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ADEC Guiding Principles for
Distance Teaching and Learning
ADEC Guiding Principles for Distance Teaching and Learning
Basic
Assumptions
The principles that lend themselves to quality
face-to-face learning environments are often similar to
those found in web-based learning environments.
With all forms of media converging to a digital
platform, advanced educational technology may include a
variety of learning environments and information appliances.
While rapidly emerging technologies offer unlimited
potential for virtual learning environments for both
face-to-face as well as distance learners, practical
application of existing technologies may often prove highly
effective for various audiences and objectives.
Principles
The learning experience must have a clear purpose with
tightly focused outcomes and objectives.
Web-based
learning designs must consider the nature of content,
specific context, desired learning outcomes and
characteristics of the learner. Learner-centered strategies
include modular, stand-alone units that are compatible with
short bursts of learning. Learning modules may also be open,
flexible and self-directing.
The learner is actively engaged.
Active,
hands-on, concrete experiences are highly effective.
Learning by doing, analogy and assimilation are increasingly
important pedagogical forms. Where possible, learning
outcomes should relate to real-life experiences through
simulation and application.
The learning environment makes appropriate use of a variety
of media.
Various
learning styles are best engaged by using a variety of media
to achieve learning outcomes. Selection of media may also
depend on nature of content, learning goals, access to
technology, and the local learning environment.
Learning environments must include problem-based as well as
knowledge-based learning.
Problem-based learning involves higher order thinking skills
such as analysis, synthesis, and evaluation while
knowledge-based learning involves recall, comprehension and
application.
Learning experiences should support interaction and the
development of communities of interest.
Learning is
social and sensitive to context. Learning experiences based
on interaction and collaboration support learning
communities while building a support network to enhance
learning outcomes. Multiple interactions, group
collaboration and cooperative learning may provide increased
levels of interaction and simulation.
The practice of distance learning contributes to the larger
social mission of education and training in a democratic
society.
Changing
mental models and constructing new knowledge empowers
learners and encourages critical thinking. "Knowledge
becomes a function of how the individual creates meaning
from his or her experiences; it is not a function of what
someone else says is true." (Jonassen,
1995)
Characteristics of quality web-based teaching and learning:
1.
Fosters meaning-making, discourse
2.
Moves from knowledge transmission to learner-controlled
systems
3.
Provides for reciprocal teaching
4. Is
learner-centered
5.
Encourages active participation, knowledge construction
6.
Based on higher level thinking skills -- analysis,
synthesis, and evaluation
7.
Promotes active learning
8.
Allows group collaboration and cooperative learning
9.
Provides multiple levels of interaction
10.
Focuses on real-world, problem solving
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