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12801-Distance Education

Its B.ED book

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131 views38 pages

12801-Distance Education

Its B.ED book

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amnasattar74
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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yy E IMS GROUP OF COLLEGES BABAWALPUN MODEL TOWN CBAHAWALPUTt SCHEME OF STUDIES B,E0 Secondary / Bachelor OF Science Edtication (B.S , 6d) Semester 2 [Code w [TITLE OF COURSE cath ; pore tte TITLE GRCOURSE EE EE eee EDT-12801_ Distance Education 3 oe EDT-12802_| Education Assessment and Evaluation ae EDT-12808 | Curriculum Development SH ; #DT-12604_| Professionalism in Teaching aol i E5T-12805 | Research Mathods In Education Fa EDT-12606_| Teaching Practice aie : Total Credit Hourse 18 \ Books No EDT-12801 weamser, poses Pseea7 Distance Education Prepared By Lecturer Zeenat Naz [Link] M.A English [Link] / [Link] More Information Contact Malik Jahanzaibs Fazal ‘SHAKIR HUSSAIN { Admin Officer Nims 03008845203 03070078869 ids 4 ‘This ait of tis eqursest810 ti dina a s 2° pall (a) Tamligrize! students, sitht8e Lieal Eoacepis underlying, rn + elation:as compared yit/oa:e8sspus 5} inicoduco them t6 methods of distance education, 4 é of iovCtodevelop an appropriate swatogy of distance and non-formal ihe ollowing key socepts wil be discussed in more deat: ie cae alive ¥dekveh “observa, inerview, case sudy; desk analysis five mens reelected subjects ian collshocaion eting qualitative research oh) dhieltofaan-formal educs 2 Srestyee’s, Componiits of Distance Eulucion + Dbarer: Leantets' Profile ad chisacersis. 4) Tutor and tinoying Cocrespcidefce Materiat » Tutorials : + Assighmenisnnd:thet preparation, Media‘wad Techuiolopy. Es Tse ot Biche techaae © Radic e eras Of Distance biieatigy <2. Stidents Suppor Setviens + «Media and Teshnalyy- ‘+ Physical Isolatisitot Stade et HIG | Defining Distanice Education What is distance education or distance learning? Distance education is defined as .... “Education that takes place when the instructor and student are separated. by space and time. The gap between the two can de bridged through the use of technology - such as audio tapes, videoconferencing, satellite broadcasts and online technology - andfor more traditional delivery methods, such as the postal ee service, Pa Per A e- References: [Link]/[Link] A yell ha Qnol— gnorS gr 8 one old eee Lens Pofor= B =2 Oo. 4 Define PadleGeyy = Oner- S47 Ne 7a II tt Let ety Tatet, Ler = an 2-14 fle Shas lod Defining Distance Education Distance education or distance learning? Distance education is the formal process of distance learning; where it designed communicated and evaheated by specialized individuals ‘While distance learning is the informal format in which distance ~~ fearners strive to find learning resources, communicat instructors , learn materials at their own pace and time. Defining Distance Education History of distance education and technology In the beginning was the word. In its earliest form, distance education meant study by correspondence," As new technologies developed, distance instruction was delivered through such media as audiotape, videotape, radio and television broadcasting, and Defining Distance Education History of distance education and technology Aticrecomputers, tite Internet, and the World Wide Web are shaping the current generation of distance learning, and virtual reality, artificial intelligence, and Rnowledge systems may be next. ess References: ‘wr moder. 2c/eleamingMehizavAE AlPage/Clase [Link] ince Educatioy Distance education established its roots as a form of instruction at least 150 years ago es ‘espondence study. Distance learning was not new. Open universities that numerous ments set up following the picneezing example of the United Kingdom is testimony to this. ‘ze learning. in the 1960s and 1970s, was already widespread: it was called ‘espondence ecusation however, university correspondence branches were more eager to [Link] money bac: into the campus than to help correspondence students complete their scusies. To serve students better the open universities have oreated student support networks rely on collaboration with other institutions for study centers and tutors. \With the advancements in telecommunications technologies, distance leaming programs rapidly expanded so distance education is now defined as “the acquisition of knowledge and skills throug" mediated information and instruction, encompassing all technologies and other forms of ‘istory of distance education in the Indian context Is valuable in that is. one historical path of distance education and that the evolution of ‘education has not been that easy for we had many obstacles to clear, blocks to break and barriers lo overcome. Many of the same problems fecing implementation and acceptance of ‘edcationat innovations today’ along with new problems sucrras teacher shortages, overcrowded and unsafe schools, end unequal access to educational technology join ather perennial issues in ‘education such as gender bias and the bilingual education have been faced by distance ‘education throughout Its history. a «The Positive Side: india is more iitérate-now than it was fity or a hundrec-years ago. Preper students today for tomorrow's workforce has a lot ta do,with teaching about haw to use and evaluate knowledge. + The average Indian student of today is much better than that of yesterday. He is commited to me ‘coursework, usually for the purpase of advancing in his cerear. Far this reason, we car expect quality work and ciligent participation from students of today especially in the distence ‘earning context. ‘+ The cistance education offers flexible leaming through bolh online and print-based materials. Distance education courses are designed (o provide one of the study options to students and -cthers who are unable to attend scheduled classes on campus or who want lo experience: tistance learning as part oftheir program. + The Current Age + The Internet is rapidly becoming the biggest repository of information we have aver known. The key will be our ability to find, evaluate and use the information it prevces. .Students "nis: arom how tv evaluate data, * Online tearning can be a lifeline to those who have obstacles, such as geographical distances or physical disabilities. Distance education suggests that collaboration and competition are two sides of a spinning coin + And finally to excond the media of distance leaming beyond priat due ta changing work pet changing social patterns, changing education patiems therefore policy mavers need to ra: : ge ‘philosophical and policy decisions abaut using distance education, Non-formal education =pjstamee Sehc ation + Introduction yO ‘Non-formal education refers io education that ozcurs outside the fo ‘often tied interchangeably with terms such as community egutchance education ft eters toa wide range of edcational initiatives ‘athe community, eas-ne tors home> faved leaming fo government schemes aod community inttves, It includes necredited courses st ells established institutions as well as locally based operations with litle funding rial schoo! system Nonformal eizeation is education, adult ecucation, lifelong etic2:i0n and v feo formal cation vere he lament bs many spect incommon wi ole element, parietal {Bong leaming-Frthe purposes ofthese yuidelgs hs element ores on ror at a on aad yung people outside the regular schon sytem er D; ‘While non-formal education is often considered a second-best option to formal education, it shoul le noted that it ‘can provize higher-quality education than that availnble informal schools. Noa-formal education can be reparciocy. supplementary or an excellent alternative (where necessary) to formal sehooling for ll children {wonton Eaucation (NFE) is any organized educational activity that takes place cutsde the formal educational system] Usually itis fiexible, leamer-centered, contextualized and uses a Participatory ‘approach. There is no specific target group for NFE; it could be kids, youth or adulls. There isa debate on the exact definition of NFE and what activities it includes and what if excludes. NFE is differentiated from Formal Education and Informal Education The NFE activities preceded the term coining in the late 1960s; the term just gave a label for already existing activities. If you think about how peopie used to learn before the formal school system appeared, you will be thinking about a form of NFE whether i's literacy program in a village, wise elderly men ‘ransferring their knowledge fo younger generations or a fermer teaching his aides how to plant crops, According to Rogers (2006: 78) Coombs end Ahmed were the frst to define NFE as “any organized ‘ecucational activity outside the established formal system - whether operating seperately or as an important feature of some broader activity - that is intended to serve identified learning cfienteles and eaming objectives" There are several definitions for NFE thet sometimes overlap or contradict with each other. These ifferences stem from the area of focus each thought to emphasize in the definition, Kriauciunas (2009) attrbutes the challenge of defining NFE to fack of acadernic work and the hugs variety of forms and ways ‘of nenfcrmal education practice, Rogers (2005) classified different def categories: ns into the following ‘+ Asystem: a collection of organizations and programs different from the format education system ‘+ Aprocess: with different teaching-leaming relationships than those in formal education, a tess hierarchica’ format + Aconcept, a subject worthy of study and writing about ‘= Apractice, a professional activity undertaken by people separate fram formal education professionals + Asset of educational activities distinguished from formal education by having diferent goals or ‘purposes or even separated from formal schooling by being socially purposeful, usuelly seen as 2 part of the radical social transformation movement NFE fields and forms \NFE programs span across a wide range of fields, as highlighted in Shetfield'(1972;and Rogers (2005): Pre-vocationat training , on-the-job training, cultural and patticaf development, community development, agricultural extension, vocationeitechnical training, motivation and consciousness raising, trades-training centers, management training, moral or poilical re-education, literacy programs, and altemative scheels, According to Taylor, Neill and Banz (2008), museum education is alsa a very common form of nonforme! education Mobile Phone Adult Literacy Program ‘As Rogers (2005) explains NFE takes may forms from: + The small-scale individual er small group educational activities to large scale national proorams + Highly contextualized to standerdized programs + Adulto children's education + Temporary leering programs schooling roductory to formal schooling to a permanent alternative to formal + Literacy and basic education to post inital, vocational and advanced continuing professional development : + State programs to those offered by commercial sgencies i a ‘+ Separate ediucational activities to practical exercises inside schools. age Informal Learning In the case of formal @ducation, the goals, locations and methods are externally determined by the educational or training providers. In informal learning, the aims and pursuit of knowledge or skills are individually or group determined (Cofer, 2000) and it is commonly estimated that 70-90% of human learning falls into this category. Based upon a year-long study In the US, the National Sclence Foundation-funded LIFE Cehter developed 4 representation of the percentage of their waking hours that Americans spend in formal and informal learning environments throughout their lifespan (see Figure 1). Ie is important to note that much of the intermittent formal learning throughout people's working life shown in this figure may well be non-formal in natute. Basing his findings on a two-year study, Cofer (2000) calculated that each hour of formal learning gives rise to four hours of informl learning - a 4:1 ratio. Ceotvnt Bltendion= 7 ETE WORK Frmal Larne Enviermens Figure 1. Estimated time spent in formal and informal learning environments ~*~ (UFE Center: Stevens, R. Bransford, J. & Stevens, A., 2005) Coffield (2000) opines that informal learning should not be regarded as an inferior form of learning or a mere precursor to formal learning, but as fundamental and valuable in Its own right. Erault (2000) posits that there are three forms of informal learning: incidental and! implicit, in which new facts, ideas and behaviours are learned without any conscious attempts or explicit knowledge of what is being learned; reactive,in which learning is explicit but virtuolly spontaneous; and deliberate, wherein there Is ciear intention to acquire nev krowiedge or skills. These three forms of learning are so much part of everyday life that they are rarely recognised as learning, but they form the basis for that critically important enduring attitude; the desire to learn and go on learning. Non-formal Education Non-formal education takes many forms: part-time ‘second chance education’ for those unable to benefit from regular classes; youth clubs with substantial educational purposes; adult and continuing education; community education; personal development programmes such as cultural, language, fitness and sports programmes; and professional and vocational programmes for the unemployed and upgrading workforces. In the developing world, the author (Latchem, 2010) found that non-formal education include Literacy, numeracy and basic education for adults, out-of-school youth and school dropouts. Youth group and social development. Community mobilisation and development. Gender issues. Knowledge and skills development in crop science, animal husbandry, fishing, forestry, cutrition, water supply and sanitation, family planning, childcare, healthcare, HIV/AIDS prevention, gender equity, public safety and justice, reconstruction and reconciiiation, computing and environmental,.ecological [Link] issues, Small-scale business and local enterprise skills development. Inclusive education for those with special needs who are currently excluded, enabling them to become valued, contributing members of their communities. Information about democracy, human and civil rights and constitutional and voting systems. Some governments establish departments that are-explicitly responsible for non-fermal education, adult education or lifelong learning, typically within the ministries of Education, a5 In Mongolia. Some governments assign responsibilty to other MinistrT#, for exemple in alaysia, the Ministry of Women, Family and Community Development. Regional ciferences in patterns of provision can also be observed: basic education is the principal form ¢* non~ formal education in much of Latin America and the Caribbean (2695), sub-Sahare> rica (93%) and the Arab States (84%) while vocational and work-reisted education tere to dominate in Europe (89%) and Asta (83%) (UNESCO, 2009). Continual investment in education and training is seen as essential for upgrading the skills of an ever-larger segment of the world’s population In response to the growth of globalisation, broader markets and new technologies. Overall, within the OECD countries, Over 40% of adults participate in formal and/or non-formal education in any given year. However, participation ranges from over 60% in New Zealand and Sweden to less than 15% in Greece and Hungary, On average, individuals in these countries can exsect to receive $83 hours of non-formal education during the course their working lives, 722 sours of whic be job-related, Adults with higher levels of education are more likely #0 participate ii recelve up to three times as many hours of, non-formal education than those with lower levels of attainment and so there is still great need to make non-formal education more accessible for people of all ages and particularly the information- and assistance-deprived (OECD, 2011). The limited non-formal education provision in developing nations is of particular concern. Surveying 28 developing countries, the Education and Policy Center (2008) applied four measures: the extent of non-formal attendance and non-formal attainment; the impact of Ren-formal education; gender and urban/rural distribution: and the relation >? non-formal education to household income. Only in Burunel, Chad, the Gambia, Guines-aissau, Myanmar, Niger, and Senegal was the score above 5% in one or more of these four measures. In 6 other countries, non-formal education levels were between 1-5% in at least one megsure, and in the remaining 15 countries, less than 1% by all measures. Itis shown that the poor and least educated in the developing economies are likely to be discouraged and prevented by institutional/organisational barriers, situational barriers (such as, insufficient time or resources for study, location and factors related to linguistic and ethnic minority status) anc dispositional barriers (psychological factors which impede thelr participation) (UNESCO, 2009), Nonformal education is provided by public institutions, public-private partnerships, Employers, trade unions, media organisations, civic social groups, NGOs and international agencies. Kahler (2000) found that it was NGOs, sometimes working in parallel or collaboration with goverment agencies, who with their flexibility and ability to intervene in Jerre fashion were at the forefront of innovation in non-formal education for community development, health education, enterprise development, agriculture and environmental eeucallon, He stressed the need for trust and cross-sectoral collaboration in addressing the complexities of cominunity-based education programmes in areas such as water and sanitation, pest management and reproductive health. He also advocated @ human resource Fa gehment approach and involving the beneficiaries in experiential learning so that ther Felt that they had ownership of the developmental process, grew in selz-contiience ame Sranaree the knowledge and skills needed to do the job. He also observed the importance of ensuring quality in the learning methods and materials. He concluded that all oe hone ‘measures demanded significant Investments in staff, time and resource oe 7 uree eamers characteristics Distance education (DE) Is often the only alternative for many adult feermers, a recent studvfound, it ‘The soc'a! characteristics of distance education learners were examined by the IDEAL/Iink is ‘e@nerra.j(Tmpact of Distance Education on Adult Learning’) project. Through e survey conducted with DE students across Europe, researchers found whilst the students are relatively heterogeneous in terms of age, life and work situations, the potential for distance education to adapt to the myriad needs of learners is a significant strength of such provision. This is demonstrated by the following key findings: ‘st, the specific characteristics of DE students examined in the study found thet students are at:racted to distarce education for.a variety of reasons. Far instance, the “ajority of cistance education students are returning to or entering higher education after a period of work or leave, For others, distance education means a second chance after missing the opportunity to undertake such education and training earlier in their lives, Another distinct group of distence education students are retired people, who study for self-fulfilment or in order to — stay active. However, the majority of those who undertook the survey had already achleved tertiary education qualifications which appear to suggest that DE programmes are not yet reaching those with lower level qualifications. cond, the study identified a range of factors motivating students to undertake distance ‘education programmes. These included: ‘ + (Time restrictions, and the flexibility offered by distance education; ‘The physical distance to on-campus education; The (lack of) availability of the subject area in ‘on-campus education; The language of tuition; DE programmes overcome access issues — such as disabled students, students with health issues, these living in remote areas. 7 Third, tie most common barriers for distance education students are time constreints resulting from work and farnily responsibilities, costs, and the recognition of prior learning In relation to costs, for example, it was found that distance education does not necessarily reduce social disparities ~ particularly given that 1) many DE programmes are programmes/courses; and 2) many students invest their own resources. paying Finally, the importance of effective support structures was also emphasised. Here users expect a range of support provisions to sult their needs. These include the followin: Learning material developed/adapted specifically for distance education; Opportunities to interact with teachers and other students; Administratlve/organisational support; and Moral and psychological support and counselling Quo 3 {NSTRUCTIONAL MATERIAL Awide range of teaching media are employed In distance education; their effectiveness consists is organic relationship between the planning of course content ‘and the planning of teaching methods. Broadly speaking classified the instructional ‘material fll into the following groupings: Crepe Printed Materials * Guided study assignments, specially written textbooks, packets of pictures, aiected ‘reading, using the resources of ibrares, assignment of work for tutorial comments or for computer assessment, self assessment problems, exercises and questions, elated ta other modes of teaching used, e.g. notes on broadcast programmes; instructions fr the use of scientific ts ‘Audio-Visual Material (other Than Print) National ar lca ado or television broadcasts, various audto-visual ald, fim- strips, tape recorders etc.) Practical activities ‘The use of home science kis, directed! workin local laboratories, research activities (e4, social surveys) or fald work. Face. Face Teaching and Other interpersonal Activities CCounéating (as methad af stacy et) study by correspondence, lectures and seminars, supervised professional activites ('g. teaching, and the preparation of ‘teaching materiel), attendance at summer schools. ‘The following are the main postulates involved in developing and application of Instructional material: ‘SELECTION OF TEACHING MEDIA AND IMPORTANCE OF PRINTED MATERIAL ‘Allteaching media are being used in distance learning but there is na standard or ‘eal combination. A valuabte function ofthe diferent media in‘ ult media system 's to provide precisely this degree of redundancy, by presenting the same materia in Sifferent media, on the assumption that some students learn more efectivaly from television or fim, and others from prin. : YVorlety n media use can certainly allow for ths, as wellas risking» course more Interesting, providing for alternative modes and styles for learners, and encouraging {eamers to think about the material rather then just mernorize ‘Working within the mits ofthe practicable andl economically posible, éach teaching organizations, however, obliged to allocate particular media to panicle purpose ‘An open university af developing country can neither of course, afford to have a close Gireuit TV, studio, nor a Drovisions for expansive broadcast coverage for estanee learning fal teaching media, printed materia isan important and significant The stimulus totearing which offers depends primary on the teaching sls which it incorporates, and onthe sense of progressive mastery ofthe subject which the Student dares from t Further, the printed materll can provide the nucleus round ‘hic an ntograted sequence of broadcast programmes, of drected activites, of Atscusion groups and face to face teaching an, as resources allow, be bul up forall these reasons, the package of printed material cspatched tothe students at regular interasis an ncepensable component of distance learning sjstoms Broadeasting is wed in some projectsin sociation withthe printed materials, ether ‘a5 a general rule or on selected courses. Instead of, or in addition to broadcasts; some projects use audio cassettes in combination with printed visuals, with ll the advantages of making stidy easier and more flexible characteristics of effective ance learning course materials are outed below: “TYPES OF MATERIALS, 2 Spactally written correspondence texts or lessons 24 Textbooks: specially written or already published. 2% Supplementary items: nates on broadcasts, assignments, instructions, craving, photographs, maps; chars, journals, newspaners, periodicals, reading guides, liographies. Pedagogical Functions ‘To impart facts; to develop stills, to llustrate how knowledge can be organized saning to provide links to tutors / other students. Motivationel Fictions Student can wereat own pace 2 Sof assessment questions can provide elaforcement 2% Provides a permanent record fr revision 24 weten comments from tutors provide reinforcement DDemandson Students : ‘« Fairly high levels of literacy required 2 eivation for aid /or previous experience of independent earning rom "reading needed Flexibility and costs Generally, the least expensive and most existe media must be prepared wellin selvance of use by students. Major upéating and revision can be csty, but brief Supplementary items (notes, erata etc.) can be prepared quickly in response to student/tutor feedback, % Creation praduction and cistribution % Special shits required for preparation of [Link] written material limates staf training, use of consultants), choice production sills needed; editing, design ilustratidn, printing ané storage 4% Distribution arrangement; post, bk deliveries to local centers, road/al, Birtransport, couRsE De: GN ach of the countries which have adopted the multimedia approach, has made certain edeptetions, not only in the curriculum but aise in the use of verlous media in the training programmes, to fit the conditions prevalent in their countries ‘| and tom the special nor unique needs of thelr teachers such as offering of erester or reorlentati ‘courses or specialization in soma distance etucation ‘modular credit spproach is followed which provides flexibility courses for in- sevice teachers. tis however, preferable that pre-service training coutse leading to attainment of recognized qualification should be based on the established curriculum ‘of sponsoring university or other educational institutions, especaly in a country where the esiucational system is highly centralized with a single obligatory Curriculum nd detailed syllabi, and prescribed books. 'nsome distance eduction systems madulr credit approach followed which Provides tty in reaching defrite national stancars, Each module has asin traning element, including practice and experience. recognized level o profcency oF 3 qualification can be achieved trough the completion of series of madules WHAT ISA STUDY CENTRE? The range of possible functions A useful classification of the functions of study centres is as follows: The adnnistative functions of dy cntes may lve siden rs: publciing study apportuniti Informing ane counseling ineivieuls; enrolling and registration foe collection; | maintaining records of students’ status, progression, results, course forward planning, assigaments trafic; exalicating rules, academic and administrative regulations, ethos and mores of the parent institution; evaluation. ‘The administrative functions may involve handling study materials: reception, storage, packing/assembling, dispatch to or preparstion for collection by students; ‘maintaining stocks and records and estimating financial accountability for any materials sold. ‘Adiminisurative functions will include the proper management ofthe study centre's facilities: the fabric ofthe premises and the surrounds; farniture and equipment; expendable supplies of materials; power, water, communication supplles’ personnels 7 salety, security and cleanings financial management. ‘Acattemic functions ‘The academic functions of study contres raay involve: ‘counseling on general academic matters before enrolment and during the progress of study, sometimes Involving detailed advice on individual subjects, and careers counselling; providing study skills advice and courses, arranging local teaching/tutoring, managing and monitoring it nd student attendance, and assessing Its cost-effectiveness; ‘arranging for teaching visits of staff from the parent institution 2. the timetable, attendance of students; venues and equipmant/materials; evaluation of cost effectiveness. ‘organization of study space and facilities for students who need: quietness for private study; 1. access to resources such as reference materials (text, audlo, video, computer), equipment (scientific, audio, vide 6. discussion with other students, informal or organized peer - tutorials. administering teaching in real time ata distance through: telephone (and/or satelite) inks for sound only, sound and pleture, sqund and picture-and- Interactive-computer screen transmissions, computer conferencing; 6. television broadcasts, one-way or interactive. sseonager anapen ne Student progress during a study period and taking action to provide encouragement and suppert when necessary; * _ Sgonting inal examinations: venues, furniture and materials, supervision, security of papers and sex record keeping, dispatch of scripts for making; 7 RSE Megs local demand for nam suit the specific -eeds of each stude; Sesed: This is S721 : oe paacher Onfine: Instruction is provides by a teacher, but that teacher isnot physically Sich mae ane sludent Instead, the teacher intoracts wit the student lathe Internet [Link] Such media 2s ontine video, onfine forums, e-mail and instant messaging, © Ganded Leeming: This combines traditional face-to-face instruction, directed by teacher, ‘eaming described above, ciitated Virtual Leaming: This is computer-based, Intarnet-basedor remote teacher aa Gating instricc> thal is supplemerted by a human ‘acitator.” This facilitator dose vot dee the Seaton esi teton, bul rather assists the student's leaming process by providing tutoring cr se ne wea nendsion. The fetitator may be present vith the leamer or commutation remotely ‘ia the Web or other farms of electranie communication, ‘Open Educational Resources Open ecnesscrai resources (OER) include textbooks, classroom modules, lesson ph video content, end other 2 freely access ‘openly licensed, and adaptable for instructional use. the emphasizes that OE Rs are sites “Yo uke, customize, improve and redisobut.. without constant (Shuttleworth ta, 2008) As Gi 2012 UNESCO World Conference Jad others have observed, “OER” also signas a larger movement to

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