Distance Learning Supported by Telecommunications Services
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Bruno Wenk
Hochschule für Technik und Architektur HTA Chur
CH-7400 Chur
(Switzerland)
Distance Learning Supported by Telecommunications Services
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Overview
• A model for the description of a distance learning environment
• Processes (teaching, learning, administration) within the distance learning environment and how they are supported by telecommunications services
• Experiences with the Graubünden Course on „special education“
• Remarks concerning the publishing of lectures in the internet
• Conclusions
Distance Learning Supported by Telecommunications Services
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Distance Learning
• Forms of study which are not led or controlled by teachers present in class-rooms or similar locations, but nevertheless benefit from planning, guidance, and teaching of tutors
• Self-directed and collaborative learning instead of directed learning
• Asynchronous instead of synchronous communication and collaboration
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Distance Learning Environment
Administerscommercial affairs and
telecommunications infrastructure
is studied byother students
Providesadministrative
informationand material
is analysed by
Teaching Material
Teaching Material
studentstutors
supportingorganisation
Student‘s Work
Student‘s Work
publish
raise questions, deliver solved exercises
is usedby
give feedback
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Learning Processes
• Prerequisites: Self-discipline, awareness of one‘s own strengths and weaknesses, and skills to plan the learning process and to master the new technologies
• Learning processes are individual
• Learning processes comprise:
- collection and study of material
- annotations
- exploration of problems and other activities
- solving of exercises, reporting on projects
- interaction with tutors and students
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Teaching Processes
• Creation of self-study material which incorporates description of objectives, guidance, advice, solved exercises, and a sort of dialogue with the student
• Interaction with students
• Review of student‘s work with appropriate feedback
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Administrative Processes
• Advertisement of courses
• Support for tutors in the material preparation process
• Supply of information and material for students
• Billing
• Operation of telecommunications services
- installation and scaling of infrastructure- configuration of student‘s accounts (e.g. passwords)- trouble shooting
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Processes and Services
Learning Processes
Teaching Processes
Administrative Processes
Telephone Service + - - - + + +
Fax + + + + + + +
Videoconferences - + - - -
Electronic Mail + + + + + + + + +
World Wide Web (WWW) + + + + + + + + +
File Transfer (FTP) + + + + + + + + +
Newsgroups + + + + + + - - -
Chatrooms + + + + - - -
Distance Learning Supported by Telecommunications Services
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Sketching Ideas
A graphic tablet supports the sketching of ideas like pencil and paper do it
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Processes and Services
Learning Processes
Teaching Processes
Administrative Processes
Telephone Service + - - - + + +
Fax + + + + + + +
Videoconferences - + - - -
Electronic Mail + + + + + + + + +
World Wide Web (WWW) + + + + + + + + +
File Transfer (FTP) + + + + + + + + +
Newsgroups + + + + + + - - -
Chatrooms + + + + - - -
Distance Learning Supported by Telecommunications Services
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Videoconference
Share applications
See each other while talking
Distance Learning Supported by Telecommunications Services
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Processes and Services
Learning Processes
Teaching Processes
Administrative Processes
Telephone Service + - - - + + +
Fax + + + + + + +
Videoconferences - + - - -
Electronic Mail + + + + + + + + +
World Wide Web (WWW) + + + + + + + + +
File Transfer (FTP) + + + + + + + + +
Newsgroups + + + + + + - - -
Chatrooms + + + + - - -
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Chatrooms
Several persons „meet“ in a room for text-based conversation
Alice: How are you, Bob?
Bob: Fine, thank you. What do you think about the paper we should comment on?
Alice
Bob
Distance Learning Supported by Telecommunications Services
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HPSGR Special Education Course
Zürich
Graubünden
Distance Learning Supported by Telecommunications Services
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HPSGR Course Outline
• Combination of contact lessons and distance learning
• Duration 3 years (1998 - 2001)
• 12 five-day intensive seminars in Graubünden
• 110 one-day seminars (mainly regional)
• 30 students (22 female, 8 male; ages ~ 25 - 50)
Distance Learning Supported by Telecommunications Services
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HPSGR Course: Internet Services
Server• WWW• E-Mail• FTP• Chat
Internet
Modem
Service Provider B
ISDN Adapter
Service Provider AMacintosh
Windows PC
LAN
Router
Distance Learning Supported by Telecommunications Services
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HPSGR Course: Experiences
• More communication between students and tutors
and between students themselves
• The possibility to have a look at other student‘s work
stimulates self-esteem
• High motivation of students, aquainted skills impressive
• Getting started courses necessary
• Services sometimes not used efficiently, additional courses and promotion by tutors necessary
• Chatrooms not that efficient as expected
• Reduced costs
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Review of Processes and Services
Learning Processes
Teaching Processes
Administrative Processes
Telephone Service +
( + + ) - - - + + +
Fax + + + ( + + )
+ + + +
Videoconferences - +
( - ) - - -
Electronic Mail + + + + + + + + +
World Wide Web (WWW) + + + + + + + + +
File Transfer (FTP) + + + + + + + + +
Newsgroups + + + ( + + )
+ + + ( + + )
- - -
Chatrooms + + ( + )
+ + ( + )
- - -
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Internet Lectures: Objectives
• Students can participate in lectures independent of
time and location
• Only standard internet PC equipment with sound
support required
• Immediate playing without time-consuming download
• Flexible navigation through lectures
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Internet Lectures: Overview
Distance Learning Supported by Telecommunications Services
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Internet Lectures: Experiences
• Experiences regarding the teaching processes:
- Time to produce internet lecture >= 3 * lecture time
- Publication amplifies weaknesses of the lecture, encourages lecturers to improve material and way of presentation
• Experiences regarding the learning processes:
- Not yet available
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Conclusions
• The combination of contact lessons and distance learning improves the self-directed and collaborative learning and at the same time lowers the overall costs
• In this way, educational organizations may improve their programmes step by step
• Students must be trained in order to use the new new technologies efficiently
• The supporting organisation must increase the knowledge regarding the operation of the required internet services