (Author), Frey, Barbara (Author)
Format:	Book
Language:	English
Published:	Hershey [u.a.] Information Science Reference 2011
Subjects:	Distance education > Computer-assisted instruction Instructional systems > Design Individualized instruction Fernunterricht Computerunterstützter Unterricht Individualisierung
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022555051&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Item Description:	"This book presents a tool to assist in the planning, conducting and evaluation of online learning, providing a way of understanding the course development and design process, drawing upon the research and theory foundations of distance education"--Provided by publisher. Includes bibliographical references and index
Physical Description:	XIV, 209 S. Ill. 29 cm
ISBN:	9781615208654

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MARC


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Record in the Search Index

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adam_text	IMAGE 1 TABLE OF CONTENTS FOREWORD VII PREFACE X SECTION 1 FOUNDATIONS FOR DESIGNING DIFFERENTIATED INSTRUCTION CHAPTER 1 DESIGNING EDUCATION OUTSIDE OF THE TRADITIONAL CLASSROOM 1 SOME GENERAL PRINCIPLES OF DESIGN 2 WHAT EXACTLY IS DISTANCE EDUCATION ANYWAY? 4 HOW ARE DISTANCE EDUCATION PROGRAMS DIFFERENTFROM TRADITIONAL PROGRAMS? 5 DESIGN IMPLICATIONS WHEN DEVELOPING DISTANCE EDUCATION PROGRAMS 7 SOME TYPICAL FORMS OFON-LINE DISTANCE EDUCATION 9 SOME CONTEMPORARY ISSUES WITHIN DISTANCE EDUCATION 10 REFERENCES 12 CHAPTER 2 DIFFERENTIATING INSTRUCTION: FOUR TYPES OF COURSES 13 DEFINING THE FOUR CATEGORIES OF COURSES 15 FOUNDATIONAL COURSES 15 SKILL BASED COURSES 18 ANALYSIS/SYNTHESIS BASED COURSES 20 HYBRID COURSES 22 REFERENCES 24 IMAGE 2 SECTION 2 FRAMEWORKS FOR DESIGNING DIFFERENTIATED INSTRUCTION CHAPTER 3 LEARNERS AND LEARNING 27 SOME GENERAL CHARACTERISTICS OF ADULTS AS LEARNERS 27 UNDERSTANDING WHY ADULT PARTICIPATE IN LEARNING EFFORTS 30 THE RELATIONSHIP BETWEEN AGE. LEARNING, AND INTELLIGENCE 32 THE RELATIONSHIP BETWEEN ADULT DEVELOPMENT AND ADULT LEARNING 33 A CONCLUDING NOTE ABOUT ADULT LEARNERS IN DISTANCE EDUCATION 36 REFERENCES 37 CHAPTER 4 DESIGNING FOR INTERACTION IN COURSES 39 FORMS OFONLINE INTERACTION 39 LEARNER-CONTENT INTERACTION 40 LNSTRUCTOR-LEARNER INTERACTION 44 LEARNER-LEARNER INTERACTION 46 LEARNER-INTERFACE INTERACTION 49 CONCLUSION 51 REFERENCES 51 CHAPTER 5 SOCIAL PRESENCE 57 DEFINING SOCIAL PRESENCE 57 BENEFITS OFSOCIAL PRESENCE 58 DIMENSIONS OF SOCIAL PRESENCE 59 FOSTERING SOCIAL PRESENCE 60 ASSESSING SOCIAL PRESENCE 62 !NSTRUCTIONAL DESIGN !SSUES LINKED TO SOCIAL PRESENCE 63 CONCLUS ION 65 REFERENCES 65 CHAPTER 6 ADMINISTRATIVE ISSUES IMPACTING INSTRUCTIONAL DESIGN FOR DNLINE LEARNING 69 PROGRAM DESIGNERS MUST LEARN TO THINK MORE LIKE ADMINISTRATORS 70 CLARIFYING YOUR OWN PHILOSOPHY OF DESIGN 71 SOME OTHER !NESCAPABLE ADMINISTRATIVE QUESTIONSFOR PROGRAM DESIGNERS 73 CONFRONTING LNESCAPABLE ETHICALLSSUES WHEN DESIGNING PROGRAMS 74 MAPPING YOUR PROGRAM S CONTEXT 75 SUGGESTIONS TO LMPROVE PROGRAM STAFFING AND ON-SITE COORDINATION 76 A FEW WORDS ABOUT PROMOTING YOUR ONLINE PROGRAM 78 SOME THOUGHTS ON DEVELOPING LEARNER SUPPORT SERVICES 80 REFERENCES 81 IMAGE 3 SECTION 3 DEVELOPING DIFFERENTIATED INSTRUCTION: THE TOOL BOX CHAPTER 7 PREACTIVE STAGE: NEEDS ASSESSMENT 84 NEEDS ASSESSMENT PHASES IN THE FOUR COURSES CATEGORIES 85 PURPOSES OJ NEEDS ASSESSMENT 85 STRATEGIES FOR NEEDS ASSESSMENT 85 NEEDS ASSESSMENT TOOLS AND TECHNIQUES 87 TRANSLATING NEEDS INTO EDUCATIONAL LANGUAGE AND CONTENT.. 91 NEEDS ASSESSMENT IN THE FOUR COURSE CATEGORIES 92 REJERENCES 96 CHAPTER 8 PREACTIVE STAGE: BEHAVIORAL OBJECTIVES AND LESSON PLANNING 99 ALIGNING NEEDS AND BEHAVIORAL OBJECTIVES 99 COGNITIVE DOMAIN 101 PSYCHOMOTOR DOMAIN 102 AJJECTIVE DOMAIN 103 LINKING THE THREE DOMAINS TO THE FOUR COURSE TYPES 105 WRITING OBJECTIVES 105 LESSON PLANNING 109 REJERENCES 112 CHAPTER 9 PREACTIVE STAGE: LESSON AND PROGRAM EVALUATION 114 EVALUATION OFTHE ONLINE LEARNING PROCESS 114 SUMMATIVE EVALUATION 115 FORMATIVE EVALUATION 118 THE PROGRAM EVALUATION SUB-PROCESS 121 FOUR TRAPS TO AVOID IN EVALUATION 122 A STRATEGY JOR EVALUATION 123 SOME PI/FALLS AND ETHICALLSSUES IN PROGRAM EVALUATION 126 REFERENCES 127 CHAPTER 10 ACTIVE TEACHING PHASES: FOUNDATIONAL PEDAGOGIES 130 PEDAGOGIES IN FOUNDATIONAL COURSES 131 PRESENCE 132 FRAMING COURSE PEDAGOGIES 134 FOUNDATIONAL COURSE PEDAGOGIES 138 COOPERATIVE LEARNING TECHNIQUES IN FOUNDATIONAL COURSES 138 ONLINE DIRECT TEACHING METHODS 138 ASYNCHRONOUS DISCUSSION BOARDS AND SYNCHRONOUS VIRTUAL CHAT ROOM 144 REFERENCES 145 IMAGE 4 CHAPTER 11 ACTIVE TEACHING PHASES: SKILLS BASED AND ANALYSIS/SYNTHESIS PEDAGOGIES 146 PEDAGOGIES IN SKILL BASED COURSES 146 SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATIONS IN SKILLS BASED COURSES 148 FACI/ITATING THE ANALYSIS SYNTHESIS COURSE 148 USING THE ONLINE DEBATE 150 SOCRATIC METHODS OF FACI/ITATION IN DISCUSSION BOARDS 151 HYBRID COURSES: FINDING THE BALANCE 152 EMPATHETICAL PEDAGOGIES TO FIT THE 4 COURSE MODEL 153 REFERENCES 155 SECTION 4 DESIGNING DIFFERENTIATED COURSE PEDAGOGIES CHAPTER 12 DESIGNING FOUNDATIONAL COURSES 158 EXAMPLE ONE: ONLINE ANATOMY AND PHYSIOLOGY COURSE 159 EXAMPLE TWO: ONLINE ECONOMICS COURSE 162 ADAPTIVE RELEASE: CONTROLS TO RELEASE CONTENT 166 EXAMPLE THREE: ONLINE SEXUAL HARASSMENT TRAINING 166 CONCLUSION 167 REFERENCES 168 CHAPTER 13 DESIGNING SKILL BASED CLASSES 169 EXAMPLE ONE: ONLINE SCIENCE COURSE 170 EXAMPLE TWO: ONLINE RESEARCH COURSE 175 EXAMPLE THREE: SPECIFIC LESSON OF ONLINE RESEARCH COURSE 181 THE HYBRID COURSE APPROACH 186 SUMMARY 186 REFERENCES 187 CHAPTER 14 DESIGNING ANALYSIS/SYNTHESIS COURSES 188 EXAMPLE ONE: ISSUES IN HEALTHCARE DELIVERY 189 INSTRUCTOR INTERACTION IN AN ANALYSIS/SYNTHESIS DISCUSSION BOARD 193 EXAMPLE TWO: MANAGEMENT LEADERSHIP COURSE 196 EXAMPLE THREE: ISSUES IN EDUCATION COURSE 199 HYBRID COURSES 202 CONCLUS ION 203 REFERENCES 204 ABOUT THE AUTHORS 205 INDEX 206
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author	Fuller, Richard G. Kuhne, Gary W. Frey, Barbara
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physical	XIV, 209 S. Ill. 29 cm
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spellingShingle	Fuller, Richard G. Kuhne, Gary W. Frey, Barbara Distinctive distance education design models for differentiated instruction Distance education Computer-assisted instruction Instructional systems Design Individualized instruction Fernunterricht (DE-588)4016867-0 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Individualisierung (DE-588)4161542-6 gnd
subject_GND	(DE-588)4016867-0 (DE-588)4070087-2 (DE-588)4161542-6
title	Distinctive distance education design models for differentiated instruction
title_auth	Distinctive distance education design models for differentiated instruction
title_exact_search	Distinctive distance education design models for differentiated instruction
title_full	Distinctive distance education design models for differentiated instruction Richard G. Fuller, Gary William Kuhne, Barbara A. Frey
title_fullStr	Distinctive distance education design models for differentiated instruction Richard G. Fuller, Gary William Kuhne, Barbara A. Frey
title_full_unstemmed	Distinctive distance education design models for differentiated instruction Richard G. Fuller, Gary William Kuhne, Barbara A. Frey
title_short	Distinctive distance education design
title_sort	distinctive distance education design models for differentiated instruction
title_sub	models for differentiated instruction
topic	Distance education Computer-assisted instruction Instructional systems Design Individualized instruction Fernunterricht (DE-588)4016867-0 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Individualisierung (DE-588)4161542-6 gnd
topic_facet	Distance education Computer-assisted instruction Instructional systems Design Individualized instruction Fernunterricht Computerunterstützter Unterricht Individualisierung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022555051&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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