Destination 2: Adult Learning
Applying Learning Orientations

This exercise is based upon scenario building.  You will be presented a beginning scenario about a course that is being converted from face-to-face format to distance education.  At the end of the scenario, you will choose between two options.  Each of these options will lead you to another scenario where you will be presented with another two options which will then lead to a final third scenario.  At this point, there will be a number of reflective questions for you to address.  The overall purpose of this exercise is for you to think about and apply the material covered in this destination. Begin the exercise.

Develop an instructional design “plan” for a distance education course/program you are developing or helping to develop. Components of the plan should include the following:

• One goal statement
• One to three objective statements
• A short description of the intended audience
• A list of people – and their roles – who would be on your development team at your university. (You may be a “team” of one.)

Destination 4: Distance Education Learners
Helping Distance Education Learners Succeed

Destination 5: Distance Education Teaching Methods
Interaction Activity Critique

Write a one-page critique of an interaction activity (e.g., a discussion group or a chat session) that you have experienced either as a facilitator or as a participant. (The activity could be in either a distance or face-to-face environment.) Briefly describe the setting and purpose of the interaction activity. Address the following questions:

• What worked well in the interaction activity? Tell why.
• What didn’t work so well? Tell why.
• What recommendation(s) do you have to improve the activity?

Consider this scenario:

You have been invited to a meeting by Bob Clark and Mary Jones, two teachers in your college. Professors Clark and Jones are team-teaching a new online course in the next year. They want your help in designing their course and creating a plan for interaction. Develop and submit four key questions that you would ask Professors Clark and Jones to guide you as you plan for interaction.

Destination 5: Distance Education Teaching Methods
Understanding Distance Education Accessibility

Interview a person with a visual, auditory, physical, or cognitive impairment who is an Internet user. Find out what means this person uses to access the Internet. Ask the person to describe the challenges faced in accessing Web-based information and services. Summarize your findings.

Destination 5: Distance Education Teaching Methods
Simulating a Visual Impairment

The WebAIM Web site features two simulators that depict experiences of people with visual impairments. Links to the simulators are provided below. Sample one of the simulators. Write a one-page paper about the experience. Tell at least three things you learned from the simulation.

WebAIM Screen Reader Simulation
http://www.webaim.org/simulations/screenreader

WebAIM Low Vision Simulation
http://www.webaim.org/simulations/lowvision.php

Destination 6: Distance Education Technologies
Destination 7: Developing Web-Based and Video-Based Instruction and Other Technologies
Selecting Technology for Distance-Delivered Courses

Based on the Course Development Model and the tables on "delivery modes" for distance education (Delivery Modes for Presenting Content
Delivery Modes for Enhancing Understanding (meaning), Delivery Modes for Using Information and Knowledge (application), Delivery modes for Discussing and Testing for Knowledge Acquired (interaction)), determine the technology/technologies you will need for your distance delivered course.

Destination 8: Technology Development at Institutions
Inventory of Institutional Capacity

Survey your campus resources for instructional technology and support. The intent of this exercise is to help you become aware of your institution's instructional technology capacity and guide you in making instructional technologies decisions in designing, developing, and delivering offerings for distance delivery. You may choose to use this Excel spreadsheet to conduct your inventory.  (Macros must be enabled.)

Destination 9: Assessment and Evaluation
Developing an Evaluation Plan

Create an evaluation plan similar to the example posted here - Sample Evaluation Plan. The components you propose can be refined as you meet with stakeholders and implement the plan, but developing such a proposal is useful for the start of any new project. The key components are:

• Name of evaluation
• Purpose of evaluation
• Key evaluation questions
• Evaluation methods
• Reporting
• Timeline
• Budget

Destination 10: Program Management
Marketing Your Distance Education Course

Create a a marketing plan for your distance education course. To whom will you target your marketing effort? What will be your message? What marketing strategies will you implement? 

Based on the timeline of distance education "deadlines" provided, develop your own list of deadlines for your distance education course.