EDIT 5370 Final

Modules 6-10
The second half of this course has covered topics related to instructional design
student perspectives, teacher perspectives, managing distance learning, and
copyright laws pertaining to distance education courses. Information on each of
these topics was presented within each module. Distance education has two major
components, teaching and learning. Below is an overview of the topics covered
within the last half of this course.

Module 6- Instructional Design and Distance Education

Module 6 focused on systematic design processes and decision making when
designing lessons to be delivered through distance education.

When creating instruction, it is key for the designer to remember who the student is
and take this into account as they plan and create a distance education course.
Several models were discussed throughout this section. Below is an overview of
two models discussed in module 6.

Dick and Carey

The Dick and Carey instructional design module addresses teaching as an entire
system. With this model instruction is specifically targeted on the skills and
knowledge to be taught and supplies the appropriate conditions for the learning
outcomes. This model is a procedural system which includes 9 steps. Below are the
9 steps found in Dick and Careys model.

Step 1: Identify instructional goals

Step 2: conduct an instructional analysis
Step 3: Identify entry behaviors and characteristics of the learners
Step 4: Write performance objectives
Step 5: Develop criterion referenced test items
Step 6: Develop an instructional strategy
Step 7: Develop and select the instructional materials
Step 8: Develop and conduct a formative evaluation
Step 9: Develop and conduct a summative evaluation

Bates 12 Golden Rules

Bates proposed 12 golden rules for using technology in education. The rules offer
guidance in areas of designing and developing distance education courses. Below
is an outline of Bates 12 golden rules.
1. Good teaching matters.
2. Each medium has its own aesthetic.
3. Education technologies are flexible.
4. There is no super- technology.
5. Make all forms of media available to teachers and learners.

6. Balance variety with economy.

7. Interaction is essential.
8. Student numbers are critical.
9. New technologies are not necessarily better than old ones.
10. Teachers need training to use technology effectively.
11. Teamwork is essential.
12. Technology is not the issue.

Instructional design models give meaning to an instructional design problem.

Models help us visualize the problem and break it down into manageable pieces.
These models provide guidance to organize and structure the process of creating
instructional materials and activities. The value of certain models is determined with
the content of its use.

Module 7- Student of Distance Education

Module 7 focused on the role of a distance education student and the
responsibilities of a distance education program, instructor, and administrator.
Understanding the characteristics of a distance education student helps instructors
tailor learning outcomes and design courses to meet the needs of the learner. The
student has the responsibility for being actively engaged in the learning process.
Distance education students must be active learners in order to be successful in
distance education course. Below are characteristics successful distance education
students possess.

Self-directed learning
Many types of distance education involve choices by the students about when they
will actively engage is the learning process, the student must have the selfdiscipline and time management skills which will allow them to keep up with the
learning schedule and pace. Without these skills, being successful in an online
course can be difficult.

Using technology
You dont have to be a technology expert to succeed in distance education courses,
but you do need to know the basics. Distance education learners must take
responsibility for learning how to successfully use the program features to facilitate
their learning.

Working together
Distance education students may develop strategies to help other students become
less dependent on the instructor. As an online student you must be willing and able
to work collaboratively with your classmates whether its for a group project,
discussion board posts, or for assistance on assignments.

Distance education students also need to be open minded, critical thinkers, and
willing to commit a significant amount of time to their studies. Distance education
course must provide learners with supports similar to that of a traditional classroom
so that they have a sense of connection with the learning community, can interact

with classmates, receive feedback, and are guided so that they can continue to
progress toward the goal.

The role of the distance education student is similar to that on a traditional student.
Students need to be active participants rather than passive. It is imperative that the
student takes responsibility for their own learning.

Module 8- Teaching at a Distance

Module 8 focused on teaching resources and instructional strategies which could be
used in a distance education course.

Teachers assume a wide range of roles to support distance education students. The
teacher is there to guide their students learning in online courses. This can be done
though creating and facilitating group discussions, developing group projects,
making adjustments to course resources, and assisting students.

The online teacher plays the role of guiding students through one or more online
learning experiences. These experiences are most often designed and planned long
before the course starts so that the teacher can devote more time to guiding the
students and less time preparing lessons. Within this role, the teacher directs and
redirects the attention of learners toward key concepts and ideas.

Learners need feedback about their work. The effective online teacher finds ways to
provide feedback to individual learners and, when appropriate, groups of learners.

The online teacher must facilitate introductions, using discussion starters to enable
conversations among students, and taking the time to get to know students and
referencing that knowledge in interactions with them.

Module 9- Management of Distance Learning

Module 9 focused on the functions and responsibilities of a distance education
administrator. The module also discussed management responsibilities related to
accessibility and students with disabilities. As the number of students enrolled in
distance education courses increase a variety of challenges and issues must be
faced.

A distance education manager wears many hats. They are called upon to take care
of issues that may arise that teachers, students, and technicians can not handle.
The distance education manager is there to support teachers and students in their
distance education endeavor.

They must have a vision about how distance education courses will look at their
school. The distance education manager must be able to spot problems and assist

the users with resolving any technological issues. Every administrator must be
knowledgeable about what the best practices are in terms of distance education.

Module 10- Ethics and Copyright

Module 10 focused on the recognition and potential consequences for violating
copyright laws related to distance education classes.

By definition a copyright is "The legal right granted to an author, a composer, a

playwright, a publisher, or a distributor to exclusive publication, production, sale, or
distribution of a literary, musical, dramatic, or artistic work.

The fair use doctrine under copyright law can assist teachers and students when it
comes to the educational use of works protected by copyrights. Teachers and
students can use portions of a work that are protected by copyright under certain
circumstances without paying for it if the work is used as part of a students
education. It is important for teachers and students to understand what constitutes
fair use. There are four factors to keep in mind when deciding whether or not a
particular use of anothers work is fair use.

Factor 1: Purpose and character of the use

Factor 2: Nature of the copyrighted work
Factor 3: Amount or substantiality of the portion used
Factor 4: Effect of the use on the potential or value of the work

References
(n.d.). Retrieved November 28, 2014, from
http://www.nova.edu/~simsmich/best_practices/We Need A Plan- ID for
Distance Education.pdf
Characteristics of Distance Learning Students. (n.d.). Retrieved December 1, 2014,
from
http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/students.html
Dick and Carey Model. (n.d.). Retrieved November 26, 2014, from
http://www.instructionaldesign.org/models/dick_carey_model.html
Dick and Carey's ISD model. (n.d.). Retrieved November 25, 2014, from
http://www.personal.psu.edu/wxh139/Dick_Carey.htm
Eight Roles of an Effective Online Teacher. (n.d.). Retrieved December 1, 2014,
from http://www.facultyfocus.com/articles/online-education/eight-roles-of-aneffective-online-teacher/
K-12 COPYRIGHT LAWS: PRIMER FOR TEACHERS. (n.d.). Retrieved December
2, 2014, from http://www.edu-cyberpg.com/Teachers/copyrightlaw.html
Pass the SoLT. (n.d.). Retrieved November 28, 2014, from http://turwww1.massey.ac.nz/~wwtdu/cadelblog/blog6.php/2011/08/21/the-goldenrules-review-distance-educati
Simonson, M. (2000). Teaching and learning at a distance: Foundations of distance
education. Upper Saddle River, N.J.: Merrill.
The students' role in distance learning. (n.d.). Retrieved December 1, 2014, from
http://www.academia.edu/1019169/The_students_role_in_distance_learning
What Is Fair Use? (n.d.). Retrieved December 3, 2014, from
http://copyright.columbia.edu/copyright/fair-use/what-is-fair-use/