Bruno Wenk Hochschule für Technik und Architektur HTA Chur CH-7400 Chur (Switzerland)

Distance Learning Supported by Telecommunications Services

1

Bruno Wenk

Hochschule für Technik und Architektur HTA Chur

CH-7400 Chur

(Switzerland)


2

Overview

• A model for the description of a distance learning environment

• Processes (teaching, learning, administration) within the distance learning environment and how they are supported by telecommunications services

• Experiences with the Graubünden Course on „special education“

• Remarks concerning the publishing of lectures in the internet

• Conclusions


3

Distance Learning

• Forms of study which are not led or controlled by teachers present in class-rooms or similar locations, but nevertheless benefit from planning, guidance, and teaching of tutors

• Self-directed and collaborative learning instead of directed learning

• Asynchronous instead of synchronous communication and collaboration


4

Distance Learning Environment

Administerscommercial affairs and

telecommunications infrastructure

is studied byother students

Providesadministrative

informationand material

is analysed by

Teaching Material

Teaching Material

studentstutors

supportingorganisation

Student‘s Work

Student‘s Work

publish

raise questions, deliver solved exercises

is usedby

give feedback


5

Learning Processes

• Prerequisites: Self-discipline, awareness of one‘s own strengths and weaknesses, and skills to plan the learning process and to master the new technologies

• Learning processes are individual

• Learning processes comprise:

- collection and study of material

- annotations

- exploration of problems and other activities

- solving of exercises, reporting on projects

- interaction with tutors and students


6

Teaching Processes

• Creation of self-study material which incorporates description of objectives, guidance, advice, solved exercises, and a sort of dialogue with the student

• Interaction with students

• Review of student‘s work with appropriate feedback


7

Administrative Processes

• Advertisement of courses

• Support for tutors in the material preparation process

• Supply of information and material for students

• Billing

• Operation of telecommunications services

- installation and scaling of infrastructure- configuration of student‘s accounts (e.g. passwords)- trouble shooting


8

Processes and Services

Learning Processes

Teaching Processes


Telephone Service + - - - + + +

Fax + + + + + + +

Videoconferences - + - - -

Electronic Mail + + + + + + + + +

World Wide Web (WWW) + + + + + + + + +

File Transfer (FTP) + + + + + + + + +

Newsgroups + + + + + + - - -

Chatrooms + + + + - - -


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Sketching Ideas

A graphic tablet supports the sketching of ideas like pencil and paper do it


10


Learning Processes

Teaching Processes



Fax + + + + + + +





Newsgroups + + + + + + - - -

Chatrooms + + + + - - -


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Videoconference

Share applications

See each other while talking


12


Learning Processes

Teaching Processes



Fax + + + + + + +





Newsgroups + + + + + + - - -

Chatrooms + + + + - - -


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Chatrooms

Several persons „meet“ in a room for text-based conversation

Alice: How are you, Bob?

Bob: Fine, thank you. What do you think about the paper we should comment on?

Alice

Bob


14

HPSGR Special Education Course

Zürich

Graubünden


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HPSGR Course Outline

• Combination of contact lessons and distance learning

• Duration 3 years (1998 - 2001)

• 12 five-day intensive seminars in Graubünden

• 110 one-day seminars (mainly regional)

• 30 students (22 female, 8 male; ages ~ 25 - 50)


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HPSGR Course: Internet Services

Server• WWW• E-Mail• FTP• Chat

Internet

Modem

Service Provider B

ISDN Adapter

Service Provider AMacintosh

Windows PC

LAN

Router


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HPSGR Course: Experiences

• More communication between students and tutors

and between students themselves

• The possibility to have a look at other student‘s work

stimulates self-esteem

• High motivation of students, aquainted skills impressive

• Getting started courses necessary

• Services sometimes not used efficiently, additional courses and promotion by tutors necessary

• Chatrooms not that efficient as expected

• Reduced costs


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Review of Processes and Services

Learning Processes

Teaching Processes


Telephone Service +

( + + ) - - - + + +

Fax + + + ( + + )

+ + + +

Videoconferences - +

( - ) - - -




Newsgroups + + + ( + + )

+ + + ( + + )

- - -

Chatrooms + + ( + )

+ + ( + )

- - -


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Internet Lectures: Objectives

• Students can participate in lectures independent of

time and location

• Only standard internet PC equipment with sound

support required

• Immediate playing without time-consuming download

• Flexible navigation through lectures


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Internet Lectures: Overview


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Internet Lectures: Experiences

• Experiences regarding the teaching processes:

- Time to produce internet lecture >= 3 * lecture time

- Publication amplifies weaknesses of the lecture, encourages lecturers to improve material and way of presentation

• Experiences regarding the learning processes:

- Not yet available


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Conclusions

• The combination of contact lessons and distance learning improves the self-directed and collaborative learning and at the same time lowers the overall costs

• In this way, educational organizations may improve their programmes step by step

• Students must be trained in order to use the new new technologies efficiently

• The supporting organisation must increase the knowledge regarding the operation of the required internet services

Bruno Wenk Hochschule für Technik und Architektur HTA Chur CH-7400 Chur (Switzerland)

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