Sedes participantes

The profession of Distance Education

The Academy for Advanced Telecommunications and Learning Technologies under the direction of Dr. Walt Magnussen, as well as the Center for Distance Learning Research of Texas A&M University, under the direction of Dr. Lloyd Korhonen; invite the CUDI community to participate in a seminar entitled " The profession of Distance Education" under the general coordination of Noemí V. Mendoza-Díaz.

This seminar will take place from January 26th to February 6th, 2004. It will have no cost of participation and will be certified by Texas A&M University. It has a limited number of participants and the registration is due on Monday January 12th. The registration process will take place through a university representative (chosen internally) who will be the responsible to:

1. Promote the seminar in her/his institution
2. Prepare the attached list of participants of his/her respective institution.
3. Do the reservation of the local room(s) for the videoconferences. (Sending IP address and contact info. in advance)
4. Get-Buy the materials for their respective participants (books and course packets).

General Coordination

Noemí V. Mendoza Díaz

Academy for Advanced Telecommunications & Learning Technologies

Center for Distance Learning Research

Texas A&M University, USA.

(979) 458-3935

Email: nmendoza-diaz@cdlr.tamu.edu

Student Requirements

1.To have access to a videoconference room with Internet2 connection.

2. To have access to a personal computer at any time connected to the Internet.

3. To be proficient in English reading.

4. To hold a BS degree.

5. To be part of a Distance Education initiative in one of the CUDI member institutions.

6. To be committed to invest the 20 hours required for this seminar during the specified weeks.

Materials

1. Photocopies Course Pack

2. WWW Resources

3. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Merrill (Prentice-Hall).

4. Bates, A. W. (2000). Managing technological change: Strategies for college and university leaders. San Francisco: Jossey-Bass. ISBN# 0787946818

5. Dick, W. & Carey, L. (2001). The systematic design of instruction (5^th ed.). New York, NY: HarperCollins Publishers Inc.

Description

This seminar will inform about the competencies and roles that the distance education professional should hold.

The student will be also provided with the basic tools to develop the competencies of each role.

Objectives

By the end of the seminar, the student must be capable of:

1. Knowing the theories of learning: Behaviorism, Cognitivism, Constructivism
2. Describing accurately the Field/Profession of Distance Education
3. Identifying the competencies of the Instructor, Instructional Designer, Technology Expert, and Administrator of Distance Education.
4. Knowing the foundations of such competencies.

Activities

This is a seminar designed for 20 hours divided in two weeks.

Fist week’s skeleton (10 hours)

First day (Orientation, Monday 26^th)

Prior to the orientation, the participants should read the following documents:

1. Thach, E. C., & Murphy, K. L. (1995). Competencies for distance education professionals. Educational Technology Research and Development, 43(1), 57-79.
2. Williams, P. E. (2003). Roles and Competencies for Distance Education Programs in Higher Education Institutions. The American Journal of Distance Education 17(1), p.45-57.

 

Based on the readings, during the orientation, each student will choose a group (corresponding to a role) of the following four:

• Instructor
• Instructional Designer
• Technology Expert
• Administrator

Rest of the first week (until Friday 30^th)

The space reserved for the theories of learning will serve as the model to follow; the instructor will moderate it.

Each group will read the materials designated to each role and the readings of the other roles. The members of a group will convey asynchronously (discussion forum) the best way to moderate the general discussion of its role (to take place the following week). For example, what initial questions will open the discussion of the role? What are the most relevant aspects the audience should be focused on in order to develop competencies?

The discussions of this first week are open to be read to all students but the postings are limited to the members of each group.

  

Second week’s skeleton (10 hours)

The first day of open discussion (second week) is devoted to a general understanding of the theories of learning. It will serve as a model for the rest of the week.

During the rest of the second week, each group will discuss its role for ONLY one day with the rest of the students. That day, the discussion is focused on that specific role. The students who are not moderators during a day are considered participants. All the second week is open to reading and postings from everyone.

  Last day (Conclusions, Friday 6^th)

The last videoconference session will take place during the evening of the last day of the seminar. It will be the wrap up of the seminar. Conclusions, reflections and recommendations will be the general topics

UNITS	January 26-30	February 2-6
Orientation (Videoconference)	Morning of Jan. 26th	NA
UNIT 1: Theories of Education 1.1              Behaviorism 1.2              Cognitivism 1.3              Constructivism 1.4              The Distance Education Profession (Associations y Publications)	Open discussion during the whole week –MODEL-	Open Discussion ONLY the FIRST day of the second week
UNIT2. The Instructor 2.1 Theories of Distance Education 2.2 The student at a distance 2.3 The evaluation at a distance 2.4 Research	Group discussion open during the whole week	General iscussion open ONLY the SECOND day of the week
UNIDAD 3: The Instructional Designer 3.1 The systematic design of instruction 3.2 Analysis 3.2 Design 3.3 Development 3.4 Implementation 3.5 Evaluation	Group discussion open during the whole week	General discussion open ONLY the THIRD day of the week
UNIDAD 4: The Technology Expert 4.1 The Videoconference 4.2 WWW and Internet(2) 4.3 Tools and Media (MERLOT, EDUCAUSE, Learning Objects)	Group discussion open during the whole week	General discussion open ONLY the FOURTH day of the week
UNIDAD 5: The Administrator 5.1 Planning 5.2 Teacher Support 5.3 Personnel 5.4 Finances 5.5 Policy (Copyright)	Group discussion open during the whole week	General discussion open ONLY the FIFTH day of the week
Wrap up(Videoconference)	N/A	Evening of Feb. 6th

Evaluation

 

Attendance to the videoconference sessions	40%
Participation during the two weeks	30%
Participation as moderator during the 2nd week	30%

 

Sedes participantes del 26 de enero y 2 de febrero

 

Número	Entidad	Red y forma de Conexión
1	UNAM Dirección General de Servicios de Cómputo Académico - Aula VC DF MX	RVCUDI @384Kbps
2	Texas A&M University TX US	RVCUDI @384Kbps
3	Texas A&M University DF MX	RVCUDI @384Kbps
4	INTTELMEX	RVCUDI @384Kbps
5	Universidad Autónoma del Estado de Morelos MOR MX	RVCUDI @384Kbps
6	Benemérita Universidad Autónoma de Puebla PUE MX	RVCUDI @384Kbps
7	Universidad Autónoma de San Luis Potosí SLP MX	RVCUDI @384Kbps
8	Universidad de las Américas PUE MX	RVCUDI @384Kbps
9	Universidad Autónoma de Tamaulipas REYNOSA, TAMPS MX	RVCUDI @384Kbps
10	Universidad Autónoma de Tamaulipas CD VICTORIA, TAMPS MX	RVCUDI @384Kbps
11	Universidad Autónoma del Estado de México EDOMEX MX	RVCUDI @384Kbps
12	Universidad Autónoma de Ciudad Juárez CHIH MX	RVCUDI @384Kbps
13	Universidad Autónoma de La Laguna COAH MX	RVCUDI @384Kbps
14	Universidad Autónoma del Estado de Hidalgo HGO MX	RVCUDI @384Kbps
15	Instituto Politécnico Nacional DF MX	RVCUDI @384Kbps
16	UNAM Coordinación de Universidad Abierta y Educación a Distancia DF MX	RVCUDI @384Kbps
17	Universidad de Guadalajara JAL MX	RVCUDI @384Kbps
18	Universidad de Guadalajara VALLARTA, JAL MX	RVCUDI @384Kbps
19	Universidad de Guadalajara TEPATITLÁN, JAL MX	RVCUDI @384Kbps
20	Universidad Popular Autónoma del Estado de Puebla PUE MX	RVCUDI @384Kbps
21	Maryland University College	RVCUDI @384Kbps