Distinctive distance education design models for differentiated instruction
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| Format: | Buch |
| Sprache: | English |
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Hershey [u.a.]
Information Science Reference
2011
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| 100 | 1 | |a Fuller, Richard G. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Distinctive distance education design |b models for differentiated instruction |c Richard G. Fuller, Gary William Kuhne, Barbara A. Frey |
| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2011 | |
| 300 | |a XIV, 209 S. |b Ill. |c 29 cm | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Distance education |x Computer-assisted instruction | |
| 650 | 4 | |a Instructional systems |x Design | |
| 650 | 4 | |a Individualized instruction | |
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Datensatz im Suchindex
| _version_ | 1804145696048152577 |
|---|---|
| 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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| spelling | Fuller, Richard G. Verfasser aut Distinctive distance education design models for differentiated instruction Richard G. Fuller, Gary William Kuhne, Barbara A. Frey Hershey [u.a.] Information Science Reference 2011 XIV, 209 S. Ill. 29 cm txt rdacontent n rdamedia nc rdacarrier "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 Distance education Computer-assisted instruction Instructional systems Design Individualized instruction Fernunterricht (DE-588)4016867-0 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Individualisierung (DE-588)4161542-6 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 s Fernunterricht (DE-588)4016867-0 s Individualisierung (DE-588)4161542-6 s DE-604 Kuhne, Gary W. Verfasser aut Frey, Barbara Verfasser aut Erscheint auch als Online-Ausgabe 978-1-61520-866-1 V:DE-604 application/pdf 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 Inhaltsverzeichnis |
| 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 |
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