6.+New+Directions

=New Directions in Instructional Design and Technology in the "Classroom" =

On-line Learning
"On-line learning is any learning that uses the Internet to deliver some form of instruction to a learner of learners separated by time, distance, or both" (Reiser 2002) MEDUC 615 Outline for Effective Online Teaching - "Effective on-line learning thrives on the systematic organization of instructional materials and effective instructional strategies -- two principal strengths of instructional design" (Reiser 2007)

Things to consider:
 * Building Community
 * Intentional Learning Outcomes and Taxonomy
 * Assessment and Evaluation
 * Adult Learning Theory

Examples and Resources for On-Line Learning

 * < Web-based (virtual campuses) ||< http://www.jonesinternational.edu http://www.open.ac.uk/frames.html ||
 * < University clearinghouses ||< http://www.gnacademy.org http://www.srec.sreb.org ||
 * < We-enhanced campuses ||< http://usaonline.southalabama.edu http://www.umassd.edu/cybered ||
 * < Full-service and web-based courses ||< http://tregistry.com/wbt.htm http://distancelearning.humber.on.ca/cours-w.htm ||
 * < Stand-alone online activities ||< http://www.coe.usouthal.edu/workbook http://www.oar.noaa.gov/k12 ||
 * < Course tools and services ||< http://www.ecollege.com http://www.webct.com ||
 * < Electronic books ||< http://agor.unige.ch/tecfa/edutech/welcom_frame.html http://www.exemplary.net/omnimedia/bookstore.html ||
 * < Reference sources ||< http://www.ericir.syr.edu http://www.psychinfo.com ||
 * < Smart tools ||< http://www.aproposinc.com http://www.schaudin.com ||

Web-based Learning: The Internet
Adapted from Harmon, S.W., & Jones, M.G. (1999). The five levels of web use in education: Factors to consider in planning an online course. //Educational Technology,// 39(6), 28-32.
 * **Level of Web Use** || **Description** || **Examples in Educational Settings (K-12)** ||
 * Level 0: No web use || The default level. Implies no web use at all. ||  ||
 * Level 1: Informational || Providing relatively stable information to the student typically consisting of instructor placed items such as the syllabus, course schedules, and contact information. This sort of information is easily created by the instructor or an assistant, requires little or no daily maintenance, and takes up minimal space and bandwidth. || School rules, school calendar, notices of special events (progress reports, tests) go online ||
 * Level 2: Supplemental || Provides course content information for the learner. May consist of the instructor placed course notes and other handouts. A typical example would be a PowerPoint presentation saved as an HTML document and placed on the web for students to review later. || Study guides, summer reading lists, spelling words or homework assignments go online. ||
 * Level 3: Essential || The student cannot be a productive member of the class without regular web access to the course. At this level the student obtains most or all of the written course content information from the web. || Classes may be special in nature, such as language classes available online that are not available from a teach in the school ||
 * Level 4: Communal || Classes meet both face-to-face- and on-line. Course content may be provided in an on-line environment or in a traditional classroom environment. At this level student generate much of the course content themselves || Chat rooms and e-mail for communication, virtual field trips, excursion, interactions with other cultures or countries, collaboration across classroom (different rooms, school, cities or countries) ||
 * Level 5: Immersive || All of the course content and course interactions occur on-line. Does not refer to the more traditional idea of distance learning. Instead, this level should be seen as a sophisticated, constructivist virtual learning community || Students conduct research on local customs and folkways and publish the information online ||
 * Level 5: Immersive || All of the course content and course interactions occur on-line. Does not refer to the more traditional idea of distance learning. Instead, this level should be seen as a sophisticated, constructivist virtual learning community || Students conduct research on local customs and folkways and publish the information online ||

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Emerging Technologies - Educational Instructional Software, Multimedia and Web 2.0
(Ryan 2009)

Personal Professional Development Toolkit

Web 2.0 Snapshot