What is distance education? What types of support are critical to the success of distance education? Why?

Distance education has come to mean more than just a transmission mechanism of education. Moore and Kearsley (2005) defined distance education as, “planned learning that occurs in a different place from teaching, requiring special course design and instruction techniques and communication through various technologies” (p. 2). Howell, et al. (2003) defines distance education as the use of network-based technologies, as well as Internet-based delivery. In order to have a successful distance education program in a university there must be a willingness to interact with your instructor/classmates by computer, an interest in developing a virtual partnership with faculty members and class members at a distance (maybe even with others in another country), and the initiative to instigate the interactions.
A willingness to dedicate the same amount of time and effort to a distance education course that

What is visual literacy? Where and when is it learned? Why is it important?

Visual literacy is the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
For the most part some people are born with the ability to decipher and interpret using imagery. Others can be trained in this area to be able to have visual literacy skills. Students need good visualization skills to be able to decipher, interpret, detect patterns, and communicate using imagery—especially given the ease with which digitized visuals can be manipulated.
Visualization tools enable students to make their thinking visible in all academic areas. Students are able to build interactive models to test theories in real time and use graphics to display results. Graphic organizers and visual mapping tools enable students to make sense of complex subjects by exploring linkages, relationships, similarities, and differences between phenomena, and visually representing interplay among system components.

What is an Acceptable Use Policy? What impact does it have on the use of the Web in the classroom?

An Acceptuale Use Policy (AUP) are guidelines set up by universities for appropriate technology use. By definition, an AUP is a written agreement signed by students, their parents/caregivers, and their teachers. It outlines the terms and conditions for using technology-based devices maintained by schools and personal technology-based devices used during school hours on school property.
AUP regulates what can be said or done on the internet. AUP impacts the WEB in the classroom because it regulates behavior over the internet. It regulates what cites students can go in.

What is the difference between synchronous and asynchronous learning? Name some different forms.

Synchronous learning, which means at the same time involves interacting with an instructor through the internet in realtime. Asynchronous, which means "not at the same time," allows the student to complete the web based training on his own time and schedule, without live interaction with the instructor.
Although not as common as asynchronous learning synchronous learning is being used is more university currilas. Horizon Wimba a form of synchrous learning where a professor can hold a virtual classroom in realtime with students all over the world. Typically this type of training involves the instructor "broadcasting" audio out to the students through either a teleconference phone call, or through web-based audio. The instructor typically "drives" a slideshow presentation, which the students watch while connected to a conference web site. Students can ask questions or provide comments through the phone line, or through a chat window. Synchronous training is most popular in academic type programs, such as continuing education programs or college distance learning programs.
Asynchronous e-learning is more common because it creates a just-in-time, on-demand student learning experience. Unlike synchronous training, students do not need to schedule their time around the predetermined plan of the instructor. There is complete flexibility with asynchronous training, which comes in two forms, facilitated and self-paced. An example of asynchronous learning is message boards, blogging, blackboard, threaded discussion.
Facilitated asynchronous training involves an instructor and group of students, but the interaction is not in real time. The instructor will post assignments on a Web page, which typically includes online reading or research conducted on various Web sites. Students communicate with each other through threaded discussions (also known as online bulletin boards), and submit their homework to the instructor via e-mail. An advantage of this type of training is that students have a lot of peer interaction, and can receive personalized attention and guidance from the human facilitator. The disadvantage of this form of WBT is that it tends to involve only one type of media, text.

What are authoring systems? How are they used for teaching and learning?

WebAuthoring Software is software that allows for the creation of tutorials, CBT courseware, Web sites, CD-ROMs and other interactive programs (internet source, 2007). These authoring packages generally provide high-level visual tools that enable a complete system to be designed without writing any programming code, although a proprietary authoring language may also be included.
This system allows Web pages to be visually created like a desktop publishing program. The software can generate the required HTML code for the pages and is able to switch back and forth between the page layout and HTML.
There are two main types of software for creating Web sites: text editors and visual layout tools. With a text editor a student can write theHTML in text mode and use a browser to preview the pages in a layout. A visual, or WYSIWYG (What You See Is What You Get), layout tool lets you design pages in layout mode. With this tool you position text and images on the page, and the software generates the codes needed to display the page in a Web browser.

What are the characteristics of today's students? In what way do they differ from the traditional students?

Today's students have been raised in an age when technology is advancing rapidly and they are constantly exposed to digital media, making them very different from earlier generations of learners. According to Diana Oblinger studetns today are generally not afraid of technology, are connected constantly to information and other people, prefer experiential, hands-on learning, expect immediate results, and are very social. Oblinger detailed several characteristics that generally describe today's learners:
No Fear Of Technology - Although today's learners feel comfortable learning and using new technology, it doesnt mean that they know all techology.
Hands-On Learners - Many young learners today perfer hands on learning.
Social - Today's students feel comfortable connecting and socializing in ways that previous generations would never consider. Unlike previous generations, which generally relied on a hierarchical method of learning, today's learners take a more lateral approach to learning, valuing what they learn from peers and nontraditional sources.
Engagement - Today's learners feel comfortable disengaging from something they don't find interesting or relevant. "They have a different kind of expectation about the interactivity and how an environment will draw them in," Oblinger said.
Visual - This generation is more visual and kinesthetic than any generation before. "They interpret images with ease and develop images with ease.
Movement - Today's students prefer to work on things that matter so they can make a difference. Although they don't necessarily engage in traditional political or community channels, they like fell they make a difference.
Time Constraint - Today's learners are very busy and their learning is constrained by a lack of time.

What are the advantages and features of electronic spreadsheets? How do you see them as a benefit in an educational environment?

What are the advantages and features of electronic spreadsheets? How do you see them as a benefit in an educational environment?

One of the most beneficial advantage of electronic spreadsheet advantage of using electronic spreadsheet is a savings in manpower and time . Spreadsheets allow a user to easily compute mathematical functions. spreadsheet software package can be used for a variety of tasks to manage a program or research project and to cut costs in evaluation. LOTUS 1 2 3 is a versatile, commonly available, and well-known electronic spreadsheet package.
Spreadsheets were originally designed to emulate financial ledgers and balance sheets. They are useful for estimating projected costs and for simplified budgets. Subtotals and totals for a number of categories are automatically updated when an amount is changed.
Similar techniques may be used to collect, code, sort, and analyze research data--a particularly useful technique for tabulating questionnaire responses. It is also possible to enter questionnaire responses into the spreadsheet while conducting a telephone interview. Several commands may be chained together into a macro, in order to simplify data entry at the terminal.
LOTUS can be programmed to perform statistical procedures, and can sort and graph data. Data are stored on a floppy diskette and may be transferred to a mainframe computer, word processor, or software package. The amount of data which can fit into a spreadsheet is limited by the amount of memory capacity of the hardware system and the ease of moving around many screens of data
For the most part spreadsheets are benefical in the educational environment because reports can be easily generated and can be used as a way to tabulate many kinds of information, not just financial records.

What is a virtual environment? What potential does it hold for education?

A virtual environment is an environment which is partially or totally based on computer generated sensory inputs. A virtual learning environment is a place where students can interact and have their on space. It is not restricted to primarily distance education though. Students are not only actors but construct new knowledge in virtual learning environments.
The potential that it holds for education is that virtual learnign environments integrate heterogeneous technologies and numerous pedagogical approaches and overlap various physical approaches.
What is specific to virtual environments compared to any information space is that it is populated. The users are inside the information space and see a representation of
themselves and/or others in the space. As soon as students see who else is interested by
which information, the space becomes inherently social.

What is a computer virus and how is it transmitted? What can you do to protect your computer?

Computer viruses are small software programs that are created to spreasd from one computer to another and to disrupt computer operation. A virus can easily corrupt or destroy data, your computer, use your e-mail program to spread itself to other computers, or even erase everything on your hard disk.
Viruses are most easily generated and spreaded by attachments in e-mail messages or instant messaging messag. It is very important that one never open e-mail attachments unless it is known who is sending it. Viruses can be disguised as attachments of funny images, greeting cards, or audio and video files. Viruses also spread through downloads on the Internet. They can be hidden in illicit software or other files or programs you might download.
In order to prevent viruses, it's important that one keep their computer new with the latest updates and antivirus software, stay informed about threats you must follow to avoid viruses. Always follow tips to prevent viruses that pop up on computer screen. Once a virus is on your computer, its type or the method it used to get there is not as important as removing it and preventing further infection.

Role of Educational Technologies in Education

Undergraduate education in the US has been repeatedly criticized for failing to develop students’ higher-order thinking and problem-solving skills needed in the new information and technology-based economy. For over two decades educational technology has been used in our nations schools to enhance learning and achievement as compared to using a traditional approach.
In recent years, use of instructional technology particularly in the form of case studies, to convey real-world technical concepts and applications such as those taught in educational curriculum and information technology (IT) courses has been advocated increasingly in the educational technology literature (Evans 1992; Carlstrom 1993; Hsi & Agogino 1994; Raju & Sankar 1999; Mbarika et al. 2003b; Bradley et al. 2005), however there still is a paucity of research on the effectiveness and impact of this technology on teaching and learning.
Nothing has captured imagination and interest of educators around the globe like the World Wide Web. The web is causing teachers from pre-K -12 to rethink their educational strategies and curricula to encompass use of the World Wide Web for Web-Based instruction. Bransford, Brown, and Cocking argue (1999) that technology supports learning in four ways:
A) Technology brings exciting curricula into the classroom
B) Provides tools and scaffolds that support learning
C) Gives teachers the time for reflection, feedback, and revision
D) Expands opportunities for teacher learning

Differentiated Instruction Using Educational Technology

Differentiated instruction using technology is not a new topic it is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
Marian Diamond (2006) discusses ways to differentiate instruction using technology:
1. Differentiating the Content/Topic
Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers.
2. Differentiating the Process/Activities
Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability.
3. Differentiating the Product
Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to teachers. However sometimes it is motivating for students to be offered choice of.
4. Diffferentiating By Manipulating The Environment or Through Accommodating Individual Learning Styles

Jarrett

Hello

My name is Jarrett Landor-Ngemi. I am second year doctoral student in the Department of Educational Leadership and Research at the University of Southern Mississippi. I have taught Special Education in East Baton Rouge Parish Schools for two years.
My research interest are in the area of Instructional Technology. I have some computer proficiencies but not many. I am pursuing a minor in Instructional Technology. I am looking forward to learning about Computer Technology in this course. My hobbies are working out and reading. I hope to graduate in January with a Ph.D.