Republic of the PhilippinesUNIVERSITY OF SOUTHEASTERN PHILIPPINES

College of Teacher Education and TechnologyTagum-Mabini Campus

Presented to: MS. MIZPAHGEN MORALIA Instructor , Educational Technology 2

Presented by: REY JOHN REBUCAS BEEd-General Education

PROVERB 2:6 “For the LORD gives wisdom; from his mouth come knowledge and understanding”.

DELIVERY MODES OF DISTANCE EDUCATION

Distance Learning Statistics

Through…

VideoconferencingComputers

WHAT IS VIDEOCONFERENCING? (A Technical and Instructional View)

Technical Videoconferencing is a live, real time connection between individuals in a separate location(s) for the purpose of face-to-face communication to share information via IP (Internet Protocol) or ISDN (Integrated Services Digital Network) connectivity.

Instructional Videoconferencing, one means of Distance Education, allows the educator to reach participants outside the classroom or work environment due to distance and/or time restraints.

Theoretical Issues of Videoconferencing

Transactional Distance Theory All distance learning has three core

components:– Dialogue– Structure– Learner Autonomy

According to Moore, (2003)

“The transaction that we call distance education occurs between teachers and learners in an environment having the special characteristic of separation of teachers from learners.

This separation leads to special patterns of learner and teacher behaviours that profoundly affects both teaching and learning”.

Transactional Presence From Shin, 2003: Transactional Presence is

“the degree to which a distance student

perceives the availability of and connectedness with people in his/her

educational setting (Shin, 2003, p. 71).

VIDEOCONFERENCING SYSTEMS

DESKTOP A Videoconferencing

terminal (software or (point-to-point) hardware) that interacts directly with a personal desktop computer.

VIDEOCONFERENCING SYSTEMS

PORTABLE SYSTEM These are mid-level products

designed for medium sized rooms, it can look and act like a dedicated system by adding monitors, carts, computer, microphones, video playback, etc.., and can be moved from room to room.

VIDEOCONFERENCING SYSTEMS

DEDICATED SYSTEM

A stationary (or integrated) room system consist of hardware that is custom fixed within a centralized location. Equipment usually needed Multi-point are: 2 Monitors, LCD, codec, camera(s), microphones, computer, multiple video sources, special lighting and touch control.

VIDEO CONFERENCING SOFTWARE FOR DISTANCE LEARNING

No more disrupted or cancelled lessons

Invite lecturers from another countries

Record your lectures Use collaboration tools Implement the VC system

in just 15 minutes!

https://trueconf.com/video-conferencing-usage/learning.html

According to Cyrs (2003)

Cyrs (2003) has compiled an extensive list of skills that are needed to be a good videoconferencing teacher. Some of these skills include:– using visualization techniques,– using props,– using good presentation techniques,– using effective questioning with remote sites,– creating interest,– planning and managing remote site materials,– planning and managing remote site activities,– knowing copyright laws,– correlating the technology and other instructional materials, and– planning for evaluation.

BENEFITS TO TEACHING Reed and Woodruff (1995) outlined four main

benefits of videoconferencing technologies in teaching:– Teachers make a visual connection with students– Increased potential for interaction and interactive

teaching techniques. – Allow a connection with the "outside world" and

consequently, outside resources and experts.– Allow for the integration of a very diverse set of media,

such as document cameras, that allow teachers to share resources with students .

BENEFITS TO SCHOOLS Experienced benefits of videoconferencing in

K-12 schools (Sullivan, Jolly, Foster & Tompkins, 1994)– it allows continuous interaction,– it allows a high degree of relevance for individual

learners by clustering students based on their educational needs,

– it is often a stimulating learning environment for students,

– it offers the flexibility of connecting to other schools and institutions.

BENEFITS TO SCHOOLS– it has become more affordable,– it allows cooperative arrangements and

partnerships with businesses, schools and institutions,

– it often allows for simultaneous access to outside information using other technologies, and

– videoconferencing classrooms have the potential to become a school/community production center.

BENEFITS TO STUDENTSLearn in an effective emerging technological environment that improves and prepares them with real world communication and presentation skills. Utilize world-wide resources that include experts, professionals, remote institutional resources and other students. Broadens the scope of learning resources. Function in a global climate that will link them to different social, cultural and economic backgrounds.Enhances motivation and critical thinking.

BENEFITS TO STUDENTS Videoconferencing MAY increase

student motivation when compared to traditional methods of distance & correspondence learning.

Videoconferencing IS just as good as other instructional mediums when it comes to student attitudes and achievement (Russell, 1999).

Videoconferencing DOES bring an increased number of learning modes to the distance learning experience.

BENEFITS TO STUDENTS

Videoconferencing CAN provide rich and meaningful authentic learning experiences for students.

Videoconferencing MAY increase the level of teacher-learner and learner-learner dialogue (or interaction) in a course.

Videoconferencing CAN provide access to resources outside of a school or school division.

WHAT IS COMPUTER SIMULATION?

Distance Education can incorporate many types of media and instructional methodologies, including computer simulations.

Computer simulations can play a crucial role in distance education because they can provide a vehicle for “interactive practice” (Berge, 2002).

WHAT IS COMPUTER SIMULATION?

A computer model of a real-life system or process represented in an abstracted or scaled-down form (Heinich, et. al. 1999; Sternberg, 1999).

In addition, “they inform the instructor and the learner of aspects of the real-life system

At the same time, “computer simulations have been found to be most effective for learning to achieve immediate learning objectives (Hensgens, 1998).

DEVELOPMENTS OF COMPUTER SIMULATION OPEN SOFTWARE

SOLUTIONS The learning objective of the

simulation was “anchored instruction”, resulting in a self-motivated and relevant learning experience (Heinich, et. al., 1999).

DEVELOPMENTS OF COMPUTER SIMULATION

The materials presented in the computer simulation- provided challenging applications of basic knowledge and skills were supported by a course pack-contained basic information of printed materials sent to each student that was assigned to a tutor / coach who offered support and guidance (Min, 2001).

DEVELOPMENTS OF COMPUTER SIMULATION

Assessment Instrument for

Computer Simulations in

Distance Education

DEVELOPMENTS OF COMPUTER SIMULATION

Develop a high quality learning that is essential for moving the student to a state of “metacognition” where the student takes responsibility for his/her own learning (Sternberg, 1999).

Designed to support development of cognitive models, provide interactive practice, encourage hypothesis formation, hypothesis testing, experimentation and mastery of concepts through application of knowledge to real-world problems (Eriksson, 2000).

The simulation involved the student in theory-and-practice exercises with the goal of enabling the student to apply acquired knowledge to realistic work environments (Bergland, 2000).

Racol Best Practices - http://www.racol.ualberta.ca/vignettes/

The VIDE Cookbook for Teachers (more technical) - http://www.videnet.gatech.edu/cookbook.en/list_topics.php?topic=11&sequence=0&name=K-12+and+Classroom+Specific+Needs

Videoconferencing in Education - http://www.d261.k12.id.us/VCing/intro.htm

Videoconferencing Instructional Strategies - http://www.kn.pacbell.com/wired/vidconf/instruct.html

ELECTRONIC RESOURCE LINKS

ELECTRONIC RESOURCE LINKS

http://www.ctl.uga.edu http://www.coe.uga.edu/oit/multimedia/ip-video-

conferencing/ip-video-conferencing-why-how.html http://www.oucom.ohiou.edu/fd/videoconppt.pdf http://www.iddl.vt.edu/instructors/ivc/before.php http://www.uga.edu/netinfo/vconf/ http://www.uga.edu/netinfo/vconf/

vc.network.concerns.html

TEXTBOOK REFERENCES Berge, Z. L. (Summer, 2002). Active, Interactive and Reflective eLearning.

Quarterly Review of Distance Education, 3(2), 181-90.

Briggs, J. C. (May, 2002). Virtual Reality is Getting Real: Prepare to Meet Your Clone. Futurist, 36(3), 34-42.

Cooper, J. B., Baron, D., Blum, R., Davison, K., Feinstein, D., Halasz, J., et. al. (May, 2000). Video Teleconferencing with Realistic Simulation for Medical Education. Journal of Clinical Anesthesia, 12, 256-261.

Dean, A. M. & Webster, L. (2000). Simulation in Distance Education: Progress towards an Evaluation Instrument. Distance Education, 21(2), 344-360.

Evans, C. & Fan, F. P. (November 4, 2002). Lifelong Learning through the Virtual University. Campus-Wide Information Systems, 19(4), 127-134.