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Distinctive Distance Education Design

Book Description

As the educative process continues to transform, educators and instructional designers are challenged to understand the nature of online learning and the central issues involved in effective online design. Distinctive Distance Education Design: Models for Differentiated Instruction attempts to gather the traditional models of teaching and learning and present them in a way that is useful to both new and experienced online teachers in a manner that can assist in increasing the overall effectiveness of online courses and training sessions and provide a greater impact for both the teacher and the learner.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Foreword
  5. Preface
    1. ORGANIZATION OF THIS BOOK
  6. Section 1: Foundations for Designing Differentiated Instruction
    1. Chapter 1: Designing Education Outside of the Traditional Classroom
      1. SOME GENERAL PRINCIPLES REGARDING EDUCATIONAL DESIGN
      2. WHAT EXACTLY IS DISTANCE EDUCATION ANYWAY?
      3. HOW ARE DISTANCE EDUCATION PROGRAMS DIFFERENT FROM TRADITIONAL PROGRAMS?
      4. DESIGN IMPLICATIONS WHEN DEVELOPING DISTANCE EDUCATION PROGRAMS
      5. SOME TYPICAL FORMS OF ONLINE DISTANCE EDUCATION
      6. SOME CONTEMPORARY ISSUES WITHIN DISTANCE EDUCATION
    2. Chapter 2: Differentiating Instruction
      1. DEFINING THE FOUR CATEGORIES OF COURSES
  7. Section 2: Frameworks for Designing Differentiated Instruction
    1. Chapter 3: Learners and Learning
      1. SOME GENERAL CHARACTERISTICS OF ADULTS AS LEARNERS
      2. UNDERSTANDING WHY ADULTS PARTICIPATE IN LEARNING EFFORTS
    2. Chapter 4: Designing for Interaction in Online Courses
      1. FORMS OF INTERACTION IN ONLINE COURSES
      2. LEARNER-CONTENT INTERACTION
      3. INSTRUCTOR-LEARNER INTERACTION
      4. LEARNER-LEARNER INTERACTION
      5. LEARNER-INTERFACE INTERACTION
      6. CONCLUSION
    3. Chapter 5: Social Presence
      1. DEFINING SOCIAL PRESENCE
      2. BENEFITS OF SOCIAL PRESENCE
      3. DIMENSIONS OF SOCIAL PRESENCE
      4. FOSTERING SOCIAL PRESENCE
      5. ASSESSING SOCIAL PRESENCE
      6. INSTRUCTIONAL DESIGN ISSUES LINKED TO SOCIAL PRESENCE
      7. CONCLUSION
    4. Chapter 6: Administrative Issues Impacting Instructional Design for Online Learning
      1. PROGRAM DESIGNERS MUST LEARN TO THINK MORE LIKE ADMINISTRATORS
      2. CONFRONTING INESCAPABLE ETHICAL ISSUES WHEN DESIGNING PROGRAMS
      3. MAPPING YOUR PROGRAM'S CONTEXT
  8. Section 3: Developing Differentiated Instruction: The “Tool Box”
    1. Chapter 7: Preactive Stage
      1. NEEDS ASSESSMENT PHASES IN THE FOUR COURSES CATEGORIES
      2. PURPOSES OF NEEDS ASSESSMENT
      3. STRATEGIES FOR NEEDS ASSESSMENT
      4. NEEDS ASSESSMENT TOOLS AND TECHNIQUES
      5. NEEDS ASSESSMENT IN THE FOUR COURSE CATEGORIES
    2. Chapter 8: Preactive Stage
      1. ALIGNING NEEDS ASSESSMENT WITH BEHAVIORAL OBJECTIVES
      2. COGNITIVE DOMAIN
      3. PSYCHOMOTOR DOMAIN
      4. AFFECTIVE DOMAIN
      5. LINKING THE THREE DOMAINS TO THE FOUR COURSE TYPES
      6. WRITING OBJECTIVES
      7. LESSON PLANNING
    3. Chapter 9: Preactive Stage
      1. EVALUATION OF THE ONLINE LEARNING PROCESS
      2. SUMMATIVE EVALUATION
      3. FORMATIVE EVALUATION
      4. THE PROGRAM EVALUATION SUB-PROCESS
      5. FOUR TRAPS TO AVOID IN EVALUATION
      6. A STRATEGY FOR EVALUATION
      7. SOME PITFALLS AND ETHICAL ISSUES IN PROGRAM EVALUATION
    4. Chapter 10: Active Teaching Phases
      1. PEDAGOGIES IN FOUNDATIONAL COURSES
      2. PRESENCE
      3. FRAMING COURSE PEDAGOGIES
      4. COOPERATIVE LEARNING TECHNIQUES IN FOUNDATIONAL COURSES
      5. ASYNCHRONOUS DISCUSSION BOARDS AND SYNCHRONOUS VIRTUAL CHAT ROOM
    5. Chapter 11: Active Teaching Phases
      1. PEDAGOGIES IN SKILLS BASED COURSES
      2. SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATIONS IN SKILLS BASED COURSES
      3. USING THE ONLINE DEBATE
      4. SOCRATIC METHODS OF FACILITATION IN DISCUSSION BOARDS
  9. Section 4: Designing Differentiated Course Pedagogies
    1. Chapter 12: Designing Foundational Courses
      1. EXAMPLE ONE: ONLINE ANATOMY AND PHYSIOLOGY COURSE
      2. EXAMPLE TWO: ONLINE ECONOMICS COURSE
      3. ADAPTIVE RELEASE: CONTROLS TO RELEASE CONTENT
      4. EXAMPLE THREE: ONLINE SEXUAL HARASSMENT TRAINING
      5. CONCLUSION
    2. Chapter 13: Designing Skills Based Classes
      1. EXAMPLE ONE: ONLINE SCIENCE COURSE
      2. EXAMPLE TWO: ONLINE RESEARCH COURSE
      3. EXAMPLE THREE: ONLINE RESEARCH STATISTICS LESSON
      4. THE HYBRID COURSE APPROACH
      5. SUMMARY
    3. Chapter 14: Designing Analysis/Synthesis Courses
      1. EXAMPLE ONE: ISSUES IN HEALTHCARE DELIVERY
      2. INSTRUCTOR INTERACTION IN AN ANALYSIS/SYNTHESIS DISCUSSION BOARD
      3. EXAMPLE TWO: MANAGEMENT LEADERSHIP COURSE EXAMPLE
      4. EXAMPLE THREE: ISSUES IN EDUCATION
      5. HYBRID COURSES
      6. CONCLUSION
  10. About the Authors