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phl.misc C:\!DOCS\MSOFFICE\WINWORD\TEMPLATE\ANT_PLUS.DOT Projects CWIS <TITLE>Projects</TITLE> <H5>EFFECTIVE DISTANCE EDUCATION TECHNIQUES FOR THE UVI INSTRUCTOR -- PROJECTS </H5> Jan, 95 1.1 Two projects are asked for during this workshop. Both projects are requested with the intent of having the participants actively involved in the process of learning about and experiencing the process of distance education. This workshop is not intended to be a series of lectures where information is presented in a one-way format. Rather, the participants are expected to become actively involved in the development and presentation of materials. Interaction between the instructor and the participants, and between participants themselves, is considered essential in most adult learning situations, and this workshop will follow in that pattern. Thus, much of the material that will be presented will be coming from the participants themselves, with guidance, support and some direction coming from the instructor. First Project: Look through the workshop syllabus and identify at least one area that will be talked about, in which you have some expertise or experience. Write a short description (no more than one page) of your background in that area. Identify problems and/or benefits you see within the area. What questions do you still have? Future potential? The purpose of this first project is to have you assist the instructor in presenting material relevant to distance education, but also to make certain that the material presented is of relevance to local interest and needs. The instructor will review your submissions and make every effort to involve you in the discussions of the areas identified. Use Internet (e-mail) if you are familiar with and have an Internet account. Submit to: tedc@gwis2.circ.gwu.edu jmunro@uvi.edu Identify your paper as: UVI PROJECT #1, and be sure to include your name. If you are not able to use Internet you can submit papers directly to the instructor. Second Project: The assumption is made that you are attending this workshop because you are, or will be, either involved in offering instruction through distance learning technologies, or you will be supporting instruction being delivered at a distance. In either case the second project is expected to give you some hands-on experience developing a distance learning module. Ideally, this module will be directly applicable to the distance education involvement you will have in the future. For the second project you will be working in teams with three or four other workshop participants. This second project should culminate in the presentation of an instructional module or concept, using the technologies available. To arrive at this point each team should go through the process of INSTRUCTIONAL DESIGN, DEVELOPMENT, and PRESENTATION. The final component of a distance education program, EVALUATION, will be informal and will consist of comments and reactions from other workshop participants. However, if you would like you are free to develop an evaluation instrument that can be administered to the other participants upon the completion of your presentation. Workshop participants who will be involved in distance education as support personnel rather than instructors may want to develop a project relating to the administration and/or management of distance education. However, since this workshop is being delivered to locations on both St. Thomas and St. Croix, the final project must be presented to the expanded group, using technology to reach the distant group. Thus, the same process should be used. There really is no difference, in the process, for presenting an instructional module on African History and an informational module on the management of student financial aid records or modifications of the admissions and registration process. The point of this project is to allow workshop participants to work through the process of developing a distance education program -- to offer hands-on practical experience with the technologies available, to experience working as a team member, to provide support and guidance to other team members, and to receive some evaluation from colleagues and peers upon project completion. One note about working in teams. Faculty, traditionally, have had a very high degree of autonomy in the classroom. Distance education introduces the need for a complex mix of skills and technologies - several other people are involved. In almost every situation multiple people will have to work together to develop a successful distance education program. It's necessary that all parties have a common understanding of their role, and of the ultimate program objective. The team approach also supports the concept of team teaching, and encourages moving the focus of the program to the learner. I should also note that good distance education programs are considerably more demanding in time and preparation. For this workshop, I will ask that you divide yourself into teams of 4 or 5 people. You will see that there are faculty, staff and administrators involved in the workshop. I would encourage you to include within your group a diverse selection of people (not all faculty - not all staff). The real-life teams will consist of a similar mix of people and talent. Normal Heading 1 Heading 2 Heading 3 Heading 4 Heading 5 Heading 6 Default Paragraph Font Horizontal Rule Title Directive Text Unnum List 1 Unnum List 2 Unnum List 3 Unnum List 4 Num List 2 Num List 1 Num List 3 Num List 4 URL Text temp CWIS$C:\!DOCS\CERIT\DLWRKSHP\PROJECTS.DOCÿ@PIC-printer FAX: PIC-printer PIC-printer ng and development opportunities C:\!DOCS\MSOFFICE\WINWORD\TEMPLATE\ANT_PLUS.DOT Projects CWIS /C:\!DOCS\MSOFFICE\WINWORD\TEMPLATE\ANT_PLUS.DOT Projects CWIS <TITLE>Projects</TITLE> <H5>EFFECTIVE DISTANCE EDUCATION TECHNIQUES FOR THE UVI INSTRUCTOR -- PROJECTS </H5> Jan, 95 1.1 Two projects are asked for during this workshop. Both projects are requested with the intent of having the participants actively involved in the process of learning about and experiencing the process of distance education. This workshop is not intended to be a series of lectures where information is presented in a one-way format. Rather, the participants are expected to become actively involved in the development and presentation of materials. Interaction between the instructor and the participants, and between participants themselves, is considered essential in most adult learning situations, and this workshop will follow in that pattern. Thus, much of the material that will be presented will be coming from the participants themselves, with guidance, support and some direction coming from the instructor. First Project: Look through the workshop syllabus and identify at least one area that will be talked about, in which you have some expertise or experience. Write a short description (no more than one page) of your background in that area. Identify problems and/or benefits you see within the area. What questions do you still have? Future potential? The purpose of this first project is to have you assist the instructor in presenting material relevant to distance education, but also to make certain that the material presented is of relevance to local interest and needs. The instructor will review your submissions and make every effort to involve you in the discussions of the areas identified. Use Internet (e-mail) if you are familiar with and have an Internet account. Submit to: tedc@gwis2.circ.gwu.edu jmunro@uvi.edu Identify your paper as: UVI PROJECT #1, and be sure to include your name. If you are not able to use Internet you can submit papers directly to the instructor. Second Project: The assumption is made that you are attending this workshop because you are, or will be, either involved in offering instruction through distance learning technologies, or you will be supporting instruction being delivered at a distance. In either case the second project is expected to give you some hands-on experience developing a distance learning module. Ideally, this module will be directly applicable to the distance education involvement you will have in the future. For the second project you will be working in teams with three or four other workshop participants. This second project should culminate in the presentation of an instructional module or concept, using the technologies available. To arrive at this point each team should go through the process of INSTRUCTIONAL DESIGN, DEVELOPMENT, and PRESENTATION. The final component of a distance education program, EVALUATION, will be informal and will consist of comments and reactions from other workshop participants. However, if you would like you are free to develop an evaluation instrument that can be administered to the other participants upon the completion of your presentation. Workshop participants who will be involved in distance education as support personnel rather than instructors may want to develop a project relating to the administration and/or management of distance education. However, since this workshop is being delivered to locations on both St. Thomas and St. Croix, the final project must be presented to the expanded group, using technology to reach the distant group. Thus, the same process should be used. There really is no difference, in the process, for presenting an instructional module on African History and an informational module on the management of student financial aid records or modifications of the admissions and registration process. The point of this project is to allow workshop participants to work through the process of developing a distance education program -- to offer hands-on practical experience with the technologies available, to experience working as a team member, to provide support and guidance to other team members, and to receive some evaluation from colleagues and peers upon project completion. One note about working in teams. Faculty, traditionally, have had a very high degree of autonomy in the classroom. Distance education introduces the need for a complex mix of skills and technologies - several other people are involved. In almost every situation multiple people will have to work together to develop a successful distance education program. It's necessary that all parties have a common understanding of their role, and of the ultimate program objective. The team approach also supports the concept of team teaching, and encourages moving the focus of the program to the learner. I should also note that good distance education programs are considerably more demanding in time and preparation. For this workshop, I will ask that you divide yourself into teams of 4 or 5 people. You will see that there are faculty, staff and administrators involved in the workshop. I would encourage you to include within your group a diverse selection of people (not all faculty - not all staff). The real-life teams will consist of a similar mix of people and talent. Normal Heading 1 Heading 2 Heading 3 Heading 4 Heading 5 Heading 6 Default Paragraph Font Horizontal Rule Title Directive Text Unnum List 1 Unnum List 2 Unnum List 3 Unnum List 4 Num List 2 Num List 1 Num List 3 Num List 4 URL Text temp CWIS$C:\!DOCS\CERIT\DLWRKSHP\PROJECTS.DOCÿ@PIC-printer FAX: PIC-printer PIC-printer Symbol Courier New Symbol Courier New /C:\!DOCS\MSOFFICE\WINWORD\TEMPLATE\ANT_PLUS.DOT Projects CWIS