Storyboard – Ten Guiding Principles of Distance Education

byBerta Capo

EDD 7005 – Instructional MediaNova Southeastern University

November 15, 2009

Production NotesVisuals: Introduction Image Type: MovieAudio: Background music and narration

• Video of me introducing myself.

Script NotesI introduce myself and welcome everyone

Narrator“Hello, my name is Berta Capo. Welcome to my ten principles of distance education. I hope you find them informative”.

Production NotesVisuals: Shot of a University from far away.Image Type: Still PictureAudio: Background music and narrationScript NotesDefine Distance EducationSee notes section and reference section for quotation reference.Photo from PrintMaster.

NarratorAccording to Simonson, distance education is "institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors”.

Distance Education?

Production NotesVisuals: Background picture of the world and then transition to the list of principles.Image Type: Still PictureAudio: Background music and narration

Script notesThis picture transitions to a display of the ten guiding principles of distance education.Photo from PrintMaster.

NarrationLets begin to identify the ten guiding principles of distance education.

The Ten Guiding Principles The Ten Guiding Principles of Distance Educationof Distance Education

Production NotesVisuals: Transition to the list of principles.Image Type: Still PictureAudio: Background music and narration

The Ten Guiding Principles of Distance Education

1. Establish Communication as most Important Element

2. Know Your Learners3. Achieve the Right Balance in

Transactional Distance4. Build Online Communities 5. Deliver Useful Instruction to Students6. Implement a Systems Approach7. Develop Course Designs for Distance

Education8. Apply Media as Interchangeable9. Build upon Theory and Research10. Maintain Institutional Support for the

Student

Script notesA display of the ten guiding principles of distance education.

NarrationLets begin to identify the ten guiding principles of distance education continues from previous shot.

Production NotesVisuals: picture of an exchange of information.Image Type: Still PictureAudio: Background music and narration

1. Establish Communication as Most Important Element

Script Notes

Photo from PrintMaster. Transition to photos of books, newspapers, and computer.

NarratorIn distance education, teaching is performed apart from the learning; therefore, communication between the student and the teacher, and the student and other students must be made possible by other means. Communication can be established and maintained through either printed material, telephone, teleconferencing, or computer meditation (Moore, 2007).

Production NotesVisuals: More visuals of communicationImage Type: Still Pictures Audio: Background music and narration

Script Notes

Continue with visuals relating to communication. Add one visual at a time as I narrate.Photo from PrintMaster.

NarratorThe communication between students and the teacher must be specified in detail and planned ahead of time. If this does not occur, students may feel alienated. In order to avoid miscommunication, a detailed description of what is expected and when it is expected must be exchanged between teacher and students. pg. 133 elaborate (Simonson, Smaldino, Albright, & Zvacek, 2006).

Production NotesVisuals: More visuals of communicationImage Type: Still Picture Audio: Background music and narration

Script Notes

Continue with visuals relating to communication. Add one visual at a time as I narrate.

Mailbox is Microsoft and needs a jpeg.Photo of girls on phone from PrintMaster.

NarratorContinue narration from previous slide

Production NotesVisuals: Design objects and still picture.Image Type: Graphics and still picture.Audio: Background music and narration

Script Notes

Create graphics and add one visual at a time as I narrate.

Narrator“A syllabus, guidelines, calendar, and detailed expectations should be provided to help reduce student anxiety due to distance”.

Syllabus

Guidelines

Calendar

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2. Know your Learners (Smaldino, Lowther, & Russell, 2008).

Script Notes

2. Know your Learners (Smaldino, Lowther, & Russell, 2008). Show one picture at a time while narrating.Photos from PrintMaster.

NarratorWhat is your target group? Are they adults, teenagers or children? Are they in training for a specific business or career path? What are their strengths and weaknesses? What are their individual learning styles? Are they auditory, visual or kinesthetic learners? All these factors will affect the type of instructional design needed for maximum learning to occur.

Production NotesVisuals: Media images.Image Type: Still Pictures.Audio: Background music and narration

Script NotesPictures from Microsoft need jpeg of different media. Cycle through different photos.

Narrator Different learners have different learning styles. According to Moore (2007), as early as 1969 Wedemeyer proposed that a variety of media should be used to address the differences in student learning styles thus allowing students to chose their preferred media based on their individual needs (Moore, 2007).

Production NotesVisuals: Student using computer.Image Type: Still picture.Audio: Background music and narration

Script NotesPhoto from PrintMaster.

Narrator“Individuals are presently using different media and tailoring it to their needs or napsterizing (Dede, 2005). This emphasizes how accurately Wedemeyer understood media even then and how media needs to be selected for optimal presentation and dependent on learning style differences”.

Production NotesVisuals: Balance and students learning.Image Type: Still picturesAudio: Background music and narration of auditory learner.

3. Achieve the Right Balance in Transactional Distance

Script Notes

Cycle through pictures while narrating.Photo from PrintMasters.

Narrator “Transactional distance can be described as the distance ascribed to the degree of communication between the learner and the teacher, the learner and the content and the learner and other learners (Gorsky & Caspi, 2005). Transactional distance has to do with the relationship of dialogue and structure. Increased dialogue with decreased structure produces little transactional distance which tends to favor individual students with less autonomy. Decreased dialogue and increased structure produces higher transactional distance and tends to be favored by the more autonomous learner. Therefore, the amount of communication and structure must be evaluated in terms of the type of learner (Moore, 2007)”.

Production NotesVisuals: GraphicsImage Type: Sill objects being inserted.Audio: Background music and narration

4. Build Online Communities

Script NotesProgress through the building of a network of learners.

Narrator“Online students are in danger of feeling isolated. Therefore, it becomes very important to build online learning communities to increase support for the students, decrease feelings of isolation and increase retention rates (Fisher & Baird, 2005)”.

Learner

Learner

Learner

Learner

Learner

Learner

Production NotesVisuals: Pictures of online networks.Image Type: Still PicturesAudio: Background music and narration

4. Build Online Communities

Script NotesCredit Istockphotos.com for both photos.

Narrator“Continue narration from Previous slide. Online students are in danger of feeling isolated. Therefore, it becomes very important to build online learning communities to increase support for the students, decrease feelings of isolation and increase retention rates (Fisher & Baird, 2005)”.

Production NotesVisuals: Students workingImage Type: Still PictureAudio: Background music and narration

5. Deliver Useful Instruction to Students

Script Notes

Cycle through different pictures of students engaged in meaningful activity.Photo from PrintMaster.

Narrator“The learners need to understand the reason why they are participating in a learning activity. According to Morrison, Ross, and Kemp, students need to look upon the instruction as useful (as cited in Clark, 2001, pg. 127)”.

Production NotesVisuals: Graphics being added to build system.Image Type: GraphicsAudio: Background music and narration

6. Implement a Systems Approach

Script Notes Make and place the slides of a building diagram of a system in order and run as movie to simulate the appearance of each component as I narrate.

Narrator“In a system, all parts are interconnected and work together for a clear goal (Dick, 2009).According to Simonson, Smaldino, Albright, and Zvacek (2008), Distance Education itself is a system and the course designs must follow a systems approach and be divided into modules”.

Production NotesVisuals: Graphics being stacked.Image Type: GraphicsAudio: Background music and narration

7. Develop Course Designs for Distance Education

Script NotesCreate and simulate organization of goals through adding additional goals graphic by graphic and stringing together in the video.

Narrator“According to Garrison & Cleveland-Innes (2005), the design of online learning courses is crucial for meaningful learning to take place. Learning goals for distance education must be sequenced from the general to more specific and the course design must be well organized especially because of the separation of instructor and class members (Clark, 2001)”.

Goals Goals Goals

Goals

Production NotesVisuals: Individuals using multiple media.Image Type: Still PicturesAudio: Background music and narration

8. Apply Media as Interchangeable

Script NotesMicrosoft picture for student on computer and cell phone only, need jpegs for the picture. The other picture is from Printmaster.

Narrator“Research shows that the media is not what causes a significant difference in learning, it is the lesson (Clark, 2001).The goals and objectives of the lesson must be the guides to media selection (Simonson et al., 2006). The media must match the learning objective and because of the distance between the professor and student's, media and visuals are important and require planning”.

Production NotesVisuals: Concstruction picture and teacher in class.Image Type: Still PicturesAudio: Background music and narration

9. Build upon Theory and Research

Script NotesMicrosoft picture of construction, need jpeg of solid structures and construction.Add and Credit Ms. Garcia-Minsal for photo of face-to-face.

Narrator“Distance education instruction must be based on sound theory and research in distance education (Simonson et al., 2006).Distance education instructors should not be transferring face-to-face instruction to the on-line classroom. They need to be trained in distance education theory and be knowledgeable of the research in order to design and provide effective instruction”.

Production NotesVisuals: Institution and library.Image Type: Still PictureAudio: Background music and narration

10. Maintain Institutional Support for the Student

Script NotesInstitution is a Printmaster photo and the library was taken by me in RMEC.

Narrator“The institution must support the student (Simonson et al., 2006).Students must have access to resources to support their efforts and to assure them that they will be able to meet their class obligations without undue stress. They need a wide array of support resources which should include the proper equipment, library access and support personnel, and technology support personnel”.

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ReferencesClark, R. E. (2001). Learning from Media. Greenwich: IAP

Information Age Publishing.Dede, C. (2005). Planning for neomillennial learning styles.

Educause Quarterly, 28(1), 7-12.Dick, W. C., L.; Carey, J. (2009). The Systematic Design of

Instruction. New Jersey: Pearson.Fisher, M., & Baird, D. E. (2005). Online learning design that

fosters student support, self-regulation, and retention. Campus-Wide Information Systems, 22, 88-107.

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough. American Journal of Distance Education, 19(3), 133-148.

Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. The Quarterly Review of Distance Education, 6(1), 1-11.

Moore, M. G. (2007). Handbook of Distance Education (2 ed.). Mahwah: Lawrence Erlbaum Associates, Publisher.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: foundations of distance education. Mahwah: Lawrence Erlbaum Associates.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional Technology and Media for Learning (9 ed.). Upper Saddle River: Pearson Education, Inc.

Script Notes

Narrator

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Credits

Script Notes

Credits for help with video, for pictures, and music, and RMEC for the library picture and myself.

Narrator

No narration