1	A Model Distance Learning Collaboration For Service Providers 2003 Western Symposium on Rehabilitation and Deafness Seattle, WA Dr. Leilani J. Johnson
2	Goals for this Session Discuss a model of distance learning Discuss its application at the DO IT Center Interact with audience regarding Opportunities of distance learning Challenges of distance learning
3	In recognition of the right of deaf and hard of hearing individuals to equal communication access, the Distance Opportunities for Interpreter Training Center designs and delivers quality education for and about interpreters. DO IT Center Mission Statement
4	DO IT Center Projects
5	Distance Learning Students and teachers are separated by distance and sometimes time. Requires a communications medium (other than f2f) to deliver information and provide channel for interaction between student and Teacher Peers Content College/program Community
6	A Working Definition “Distance education is planned learning that normally occurs in a different place from teaching and as a result requires special: Techniques of course design Instructional technologies Methods of communication by electronic and other technology Organizational and administrative arrangements.” Michael G. Moore and Greg Kearsley Distance Education: A Systems View (1996)
7	Levels of DL Programming Distance Learning Program Distance Learning Unit Distance Learning Institution Distance Learning Consortia
8	State-of-the-art Interpreter Education DO IT Center ITP survey 30% return rate (38 surveys) 76% 2-year programs 38% doing distance delivery 94% on-campus vs. 67% DL = pre-service 1980 1 program est. … 47% est. since 2000 Media: Video-based with web/email support 47% design, develop, deliver DL by self 23% “team/center” support for Web instruction
9	Quote to Consider “While researchers can concentrate on one domain, practitioners must often fulfill functions in several or all domains.” Seels and Richey Instructional Technology: The Definition and Domains of the Field, p. 25
10	Domains of Distance Learning Evaluation Design Development Utilization Management Seels and Richey, 1994
11	Evaluation
12	Evaluation Considerations Pre-Service Basic or advanced with scope and sequence Courses or program of study Academic degree, certificate, professional license or endorsement Includes employed personnel seeking additional degrees, etc. In-Service Short-term in scope Focus on improving existing skills and/or acquiring new, advanced, or specialized skills Does not lead to academic degree Assists professional personnel improve or maintain skills
13	Evaluation Considerations Academic concerns Type of degree, funding, student support Geographic considerations Rural vs. urban Region and weather Access to resources Access to network systems Demographics Prior knowledge and skill Online and computer knowledge and skill Age Motivation Life circumstances Support system
14	Distance Learning Programs Designed for distance learners Curricula focuses on specialty settings (i.e., K-12, legal, etc.) “Language neutral” with support by language & interpreting mentors
15	EICP Model
16	Cohort 2, 3 & 4
17	Design
18	Design Considerations Evaluation information Audience Content Context Instructional Design Team In-house curriculum supervision Instructional designer Content Expert Technicians Program Coordinator Time and Division of Tasks Legal Program as an example
19	Design Considerations Content Specifications Task analysis Professional standards Government standards Student needs and experiences Perspectives on Teaching & Learning Selection of Technology and Media Instruction should drive the technology selection
20	Distance Learning Features International faculty Personalized learning Vocational Certificate Leads to other certificates / degrees
21	Development
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23	Technology
24	Selection of Technology & Media Ideal Best support the instructional goals and student needs? EX: videoconferencing versus video streaming
25	Videoconference Structure EICP Cohort 2
26	Selection of Technology & Media Reality What is available, accessible, affordable, & adaptable? EX: CDs versus VTs
27	Legal Series Distribution
28	Web-delivered Platforms More than 60 providers WebCT & Blackboard most common in IHEs Consideration of Learning Objectives Learners Technical support
29	Development Considerations Design and Development (PAR 130 - 4 cr hrs) Research and planning - 100 hours Content specification - 50 hours Course development - 300 hours Materials development - 250 hours Design/Formatting/ Uploading - 50 hours Total = 1,500 hours to date
30	Content Specifications Scope and sequence considerations Content Organization (formatting) Course sequence and scope of each course + program Credit value of each course Foundation skills required upon entry/exit Scaffolding within course and integration across courses Amount of ‘work’ required of students = ? credits
31	Design and Development Implications Decisions need to be made early because course must be prepared in totality. Is the course ‘built to last’ or a ‘special project’ approach? Tremendous investment of time and dollars Packaging and distribution time Delays since 9/11 and ‘crossing the border’ Copyright and intellectual property rights licensing issues
32	Utilization
33	Integrated Curriculum
34	Instructional Delivery Fall & Spring Knowledge-based Technologically delivered Onsite Sessions Intense interpreting skills work
35	Difference in Distance Learning One primary difference between distance learning & conventional education is that the ‘instructor’ is often not the course designer or developer for the course, but rather the ‘facilitator’ of the learning
36	Instructional Team
37	"Tennis player" Tennis player versus rugby team
38	EICP Skills Work Intense & onsite Team taught Personalized Skill level Target production
39	Distance Mentorship Language Mentors Skills Mentors
40	Management
41	Management Considerations Administrative Functions (PAR 130 (Legal) Program proposal for academic credit - 50 hours Fiscal procedures 100 hours Recruitment 200 hours Enrollment Registration and group configuration - 50 hours
42	Management Considerations Administrative and technical support - 200 hours Preparation, duplication, packaging and distribution of course materials - 125 hours Staff recruitment and development - 50 hours
43	Administrative Support Cost effectiveness Critical mass of students
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45	Educational Interpreter Training Cooperative U S Department of Education, OSEP 10 SEAs + 6 SEAs Bureau of Indian Affairs Front Range Community College
46	Evaluation Formative Summative Students & Staff Stakeholders External Evaluators
47	Potential… Interpreter education National consortia Bachelors program for distance learners Specialization training
48	Distance Opportunities for Interpreter Training Center FRCC @ Lowry Campus 1059 Alton Way Box 7 Denver, CO 80230 1.866.885.6087 http://frcc.cccoes.edu/~doit