Preparation For Using Distance Education Framework

Helen Mongan-Rallis, Education Department, University of Minnesota Duluth

Two versions of the framework are presented here:

1. Basic framework: with links to detailed descriptions of each tool, each on a separate page. This enables users to focus on reading in depth about each tool, one at a time.
2. Detailed framework: listing findings on each tool all within the same framework to enable users to compare components across all of the tools.

Before using the framework to help you make decisions about if and how you to use some form or forms of distance education, it is helpful to begin first with examining the context of your teaching using the following as a guide. Your responses will then enable you to make choices from the framework about which tools and strategies to use based on your current context. Over time, as you become more experienced you can then return to the questions and the framework to expand and revise what you do.

Examine your current context:

1. Define your goals and objectives for the class. What do you want students to be able to be able to do as a result of the class (not the same as what you want them to know) ? Rather, as a result of what they know and understand, how will they:
• demonstrate what they know?
• apply what they know both in and beyond your class?
2. Define what students need to do in order to develop the understandings & skills necessary to achieve the objectives. What are students currently doing in your face to face classes to meet your course objectives? What would be reasons why you might want to change these current activities in order that students learn more &/or better?
3. Define what kinds of teaching & learning activities would lead to the student learning
• For each of these activities, identify which would require students to meet in real time and face-to-face; which require interaction with others (and who these others should be), and which can be done independently.
4. Define who your students are in terms of such factors as: Level in college, age, current knowledge & skills in the discipline, reasons for taking the class, what their lives are like outside of class (working full time? Have family responsibilities?). What are the strengths that they bring to a class such as this? What needs do they have that must to be met in order for them to be successful as learners in this course?
5. Define who you are in terms of such factors as:
• What your needs are in order for you to want to teach this class and to make teaching it a rewarding experience for you. Consider in what ways are those needs currently being met by the ways you are teaching it and in what ways you feel something is lacking or could be improved.
• The strengths you bring to teaching a class such as this (experience, subject matter knowledge & skills, teaching skills, technological skills)
• Your beliefs about your role as a teacher in teaching this class; your beliefs about the role your students should play in learning in a class like this.
6. Define the context in which this class will be taught (the factors over which you, at least at this point, have no control). Example: Semester long vs. 3 week intensive summer session vs. one weekend a month.

Review each of the models in the framework and identify which model(s) best fit:

1. this class
2. the course objectives,
3. these students
4. you as the instructor
5. the context in which this class is being taught.

Within the models you have chosen:

1. Which technological tools would be best suited to helping you meet the course objectives?
2. Given these tools, which realistically can you use the first time you teach the course, and which can wait until you have more experience, taking into consideration:
   • your skills, time commitment that you can make to this class, and other work & life responsibilities
   • the technological and administrative support that is currently available
   • which tools can feasibly be supported by your university/college/department.
3. What technological and pedagogical support will you need:
   • prior to teaching the class
   • during the class