English 122 Online

Outside Reading Assignment - Written Report

This paper will count as two major essays. Therefore, it will be of extended length: at least 1200 words. It will consist of several parts (percentages given indicate the amount of the paper which should be given to each section.):

Introduction: A BRIEF summary of the book, covering the main points discussed, its seeming purpose, and one or two ideas you see as most significant. (10%)

Author Information: Present information about the author which shows his/her credibility regarding the topic. This will require a little research. (10%)

Connections (60%): With the text: Present ideas you find in the book which coincide with, or contradict, ideas we have read in class this semester.
With Current Events: Present ideas, experiences, etc., which are realities in today's world, or current events. Search newspapers, magazine sources, etc.
With other readings: Describe connections (ideas and experiences) you find between this book and other readings you have done for this class or others.

Criticism and Recommendations: Try to find some published criticism about the book made by professional book reviewers (not by casual readers on the internet or at Amazon.com, for example). You should go to the library to find this. By the way, criticism does not just mean negative things someone says, but anything a reviewer says. What does the criticism say about the validity, style, or interest level of the book? Then discuss your own critical feelings about the book (same criteria as above), and tell whether you recommend the book, to whom, and why or why not. (10%)

Conclusion: Discuss your feelings/ideas about having to read this book for the class, and anything else you wish to say about the book, its topic, or the experience of reading it. (10%)

Final Draft Due: Midnight, Thursday, May 16th.
No late papers will be accepted!

General Requirements: Send pasted into an email. Must have a title (not the title of the book itself!). Must be double spaced. Remember to use italics for book titles and quotation marks around titles of essays, stories, and poems. Do not use topic headings. Instead, use topic sentences that clearly indicate the topics of the sections. When quoting, use quotation marks correctly, according to the handout on citation. Try to avoid having too many quotes; paraphrase instead, as much as possible, using direct quotes only to make a point about the language used by an author. Use present tense when discussing what an article says. Refer to essays, stories, and poems with the titles and authors. Do not cite page numbers or use footnotes. Make citations within the body of the essay. Follow the instructions in the assignment carefully! Since this is a course in college level reading, being able to do this is required!

The Book is "Lies My Teacher Told Me"

I want to elaborate on the number of pages of the assignment. The assignment is only about one page as per the Professor's exact instructions but I am paying for two pages because it is two sepparate assignments; one page each. Although, this is a senior grade writing assignment, my professor has very specific writing instructions for this assignment and in general that I will paste below. I am studying from the book "Essentials of Strategic Management" 4th Edition. by J. David Hunger and and Thomas Wheelen. Here are my Professor's instructions:

Twice during the semester each student will choose an article from THE WALL STREET JOURNAL, or another suitable business periodical, that deals with some facet of strategic management, and write at least three or four paragraphs briefly explaining its content, and its significance to our subject. These assignments shall be completed by November 3, 2009. Each written assignment will be worth 10 points and will be graded according to the SCAN model of writing: S structure does the introductory paragraph explain what the article was about, and what the remaining paragraphs will attempt to state or prove? Are the subsequent paragraphs succinct and functional? C content were the ideas logically presented? Was there enough detail present? Was it concrete rather than abstract? A accuracy spelling, punctuation, format, sentence structure. N noteworthiness does the paper show that the student understands the article chosen, and has original thoughts concerning the content? S 2 points C 2 points A 4 points N 2 points

Now, I also put that i had material to send in for this assignment. Since the articles have to relate with what I am studying, I will be happy to email a few chapters of my book so you can find articles that relate to those chapters' topics if need be. It has to be a different article for each paper. Below are additional guidelines from my professor regarding written work:

1. Papers are due when they are due. I recognize that you may have jobs and other responsibilities, but this, too, is a responsibility for which you asked. Papers are due when it says in the course syllabus and/or my directions.

2. Papers need only be as long as is necessary to do the job. I do not want tonnage. You do not need to increase margins and use larger type fonts to produce more pages. Just write as much as is needed to fulfill the requirements of the assignment.

3. Papers must be submitted via computer.

4. Neatness counts -- So do spelling, grammar, construction, etc. Please read over your papers as well as using spell check. "Whole" and "hole" both pass spell check, but certainly mean different things.

5. Please use the grammar check in your word processing program to check your submissions. Make certain that you have the following turned on in the grammar-check options:

Passive sentences

Punctuation

Subject-verb agreement

Capitalization

Commonly-confused words

Misused words

6. I have an excellent vocabulary. I do not want you to try to impress me with yours. My 9th grade Ancient and Medieval History teacher taught us:



Be specific, be concrete;

Dont say On what one stands,

Say, FEET.



PLEASE, eschew obfuscation! (If you turn on the "readability statistics" in your grammar check, you should write for not higher than a grade 8 to 11 reader.)

Don't use "glittering generalities," words or phrases that sound learned but mean nothing. Don't use jargon unless you explain what it means in your paper. Write for someone who hasn't the slightest idea what you are talking about. CLARITY and BREVITY should be hallmarks of your written work.

7. If you have difficulty writing coherent papers, please have someone proofread your papers for you. (Use your spouse only if you are sure that they wont mind being truthful about your work.) Get someone who is a good writer, and ask them to be hard on you. I will be.

8. Consider the reason that you are writing a paper. Is it a survey of an annual report, for instance? If so, then it needs to be a business paper. Not "When I opened the annual report," but, "The first part of the report " It should be impersonal if it is a business report. You are reporting information. If it is about your opinions, if it is about you, then you may personalize.

THANK YOU!

There are faxes for this order.

I am requesting "ISAK" to write the paper.
The writer must include an "Introduction" and a "Conclusion" for the paper.

Go to the National Organization for Human Services website (www.nationalhumanservices.org).
Locate the About section from the horizontal navigation toolbar at the top of the page.
Click on "Ethical Standards for Human Services Professionals". Read the Ethical Standards.

Go to the following website by logging on to this link which is theOnline Health Insurance Portability and Accountability Act (HIPAA) Training: https://www.courses.learnsomething.com/scripts2/content.asp?m=9D591256C0404276A602A56D1FEF9BA3&r=PersonalPage

Answer the following essay questions in 1,000 words after completing the Self-Assessment exercise and the Online HIPAA Training (Learn Something Assessment):


1. How has the Online HIPAA Training changed how you view ethical principles and professional responsibilities within the human services profession?

2. How does being self-aware prepare you for a case management role?

Also see attachment for the self-assessment exercise.

Format paper in APA format.

Again, I am requesting "ISAK" to write the paper in APA format.

This Term paper is for an online Human Services class for people going into counseling as their career. You have to use the book for this paper, therefor I've downloaded some of the Professor's lesson overviews. Please contact me if you need more. The book is "Effective Helping: Interviewing and Counseling Techniques" Seveneth Edition By, Barbara F. Okun and Ricki E. Kantrowitz. Here is the requirements for the paper:

TERM PAPER
The term paper (8-10 pages) is designed to assist you in applying the helping theories discussed in this course. Integrating at least three theories (your integrative helping approach) and with you as helper and helpee, discuss the use of relevant therapeutic principles and interventions. The following should be addressed in your paper:

Statement of the issue or problem
Statement/summary of the theories you have selected and why.
Application of the theories you have selected to yourself as helpee
Cultural and ethical issues
Summary and conclusion, personal reactions, and prognosis.
It is probably easier and most benficial to write about an instance that you have been or are presently directly involved. For ethical reasons it would be best to change the names of those involved. Think of yourself as the helper and the other person as the helpee. Papers will be graded using the following rubrics.
1. Clear introduction/statement of problem
2. Addressing all of the problem
3. Accuracy and complete understanding of the scenario, theories, and strategies.
4. Logical and clear
5. Acceptable style and grammar.
6. Addressing the cultural and ethical issues accurately.
7. Summary and conclusion, personal reactions, and prognosis.

Points will be deducted for late submittal and less than 8 pages or more than 10 pages.

Please use arial font, 12 point, number each page, use standard margins (1-1.5"), double-spaced, and include your name, course title, and date.

Overall Learning Objective
This PAPER is about the understanding of assessing and developing the survey research methodology within an educational setting. (Use survey research method to determine attitudes and behavioral intentions of the students in a university regarding their acceptance of e-learning.) This paper has three parts; Abstract(1 page)+29 pages for first part, 25 pages plus 15 annotated references for second part, and 5 pages for the last part.(Total 75 pages) (Template of the paper is in Appendix A)
The first part, the breadth component, will identify the differences between three important research paradigms. Then, define, compare, and contrast various types of research methodologies with a particular emphasis on survey research methodology, using a selected bibliography to evaluate the methods.
Second part, the depth component will present the strengths and weaknesses of the survey methodology, evaluate data collection instruments and sampling strategies, and outline the key steps that must be taken to ensure successful use of the approach. This part will also include 15 annotated literature review including particularly relevant studies and dissertations (I have attached some literatures, you may have to find the rest), and an assessment of the research methods and findings covered in the literature, which may be applied to my dissertation.
The third part, application component will provide details of how the survey research method will be specifically used in my thesis work.(to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning???This can be done by identifying a problem for the research, the research purpose, research questions, theoretical foundations of the proposed research, and the methodology used to conduct the research.


PART 1: The Breadth Component
Breadth Objectives
The objectives of this part are to:
1. Identify the differences between positivist, constructivist, and pragmatic research paradigms.
2. Define a wide range of commonly used quantitative and qualitative research methods in social and behavioral sciences, with a particular emphasis on survey research methodology.
3. Compare and contrast the survey research methodology against other research approaches.

Breadth Demonstration
For a demonstration, I will prepare a bibliography covering the survey and other research methodologies, and write an essay of approximately 30 pages that meets all the objectives I have outlined above.

Breadth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among Five Traditions. Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Maxwell, J. A. (1996). Qualitative research design: An iterative approach. Thousand Oaks, CA: Sage Publications.
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.

PART 2: The Depth Component
Depth Objectives
The objectives of this part are to:
1. Present the strengths and weaknesses of the survey methodology.
2. Evaluate data collection instruments and sampling strategies used in the survey research.
3. Delineate key steps that must be taken to ensure successful use of this approach.

Depth Demonstration
For the annotated bibliography, I will prepare a minimum of 15 annotated literature reviews including particularly relevant studies and dissertations that apply similar research methodology dissertations (I have attached some literatures, you may have to find the rest). Then, I will prepare a written assessment essay of approximately 25 pages on how this research method may fortify my dissertation research design.

Depth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Celik H. (2008).What determines Turkish customers' acceptance of internet banking? The International Journal of Bank Marketing, 26(5), 353-370. Retrieved from ProQuest Central database.
Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.
Fink, A. (2002). The survey handbook. Thousand Oaks, CA: Sage.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Li, Y. (2006). Certified health education specialists' opinions regarding direct third party reimbursement for health education services. Retrieved from ProQuest Digital Dissertations. (AAT 3228771)
Murrey, C. (2009). Beliefs and attitudes regarding health-enhancing behaviors in African American and Caucasian women. Retrieved from ProQuest Digital Dissertations. (AAT 3355023)
Petherbridge, D. T. (2007). A concerns-based approach to the adoption of Web-based learning management systems. Retrieved from ProQuest Digital Dissertations. (AAT 3269445)
Ratten, V., & Ratten, H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10 (1), 90-108. Retrieved from ProQuest Central database.
Reynolds, R. B. (2008). A study to determine first year medical students' intention to use electronic health records. Retrieved from ProQuest Digital Dissertations. (AAT 3310126)
Tan, X. (2006). Understanding information systems developers' modeling method continuance: A theoretical model and an empirical test. Retrieved from ProQuest Digital Dissertations. (AAT 3216340)

PART 3: The Application Component
Application Objectives
The objectives of this part are to provide details of how the survey research methodology will be used to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning. In this section I will:
1. Identify a problem of the research, the purpose of the research, the research questions, and the research hypotheses.
2. Present the theoretical foundations of the proposed research model and hypotheses.
3. Explain the methodology used to conduct the research and provide an overview of the target population, data collection and analysis of the data.

Application Demonstration
In this paper, approximately 5 pages, I will design a prototype of the proposal by identifying a problem for the research, the research purpose, research questions, research hypotheses, theoretical foundations of the proposed research, and the methodology used to conduct the research.

Application References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Altinay, L., & Paraskevas, A. (2008). Planning Research in Hospitality and Tourism. Oxford: Butterworth Heinemann.
Babbie, E. ( 1999). The basics of social research. Belmont, CA: Wadsworth
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Dooley, D. (2001). Social research methods (4th ed.) Upper Saddle River, NJ: Prentice Hall.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Gall, M. D., Gall, J. P., & Bong, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale, IL: Southern Illinois University Press
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). New York: Harper & Row.




Appendix A

PAPER TEMPLATE

ABSTRACT
Breadth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract.

ABSTRACT
Depth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract.

ABSTRACT
Application
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract.


TABLE OF CONTENTS
BREADTH 1
Level 1 Head 1
Level 3 Head 1
Another Level 3 Head 2
Another Level 3 Head 3
DEPTH 4
Annotated Bibliography 4
Literature Review Essay 5
Level 3 Head 6
Another Level 3 Head 7
APPLICATION 8
Level 1 Head 8
Level 3 Head 8
Another Level 3 Head 9
Discussion 9
REFERENCES 11



BREADTH

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Level 1 Head

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Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Depth . . .

DEPTH

Annotated Bibliography

Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.

Each annotation should be a page or page and a half long. This paragraph should contain a summary of the research method and its findings. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a critical assessment of the article. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a statement about the value of this article for your research agenda or your profession generally. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Next annotation reference entry here
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. And so on
Literature Review Essay

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccccccccccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeeeeeeeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnnnnnnnnn oooooooooooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffffffffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvvvvvvvvv wwww xxxx yyyy zzzz. AAAAAAAAA bbb cccc ddddddddddd eeee ffff ggggggggggggg hhhh iiii jjjjjjjjjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttttttttttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Application . . .


APPLICATION

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Discussion

The discussion should show how te project has been informed by the theories in the Breadth component and/or the research in the Depth component. It should be about 10 pages. aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz
And so on to the reference list . . . .

REFERENCES

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. doi: 10.3200/CTCH.53.1.27-31

Csikszentmilhalyi, M. (1996). Creativity. New York: Harper Collins.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Lee, J. (2003). Implementing high standards in urban schools: Problems and solutions. Phi Delta Kappan, 84(6), 449-455.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, 115, Stat. 1425 (2002).

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Restak, R. M. (2001). The secret life of the brain. Thousand Oaks, CA: Richard M. Restak and David Grubin Productions, Inc.

Silver, A. (2003). Missing links: On studying the connection of arts education to the public good. Arts Education Policy Review, 104(3), 21-26.

There are faxes for this order.

This essay/paper needs to be on a topic related to Teaching ESL that could become a topic for a Dissertation Paper. The topic chosen should provide original contribution to the academic world (it should be a research paper not a scholarship paper). The essay needs to provide some background on the topic in the form of summaries of research articles and/or books. The essay needs to prove that there is a lack of information on the specific topic which is done by exploring academic references.

Please provide some ideas on how somene might go about conducting the study, for example, what information do you need to collect, how is the information to be collected, what might someone do with the collection of data. You don't need to provide formal research methods (unless you want to explore them), just simply brainstorm and present the material in a convincing and persuasive manner.

GUIDELINES FOR THE PAPER
1. MUST use the 2010 (6th Edition) APA Publication Manual for formatting the Abstract, body of the paper (text )and Reference pages!
2. Include an Abstract, Text and Reference Pages
3. Divide the paper into the following sections using the APA style (see # 1 above) of formatting for headings:
- Introduction
- Literature review (your background information and support from your sources)
- Research problem (What's missing in existing research? What do you want to explore?)
- Methodology (What do you need to collect? How will you collect it? What might you do with this collection of date?)
- Conclusion
- Reference pages

Please use an appropriate number of quotations and in-text citations as you feel necessary to accomplish the criteria llisted above.

Access and use a minimum of 12 academic resources (peer-reviewed journals, academic websites (NOT Wikipedia), and books.
Please provide new thoughts and insights relating directly to the topic.

7 pages including the abstract, but NOT including the Reference pages.

One inch margins top, bottom and sides, 12-point font size, Times New Roman

3-page Summary
This is a formal paper, use readings below to help aid in summarizing the reading. When summarizing the readings you must quote from the readings in order to substantiate your points. Use APA format when quoting from the readings. Do Not Use Outside Sources!

Moore & Kearsley

Strategic Planning
For the senior employees of an institution -- its managers -- 1 of the main responsibilities in strategic planning. This involves a number of processes, including: defining a vision and a mission, goals, and objectives for the institution or program regarding distance education, choosing among options so that the priority goals can be achieved with acceptable quality and with the available resources, continuous assessment of changing trends in students, business, and societal demands, tracking emerging technological options that might make for a greater efficiency, and projecting future resources and financial needs and taking actions to meet them.
Defining the Mission
at the institutional level and the same could be said of the state and federal levels strategic planning begins with the defining a mission, a long-term direction based on a concept of the place of the institution in society, usually based also won a self-awareness of its role historically. Not to have such a self-awareness levels of administrative and teaching staff of an institution without a secure point of reference when faced with decisions to be made arising from many changes that take place in the social and economic environment in which they have to plan and deliver their programs. Since there is an almost infinite variety of potential distance education market the organization leadership needs to be explicit about what is attempting to serve, how, and why. Otherwise as they tried to be all the things to all people they're likely to spread their resources to thinly to survive in a competitive educational market. Certainly mission statements must not become a drag on flexibility or readiness to respond to new opportunities and so should be reviewed periodically expressly by lawless tabs institutions were the size and location of their student catchment area is likely to change as technology changes. A good illustration of the importance of the mission as both an anchor for policy in the institution as well as a guide to decisions about change is seen in state universities that have their distance education programs historically grounded in the land-grant tradition of service and outreached residents of the state. It is the job of the institution management to supply of the resources of e.g. people, facilities, time, money needed to achieve its mission and to articulate policies that enabled administrators to select goals and objectives that are realizable within the limits of those resources.


Deciding Whether to Proceed
Before proceeding to invest in a distance education program and institution Management must first consider it distance education is appropriate at all in fulfilling its mission and if it is being to make choices among the various alternative courses that could be offered. One aspect of this checking that there is a real demand and one that is likely to be sustained for it. Generally this would be indicated by market research data showing that there is sufficiently large number of interests students it is also is necessary to examine demographic envisage trains see what changes might be expected in the future that might impact courses and programs. For example changes in immigration patterns that affect the multicultural makeup of the US population means that some colleges that have specialize in multilingual courses may see a new opportunity in distance education. For the trend for multiple to work at home or to have some businesses may create a bigger market for Oakley develop programs of distance education business topics specific to a particular region. In the past it was quite often found a greater demand exist for educational courses that revealed a normal market research procedures. In other words by supply new courses and institutions might stimulate demand for it with the ease with which programs can be offered through a new information and communication technologies the challenge now is correctly identified in a niche market; that is, the subject or population that an institution conserve better than any of its competitors. Also before deciding to proceed to design and to offer a course the manager must be convinced that there is both the technology and -- more difficult than it may appear the staff people will of designing and teaching the course. Unfortunately it is common for the decision to go hit to be taken after there has been a check of the technology but not at the human resources needed to use it properly. A surprisingly number managers seem to think that faculty and trainers can simply add teaching at a distance to their existing workloads. In equally surprising number of property and trainers think so, too. The result can be a low-quality program and eventually disillusionment that would have been best avoided not going into the distance education field in the first place. Further before proceeding managers have to decide if they will be able to recover the cost of investing in a course or program and how they would do it. We know that a considerable amount of investment costs will be involved as equipment is purchased, new staff hired, and other retrained. Some institutions have been able to obtain grants from philanthropic organizations while others have to come up with the venture-capital and worked out how to recover this in tuition fees after the courses are produced. Some projection on this issue is essential, therefore before the decision to proceed is taken. What is not possible is to expect income from tuition to pay for investment costs in the very short term. Again such a policy is a recipe for low-quality and disillusionment. Before deciding to proceed managers also have to consider issues relating to faculty, vertically the effect on workload, compensation, and ownership of course materials. In face-to-face institutions considering moving to distance education will a course be treated as equipment to teaching a traditional class even though more time in design and online interaction is likely? At the most extreme there are universities were faculties have gone on strike because the impact of their workload has been in and we considered prior to the decision to set up a distance education program. Other problems have arisen and are likely to arise in the future regarding who should own the ideas and information contained in the course, professional who created them, or the institution that publish them. Various solution to these questions have been arrived at but whether the solution they are questions that are best tackled before the decision is made to proceed into distance education. Finally before deciding to proceed managers must take a hard look at the problem of sustainability. As challenging as it is to get a distance education program started it is an even bigger challenge to sustain it over the long term. This is demonstrated by a study of Berge and Kearsley 2003, of 31 corporate nonprofit and government organizations that have previously been reported as having started online distance education programs. The authors describe the problems that follow a successful start a and reached the general conclusion that distance education has grown more slowly than predictions over the past decade because it has not been sustained in many organizations asked that is, it keeps getting reintroduced.
Tracking Technology
The quality of the course delivered at a distance of the quality of the students experience will to some extent and on the particular delivery system used so that the management decisions about what technology to purchase will have a significant effect on the cost-effectiveness of institution and its programs. In this periods of intense development of Internet based distance education the decision concerns the reative merits of different course management systems. The administrators responsible for choosing from among various systems have been considered the merits of each system for presenting course materials and also for providing interaction between learners and teachers but they also have to consider differences in cost. For example, angel has an annual license fee determined by the number of users while blackboards fee structure is not tied to the number of uses in the course. Or help in deciding which manages system will be best for one's institution managers and their advisers can use an online resources that compares different systems.
Administering the Program
The administration of a distance education program includes all the major events and activities that support any formal educational process. They include: deciding what courses to offer, diminished during the process of designing and implementing the course, appointing, training, and supervising academic and administrative staff, informing potential students about what courses are available and how to join them, Registry applicants and administering admissions procedure, collecting fees, administering scholarships, and keeping accounts, setting up and running and structural and counseling services to students, administering student evaluation procedures, awarding grades, certificates, diplomas, and degrees, locating and maintaining library's and study centers, obtaining and maintaining technology, especially servers and other computer hardware, and continuously monitoring the quality, effectiveness, and efficiency of the program. The extent and complexity of administrative activities will vary according to the type of distance education system thus, in many programs instructors do much of the administration of the courses linked to the resources of the campus administrative system. At other extremes in a single course mode institutions and an entire department will deal with a group of different administrative activities -- particularly recruitment, restriction, finance, and evaluation. As traditional institutions convert to dual mode they decide the special needs of distance learners make it more efficient to set up specialists administrative units alongside such traditional departments as the bursars office or registrar's office.
Staffing
Once the decision to enter the distance education feel has been taken one of the most important task for the miniatures is to identify from the existing staff -- or otherwise to recruit and in training -- the individual who will be needed to set up and run the program -- or to set up and run an institution if it is a new institution that is to be established. The staff that is needed includes: subject experts usually the academic of the teaching institution, instructional designers, instructors to teach courses once they have been designed, specialists and learner support, technology experts and technicians will set up and maintain the communication systems, administrator such as program directors, course managers, and site coordinators, clerks who process enrollments, grades, or materials, and managers such in Deans, presidents, and other executives.
Deciding on Full-versus Part-time Staffing
One of the most challenging questions associated with staffing is whether to appoint full-time or part-time employees and what combination of each. In general the higher the ratio of part-time to four times that the lower the average cost of providing the course teach student. The principal or division of labor that we introduced in chapter 1 supports the idea of having instructors with primary professional skill is interacting with students leaving other people to design, produce commented over the course learning materials. Such professionals become skillful at in a blink each students to have a high quality of personal relationship with a teacher in spite of distance. Because there is a limit to the number of students that instructor can interact with it becomes prohibitively expensive for institution to maintain a large number full-time instructors for this purpose as well as content experts instructional designers, learner support staff, technologist, administrative staff. It becomes more feasible to provide a good student instructor ratio if part-time staff can be engaged in this instructor role. Having part-time staff also allows the Organization to adapt is curriculum more quickly to changing needs and then maybe possible if it has a staff locked into a curriculum that may have been more relevant 10 or 20 years earlier. In general there for hiring instructors on a part-time basis makes for better quality as well as greater cost-effectiveness. But it is a difficult policy to implement in many institutions. In a single mold University it is the normal practice to have full-time staff develop courses usually supplemented with part-time consultants and the end to depend on part-time instructors (tutors) to teach the course. In American universities it is more common for full-time faculty for the university to provide both content and instruction, though it is increasingly common for part-timers including graduate students and adjunct faculty to act as instructors. Other organizations such as school district will corporate training departments may hire consultants as writers, editors, where producers, graphic artists and programmers to design and develop courses and use full-time teachers or trainers to provide the instruction. Managers and administrative staff are usually permanent full-time positions.
Training and Orientation of Staff
Whether full-time or part-time it is imperative that all staff understand distinctive character of distance education including an appreciation of many positive character was learning and distance home or work environment. They need to appreciate the difficulties that distance education students experience and must know how to be helpful, and want to be helpful. As compared with the past there are a few of faculty in traditional institution who disparage distance learner but good intentions are not enough to make good educators. Training is needed and organizing there is an important responsibility of administrators. After the initial training staff should be monitored continuously and provided with ongoing in-service training to enable them to develop their skills and keep up-to-date. Most training is likely to be in-house and on the job. Some members of the staff might be enrolled in one of the various online training programs.
Staff Monitoring and Assessment
Once appointed and trained both academic and other staff should be monitored and evaluated to ensure the quality and effectiveness of their work. The idea of the and systematically monitored has not been understood in academia as long as it has been in the business and industrial worlds or indeed in training departments of the Armed Forces or in school districts. It is essential part of the system approach however. A means has to be set up for gathering data readily and evaluating it so that interventions can be made for remedial training where weaknesses in the delivery system are identified. Among this kind of data to be gather and responses from students and faculty themselves about how satisfied they are with course products and be teaching procedures as well as the learning accomplished.
Learner Support Centers, Libraries, and Teleconference Sites
Although an increasingly large range of learning materials and services for distance learners and and now delivered by means of the Internet there are still some they cannot be inserting there are some services that are better provided face-to-face and/or in group settings by audio-or video teleconferences. A pure distance learning method may be unsuitable for teaching his subjects such as interpersonal relations for trainee counselors or for trainee teachers will need classroom practice or where potential dangerous results could occur without professionals provision as in teaching chemistry. In such cases administrators have to identif laboratory facilities schools for teaching practice, and so on. Contracts may have to be drawn up, fees paid, and other responsibilities incurred in the use of these facilities that lie outside the immediate control of the distance teaching institution. Setting up and maintaining learning centers require many administrative decisions including: where learning center should located, when they should be open, what facilities and equipment are needed, what staff administrative and academic they should have, how they should relate to the main campus, and how they should be funded.
Libraries
most education certainly that University level requires students to undertake some research that uses materials beyond what is provided by the instructor. A great challenge foreign ministers of distance education has now been to provide library resources that could compare with what work available to students on campus. In 1967 the Association of colleges and research library's release formal guidelines for providing the needs of distance learners. These guidelines were updated in 1982, 1990, and in 1998 the Association of College and research libraries sections are guideline committee, in 1998. With the arrival of the Internet the problem has become much leisure to deal with. Academic libraries are beginning to add dedicated distance education Liberians to their staff. Central Michigan University for example employs seven full-time librarians for this kind of service. In Florida, distance learners anywhere in the state have access to dedicated distance education Liberians that the Florida distance learning reference and referral Center. Another way of academic libraries have responded to the needs of distance learners is through the formation of partnerships. Walden University and accredited distance base graduate school formed an alliance with Indiana University to allow Walden students to make full use of the Indiana University library's resources. ILLINET a consortium of 40 academic libraries in Illinois provides cooperative borrowing arrangements for members students as well as maintaining a common online catalog. In California, nine campuses of the University of California forms the California Digital library, which is accessible to the public, and provides online searches and periodical database indexing over 100,000 titles available throughout the state. He Pennsylvania State University is part of several library cooperatives including the virtual electronic library and the consuming academic library connection initiative. The virtual electronic library provides mutual borrowing among the Big 10 universities and the University of Chicago. Online catalogs such as library-spot, ECO (electronic collections online), and the world-cat (both of which are maintained by the online computer library center), provide online users with access to my very resources, catalogs, and information systems. In 1996 survey of academic libraries found that of the 74 respondents, only three indicated that they were not actively supporting their institution distance education programs.
Teleconference Learning Sites
With the arrival of the Internet there has been a decline in the interest on the part of many institutions setting of teleconference learning sites. It is certainly less trouble for the administrator in an institution that delivers instructional program to the students home computer than one that delivers by satellite -- at least regarding the arrangement at the interface between the learner and the system. There are still many programs delivered to learning sites, however, and in a good system there would be an integration of technologies. For an institution using this technology to major problem for administrators are to ensure that the learning site is in a good location that it is well-run and that the staff and equipment are working properly. The size of the learning site can range from a small conference room for a group to four to five participants to a large auditorium with hundreds of people. The most important administrative decision to be made is who is to be the coordinator. There are also many decisions needed about allocation of resources to this delivery system, levels of tuition fees, marketing strategies, and evaluations.
Budgeting
Of all of these areas that administrators must deal with the budgeting is probably the most difficult. Budget decisions are basically about priorities and resources allocations. Administrators should always be concerned with the question of cost effectiveness -- are they getting the best value for the money they spend? This question comes in when making decisions at the most general level of policy e.g. what types of courses the institution will deliver, the most specific e.g. whether the price of a proposed textbook might have a negative effect on the student enrollment. When making up the budget some of the most important decisions administrators make our how much to spend on: developing new courses, buying new technology, hiring academic staff, paying for student support services, running learning centers, running the administration, and marketing their program. The main question is what related proportion of funds and resources should allocated to each of these categories. For example should more of the budget goal toward developing new courses, supporting the existing one's, hiring more academic staff, or improving facilities? In theory, allocating funds among the different item should be based upon a careful analysis of the needs of the distance education program including current deficiencies and opportunities. For example is student evaluation data indicates that students are dissatisfied with the level of interactivity and courses more money could be allocated to buying a new delivery system that allows more interaction, two workshop to train teachers and interactive techniques or to simply hire more instructors to reduce the student-to-instructor ratio. On the other hand if the data from the market research indicates that more students will enroll will get more or certain courses were offered it could be argued that course development should receive a larger share of the budget. Decisions have to be made and in order to make the best decisions is necessary to have reliable evaluation data all aspects of the organizations distance education efforts.
Budgeting and Different Levels
Budget decisions must be made at many different levels: institutional, departmental, programmatic, and in administering individual courses. Each level of decision-making is likely to have different priorities. For example, senior administrators are likely to be concerned with preserving enough money to support marketing projects with a view of keeping up enrollments and thus revenue, whereas faculty are likely to take this background activity for granted and to be preoccupied with maintaining student support services or the number of academic staff which date associate with maintaining quality. Differences like these mean that budget decisions are often accompanied by power struggles within the organization as each constituency attempts to obtain as big a share of the budget as possible. To avoid the struggles turning into acrimonious conflicts administrators must continually emphasized that budget decisions will be made on the basis of data, and that all groups wishing to influence the budget must present data to justify the request or plans.
Budgeting the Administration
One of the most difficult budget categories for administrators to allocate funds is the administration itself. Most administrators feel pressure to run a lean and mean operation having the smallest administrative staff as possible l. If taken too far however this can be counterproductive if it results in an administrative function that is understaffed and not able to run things efficiently. Money spent in running a good performance marching unit would for example almost certainly be a good investment. Similarly good management means extensive planning and this need market researchand other studies which are more difficult to justify to the faculty for the public van creating new courses, hiring more academics staff, or buying new technology. On the other hand, it is true the institution sometimes get top-heavy with administrations that consume an inordinate amount of the budget while producing less than an equivalent benefit. Just like administrators and other units in the organization's senior administrators must continually collect cost-effectiveness data on their ministry of operations justify the portion of the budget that they are allowing to spend.
Scheduling
Budgeting the resources of the time may seem a little strange to people who have only worked in traditional education whether all instruction is organized in a very familiar pattern of class sessions and semesters of fixed the durations. In schools and colleges most of the attention given to budgeting time is a matter of developing and reorganizing schedules timetables for students and teachers. Indeed more love for funding and accrediting such schools are usually based upon student attendance and scheduled classes. In most forms of distance education this kind of scheduling is far less significant. Instead of ministers have to budget the time of the many individuals that make up a course team during the often lengthy process of designing a course and then they have to schedule the instructional staff during its implementation. Because of course material must people peered in advance of their use -- and some of these, such as video recordings, may need Meany Munster produced -- it is essential that a well defined schedule be developed and maintained. Usually this takes the form of a work plan that lists all of the tasks that must be completed, the deadlines for each task, and who is responsible for completing the task. It is the responsibility of the administrator in charge of distance education program to ensure that development schedule is followed so the materials and programs all come together and are ready when the student and structure appears begin the interactive phase of the program. At that time there will need to be a widely distributed schedule for such activities as course registration and tuition payments; and a schedule of dates for the completion of the course assignments, examinations, and graduation procedures. Other major scheduling tests are involved if there is a teleconferencing, such as booking a room at teleconference site; and if the institution is delivering a program as well as receiving it, time on the satellite has to be scheduled with the telecommunications company. Popular methods applied in scheduling design of courses on the program evaluation and review technique, the critical path method, and the Gantt chart. Each technique results in a chart. Program evaluation and review technique charts show each task and its planned duration with each task connected to its successor in a network of nodes and connecting lines. A critical path method chart is similar to a program evaluation and reviewing technique chart, with a critical path showing the set of cash that together task of the longest time to complete and which receive special attention. A Gantt chart is the matrix with the past listed on one axis and with the horizontal axis indicating such variables at the time to be given to the task, and skill needed to perform it, and the person responsible for it.
Scheduling the Student
in correspondence courses students usually set their own schedules and pace themselves toward completing course. Most programs established a maximum period e.g. six months for one year within which time the course must be completed. With this time. Students can complete their assignments and examinations according to their own timetables. Some programs allow open enrollment, while others specify certain registration periods. On the other hand programs that involve teleconferencing or television broadcast usually have a fixed class schedule with well-defined beginnings and ending dates. The general practice with online distance education is to deliver a course according to a strict schedule with groups of students enrolled very much like they do for a conventional class. Most students find this more rigid structure and pasting to be helpful in completing the course. It is important that such schedules are reasonably planned and take into account the most amount of work involved and allows sufficient turnaround time for delivery of assignments.
Quality Assessment
Although everyone in it educational institution has a role to play in producing high-quality instruction, administrators are responsible for its measurement and for using the data gathered in taking action to improve. In one way or another all administrative activities discussed can be evaluated in the search for data pertaining to quality. There are a number of other factors that might be monitored, including: number and quality of applications and enrollments, student achievement, student satisfaction, faculty satisfaction, program/institutional reputation, and quality of course materials. Each of these factors reflects different aspects of the quality of an institution's products and services. Continually increasing or stable rates of applications and enrollments suggest the organization is doing a good job of tracking demographic and socio- economic variables and tailoring its offerings to real needs. It may also be considered to be an indicator of satisfactory teaching and good word-of-mouth promotion by satisfied students. Students achievement should be one other aspects of quality measurement that receives most attention. This is not difficult to monitor in the short-term -- but it is difficult to assess in the long term. In professional fields where students have to take certification exams e.g. law, medicine, engineering; it is possible to examine the achievement of students relative to other institutions. However, the kind of student achievement data that would be most valuable namely job performance or were confidence evaluation is almost impossible to obtain due to the complexities of conducting studies in the workplace. Most programs usually settle for anecdotal information about the impact of their courses, collected from interviews of graduates. Student satisfaction data is important and relatively easy to collect. It is standard practice for students to be evaluated course and its conclusion, being asked to rate or comment on the content, course organization, the instructor, instructional materials, and delivery system. Such data is usually scrutinized by the course manager and sometimes the department head or Dean. This provides at least a minimal check on the quality of course as far as the perception of students are concerned. However student satisfaction data is far from an infallible measurement of how effective the course is in terms of students learning, nor does it assess the validity or relevance of the content taught. Similarly, faculty satisfaction may be a useful measure provided its subjective character is also kept in mind. Faculty can access the extent to which existing teacher strategies and materials appeared to be effective whether student support services are adequate and whether courses appeared to meet the needs of students were their employers. Most faculty are concerned to be effective teachers and are likely to make recommendations that they believe will improve their effectiveness. Taken together the variables listed above that it to a general reputation for quality, which is to a large extent reflected in institution enrollments. If graduates are satisfied with their courses and employers who will hire of those graduates are satisfied with their job performance they will all speak well of the program and this will result in further enrollments. Institutions may spend considerable sums of money on marketing and promotional efforts aimed at establishing a brand image of being a high-quality organization. Finally it is possible for administrators and others to assess th quality of their course materials for their teaching in terms of standards established by a national associations. For example, the University continuing education Association has a distance learning community of practice, one of the purposes of which is to determine information about the practice. It encourages good practice with a series of awards, including a distance learning course or ward and a program of excellence award. The American Association of collegiate independent study evaluates independent study courses for its annual awards.
A Realistic Assessment of Quality
Following a study of six selective colleges and universities (Compora), and what is probably a realistic conclusion about quality beyond the specific cases he said he and pointing to areas in which all institutions would probably do better. He reported there appears to be a discrepancy between the literature cited and the actual practice of the institutions surveyed and concluded: programs specific mission statements are inadequately developed, programs are often implemented in the absence of the needs of assessments, program generally target and tailor programs to a certain type of distance education students, institutions overwhelmingly are creating their own online courses, courses are approved for distance delivery with little consistency and there is little use of carpal approval system, delivery methods are often selected based on availability of technology as opposed to a systematic design process, instructors generally teach distance education courses based on their willingness rather than their expertise, student to not appear to be getting the support they need, little data about matriculation is being gathered making evaluations of the effectiveness of program difficult, no specific trends are note regarding a dedicated budget for distance education programs, there is an absence of marketing strategies, and there is little consistency on how evaluation information is used.
Regional Accrediting Commissions
In higher education, the regional accrediting commission have published guidelines for institutions offering electronically delivered distance education that can be useful for ministers in their internal quality assessments. Most of the guidelines would apply equally well in the fields of practice the size higher education. Distance education and training Council commission was established in 1955 and is recognized by the US Department of Education and the Council for higher education accreditation to a credit distance education postsecondary programs including the first professional degree level. The commission established educational, ethical, and business vendors; it examines and evaluates distance education institutions in terms of these thunder; and a credits those who qualify. His accrediting program employs procedures to those of other recognized educational accredited agencies.
Policy: Institutional, State, and Federal
Some of the decisions that managers face mentioned earlier in this chapter, such as determining and modifying an institutions mission for deciding when to proceed in a particular programming direction our policy decisions. And institutions policy or that of a state, regional organization, or federal authority is relatively general set of principles against what administrators can test plans, proposals, or ideas for specific actions. If, for example, in institution has a policy agreed to with its stock which he that there will be a certain ratio of full-time to part-time teachers hired at that institution, distance education administrators know the limits of the options open to them in planning the human resources needed for the delivery of new courses. Or, to take another example if institutions make a policy that all its programs will be delivered on the Internet and do will be no video teleconferencing a boundary has been set within which they have to make their administrative decisions regarding the purchase of new technology. Making policy and ensuring it stays up-to-date requires a concentrated effort on the part of the institutions management. In fact it is too easy for managers to become so distracted by day-to-day administration that the attention they should give to renewing the policy framework on which everything else is founded can too easily become neglected. In dual mode institutions were distance education in balls, for example, new working arrangements that depend on collaboration among previous separated departments or where it might be necessary to divert resources of money in people's time from conventional teaching, it will be essential to have a systematic way of engaging the staff in the process of formulating new policies for renewing old ones on an ongoing basis. At the state and federal level there is a similar need for policy review and for setting up new policies that are appropriate to the electronic age. Since elected officials are likely to be involved in this process and they are, of course, not expected to be educational professionals, a process of explaining and educating has to go on to prepare them to consider the policy changes needed at those levels.
Policy barriers to distance education are failing -- in the first edition of this book we explained that among the reasons for this slow rate of development of distance education where barriers thrown up by policies that were designed to support an older model of education, which actually have impeded the evolution of new systems. These policy barriers could be found at federal, regional, state and institutional levels. It is now apparent that the situation has improved significantly.
At the Federal Level
THEN: barriers included the criteria used to determine what programs are eligible for federal funding, which are biased toward traditional provision. NOW: more generous treatment of distance education exists. In particular, there have been changes in the US Department of Education policy on the infamous 12 hour rule which stated that financial aid can only be given to students will attend a face-to-face classroom at least 12 hours a week. Another policy area at the federal level were there has been progress concerns changes in the copyright loans. Both the Digital millennium copyright act of 1998 and be technology in education and copyright harmonization act of November 2002 sets policy to restrictions on using materials in distance education courses.
At the Regional Level
THEN: criteria applied in giving institutions their official accreditation to teach are based on the practices of campus based learning, faculty centered teaching, and classroom base instruction. NOW: all regional accrediting commissions have adopted distance education criteria in their procedure for evaluating distance education programs when institutions in their jurisdictions undergo the accreditation process. At state level -- --THEN: there are mechanisms that drive continuing investment in brick and mortar education, and prevent the expenditures that would establish virtual universities based on telecommunications networks. The typical funding formula that states used to decide on allocation of resources, being based on numbers of traditional daytime students, systematically generates on-campus classroom space for 8 a.m. to 5 p.m. teaching, and under-provides not only the communications technology but also the building facilities needed for off-campus learner support and instruction for distance learners. NOW: most states are investing in statewide virtual delivery systems.
At the Institutional Level
THEN:... the barriers include some of the administrator structures and procedures that are supposed to serve students but often inappropriate for distance learners. They found in the rules and regulations concerning registration, tuition payment procedures, student support services, library services, examinations, and most especially the provision of instruction at times and places convenient to the learner. NOW: huge improvements at institutional level. Policy is obviously a dynamic concept; the following are some of the areas where policy is still unsettled and is being made as you read this.
Institutional: Faculty Policy
Among the most difficult areas regarding distance education policy in educational institutions concerns faculty especially their compensation, workload, and intellectual property rights. Policy varies considerably between institution and even within institution regarding the rights and responsibilities of Dr. regarding both courses nine and subsequent teaching of the course. At some institutions the policy on compensation for design is for the full-time faculty develop courses for no additional payment with this effort considered part of their normal workload. Other institutions recognize that the level of effort and creativity in designing distance education courses greater than preparing for a course in residence and have established an additional compensation policy when it comes to the delivery of courses one option is for full-time faculty to provide the instruction as part of their low, some institutions treat it as an overload for extra compensation while others depends on part-time faculty to do this. The impact of distance education work on the rental workload is matter of concern to most property. In particular at the university level faculty have to give a high encouraging to their research and to having the results that researched published. This is usually required for faculty to obtain a chain your position and to qualify for promotion. Whereas traditional measures of teaching, scholarship (publications in refereed journals), and services are included in the promotion and tenure formula, work related to innovative instructional products, including those for distance education are not generally given comparable recognition. Thus it becomes necessary if an institution is serious about distance education that it modifies its promotion and tenure policies to give credit for the time spent in designing and delivering course. Another aspect of the work problem in the instructors need for additional training on the use of technologies and learning the pedagogy of teaching at a distance. As the need for training becomes apparent a policy is needed that rewards participation in training and allows the allocation of resources for this.
Implementing Institutional Change
Most educational and training institutions share three significant problems in introducing distance education. They are: an academic culture that views teaching as an individual's act in a classroom, a policymaking structure dominated by staff were satisfied with the system that gave them power, and an administrative system in which technological and human resources are fragmented in a multilayered structure of faculties and apartments, each of which regards its own interests. There is no simple strategy for change for them ensured his face with these issues but there are some steps that seemed to be productive. The first step is to identify the innovator in the organization the small number of people at every level who are interested in change. These people should be encouraged with money and in other ways, to organize themselves and to develop a consensus of ideas about distance education and strategies for bringing change to their organization. The recognition of potential stakeholders is critical. The kind of change needed to establish in distance education system cannot be brought about entirely from the bottom of the institutions and definitely needs leadership from the senior management. On the other hand, low-level support from senior management has to be generated, true it is likely to be in a limited number of areas within the institution. The second step is for the innovator to be an able to undertake a demonstration project. Institutional change will not occur as a result of argument, reasoning, or persuasion alone. The majority of members of the institution will not become persuaded of the viability of distance education in show they see the process of work, see that he can prove a good standard of teaching, and see the achievements of the students. They will lose fear of change as they see the professional satisfaction of the peers who engaged in the distance teaching activity. It is vital that the demonstration projects are of the highest possible standards since failure or mediocre results will have exactly the opposite effect from what is desired. For this reason it is imperative that financial, technological, and human resources are ruthlessly focused. The temptation to spread resources over a number of projects must be resisted. For that to happen the organization needs what is probably the most important ingredient if change is to occur which a high level management with a strong vision of distance education encouraged to implement. Given such leadership and a team of innovators resources can be organized with the aim of showing how a distance education system works. All technologies of the institution must be brought into play; a institution that aspires to deliver programs on a national or even state level several million dollars are likely to be required to design, produce, and deliver a single demonstration project of sufficient quality.
A National Policy Issue: the Digital Divide
A relatively new problem that has been getting attention from policymakers at all levels is that of the digital divide -- defined as the gap between those who have and those who do not have access to the digital technology that is in an essential prerequisite for online learning. As described by Damarin 2000, there are several classes of access to digital technologies: those who state of the art computers and subscribe to an Internet service, those who have access to computers and the Internet at work/library/or other location/and know how to use them, and those who have rare or minimum access to computing technologies and little facility with them, and those experience their everyday lives untouched by computer and information technologies. The national telecommunication information administration has reported on specific groups in the US affected by the digital divide. An engine NBA report, falling through the net: defining the digital divide, describes accessibility by race, income, education, and geographic areas. The 1999 report also identified trends in connectivity from 1984 until the time of the study. Although the national telecommunication information administration found that the number of communications is on the rise, the number of connections for the haves are growing at a faster rate than the have-nots and thus has continued to grow. A study by the progressive policy Institute 1999 ranked the 50 states on how well they are adapting to the new economy. Using criteria such as the number of high-tech jobs, quality of education technology, percentage of population online, commercial Internet domains, and available venture capital, the report identifies a clear geographic pattern. The West Coast and eastern seaboard from New Hampshire to Virginia on the most privileged, and the deep South and the upper Midwest lagged far behind.
Policy Initiatives to Reduce the Digital Divide
The US federal government policy initiatives have included: the Department of Commerce has a strategy for making computers and the Internet accessible, and monitoring the levels of activities in relation to income, education, race, gender, geography, and age; encouraging applications that enable low income Americans to start and manage their own small businesses. The department of education's community technical Center program has provided money to develop model programs to demonstrate the educational effectiveness of technology, especially in economically distressed communities. The star school program has allocated more than 125 million since 1988 to support demonstration projects that use technology to provide programs and activities in underserved areas. The technology literacy challenge fund is allocating $2 billion over five years to help states and local districts meet the administation's educational technology goal. Lessons learned from grant programs and educational technology initiatives are disseminating, with an emphasis on underserved citizens. Giving tax advantages for businesses providing technology to school libraries, community centers, and individual in low income areas the E-rate. Private sector -- policy initiatives from the private sector include: providing low-cost Internet access and computers, funding community computing centers, and encouraging IT professionals to do volunteer training.
Case study in National Policymaking
To obtain an idea of the difference in approach to policy about distance education in the US compared to that of some other countries -- where it is not only the availability of technology that occupies policymakers, but the development and improvement of a system of program design and delivery -- considering the following, which contains extracts from an official government document from the Republic of South Africa. There, the national Ministry of education was considering a proposal to merge the country single mode distance education University, the University of South Africa, with its largest technical school (Technikon) and a teacher training program (Vista) into a single organization. The student body of the new organization would be over a quarter of a million students, generated nationwide. The difference between American priorities that focus on technology ahead of organizational change could hardly be more striking.

Research based best pratices and strategies to teach students diagnoised with learning disabilities in reading.

APA format with at leat 3 cited resources on each page and
Reference page of those cited resources in it.

Bibliography page with 20 possible resources so that I may extend the paper and include those sources.

I would like an original, one-of-a-kind Literature review written for me on the topic of: Developing a Computer Training Program to Enhance Technology Integration by School Administrators.

How can I obtain the hard copies of the research that was reviewed? This is my concept paper which was approved:



Developing a Computer Training Program to Enhance Technology Integration by School Administrators

Introduction
Technology leadership is no longer just for the techno-savvy leaders; technology is now used everywhere. As technology becomes more common it is imperative that leaders update their skills and begin to integrate technology into their leadership techniques. The use of computer technology on office desktops for document publishing, business-to-business communication, and organizational records is now an accepted norm (Phillips, 2001). Using technology produces a more productive and professional leader. Technology reduces the hassle of administrative responsibilities while also providing ongoing opportunities for growth and learning for leaders and employees.
The setting where this study is to take place is a public school located in the southern United States. The school is an elementary school and is associated with the neighboring university and often collaborates on projects and studies. The school serves about 700 students and has over 30 teachers currently. The educational facility consists of approximately 40 classrooms and 3 technology laboratories. The media center has a variety of resources available for teachers, students and staff to take advantage of. The target school is comprised of a variety of students ranging in age and gender. The leaders located at the target school are also a diverse group with respects to age, gender and ethnicity. The leaders consist of 3 administrators and 3 guidance counselors. The beneficiaries from this study will be the leaders that will gain knowledge by allowing them to be better integrators of technology resources.

Statement of the Problem
A problem that exists is that leaders of the target school lack the technology skill level to integrate technology resources into the K-12 classroom. This study is designed to enhance the integration of technology tool by school principals. Leaders should know how to integrate technology into their organization to improve efficiency for themselves as well as to participate in a technological society. Therefore, it becomes necessary to develop and study the effectiveness of integrating technology resources to enhance technology integration by school leaders. In this study the identified problem is that leaders lack the technology skill level needed to integrate technology into their organizations. Principals should not overlook necessary technology skills for their own purposes as well as for the student?s benefit.

Purpose of the Project
The purpose of this study will be to educate and train school leaders in the current uses of technology tools and resources available to them. The study will: (a) identify technology resources available to support a variety of leadership strategies, (b) develop and validate an instructional training program for leaders, and (c) develop strategies for evaluating the effectiveness of the training program. This program will identify weaknesses and strengths of the school leaders. The program will include recommendation and procedures that will train leaders how to integrate technology resources into their own leadership style and practices. This research project will determine entry skills prior to beginning the program. These skills will be determined by a need analysis. Questionnaires, personal interviews, pre and post-surveys will be completed, as well as a follow-up performance exam as a demonstration the programs effectiveness. Based on the data collected, the identified deficiencies of the target leaders will determine the content of the technology training program designed.
Modern use of technology can provide people with opportunities that were impracticable in the past. Through the use of a training program, principals will receive up-to-date technology training about computer integration strategies. Technology has become an integral part of education and society; therefore the training program will focus on practical hands on application up-to-date technology resources. Technology leadership can be many different things. On some occasions it can take a hazardous situation and make it better. In some instances technology leadership can bring a profit to a struggling business or organization. This program is necessary to prepare principals for success in any school setting public or private.

Initial Research Questions
This research project will seek to provide answers to specific research questions. They are:
1. What types of technology skills are needed by leaders to complete their objectives?
2. In what way are principals integrating technology resources into their school and what if any barriers exist?
3. How could principals effectively receive training and support strategies in the uses of technology integration?
4. How can leaders increase their technology skills awareness by completing the technology training program?
5. Based on the literature is a technology literate leader more effective at leading?

Methodology and Research Design
This study will utilize a model of development methodology to develop a program to educate and train school leaders in the current uses of technology tools. The final product of this study will be a series of online computer training modules designed for principals to receive computer training in a variety of applications and resources currently available to them. The development methodology was selected due to the need for principals to have a physical product to receive training on.
This study is designed to last eight months and it is paramount that the target school leaders complete the training modules online due to nature of the program and the time restrictions that burden the leaders. During the first week of study participants will be selected, surveyed and interviewed. It is important that members or stakeholders of the organization understand the necessity for the change in skill level and how the change will benefit the entire school organization. Establishing a pre-skills and post-skills level is best accomplished by having participants complete a pre-survey and a post-survey. The process begins by measuring and understanding the leader?s knowledge base of technology prior to implementing the training sessions. The same survey and follow up interviews will be conducted after the training workshop to determine achievement of the goals.
Based on a recent informal interview conducted by this researcher within the organization approximately 75% of the leaders are not comfortable using technologies for anything more than email communication and simple word processing. According to an informal interview, the problem is that professional development has not been sufficient to educate leaders in the areas they are deficient. According to Daley (2001) professionals must make meaning by moving back and forth between continuing education, professional development, and their professional practice.

Potential Outcomes
Providing a computer training program to educate school principals about the technology integration tool available to them is the goal of this study. It is anticipated that this training program will allow leaders to make a more informed decision about what tool to purchase or use for education instruction. Furthermore, by possessing certain technology skills it anticipated that student attainment of technology competencies skills will positively be affected based on the integration strategies of the school leader.
Technology leadership is about being open to new ideas and creative trends in a changing market. Technology is here to stay and organizations that are prepared to utilize it are at an advantage over those who are reluctant. Successful technology leaders must be able to manage, articulate, and demonstrate the benefits of using technology in their organization (Phillips, 2001). Technology provides for opportunities to lead at a distance and promotes interaction that may otherwise not be possible.

Customer has sent chapters of dissertation, which need writing and revision.
Purpose of the Study

The purpose of this study was to identify and collect policies and written procedures that pertain to instructions of baccalaureate level courses taught through interactive television at Colleges of Engineering, which are accredited by ABET (Accredited Board of Engineering and Technology). This study will classify components of each policy and procedure that govern faculty who teach through the use of interactive television pertaining to: l) training, 2) instructional support, 3) extra compensation, 4) adjusted teaching loads, 5) other factors identified in formal policy and procedure..



The following research questions will be addressed:


1. What training did professors actually receive in the use of interactive television?

2. What instructional support, other than direct training, have professors received to facilitate the use of interactive television?



3. What compensation do professors receive for teaching through interactive television?

4. Are there other factors such as number of receiving sites, students enrollments and/or teaching loads which are addressed in policy?
My advisor has approved my first chapter 1 with clean-up that he will do, so I don''t need any work done by Essaytown on chapter1. 1) I do want chapter 2 and chp3 done by Essaytown


What I paid for: chapter 2 and 3, that include redoing chp2 which has 12 pages already, with additional 23 pages which will be 35 pages all to gether.
And 17 pages for chapter 3, which totals 52 pages altogether

This is a formal paper, use readings below to help aid in answering the discussion questions. You must quote from the readings in order to substantiate your points. Use APA format when quoting from the readings. Do Not Use Outside Sources!

Discussion Questions
1.How can the quality of distance education be measured reliably and validly? What criteria are appropriate for assessing the quality of distance education? Are those same criteria appropriate for assessing the quality of classroom-based education?
2.Do tertiary institutions have clear policies about distance education course in program quality? Are procedures for monitoring quality in place? Is responsibility for monitoring quality clearly identified?


Distance Education Policy Issues: Towards 2010
Peter Dirr
At the time the authors suggest six questions that researchers might address to develop baseline information on the newly emerging field of distance education. Those questions are as follows: how needed is distance education in the US? How are the clients for distance education? What are their needs? Who should pay for distance education and how much? Can newer technologies help distance education overcome some of the barriers to traditional education opportunities? Where will our next generation of distance educators come from? What types of training will they need? What are the research needs of distance education as we approach the year 2000? Some of those questions are as valid today as they were in 1990 expressly given the growing number of persons participating in distance education in the US. In writing his 1990 chapter that Arthur relied entirely on issues from his own experiences in reviewing hundreds of proposals for finding and in in overseeing several of the leading distance education projects of that time. In comparing the current chapter, he relied on a review of articles on distance education that have appeared in the Chronicle of higher education, the American Journal of distance education, and various other sources of distance education literature the variety of articles almost defy classification but certain issues emerge from the midst more central than others. Some issues were identified in composite list develop a national or regional organizations such as accrediting bodies or governing boards. Others emerged as single issues but were cited by many sources.
Composite List of Issues
some groups especially national and regional planning organizations have compiled composite list of issues facing distance education. For example, the American Council on education issue to publication in March 2000 developing a distance education policy for the 21st Century learning. In it the American Council on education identify the following seven areas in which policies must be review or developed: intellectual property policies, ownership of distance education courses, faculty issues (e.g. teaching load, preparation time, and class size); student issues (e.g. increased access, privacy issues, and disabled students); limiting liability; commercialization (e.g. direct agreements, consortia, and royalties for licenses); and teaching beyond state and international borders.
The council for higher education accreditation has contracted with the Institute for higher education policy to conduct a series of literature reviews and original research called distance learning in higher education 1999; Council for higher education accreditation. Those report documents the expanding universe of distance learning and the growth of statewide virtual universities. Among the issues identified are the following: equity gap, digital divide, lack of teacher training, battle over encryption, works made for hire, contractual transfer (as faculty member switch institutions), and security/privacy. Student aid for distance learners: charting a new course, a separate report from the Institute of higher education policy 1998, the new rates several student aid policy issues that are unique to student pursuing distance education. They suggest that student aid should be holding learners centered, following the student through his or her academic program, available without regard to the mode of instructional delivery, awarded only to student in accredited program of study, and try to standards of academic progress and not arbitrary measure of time. They also suggest a regulation should allow flexibility on the part of institutions and that any amounts and limit should focus on lifetime standards rather than annual or institutional maximums. Working for a consortium of the six regional accrediting association, the Council of regional accrediting commission's 2000 prepared a draft of guidelines for the evaluation of electronically offered degree and certificate programs. Those guidelines focus on the following areas, indicating policy issue for institutions of higher education to consider in developing distance education programs: institutional context and commitment, curriculum and instruction, faculty support, student support, and evaluation/assessment. Reviewing contemporary research on the effectiveness of distance learning in higher education, Phipps and Merisotis 1999 cite the following gap in research: students outcomes for program rather than courses, differences among students, investigation of reasons for dropout rates, differences in learning styles related to particular technologies, the interaction of multiple technologies, the effectiveness of digital libraries, and a theoretical or conceptual framework. The review identifies three broad implications of the current research: the notion that distance education provides access the computer mediated learning requires special skills and technical support that might not exist; technology cannot replace the human factor; and technology is not nearly as important as other factors, such as learner cast, learner characteristics, student motivation, and the instructor. The same pair also wrote quality on the line: benchmark for success in Internet based education Phipps and Merisotis 2000, in which they identify 24 benchmarks considered essential to ensuring excellence in Internet based distance education. The benchmarks fall into seven categories: institutional support, course development, teaching/learning, or structure, student support, faculty support, and evaluation and assessment. This author in a review of the status of distance and virtual education in the US in 1999 Dirr, identify the following as important trends in the profession: the pervasiveness of change, growing commercial interest in education, the importance of partnership and alliances, and unbundling of the educational process. An Internet search for policies of distance education reveals a robust body of literature on the policies of individual institutions. In one instance, a group of researchers studied the written distance education policies of all the tertiary institutions in the state of Nebraska. They found that most existing policy dealt with: academic areas, faculty issues, students, and technical issues. Academic issues emphasize course integrity, especially ensuring the equivalents of distance education program with regular on-campus instruction. Measure of the code and see included class time, course content, student services, prerequisite skills, and instructor qualifications. The University of Nebraska system had the most policies (103), followed by community college's (48), state colleges (32), and independent colleges (32). The researchers found that legal and cultural issues were not addressed in any sector. They also found that written policies were more structured were collaborative efforts exist. They attributed this to the need to develop and communicate rules of participation for the collaborative efforts. They concluded that multi-instructional arrangements might be an excellent opening to cultivate and generate fundamental policy actions. Looking across these composite lists of policy issues facing distance education, one sees the faculty and student issues appear on almost all the list, as to academic and curriculum issues. Beyond those categories the list presents a quite disparate grouping of additional issues.
Singular Citation of Policy Issues
In addition to the composite lists of policy issues more than 100 articles over the past two years in the Chronicle of Higher Education alone have dealt with the policy issues that affect distance education in the US. The articles might have been labeled as policy issues but they certainly have policy implications for the future of distance education and in some cases the higher education in general. In most cases the issues addressed in those articles are also found in the composite lists of policy issues cited above. For the convenience the single citation have been classified by the author in the following categories: quality issues, equity and access, collaboration and commercialization, globalization, intellectual property rights, the roles of technology in distance education, faculty issues, student issues, and research and evaluation. Because many of the citations in this section are drawn from the Chronicle of Higher Education reporters Blumenstyk, Carnavale, Carr, and Young will be referenced often.
Quality Issues
Several articles have addressed the issues of how to maintain quality in distance education courses and programs. At a September 2000 meeting of education officials from 30 nations, but is it is recognizes education as a means learners to become exchange students without passports of costly plane tickets. They sought to identify ways to foster coordination among institutions. High on their list was the development of ways to measure the quality of distance education courses and programs (Young, 2000). Sometimes the issues of quality is dealt with subtly. In an editorial in the American Journal of distance education, Michael Moore 2000 notes that two articles in fact issue address the question of whether distance teaching requires more or less work from the faculty than traditional teaching. Just below the surface of that question, however, live the issues of quality of instruction and the amount of interaction between the instructor and student. Following up on an announcement of the development of the new guidelines for distance education developed by the Council regional accreditation commission for the six regional credit rating agencies, interviewed Charles M. Cook of the New England Association of schools and colleges that observed that although the guidelines sought to ensure a quality distance education experiencing a half also anticipated new pedagogy one that shifts toward the learner and away from the teacher. This carries an important message for researchers will in future will be setting the quality of distance education courses. Charles Cook points out that because the assumptions of what happens in a traditional classroom cannot be made about an online course distance education will be held to a more explicit and possibly more detailed set of criteria and would be applied in a traditional classroom. If explicit criteria are developed for distance education courses might those same criteria be used to challenge the assumptions that underlie traditional classroom experience? It is not possible that holding distance education to higher standards may have ripple effect raising the standards for all of higher education? There is also an emerging body of evidence that distance education might be having qualitative impact on how students learn. For example, Lang 2000 and skeptically whether an asynchronous environment can foster suspension critical thinking given the lack of gestures and subtle nonverbal clues that students have in face-to-face instruction. In the end, he argues that online discussion can develop high level thinking skills, citing the experiences of faculty and students involved in an online writing across the curriculum course. Because words do not disappear and can be read, remit, and revised all online participants have an equal opportunity to organize your thoughts clearly. Furthermore since the conversation is not confined to an artificial time limit all participants have an equal opportunity to speak. The Pew Charitable Trust have been influential in encouraging new ways to evaluate the quality of learning experience. With $3.3 million in funding the trust have supported the development of the national survey of student engagement. The survey measures the extent to which colleges encourages actual learning by scoring student responses to 40 questions. More than 63,000 undergraduates filled out a questionnaire in spring 2000. The questionnaire actresses five benchmarks: the level of academic challenge, the amount of active collaborative learning, student interaction with faculty members, access to in reaching education experience (e.g. internship and study abroad programs), and the level of campus support (e.g. social life and help in coping with nonacademic responsibilities). Not all of efforts to improve the quality of distance education have come from within the traditional higher education sector. Blumenstyk and McMurtrie 2000 reported on the tension being calls in higher education should go buy a fairly new a credit-rating agency, global alliance for transnational education. Created by Glyn Jones, founder of Jones international University the first fully online university accredited in the US, global alliance for transnational education is an international accredited agency for technology-based education programs and institutions. Originally run by a nonprofit group global alliance for transnational education has now become one of Jones's several for-profit businesses related to distance education. Critics charge that as a for-profit company tied to Joneses other businesses, global alliance for transnational education is riddled with conflicts of interest resulting from the marriage between the corporate and academic worlds. In a letter to the editor responding to critics, Jones 2000 noted that for-profit corporations are increasingly playing a leading role industry-leading education and that traditional nonprofit institutions are no longer the sole gatekeepers of quality education. Other solutions of the quality issue might also emerge from the private sector. Recognizing the vacuum in cyberspace when he comes to reliable information with which to evaluate online courses some web sites such as new promise.com, ecollege.com, and hungry minds have become to allow students who have taken online courses to post evaluations of those courses, similar to the way Amazon.com posts evaluation of the books in sales or eBay allows buyers to rate sellers of auction items (Carnavale, 2000).

Equity and Access
At the turn-of-the-century, the professional literature and the public press were full of references to the digital divide -- the gulf between the affluent and the poor in terms of access to telecommunications services and computer technologies. There was general concerns that the digital divide would have a major impact on access to distance education opportunities. Phipps and Merisotis 1999 pointed out that even though most studies of distance education courses concluded that these courses compare favorably with classroom based instruction and that students in these courses enjoy higher satisfaction than students in traditional classes the notion that distance education provides access to higher education opportunities might be mistaken. Many distance education courses require computer mediated technology and skills and technical support that certain students might not have. Increasingly colleges and universities are attending to the need to make online courses accessible for all students, including the handicapped. In colleges strive to give disabled students access to online courses; Carnavale 1999 reported that colleges are finding that they must include the virtual equipments of Wiltshire ramps when building online courses. To understand the requirements colleges are urged to consider the guidelines developed by the California community college systems.
Collaboration and Commercialization
An overriding theme of much of today's literature in the extent to which alliances among colleges and between colleges and commercial interests are playing leading roles and the development and delivery of distance education at the higher education level. More has been written on the topic than any other. However since this theme is covered in depth elsewhere this theme is only noted briefly here. Many collaborations are driven by the need of the partners to provide their offerings to more students each year thereby increasing their revenues each year. This is as true for colleges and University as it is for commercial firms with whom they partner. For although enrollments in the US colleges and universities are growing steadily and tuition costs are growing along with them the increase enrollments by themselves cannot provide sufficient fuel for expansion. The scope of collaboration and the factors that motivate them are quite varied. Some are region-wide alliances, such as Kentucky virtual University (Young, 2000), Western governors University, and the Southern regional educational board electronic campus (Carnavale, 2000). Others bring together groups of institutions that share interests such as Jesuit-net, a collaborative effort of 24 and the 28 Jesuit universities in the US, and Universitas 21, a network of 17 or 18 procedures universities in 10 countries. The collaborators often struggle to devise relationships that draw on the strengths of each to create and deliver new products to meet the perceived needs of vast populations of adult learners. Sometimes, the collaborations involve a commercial partner most notably a publisher along with institutions of higher education. Other times institutions of higher education have established their own commercial distance education programs to extend their academic programs to new groups of learners. Cornell University, for example, formed a for-profit distance education entity named e-Cornell, Temple University created virtual temple, and the University of Maryland formed UMUC online.com a for profit arm to market its online courses to new groups of students. Temple University quietly shut down virtual temple in early 2001, less than 18 months after its and adoration, because it was not economically viable. One rather recent distance education collaborator in the US federal government especially the military, education opportunities are seen as a key incentive for attracting and retaining recruits to volunteer service. In the final days of 2000, the US Army found its six-year $453 million project to deliver distance education courses to soldiers all of the world. The project, Army University access online, involves a commercial company Price Waterhouse Cooper, 10 companies, and 29 colleges. By the middle of 2001 it had already enrolled more than 4000 persons in distance education courses. The U.S. Navy initiating similar program around the same time.
Globalization
Interwoven into many of the collaborations is the theme of globalization. The very technologies used for distance education today make it possible for an institution to think beyond its traditional borders. The technologies also make it possible for potential students to sink education opportunities from tertiary institution throughout the world. This trend holds the potential of having a major impact on traditional institutions because this theme is dealt with in depth elsewhere in this handbook, only a few examples will be mentioned here as evidence of its importance. Many US universities have already begun to extend their distance education programs into other countries as a way to expand their student population. Currently enrolling about 75,000 students in the US, the University of Phoenix plans to I had another 75 students in such diverse countries as China, India, Mexico, and Brazil. Carnegie Mellon University plans to offer online programming courses to 15,000 students in India. The University of Bar-Ilan Israel and developing virtual Jewish universities to deliver in Jewish studies courses to learners throughout the world. And on any more global level, the World Bank is setting up distance learning centers in countries that lack the telecommunication infrastructures so that learners in those countries might have access to education opportunities offered in other parts of the world. One challenge that will face all institutions offering distance education over the next decade will be to develop new guidelines and policies that allow the expansion of education opportunities through distance education while its same time providing learners with appropriate course of instruction and student support services.
Ownership and Intellectual-Property Rights
The issue of ownership and intellectual-property rights is one of the importance in all sectors of education today. This issue shows up on many of the composite list of issues facing distance education. Developing a distance education policy for 21st-century (American Council on education, 2000) in this intellectual-property rights first on the list of issues that must be reviewed and address. Distance learning in higher education cites works made for hire and joint works are two of the policies that must be addressed. Written policies of many tertiary institutions that offer distance education programs addressed issues of intellectual-property rights of institution and of individual faculty members. Policy at San Diego State University requires that faculty and the university must agree on who owns an online course before the course begins. A faculty committee at the University of Illinois has recommended that professors retain ownership and control of online courses. Aside from the issue of ownership of online courses the issue of copyright raises many questions for which there is no clear answer. In fact, the congressional web-based commission referred to the copyright law as a horse and buggy on the information superhighway. The Napster case in the US and the icrave.com case in Canada have provided vivid examples on how the law and policy lagged behind practices supported by new technologies. It is safe to say that it is not currently clear just how the copyright laws will apply to digitized content.
The Role of Technology in Distance Education
Colleges and universities in the US have been increasing their spending on information technologies including those used in distance education. A study of liberal arts colleges by David L. Smallen of Hamilton College and Karen L. Leach of Colgate University shows that in the decade of the 1990s the typical liberal arts college doubled its spending on information technology services. Information technology spending at liberal arts colleges at the end of 1990s was typically 3.5% to 5.2% of total institutional spending. PC replacement costs accounted for 14% to 24% of the total. A broader annual study of technology using by tertiary institutions, the campus computing project, by Kenneth Green, showed that in spite of increased expenditures on information technology institutions of higher education still have a long way to go. The study in 2000 found that 60% of all college courses uses e-mail as a tool for instruction, and 30% of all courses have web sites. In spite of that high level use of the technology by faculty members, administrators remain skeptical about its value. Only 14% of administrators agree with the statement, technology has improved instruction on my campus. Green believes that in the absence of empirical evidence of impact the increase in technology use might begin to slow. He noted that some technology trends in society at large have yet to catch on in academe, citing the absence of any meaningful use of personal digital assistants (PDAs) by colleges. He further noted that academe is far behind the private sector when it comes to e-commerce. Only 19% of colleges have e-commerce services such as tuition payment. Perhaps educators have reason to be at least slightly timid about jumping on the technology bandwagon. That many businesses are suffering because they bet on web-based growth rates that are well beyond what could be delivered. That has led to the downfall of several dot com companies. Rather than banking completely on the Internet, Noguchi 2000 encourages business to think of the Internet as enhancing what they already do, and extension of the business rather than a revamping of it. That is not bad advice for colleges and universities with distance education programs. Distance education has existed through correspondence courses for more than a century. Access to distance education was accelerating in the 1970s with the introduction of television bass lessons that were broke faster of the US on public television stations the advanced capabilities of Internet based courses have greatly expanded the reach of distance education courses open new opportunities for learners to continue their education. But the sad fact is that we know little about the impact that these technologies have on the access or quality of education being provided. One question that has been raised Ridley for at least three decades is, how effective is the use of technology in education? This question has been very specifically about distance education. Some studies in recent years have addressed the issue of the roles and effectiveness of technology in distance education. Unfortunately many of those have been a dimensional, that is, they have focused on a single technology is isolation from many other variables from the horse race syndrome; that is, they attempted compared a technology base course with a traditional course to see which came out ahead in terms of student learning. This approach suffers from two flaws: first, it holds up the traditional course as the standard to be emulated rather than asking whether things might be done differently (and may be better) by using the power of technologies, second, it overlooks the sample bias that is inherent in the research methodology when potential students cannot randomly assigned to traditional or distance education courses.
Faculty Issues
Many faculty issues emerge from the literature. Faculty concerns our needs are referenced in most of the composite list of issues cited at the beginning of this chapter. A study of 402 college faculty members drawn from the 85,000 members of the national education Association found that faculty members who have taken part in developing and/or offering distance education courses are generally enthusiastic about the experience and benefits of teaching distance education courses. They might feel that they put in more work on distance education courses than on traditional courses but they also believe the benefits outweighed the extra work involved. Some faculty members have used students as a shield questioned the appropriateness of distance education courses when Fairleigh Dickenson University decided to require that all its undergraduates take at least one distance education course annually in part to help students become global scholars who are able to use the Internet for IT purposes, the American Federation of teachers question whether that was an appropriate requirement for students who do not do well in distance education courses. Nevertheless, some pouty members expressed fear about distance education, some fear that they might be replaced by Barry distance education courses they help develop. Others fear that distance education might take jobs away from Ph.D.'s and put them in the hands of business executives and poorly paid part-timers. Still others resist this is education because they fear it will increase competition from foreign institutions. One thing that seems to increase faculty opposition to distance education is when administrators commit to distance education programs without adequate consultation with the faculty. This became a major issue when Cornell University established e-Cornell to deliver distance education courses and when Temple University established virtual temple. The San Diego State University policy on distance education, developed by the faculty senate, contains several requirements that reflect the concerns of faculty: professors must oversee online courses in their fields, students must have substantial, personal, and timely entry action with faculty members and other students, faculty and the university must agree on who owns the course before it begins, students must be assured of access to appropriate resources and services, and full-time professors must not be replaced by part-time instructors. Another concern of faculty members is that distance education might be leading to a new learning paradigm and changed roles for the faculty. The concern seems to be supported by some of the literature. The draft guidelines for the Council regional accrediting commissions to help colleges and University review the quality of electronically offered online degrees and certificate programs anticipate a new pedagogy won the shifts toward the learner and away from the teacher. Some see the emergence of multi-University portals and statewide virtual universities as evidence of new learning paradigm in which the faculty role changes from teacher to designer of interactive materials and guide for students. Perhaps the most interesting train in terms of potential impact on the roles of about 20 members in distance education is the unbundling of the parts of education process. This phenomenon was identified by this author in 1999 as one of the leading trends in distance and virtual learning in the US (Dirr, 1999). Since then the team had appeared several times. In September 2000, John Stone noted that the task of teaching and supporting students learning are becoming unbundled. One way of breaking out of this components is as follows: curriculum development, content development, information delivered, mediation and tutoring, student services, administration, and assessment. As these functions most of which have traditionally been done by individual factor members are unbundled, it becomes possible to ask who might best performed each function and which of the functions might be contracted out. Distance education provide a fertile testing ground for exploring such arrangements. A growing number state line institutions and consortium provide administrative services for online students. Follet, Amazon.com and others offer electronic bookstores and library services. Others offer testing services the most recent addition to the field is smart thinking.com, an online tutoring service with coverage 24 hours a day seven days a week. The theme of contracting out unbundle services appeared again indecent or 2000. A new digital library company announced plans to offer students online access to searchable books and journals. For a fee of about $20 to $30 per month, students would have access to 50,000 scholarly books and journals (150,000 by the end of 2003). The resources would be searchable by keyword leading some faculty to fear a cut and paste approach to the research and report writing an approach that could lower the effort that students put in to their studies. About the same time the faculty union at New York University was expressing his concern that new roles for faculty hired by the University online subsidiary would begin to break down the teaching functions into a series of discrete tasks performed by different people which would lead to disassembling and de-skilling of the profession. A counterbalance to such faculty affairs can be found in a monograph issued by the league for innovation. The faculty guide in moving teaching and learning to educational networking is intended to encourage faculty members to break a course down into component functions and explore how they can for field each component without meeting any fiscal classroom.
Student Issues
Distance education programs and courses have become known for being more student centered than many other university programs in part because many distance education programs are developed in response to specific perceived needs for the students. But how well our distance education programs doing responding student needs? Few empirical data exist. Young 2000 interviewed seven adult students who were taking online courses. For several the courses provided a chance to be back in college and opportunity they would not have had absent distance education. Many reported a nagging guilt -- that they should be logging-on to their courses web pages more often. Those who were most successful had developed a regular schedule for working on their courses. The oft-reported isolation of distance learner were supported to some extent by these interviews. The students stated that the dismissed instant feedback from their professors. They also found taking exams a logistical challenges especially if they had to travel to campus to take the exam. Although generally satisfied with the distance education experience the students recognize the distance education is probably not appropriate for everyone. Hara and Kling 1999 also studied a small group of students six enrolled in a web-based distance education course. They identify several frustrations that inhibited student performance in the course. These included a felt need to compete among each other on the volume of e-mail messages submitted, a perceived lack of feedback because of the lack of physical presence of the instructor and other students, technical problems and the absence of personnel to provide technical support and ambiguous instructions from instructor. The students dealt with these frustrations by venting them with each other over the Internet. The authors do not end up condemning distance education but rather causation institutions against advertising only the virtues of computer mediated distance education when promoting courses. These studies possibly reflect the way that many distance education courses have been developed they have devolved out of campus base courses in faculty member focus almost all their attentions on getting the content of the course transferred into a new medium the Internet. However a new emphasis began to emerge in the late 1990s spurred in part by a funding program of the fund for the improvement of postsecondary education. The fund encourage institutions amending proposals for funding to think about the entire student experience when designing distance education courses as much emphasis was placed on making quality student support services accessible at a distance as was devoted to quality presentation of the course content. One of the recipients of the fund for the improvement of postsecondary education grant was the Western cooperative for educational telecommunications an organization that has played a leading role in looking at how support services are provided to students studying at a distance. The goal of the Western cooperative for educational telecommunications -- the fund for the improvement of postsecondary education Project was to identify colleges and universities that had developed quality suites of student support services that were delivered to students at a distance. From a survey of 1028 institution the project learned that most institutions that offer distance education courses that concentrated on delivery of existing courses without developing new support services for students studying electronically. Most held firm to traditional structures and policies for student support services. The findings of that study led Western cooperative for educational telecommunications to create its guide to developing online student services. This guide offers a series of the practices for delivering student services via the Internet. It ends with a section call outstanding web-based student services system, which highlights some institutions that have shifted from a provider perspective to a customer centered orientation for providing student support services. The most advanced institutions have three decision-support systems that offer students variety of opportunities for self-help and customized services. The guide notes that within the past couple of years a number of software companies have been gone to develop products that assist institutions in making the transition to a customer centered orientation. For-profit and nonprofit companies are also developing resources that help students sort through the thousands of online courses that are available and to choose a course that best fit each student's needs and interests. Rose 2000 evaluated 21 online course database is designed to help students locate the right courses or program. Criteria for evaluating databases include user friendliness, search capabilities, reliability, course offerings, course information, and connectivity. Another student issue that continues to work in the background distance education is the number of dropouts from distance education courses. It is generally recognized that enrollments in distance education courses are increasing but so is the number of dropouts. National figures do not exist but anecdotal information suggests a sum that dropout rates are higher in distance education courses than in traditional courses. Direct comparisons across institutions are difficult because institutions in a report completion and dropout rates in any consistent way. Some speculate that distance education dropout rates are higher because distance education students are older than traditional students and have busier schedules. Others argue that the nature of distance education courses is at fault in that they cannot supply the personal introduction that some students crave. This is certainly an area that deserves further research. Some colleges have entered the world distance education without fully considering the implications for disabled students they were surprised, for example, that they must include the virtual equivalents of wheelchair ramps on the web sites when building online courses. This can raise the cost of developing online courses. Provisions of the American with a disability act and the vocational rehabilitation act are generally interpreted to apply to online education programs even though the US office of civil rights has not yet issued rules for online courses. In the meantime colleges are being urged to use guidelines developed by the California community colleges system. The report of congressional web-based education commission has already reference above. The report recognized the students in distance education courses and programs are penalized by existing laws and regulations. One regulation is that specifically targeted is a requirement that to be eligible for full student aid a student must at least take 12 hours of classes each semester. The whole question of student aid for students enrolled in distance education courses was studied by IHEP 1998. In its report student aid for distance learners: charting a new course, IHEP suggested several principles future policies regarding student aid for distance education: student aid should be available without regard to mold of institutional delivery, delivery of student aid should be learners center, with eight following the student through the academic program, aid should be awarded only to those an accredited programs of study, awarding of age should be tied to standards of academic progress and not average really measures of time, regulations allow flexibility on the part of institutions, and aid amounts and limit should focus on lifetime standards rather than annual or institutional maximums.
Research and Evaluation
The need for research and evaluation distance education generally recognized however that the need is really get in shape. Consequently although many studies can be found there is little organization among them and cumulatively they did not add up to a significant body of research on topics that are critical for guiding the future of distance education. As in 1990 the author will encourage the research community to concentrate their energies on a limited number of questions so that the sum total of the research efforts might have far more impact on the future of distance education than if they were without a focus. Certainly some quality research and evaluation is done in distance education, Phipps and Merisotis 1999, of IHEP with backing from the American Federation of teachers and the national education Association analyze what current research tells us and does not tell us about the effectiveness of distance education. They found that many of the questions educators have about distance education are unanswered by existing research in their opinion although there is a not insignificant body of original research, little of it is dedicated to explaining or predicting distance education phenomenon. From their perspective, three Bourque measures of effectiveness dominate the research: student outcomes, student attitudes, and overall student satisfaction. According to Phipps and Merisotis most of the studies of distance education conclude that distance education compares poorly with classroom base instruction and that students enjoy higher satisfaction with distance education courses then with classroom base course. However their review of research suggests that many of the research studies are of questionable value, rendering the findings inconclusive in the opinion of the reviewers. The current research suffers from key shortcomings: it does not control the extraneous variables and cannot show cause and effect, it does not use random selection of subjects, and the validity and reliability of the issue mints are often questionable. In looking at gaps in current research Phipps and Merisotis identify the following needs: studies of student outcomes for complete programs of study rather than the single courses, careful attention to the differences among students, investigation of reasons for dropout rates, research on how differences in learning styles relate to different technologies, research on the interaction of multiple technologies, research on the effectiveness of digital libraries, and development of the theoretical or conceptual framework. Using a modified Delphi technique, Rockwell, Furgason, and Marx 2000 surveyed educators in Nebraska to identify needs for distance education research and evaluation. They identified for topic areas: cooperation and collaboration among institutions including postsecondary and secondary schools, designing the educational experience to meet the unique needs of distance learners, teach preparation especially in competencies that are unique to distance education, and educational outcomes expressing participation and completion rates. Smith and Dillon 1999 tackled a difficult problem of how to conduct comparative studies that will withstand critical review. They know that most comparative studies have suffer from confounding factors in their methodologies making the findings suspect. They propose a schema to address the issues of confronting factors, the media attribute theory, a framework based on identifying the defining categories of attributes that are embedded within each delivery system and media used in distance education course. The categories of attributes they suggest include realism/bandwidth, feedback/interactivity, and branching/interface. Writing in the Chronicle of Higher Education, Dan Carnavale 2000 reported on a study criteria for an excellent online course, Lee Alley chief executive officer of world-class strategies Inc. Alley stated that some aspects of distance education that were considered novelties if you years ago are now considered essentials for quality distance education. He specifically cited regular into action between student and faculty and among students, a student centered approach, and a built-in opportunities for students to learn on their own. He concluded that distance education is changing the theoretical underpinnings of tertiary education by forcing an understanding that you don't transmit knowledge; knowledge is constructed. This will inevitably lead to a change from faculty centered to student centered instruction. Ongoing tracking of developments in issues in distance education has been a characteristics of the work of the CHEA and IHEP. Since at least 1998 these two organizations have worked together to issue an annual report, distance learning in higher education. The report looks at the status of distance education at the tertiary level in the US, tracking growth, identifying trends, and raising issues. The organizations have also undertaken focus studies of distance education, such as IEHPs what's the difference? A review of contemporary research on the effectiveness of distance learning in higher education and quality on the line call in benchmarks for success in Internet base education. One issue that has gotten sporadic attention from researchers and the cost of distance education. Brian M. Morgan, a professor at Marshall University has developed an interactive spreadsheet that will help an institution compute the likely cost it will incur in offering distance education courses. Morgan 2000 also wrote and extensive background paper, is distance learning worth it? Helping to determine the cost of online courses, in which he identified the research he did several original surveys to obtain the data on which he based the algorithms used in the interactive worksheet. The paper contains many helpful references and insights. Business might be even more concerned about the cost of providing learning opportunities than some colleges and universities. Writing and the Washington Post, Evans 2000 noted that Internet base lessons are rapidly overshadowing traditional manual and face-to-face classes and many corporations. According to international data Corp., which falls more than 200 e-learning companies, the e-learning market will grow from $550 million in 1998 to $11.4 billion in 2003, especially in the view of the need of companies to deliver up-to-the-minute training to workers all over the globe without having them leave their place of work. Not all e-learning is online because not every place on earth have the bandwidth needed to accommodate interactive learning over the Internet. Whalen and Wright 1999 use the case study approach to analyze the cost benefit of web-based telelearning at the bell online Institute. They examined the relative importance of several design elements and presented a detailed cost-benefit analysis model of courses that Bell uses to train employees and customers. Treat courses each equivalent to a two-day classroom course were developed and offered on for learning platforms (WebCT, Mentys, Pebblesoft, and Symposium). Fixed and variable costs were computed for each, including the cost of delivery platforms and transmission costs, salaries, hardware, and license fees. The author concluded that web page training has higher fixed cost than classroom base training but those costs are offset by lower variables costs in course delivery given a larger enough number of students overtime.
Conclusion
There are many policy issues concerning distance education that must be addressed over the next decade. There is little evidence in the literature to indicate that they will be addressed in any systematic way. That along with the fact that distance education holds the potential to have a greater impact on higher education than any other single phenomenon for several decades, leads this author to suggest that the education community consider adopting a framework, a focus, and funding that will permit systematic development of policies that can advance quality distance education. A systematic approach will also facilitate the documentation and validation of the impact distance education has on the lives of learners. At a starting point, the author suggests that the policy issue areas identified above serve as the framework for policy development. The focus might be created by carefully crafting the few questions in each policy area.

Most project options will consist of three chapters. Chapter 1 is the introduction to your project and contains an untitled introduction, the background, purpose of the paper, the need for and significance of the project, and definitions of terms. Chapter 2 presents a review of the academic/educational literature and research on the topic under investigation. Chapter 3 will be an action research proposal. Note that APA style and format is expected no matter which capstone project you choose.

Since this is a graduate college course, graduate quality writing is expected within your written proposal. The mechanics of your writing will form part of the evaluation of your work. Documents must be sent in MSWord format.

MAT 640: Applications of Research


WORKSHEET and OVERVIEW

A.Identify the topic of your project.
What general topic related to your practice of teaching are you interested in investigating? For example, when you reflect on your teaching, is there a strategy or program you would like to try to see if students achievement levels increase? Or, is there a topic you would like to learn in depth, and then design a presentation for your colleagues?
It is important to choose a topic about which you feel passionate; however, one caution is in order. You must not begin your project with the intent to prove something. Like a good detective, you must gather information and look for evidence with an open mind. Accurate analysis of reliable data will allow you to speak authoritatively after you carry out your study. Wherever possible, it is important to provide differing and/or opposing perspectives on the issues that are at the heart of your topic.

A topic I feel passionate about and would like to pursue for MAT640 is
the merits of differentiated instruction in science classes for grades 9-12.




B.Problem
In regard to the topic you identified, what is the current situation? What is the problem, need, or issue that you would like to address? The information you write in this section can be used in Chapter 1 of your project.

Begin your response hereMost teachers currently use the direct instruction approach and not all students are on the same level so achievement is not up to standards for all students.



C.Background
What has led up to your choosing your particular project? Has something occurred in your classroom (or school, or district, or state, etc.) that has led to the need for your project?
The information you write in sections B and C can be summarized in one or two paragraphs and included in Chapter 1 of your project. (Chapter 1 is written after you have written chapter 2.)
Begin your response hereThe use of direct instruction in science classes doesn't allow adequate learning for all students.




D.Significance of the Project
Who will benefit from the results of your project if you were to carry it out? Why would it be important to carry out the project? What will happen if nothing is done?
For example, if your topic was about investigating whether use of a specific reading program raised students reading scores, the results of your project would be of significance to your own students because reading is so vital to learning. Such a project would also have significance for parents, educators, and researchers.
The information you write in this section can be used in Chapter 1 of your project.

Begin your response hereThe students will benefit the most because they will all be learning in a way they can understand which will increase self-esteem and motivation to learn. Teachers will also benefit in that they will have a proven teaching strategy to implement in their science classes to promote whole class learning.




E.If you are doing an action research proposal or a grant proposal, what would you measure (or who would you interview or survey) to gather data? (if you were to carry out your project)? Remember that you do not carry out your proposal in MAT640. You go only as far as planning for gathering data and data analysis.
(For example, measures of whether an intervention is successful could come from such things as test scores, office referrals, attendance, et cetera. Such numerical data is called quantitative data. Or you could discover what you need to learn by interviewing people who have experienced what you are investigating. Such verbal or written data is called qualitative data.)

Begin your response hereAn action research proposal which would measure test scores over a semester where differentiated instruction is used compared to previous semesters test scores.




F.Purpose of the project.
Identify one of the following seven options you will use for the application in chapter three, and then complete the purpose statement below. (Examples of completed purpose statements are in a document in the Resources section of our course website.)
Action Research Proposal Develop the plan for (but not conduct) a research study using qualitative and/or quantitative research to design, a classroom based research study.

For my MAT 640 project, the application I have chosen isan Action research proposal.


Your purpose statement must be a clear, precise statement that encapsulates what you intend to do in your study. The purpose statement provides a guide for everything you write in your study. Each time you repeat your purpose statement in your project, be sure it is a copy and paste of the statement approved by your instructor.

Complete the following statement: The purpose of this project is to.determine the relationship between measures of student achievements in science classes in grades 9-12 and implementation of differentiated instruction over a period of 1 semester.




While each students project is unique, the information in A through F (above) will be relevant to your writing of chapter one, and the purpose statement will guide the whole of your project.
While it is important for you to think through each of the items above and include the information in Chapter 1, you will begin the writing of your project by writing the literature review, Chapter 2. In Unit 3 of the course, you will come back to this Worksheet and use the information (together with some of what you found in the literature review) to write Chapter 1.

Chapter one is described more fully in Lecture 3. It is an introductory chapter that provides a general overview of your project. An outline for chapter one should be evident in the headings you use throughout the chapter. Review the example papers in the Resources section of the course website to see how headings and citations should appear in Chapter One.


Use the information below in conjunction with planning to write the Literature Review (Chapter 2, Unit 2), and preparing your application (Chapter 3, Unit 3).

II. Chapter Two: Begin the writing of your project with the Literature Review

A.Chapter Two sets the theoretical basis for your study.
Chapter 2 reports what others have written about the topic, and reports about the methodology and findings of studies that relate to your topic.
It is important to report opposing views and differing perspectives on the topic.
It is important to organize a very clear outline for Chapter Two, and make the outline visible to the reader through the use of headings.

B.For Unit 2 of our course you will write a draft of Chapter Two. It is important to being writing Chapter Two as soon in the course as possible. Chapter Two is by far, the most time-consuming chapter to write. By comparison, Chapters One and Three will take much less time to complete.

C.Begin chapter by (re)stating the purpose of your project and restating the purpose (copy and paste your purpose statement each time you use it), and identify what is to come in chapter two by listing the main points of the outline of the chapter. The format for your Chapter 2 will look like the following:

CHAPTER TWO: LITERATURE REVIEW

Introduction in which you state the purpose of your project clearly and precisely and stae what is to come in chapter two by listing the main points of the outline of the chapter. For example you might say, the purpose of this project is to In chapter two a review of literature includes(then list the main headings in the chapter. The headings will reflect what you have found to be important elements to report about the topic you have chosen. Remember that you cannot write exhaustively about your topic. Doing so would require a book. Your purpose statement should serve as a guide for what you address in your literature review).

First Main Heading

Report relevant information from your reading of peer reviewed sources. The headings you use should reflect the order in which you listed the main parts of your literature review in the introduction.

Second Main Heading (Add additional headings as needed)

Use of headings is expected in scholarly writing to guide readers through the logic of your presentation. While there is a specific APA format for headings, there is not one best way to organize or outline your literature review. Translate your outline into headings as a way to clearly show how your flow of thought is organized. Carefully outline the hierarchy of the ideas you wish to present, and use headings to convey the sequence and levels of importance. Headings help the reader grasp the article's organization and relative importance of the parts (Publication Manual of the APA, 2002, p. 10).

An important part of scholarly writing is citing and referencing sources of information. The difference between an outstanding scholarly report and plagiarism can be as little as citing (or failure to cite) the source of information and ideas. If in doubt about whether to cite a source, cite the source.

The APA Manual and the NU Library Reference and Citation Guide are excellent resources for how to accurately cite and reference the articles and books you use. The sample projects in the resources section of our course also model APA format.

End chapter two with a brief summary of what you have written. No new information should be included in the summary.


III. Chapter Three Overview: Practical application

A.Chapter three presents the application of your project.
In an Action Research project, chapter three presents a plan for gathering and analyzing data.

B.
Chapter three will reflect the unique purpose of your study. As with chapters one and two, headings should be used to reflect an outline and the flow of thought in your writing.

You are to write a 3-page Summary of the article below. When quoting use APA format. Do Not Use Outside Sources!

The Theory of Scholarship of Distance Education
Everything that is recorded in the literature of the field is the theory of the field. Somebody so later organizes and summarizes the body of knowledge, or parts of it, and as these summaries are found useful by more and more scholars and researchers they become authoritative. Then, instead of reviewing all the literature yourself you can refer to the summary. It is like a map. A map summarizes what is known about a place and if there are many inky spaces it shows them. This is the clue to knowing where new exploration i.e. research, is needed. The accepted facts and concepts that make up theory also provide a shared perspective for those who have studied it and a common vocabulary for discussing, analyzing, or criticizing it. People who go on journeys of discovery who have not read the theory -- either exhaustively in its long form-the literature or and in its summer rise forms-are traveling without a map. In research they asked questions that have been answered or in bed are unanswerable and because they do not understand vocabulary they are confused and they cause a great deal of confusion. In education a lot of the information about technology that is collected and reported as distance education is not really about distance education at all and is rather trivial in significance while questions that do need to be researched is often overlooked. Knowing the theory, then, is very valuable for everyone who wants to practice and distance education for research it is indispensable.
A Very History Short of Scholarship
scholarship can be defined as research grounded in theory. It should be surprising -- and but it is a fact -- that while whole departments of professors and hundreds of colleges of education have for decades studied teaching and learning and how these organized inside the campuses and classrooms of schools, universities, and training organizations, what goes on when communication technologies extended teaching and outside the classroom and campus has been ignored by nearly all of them. What a research was done in this area was until recently undertaken by people who are engaged in the practice of teaching at a distance and took it on themselves to attempt some analysis of and reflection on what they were doing. Even when they produce research reports they had difficulty in sharing them since the editors of the journals of education had little interest in publishing what they were writing about. Probably the person to suggest there was a need for research and distance education was in J.S. Noffsinger 1926, first director of the national home-study Council who went on to produce the first systematic description of American correspondence education. This was followed a few years later by another landmark survey by Bittner and Mallory published in their University teaching by mail 1933. In 1956 a major survey was undertaken by the national University extension Association gathering information from 34 institutions and 69,519 distance learners. In 1960 and other national survey was undertaken jointly by the national University extension Association and the national home study Council and was disseminated in the correspondence instruction in the US (Mackenzie, Christiansen, and Rigby, 1968). The Brandenburg Memorial assay a collection of contributions from the leading thinkers and practitioners of the years following World War II edited by Charles Wedemeyer appeared in two volumes 1963 and 1966. Among the few outlets for publications were the newsletters of the national University extension Association and the national home study Council and the newsletter of the ICCE, which Wedemeyer started in 1971. Matters improve went to foreign journals entered circulation: distance education (an in-house organ of the UK open University) and Epistolodidktica, a journal published by the European home study Council. However these were hard to obtain in the US and the editorial policies meant they were unlikely to publish a American research. In the 1980s as interest in using telecommunications for distance education become of considerable interest a growing number of to begin to engage in research. They received a significant stimulus in 1986 with the establishment of the American Center for study of distance education and the founding of the American Journal of distance education, one of the most significant events affecting University independent study in the past 15 years. Providing a foundation for scholarship alongside the American Journal of distance education was a unique event that occurred in 1986. That was the first American symposium of research in distance education. This was an invitational meeting of 50 American academics who has shown an interest in research in distance education convene specifically by the American Center for study of distance education to review and discuss a research agenda. For the symposium came a book, the first moon scholarly collection on American distance education. A similar key been opened in the 1990s when an international workshop was held in Caracas, Venezuela under the auspices of the American Center for study of distance education bringing American researchers to meet with other researchers from all five continents for the purpose of formulating a global research agenda. In 1991 the history of the field was recorded in a book sponsored by independent study division of the nationally University continuing education Association, the foundations of American distance education. The first formal courses of instruction began in the early 1970s when Charles Wedemeyer began his graduate seminar and independent study offered in the adult education program at the University of Wisconsin Madison. His research assistant and this was Michael G. Moore who took over teaching the seminar on Wedemeyer retirement in 1976 and continued teaching it each year as a special summer course until 1986. After moving in that year to the Pennsylvania State University more instituted his own program of graduate courses. By 1987 Holmberg was able to list a number of universities where distance education was being taught and felt able to assert that it is evident that a research discipline of distance education has emerged.

History of Theory of Distance Education
In the summer of 1972 Michael G. Moore made a presentation to the world conference of the international Council for correspondence education meeting in Warrenton, Virginia on the topic of learner autonomy: the second dimension of independent learning. It began as follows: we started my posture lading that the universe of in shock consisted of two families of teaching behaviors, which we referred to as contiguous teaching and distance teaching. After describing conventional or contiguous teaching Michael G. Moore defined distance teaching as; the family of instructional methods in which the teaching behaviors are executors apart from the learning behaviors, including those that in contiguous teaching would be performed in the learners presence, so that communication between the learner and the teacher must be facilitated by print, electronic, mechanical, or other devices.
This was the first attempt in America to define distance education and it went on to propose a general theory of the pedagogy of distance education. For two years while working with Wedemeyer, Michael Moore had study educational theory and noticed what had not been noticed before; that there were no systematic theory to account for education in which the teaching behaviors are executed apart from the learning behaviors. He explained to the international Council for correspondence education conference in 1973: as we continue to develop various nontraditional methods of reaching the growing number of people who cannot or will not attend conventional institutions but who choose to learn apart from their teachers we should direct some of our research to the macro-factos; describing and defining the field, discriminating between the various components of this field; identifying the critical elements of the various forms of teaching and learning; building a dear radical framework which will embrace the whole area of education.
History of the Term Distance Education
The term distance education that Michael Moore chose to define the universe of teaching-learning relationships characterized by separation between learner and teacher was one he first heard in a conversation with the Swedish educator Brje Holmberg. Holmberg was director of the Hermods correspondence school in Sweden, and being fluent in German he had read about the work of a group of research at the University of Tubingen. Instead of talking about correspondence study these Germans use the term Fernstudium, or distance education; and Fernunterricht or distance teaching. Prominent among these were K. H. Rebel, M. Delling, K. Graff, G. Dohmen, and Otto Peters. Since they only publish their work in German; English-speaking scholars only knew it in later years mainly due to the efforts of Desmond Keegan.
Otto Peters
In 1967 Peters published a seminal work, which was translated into English in 1983 with the title distance teaching and industrial production. A comparative interpretation in outline. In this article Peters explained how it becomes clear that distance that he is a form of study complementary to our industrial and technical age. His thesis was that distance education is best understood as the application of industrial techniques and delivery of instruction and that unless industrial methods are used distance education will not be successful. These techniques include; systematic planning, specialization of the workforce, mass production of materials, automation, standardization, and quality control, as well as using a full range of modern communications technologies. This application of industrial practices will result in a high quality; the high cost of this is amortized when course are distributed to a large number of students -- what is known to economists as the economies of large-scale production.
Toward a Pedagogical Theory
Peters theory was an organizational theory and it didn't circulate in English until the 1980s. The nearest to a theory in English was Wedemeyer in 1971 attempt to define the independent learner as a person not only independent in space and time but also potentially independent and controlling and directing learning. Michael Moore was attracted by this idea of learner independence and the possibility that distance could actually be a positive force in helping adult learners individually and in groups to have greater control over their learning and more independence from the control of educational institutions. Although working with Wedemeyer he was more influenced than Wedemeyer by the writing of Carl Rogers, Abraham Maslow, Charlotte Buhler, and other so-called humanistic psychologist. Also at the time the ideas of andragogy promoted by Malcolm Knowles and the self-directed learning research of Alan Tough in 1971 was at the height of their popularity. In searching for the macro-factors Michael Moore gathered and analyzed the structure and design of several hundred of courses in which the teaching behavior are executed apart from the learning behaviors and on this empirical basis offered his theory at the 1972 conference, the theory was intended to be global and descriptive. In other words it was to be of sufficient generality to accommodate all forms of distance education as defined and to provide a conceptual tool that would place any distance education program and the relationship to any other. You are creating an equivalent of the periodic table advised University of Wisconsin adult education professor Robert Boyd. Follow Linnaeas said Charles Wedemeyer just as the 18th century scientist sought to identify the characteristics that would differentiate living creatures and also assist in classifying them the aim was to create a system for classifying this special type of education program. What emerged combines both the Peters perspective of distance education as a highly structured industrial system, and Wedemeyer perspective of a more learner-centered, interactive relationship between learner and teacher. Since 1986 it has been known as the theory of transactional distance.
Theory of Transactional Distance
The first core idea of the theory of transactional distance is that distance is a pedagogical phenomenon and is not simply a matter of geographic distance. Although it is true that distance education learners are separated by time and/or by time from their teachers, what is important for both practitioners and researchers is the effect that this geographic distance has on teaching and learning communications and interactions, curriculum and course design, and the organization and management of the education program. When we speak of distance learning we do not speak of an educational experience that is no different from the contiguous course except for the physical separation of learner and teacher but we describe a family of programs that have distinctive, qualitative differences. Transactional distance is the gap of understanding the communication between teacher and learners caused by geographic distance that must be bridged to distinctive procedures in instructional design and the facilitation of interaction.
Distance Education as a Transactional
The concept of transaction was derived by John Dooley and developed by Boyd and Apps 1980. As explained by Boyd and Apps; it connotes the interplay among the environment, the individuals and patterns of behavior in a situation. This transaction that we call distance education is the interplay between people were teachers and learners in environments that have the special characteristics of being separated from one another. It is the physical distance that leads to a communication gap, a psychological space of potential misunderstandings between instructor and learners that has to be bridged by special teaching techniques and this is the transactional distance. Transactional distance is a continuous rather than a discrete variable; a program is not either distance or not distance, more distance or less distance. In other words transactional distance is relative rather than absolute. As has been pointed out for example by Rumble 1986, there is some transactional distance in any educational the event even those in which learners and teachers meet face-to-face in the same space. What is normally referred to as distance education is that subset of educational events in which separation of teacher and learner is so significant that it affects their behavior in major ways. The separation actually dictates that teachers plan, present content, interact, and perform the other processes of teaching and significantly different ways from the face-to-face environment. In short the transactional distance in such that special organizational and teaching behaviors are essential, how special will depend on the degree of the transactional distance. These special teaching behaviors fall into clusters. We can describe transactional distance by looking at these teachers behaviors. Similarly, if we are designing courses we think about how much to invest in each of these clusters of teaching behavior; or, in other words, how much transactional distance we or our students will tolerate. The two sets of variables are labeled dialogue and structure.
Dialogue is a term that helps us focus on the interplay of words and actions and any other interactions between teacher and learner when one gives instruction and the other responds. Dialogue is not the same as interaction, drew interactions are necessary for creating dialogue. The extent and nature of this dialogue is determined by the educational philosophy of the individual or group responsible for the design of the course by the personalities of teacher and learner by the subject matter of the course, and by the environmental factors. One important environmet to factor that affects dialogue in the existence of a learning group and its size. It is probable there will be much more dialogue between an instructor and a single learner than between an instructor and a particular learned in a group of learners. Another environmental variable that influences dialogue is language; it is found that persons working in a foreign language are likely to interact less with an instructor than those who share the instructors tongue. One of the most important environment variables is the medium of communication. For example in a correspondence course or an online course each individual learner has a dialogue with the instructor through either electronic or surface mail. Because it is in writing this is a rather highly structured and -- in the case of surface mail -- a slow dialogue. A greater degree of dialogue is likely in a course taught online because of the speed in frequency of responses by teacher and student to the inputs of each author. Audio conferencing by telephone is usually a highly dialogue process. However as indicated before since the audio conference is group base there will be less dialogue for each individual student than in an online course. Also forms students usually feel more comfortable and engage in more dialogue by the text-based, asynchronous communication methods then they do in the faster, synchronous audio conference. If some courses such as those used in video telecourses have very little or no dialogue. It is possible to learn a foreign language, for example, from a video-telecourse. When watching these television tapes a student might actually speak out while giving a response to something that televised teacher says but since there is no feedback to the instructor, the instructor is not able to respond to student, and no dialogue occurs.


Guided Didactic Conversation
Working as professor at the distance University, in Hagen, Germany, Brje Holmberg selected the learner-teacher and dialogue as the fundamental characteristics of distance education. Distance teaching, suggested Holmberg 1981, should be a conversation, what he called a guided didactic conversation. Distance education, he said: ... implies that the character of good distance education resembles that of a guided conversation aimed at learning and that the presence of the typical traits of a conversation facilitates learning. And also the feeling of personal relation between the teaching and learning parties promotes study pleasures and student motivation and that such feeling can be fostered by well-developed self instructional material and suitable two-way communication at a distance.
The Growing Importance of Dialogue
In the decade since the formulation of the idea of dialogue in transactional distance there has been a considerable research of the social and language based nature of the teaching-learning relationship casting further light on the importance of the concept. This perspective is based on Vygotskys 1978 theory of learning which explains the centrality of language as a medium by which the learner constructs a way of thinking. The relation to learner autonomy is shown by be Vygotskian notion of handover. Through the exchange of meanings and the development of a shared understanding within the Vygotsky calls the zone of proximal development, learners gradually come to take control of the process of learning. They enter a community of shared discourse as novices and supported by a teacher or of the more competent person primarily through their growing confidence in using the tool of language progressively take charge of their own learning. In this Vygotskian perspective on learning a dialogue between teachers more competent other and learner is accompanied by a shift in control of the learning process from teacher to student.
Core Structure
The second set of variables that determine transactional distance are elements in the course design. The turn use described this structure. A course consists of such elements as, learning objectives, content themes, information presentation, case studies, pictorial and other illustrations, exercises, projects, and tests. Quality depends on how carefully bees are composed and how carefully structured. A design team might Pilate-test parts of their course on an experimental group and thus ascertain exactly how long it would take each student to accomplish each objective. They may measure the reading speed of their potential students and in theater the number of pages of reading required for each part of the course. Instructors may be provided detail rubrics and making schemes to help them ensure all students meet standard criteria for achievement. They may monitor the learning performance of each student with great frequency providing remedial activities for those that need them and so ensure that every student has accomplished a set of course in a tightly controlled sequence. The student may be emitted into the course has cohorts and none may be remitted to move into any content area except at the pace of home rule. In an online course or in using a printed study guide each student might be required to follow the same sequence of study and activity; audio and video materials may be synchronized very tightly to the specific pages and the study guide for on the Web; and online discussions may be carefully organized so that each student is included in an online chat room, according to a carefully scripted plan. By contrast a different course may permit students to explore an undefined set of web pages and/or tapes at their own speed, study a set of readings, and submit assignments online only when they feel ready. They may be told to call or e-mail an instructor for a help desk it, and only win, they wish to receive advice. Such would be a course with much lower structure than the former course just outlined. Light and dialogue, structure is determined by the educational philosophy of the teaching organization, the teachers themselves, the academic level of the learner, the nature of the content, and by the communication media that are employed. Since structure expresses the rigidity or flexibility of the courses educational objectives, teaching strategies, and evaluation methods, it describes the extent to which course components can accommodate war be responsive to eat learners individual needs. A recorded television program for example, not only permits no dialogue but it is also highly structured, with virtually every activity of the instructor and every second of time provided for in a script and every piece of content predetermined. There is little or no opportunity for any deviation according to the personal needs in Easton. This can be compared with many web-based courses, which can be structured in ways that allow students to follow many different paths through the content.
Structure and dialogue Measure Transactional Distance
The recorded television program is a very highly structured and teacher-learner and dialogue is nonexistent. This means the transactional distance is high, in the correspondence course mentioned earlier there is more dialogue and let structure so it has less transactional distance. In those live audio or video teleconference programs that have much more dialogue and little predetermined structure and the extent of transactional distance is even lower. In online settings in those courses have little or no dialogue, asynchronous or synchronous, are of higher transactional distance than those that have such a dialogue. Again and again it must be emphasized that these are generalizations, and the analysis has to be done on specific programs because so much more is involved in merely the technology being used. The extent of dialogue and degree of structure varies from course to course, from program to program. In a course or program with little transactional distance learner receives directions in guidance through ongoing dialogue with your instructor and by using instructional materials that allow modifications to suit their individual needs, learnin styles, and pace. In more distance courses where there is less dialogue and more structure learners have some guidance; if there is neither dialogue structure and been they must be entirely independent and make their own decisions about study strategies decide for themselves how to study, what to study, when, where, in what ways, and to what extent.
Learner Autonomy
Degree to the transactional distance the more such responsibility the learner has to exercise. Calling his 1972 ICCE presentation learner autonomy: the second dimension of independent study, Michael Moore declared that a theory of distance education that only considered the variables of teaching which would be flawed. This was at a time when all education including correspondence teaching was under the influence of behaviorist learning theory and the idea of learners being autonomous individuals constructing their own knowledge based on their own experience received little notice outside of some adult education circles. In the behaviorist view since distance learners were beyond the immediate environment of the teacher the main problem was how to optimally controlled them. In chapters were urged identify their goals and very specific behavioral turns to prescribe a highly structured regime of presentation, practice, and reward; and to test and measure achievement of all students according to the precise standards built into the objectives. The purpose of into action was to test the extent to which learners were achieving the instructors objectives and to give the successful learners positive reinforcement. The challenge for the educator was to reduce a perfect set of objectives, techniques, testing devices, one that would fit every learner in large numbers Ed distance so that no one would deviate or fold between the cracks. The parallel of a distance education pedagogy described in this way with the industry will model for delivery of education that Peters was working out at the same time is obvious. Having identified the importance of structure as a key element of distance education Michael Moore believed that in the theory of distance education, a balancing perspective was needed one that accepted the idiosyncrasies and independence of learners as a valuable resource rather than a distracting nuisance. In addition to highly structured courses in which passive learners were trained by irresistibly elegant instructional tools it was necessary to conceptualize a dimension that accommodate more collaborative relationships between teachers and learners which would allow for the fact that many learners chose their learning objectives and conduct, construct, and control much of the learning process and that some teachers and teaching institutions encourage this. The concept of learner autonomy is that learners have different capacities for making decisions regarding their own learning. The ability of a learned to developing personal learning plan -- the ability to find resources for study in one's own work or community environment and the ability to decide oneself when progress was satisfactory me not to be conceived as an extraneous and regrettable malaise in a smooth running, and shorter-controlled system. Instead degree to which these learners behaviors exist can be seen as an important dimension for the classification of distance education programs. It is the fact that some programs allow for greater exercise of learner on a nominee than others. Therefore programs can be defined and described in terms of what degree of autonomy learners are expected are permitted to exercise. This is not to say that all students are fully autonomous or ready to be autonomous or that all programs and teacher should treat them as such. Like dialogue structure learner autonomy is a relative concept. Since the original theory a number of important researchers have you never read it on the idea of learner autonomy particularly Candy 1991, Brookfield 1985, Pratt 1988 and Long et al 1989. One of the most comprehensive discussions of autonomy in the context of distance education theory is that of Munro (1991, 1988).
Desmond Keegan, when he founded the Australian Journal distance education in 1980, Keegan published in the first issue an analysis of what he called for in general accepted definitions of distance education. The four definitions were those of Holmberg, Peters, Michael Moore, and perhaps rather strangely in July 1971 law of France which regulated distance education in that country. For this analysis Keegan concluded that the following six elements are to be regarded as essentials for any comprehensive definition: separation of teacher and student, influence of an educational organization especially in the planning and preparation of learning materials, use of technical media, provision of two-way communication, possibility of occasional seminars, and participation in the most industrial form of education. Keegans summary of the four generally accepted definitions became the most widely cited definition of distance education. In 1986 he repeated his technique this time analyzing Peters, Michael Moore, Holmberg and Dohmen. He did not change his list of key elements but he did state them any local form. The first element for example was: the quasi-permanent separation of teacher and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education. The possibility of occasional seminars became: the quasi-permanent absence of the learning group throughout the land of the learning process so that people are usually taught as individuals and not in groups with the possibility of occasional meetings for both didactic and socialization purposes.
Randy Garrison, further insights into learner autonomy and its relationship to dialogue and structure are found in a model developed by a group of Canadian researchers. This group focuses the discussion of the learner-teacher relationship in terms of control. Another important term is proficiency which is the students ability to construct meaning and the disposition needed to initiate and persist any learning endeavor. The educators aim is to arrive at an optimum balance of control among facilitator, learners, and curriculum. The resulting learning outcome will be socially worthwhile as well as personally meaningful, if the three dimensions of control are in dynamic balance. Meaningful means the learners assume responsibility to make meaning of the content by simulating or accommodating new ideas and concepts into their existing knowledge structures. In addition, socially worthwhile knowledge is that knowledge which has been continually confirmed and which has redeeming social value. What is being described here is a collaborative constructivist perspective of teaching and learning what the individual has the responsibility to construct meaning impetus paid in reciprocal communication for the purpose of confirming understanding and generating worthwhile knowledge. Until recent times such collaborative constructivist approaches to learning at a distance were limited by the character of the technology. However new Internet networks make it possible to offer collaborative learning experiences at a distance in a cost-effective manner. Technological advances on allowing more distance education institutions in choosing to the agreement is that transactional rather than transmissive. Garrisons 1989 model proposes six types of transactional relationships, building on Michael Moore's 1980 93-part model of interaction. That's in addition to learner-content, London-in short, and learner-learner interactions, Garrison added; teacher-content, teacher-teacher, and content-content. With the incorporation of computer-mediated conferences into program designed to support interaction, Hillman, Willis, and Gunawardena 1994 and a four type of interaction which take-home learner-interface interaction. Garrison 2000 argues that the focus of distance education theory has shifted from structural constraints overcoming geography to transactional issues ptimizing teaching-learning strategies. Recent research has been concerned with the cognitive and social presence that occurs in computer mediated interaction.
Collaborative Learning and the Social Construction of Knowledge
Conceptualizing learning as socially situated some researchers argue that group based collaborative learning enables development of learning communities in the short term and potential communities in practice in the long term. Since in distance settings, normal communication is conveyed through an artificial medium we must find ways to achieve social presence. One seminal study developed by interaction analysis model to examine the social constructions of knowledge and computer mediated instruction. It was concluded that the dynamics of the virtual report all the participants toward various forms of compromise and negotiation on the way to socially constructing a commonly acceptable knowledge. Research suggests that the affection, inclusion, and sense of solidarity of the group, the ease of expression and synthesis of multiple viewpoints with no one student dominating, are important characteristics in the successful social structure the knowledge online. In an earlier study of computer mediated instruction, Cheng et al 19 anyone reported a higher completion rate for those learners will work collaboratively in 90% than for those who work independently 22%.
System Dynamics of Saba
With his colleagues and students Saba has elaborated the theory of transactional distance by using computer simulated modeling. In the first project, Saba and Twitchell used a computer simulation method based on systems dynamics modeling techniques that demonstrates and explains the interactions of different forces in the distance education system. Next, Saba employed the model to describe the interrelationship of the variables that make up structure and dialogue. Here is how he describes the model 1988: integrated systems provided a flexible means for decreasing structure through integrated dialogue. They also expedite increased structures will dialogue can be kept to a desirable level. This defines a demented relationship between dialogue and the level of required structure. This relationship can be displayed as a negative feedback loop in a system dynamics casual diagram. The negative flow diagram represents an inverse relationship between levels of thy love and structure. As dialogue increases, structure decreases, and as structure decreases dialogue increases to keep the system stable. In negative feedback loops, the stability of the system depends on interventions from outside the loop. The level depends on the actions of teacher and learner. In a plausible scenario, the need for decreasing structure is communicated to the teacher. Consultation automatically increases dialogue; then adjustments in goals, instructional materials, and evaluation procedures of car and the learner achieved the desired level of autonomy.
Saba expanded the system model in a third project mentioning before, when he ran simulations of distance students exchanges with instructors to measure relationships of transactional distance and autonomy. Using a technique for coding speech called discourse analysis the researchers identified the speech content of a number of educational transactions at a distance and classified them into 10 main categories and 20 subcategories. In this way they are operationalized dialogue, structure, and teacher/learner control and measure the effects that changes in any of these had in the others.
Others Applications of Theory of Transactional Distance
at the University of Hawaii, Bischoff et al 1996 survey 221 students perceptions of structure, dialogue, and transactional distance in a coarse mediated by interactive television. Data was generated by a 68-item questionnaire and items were measured along a 5-point Likert scale. As expected, results showed that dialogue and transactional distance were inversely proportional; that is, a dialogue increase, transactional distance decrease. Chen and Willits 1999 study the experiences of 121 learners in a videoconferencing environment. They found that the greater the transactional distance between instructor and learner the student perceive their learning outcomes lower. What had the most significant effect on the learners perceived learning outcomes was the frequency of in class dialog. They found that the larger the learning group the greater the distance transaction between in structure and learners as perceived by learners. In research on factors that affect online dialogue in computer mediated instruction, Vrasidas and MacIsaac 1999 emphasized the relationships of the structure of the course, class size, feedback, and prior experience. Prior experience with CMC along with access to appropriate technology is relevant to the quality of dialogue, a point noted by Wegerif 1998. Hopper 2000 undertook a qualitative study of life circumstances and transactional distance in a videoconferencing environment and found that even students who reported a perception of high transactional distance were satisfied with their experience and the level of their achievements. Gayol 1995 use transactional distance theory to explore the transactions that occurred in the computer-mediated communication learning environment of students in the course with participants in four different countries, with four different languages. Posted assignments and messages of the students and the instructor were analyzed to measure the changes in the degree of dialogue, structure, and learner autonomy. Bunker, Gayol, Nti, and Reidell 1996 examined the effect of changes in structure on dialogue in an audio-conferencing course connecting nine sites internationally. In another study Chen 2001 measured the impact of individual and instructional variables on learners perceived transactional distance in a world wide web learning environment and recommended the future development of instruments for measuring transactional distance.
Theory and the Student
What these examples indicate how researchers can base their study on the fear radical platform and how the result of each study them, in turn, makes the platform or helpful for the next researcher. You can see the theories serves as a tool to help specify variables of structure, dialogue, and learner autonomy, and then suggests questions about the relationships among these variables. Unfortunately there is far too little research and that is theoretically oriented in this way. After an extensive review of research on web-based instructions, Jung 2001 concluded: Web based in structure and we sure showed little resemblance to establish pedagogical theory in general or distance education theory in particular. While some studies raise their research questions and discuss the findings in theoretical frameworks other studies have little relationship to establish learning theories. She went on to suggest questions for future research, including: does the extent of rigidity or flexibility in the structure of a web based instruction course of the dialogue and transactional distance as is the case in other distance education modes?; what Web based instruction structure best supports interaction and learning?; what are the effects of different types of interaction on learning and satisfaction in web-based instruction?; and how can we balanced learner autonomy and core structure in Web based instruction? Following Jung, we would agree that there is a need for much more research of an empirical nature to identify the many variables that lie within structure, dialogue, and autonomy; and to explore them more thoroughly. There are rich opportunities for graduate students in this unexplored feel, especially with the rapid growth of web-based injection. But, as Jung emphasizes, when students looked into the possibilities of research is important eight first read as much as possible of the existing distance education literature. The journals mentioned in this book will provide the basis of this reading. It is also necessary fr students to think how they can connect their thinking about research and distance education with their study of the more general body of educational research and theory. There are many aspects of traditional learning theory that are relevant to distance learning. Likewise, there is a great deal of research in instructional design and technology-based delivery systems that is directly applicable to distance education efforts.
The Theory and the Practitioner
What determines the success of distance teaching is the extent to which the institution and the individual instructor are able to invite the appropriate structure and design of learning materials, and the appropriate quantity and quality of dialogue between teachers and learners, taking into account the extent of the learners autonomy. The more highly autonomous the learner, the greater is the distance they can be comfortable with IE their last the dialogue in the last structure. For others, the goal must be reduced distance by increasing dialogue ranging from online asynchronous to synchronous interaction, perhaps using the telephone, or at the most extreme, face-to-face contact, while providing the security of sufficient structure.

I need help finishing Chapter 1., and rewriting Chapter 3. to reflect a change in methodology towards a case study.

For background, I wrote: (I will email the pages I already have)
For the growing numbers colleges and universities joining the online education community, curriculum access through technology is just the beginning. Now there are tougher questions: ?We?re online, webbed, and communicating; now what?? ?What does ?effective integration of learning technology? really mean?? And as candidates enter programs with advanced skills, how can programs like La Verne?s achieve measurable results in a competency-based system? The question, ?How are we using the technology?? demands a real answer.
Moving into the online environment and with a primary focus on the application of management theory to the practices and processes of administrating education institutions, the University of La Verne Doctoral Program in Education Management faces new design challenges. How do they address the unique needs of the adult learner in an online environment? How can the program deliver its education management theory courses in a competency-based model online and still retain the high-touch program that sets them apart from the competition? What assessments will guide the competency-based a program?

For Chapter 1, please write:
1) a fully developed argument for the problem, based on the these four areas: the adult learner, competency-based education, assessment, and online education.

2) Sections: Significance of Study & Summary

3) Rewrite Chapter 3 to reflect a case study

You are to writes a 25-page paper. Reference materials are to be Journal Articles Only!

You are Designing a Specific Educational Program: Adult Literacy Program. Do Not do a broad-based program or agency that offers various programs.

Final Written Program Plan
Title Page: This must include the full title of the program
Table of Contents: This must list the main headings/subheadings, including references and appendices.
Body of the Report: Follows the template given below.
References: This must list all the works or sources cited in the body of the report.
Appendices.

Your final written program plan incorporating all of the below elements in not to exceed twenty-five (25) pages.

The final program plan will reflect the following template:
Part 1: Program Context
Background of the program problem/idea (the context of the problem or idea).
Description of the source of the problem (people, responsibilities and tasks, organization, community).
Description of the nature and extent of the problem (any documentation, literature, etc.).
Define the institutional and personal context for the program.
Describe the target population: age, grade, reading level, attention span, occupation, previous experience, motivation level, health, interests, socioeconomic status, attitudes toward school or work, previous performance levels, language, ethnic/cultural background, gender.
Identify learning-site constraints that could affect design and delivery.

Part 2: Needs Assessment
Describe the target population in terms of: age, grade, reading level, attention span, occupation, previous experience, motivation level, health, interests, socio-economic status, attitudes toward school or work, previous performance levels, language, ethnic/cultural background, gender.
Define the term "need" as it best relates to your program design activity.
Determine the basic purpose(s): Why is the needs assessment required?
Determine the type of "data" necessary to determine the actual "need."
Determine the data collection methods: How will information about needs assessment be collected? What instruments should be used during needs assessment? How should they be used? What approvals or protocols are necessary for conducting the needs assessment?
Determine how you will analyze the findings? What specific procedures and techniques will be used? How will the data be organized for analysis and presentation? How will the results be interpreted?
Sort and prioritize the identified needs: How will the needs be identified from the results of data collection and analysis? How will they be prioritized? Which specific needs require instructional intervention? Which ones require alternative interventions?
Detail the true "costs" of the needs assessment process.

Part 3: Establishing Objectives and Defining Content
"Flesh out" each specific need according to the knowledge, skills, attitudes (KAS) needed to satisfy the need.
Once the KAS objectives linked to the "needs" have been established, the next step in the process is to expand the KAS objectives into broad learning objectives. Take the knowledge, skills, attitudes identified previously for each "need" and expand and clarify through the use of descriptive verbs.
Continue to "flesh out" the learning objectives by determining the broad content tied to each of the expanded learning objectives. The key here is to think through what specific content is necessary to achieve each of the learning objectives you have identified and fleshed out for your program.
The core content identified under the objectives must be expanded upon to discover the specific data needing to be known under the objective.

Part 4: Designing Instruction
Determine content needed to achieve each established program objective.
Determine the content sequencing strategy.
Determine the learning formats to be employed.
Determine which teaching/learning methods are best suited for each established program objective.
Describe the overall instructional strategy.
Describe the instructional media chosen: what, how, and why?
Describe the instructional materials chosen: what, how, and why?
Describe the learning environment.
Describe how adult learning principles are being incorporated into the plan.
Describe how the transfer of learning principles are being incorporated into the plan.
Describe how you are fostering expertise developments through the instructional design.

Part 5: Evaluation
Establish a "purpose(s)" for your evaluation.
Establish a "focus" for the program evaluation--will you be measuring program-related issues (non-learning outcomes of training) or learning outcomes or both. If evaluating program-related issues, will you be targeting economic inputs, development activities, participant data, instructor perspectives, or learner reactions? If evaluating learning outcomes, will you be targeting first, second, or third order outcomes?
Decide the type of data (hard or soft) needed for the evaluation effort.
Determine the evaluation tools/methods.
Determine the resources and costs for evaluations.
Develop the complete budget for your program (including a break-even analysis based upon your established registration fee).
Develop the marketing/promotional strategy for your program. Be sure to identify the costs and the timeline for the strategy.
Determine the staffing needs of your program and the criteria you will follow in selecting proper staff.
Discuss your plan for obtaining the suitable facilities, arranging meeting rooms, arranging for equipment, overseeing the program arrangements on-site, opening and monitoring programs, and concluding the program.

Part 6: Program Coordination
Develop the complete budget for your program,content (including a break-even analysis based upon your established registration fee).
Develop the marketing/promotional strategy for your program. Be sure to identify the costs and the timeline for the strategy.
Determine the staffing needs of your program and the criteria you will follow in selecting proper staff.
Discuss your plan for obtaining the suitable facilities, arranging meeting rooms, arranging for equipment, overseeing the program arrangements on-site, opening and monitoring programs, and concluding the program. Be sure to use Caffarella's checklist in Exhibit 15.1, beginning on page 341, to justify the choice of facility for your program. Also use the seating arrangement possibilities in Figure 15.1 and Figure 15.2 to determine the arrangements for the various segments of your program instructional plan.


There are faxes for this order.

You are to write 3-page paper. Read the article below and summarize the article. Do Not Use Outside Sources!


Moore & Kearsley

The Nature of Adult Learning
Although it is true that distance education courses are sometimes provided to schoolchildren to supplement or enrich the classroom curriculum, the overwhelming majority of distance education students in the US are adults typically between the ages of 25 and 50 years consequently understanding the nature of adult learning is an invaluable foundation for understanding the distance learner. The best-known description, now a classic, is that of Malcolm Knowles 1978 theory of adult education is what he called andragogy the art and science of helping adults learn can be reduced to the following propositions, expressed as differences between adults and children: although children being accept dependent on a teacher, adults like to feel they have some control over what is happening and to exercise personal responsibility; although children accept the teachers definition of what should be learned, of those preferred to define it for themselves, or at least should be convinced that it is relevant to their needs; children will accept the teachers decisions about how they learn, what to do, when and where, Adults like to make such decisions for themselves or these to be consulted; although children have little personal experience to draw on, adults have a lot, and they appreciate this being used as a learning resource; children must acquire a store of information for future use. Adults either assume they have the basic information or need to acquire what is relevant here and now. Instead of acquiring knowledge for the future, they see learning is necessary for solving problems in the present; and children may need external motivation to make them learn, adults will usually volunteer to learn have intrinsic motivation.
Why do Adults Enrolled in Distance Education Course?
For American children going to school is the work of childhood. The adult is a person with employment, family, and social obligations; so for an adult there are costs in enrolling in an educational course. The cost can certainly be measured in dollars but more importantly it is costs time and effort that must be taken from a marginal time and energy remaining from what is spent on the normal demands of adult life. For most adults, therefore, there have to be specific and clear reasons for starting a learning program, these tend to be highly motivated, task oriented students. Unlike younger learners most adults have experience in employment and many are seeking to learn more about fields of work in which they already know a great deal. Also unlike younger learners they know are a lot about why and about the world, about themselves, and about interpersonal relations, including how to deal with others in the class, and perhaps with the teacher and with an administrative system. The adult student, teachers gain authority from what they know and the way they deal with their students not from any external symbols or titles. Physical distance tend to further reduce the dominant psychological position of the teacher probably one reason some classroom teachers do not enjoy being at a distance. Some adults enrolled in distance education courses to compensate for a neglected high school education; others are seeking college credit courses; many take noncredit courses in plethora of subjects just to improve their general knowledge or to develop satisfying pastimes. Some seek practical knowledge when they first become parents, homeowners, or members of a school board. In America today education is presented primarily as a personal investment with the return been improvements in employability or income. Therefore the most common reason for taking a distance education course is develop or upgrade skills and knowledge needed in employment. However widely differing motivations for learning are suggested by recalling some of the organizations mentioned earlier in chapters in this book. They include Air Force personnel learning the mechanics of a truck by home-study, the College dropout trying to make a college credit through independent study, the professional engineer keeping abreast of new information through courses offered by NTU, the sales representative working on a company-sponsored program about a new product and the group of homemakers discussing gardening through a cooperative extension teleconference. It is impossible to summarize the topics that are dealt distance learners study; what is certain is that they cover just about every subject under the sun. And whatever the reason for taking a course and whatever the subject, it is also certain that the dealt distance students are always very serious, very committed, and highly motivated about what they're doing.
Anxiety about Learning
One reality that is not often talked about but something that needs to be kept in mind is that most of dealt distance learners feel quite anxious about studying at lease when they first began a new course or especially a new institution. If this anxiety is revealed its usually directed at the person who is the closest representative of the teaching institution -- the instructor. It is not really the instructor who is the source of the anxiety but what underlies it is the students concerned about being able to meet expectations both those of the institution and -- just as important -- self expectations. This is a natural fear of failure that everyone experiences to some degree. The students carver their anxiety which of course makes it harder for others who feel they must be the only ones intimidated by the challenges of the course. The sensitive instructor tries to ensure the anxious student develops familiarity with procedures and that the institutions expectations are well understood. However those adults who are inexperienced as distance learners may have to give me a high degree of anxiety at the beginning of the course. Their fear becomes concentrated when they have to turn in their first written assignment or present their views in a teleconference. The first assignment is especially critical; it is when an ancient student is most likely, statistically, to drop the course. Until this anxiety has been revealed by successfully taking the risk involved in handing in the assignment students may not be able to enjoy the course and in fact may not performed the best of their goods because of their nervousness. As they become accustomed to the system and have early positive feedback, confidence grows and anxiety comes under control. Being aware of this anxiety one of the first responsibilities of the instructor is to try to lower the level of tension. This does not mean that the workflow or the standards were part of the students are lowered but it means first that steps are taken in the course designed to deal with the well-known causes of anxiety. Conrad 2002 study found that students were helped by having access to the course materials before the courts began in the wanted to see a message from the course instructor when they first access the course. In setting the right climate for learning the ensure or should explain that mistakes are natural part of learning and there is no reason to fear in making them, risk-taking is approved, there is no such thing as a dumb question, the instructor admires and approves effort and commitment, and the instructor cares about the students being successful and will work toward that goal. Perhaps the two most important and typical, adult attitudes that these report shows are an appreciation of efficiency and an appreciation of an enjoyable learning process/environment.
Providing Access
Perhaps what most people think of when they first think about distance education is the capability for an institution or organization to provide access to education to some learners who could otherwise not have it. This in fact describes the professional people who we met in the previous section, although some of them lived in major cities, there was no access to the subject they wanted at times and places convenient to them. However access is even more important to certain kinds of students; those who are disabled, elderly, or living in remote areas. Although the convenience and flexibility of distance education is a benefit to all students, remind us that or some students distance education makes all the difference between a richer or a poorer quality of life. We suggest that you might like to investigate the people behind the statistics, as a class project or formal research you will find it a very rewarding activity because in every population of distance learners are found some very exceptional people.
Factors Affecting Student Success
As we saw in the previous chapter 1 aspect of distance education that has been studied from several different angles involved the factors that affect student success and failure. In most distance education courses and programs since participation is usually voluntary a proportion of the students who again programs do not complete them. In the past it was not unusual for non-completion also referred to as dropout rates for distance learning courses to be in the range of 30-50 percent; nowadays the figure should be near the lower the end of the range and for University credit courses it is comparable to traditional classes i.e. less than 10%. For many years administrators and researchers have struggled to understand what causes some students to withdraw in the hope of being able to improve their institution's completion rates. One of the many methodological difficulties of this research is that dropout is usually a result of no single causation but an accumulation and a mixture of causes. A member of researchers have developed formal models for predicting completion e.g. Billings and Kember 1989. Research studies have identified a number of factors that are predictors of probable completion of distance education courses. They include: intense to complete, students who express determination to complete a course usually do, on the other hand, students who are unsure about their ability to finish are more likely to drop out. Early submission, students will submit the first assignment early, or punctually are more likely to complete the course satisfactorily. For an example of research, Armstrong et al 1985 found 84% of the students who submitted the first assignment within the first two weeks usually completed course, whereas 75% who took longer than two months to submit the assignment did not complete the course. Completion of other courses, students who successfully complete one distance education are likely to complete subsequent courses.
Kembers and Billings Models of Student Completion
Kember 1995 presented a model for student progress that focused specifically on adult learners in distance education courses using the term open learning, which we have explained in earlier chapters. This model focuses on the factors that affect a student success completion of distance education program with particular focus on the extent to which students are able to integrate their academic study with often conflicting employment, family, and social commitments are. Kembers models suggest that students intrigue characteristics e.g. educational qualifications, family status, employment and direct them toward one of two pathways in a distance education course. Those with favorable situations tend to proceed on a positive track and are able to integrate socially and academically. Other students take a negative track where they have difficulties achieving social and academic integration which affects their course achievement i.e. GPA. The model also incorporates a cost/benefit decisions step in which students consider the costs and benefits of continuing their study. Those who decide to continue we'll recycled through the model for another passage. However in each pass through the model student may change track due to their experiences in taking the course. Kembers is based on a large body of research and theory about attrition in both traditional and distance education courses. Kember used empirical data collected via interviews and questionnaires from a number of sources in the formulation and validation of the model. These sources included student taking courses at the UK open University, the University of Papua New Guinea, the University of Tasmania, Charles Stuart University Australia, and seven different open learning programs in Hong Kong. In order to collect standardize data for the models Kember developed and used the distance education student program questionnaire, which consists of 68 items pertaining to the variables in the model plus demographic information for entry characteristics. Kember also collected students outcome data in the form of GPA and the number of course models attempted and completed. To validate the model Kember used factor analysis on his questionnaires responses to determine the underlying factors. The factor analysis confirmed the four primary variables in the model hole in social integration, academic integration, external attribution, and academic incompatibility. Kember then use path Analysis multiple regression to identify the casual relationships among the variables in the model. The results of the path analysis confirmed that the basic structure of the model is accurate: 80% of the total variance of student completion could be examined either variables in the model. Kember outlines the implications of this model as follows. The positive academic integration factor contains this subscale deep approach and surface approach and extrinsic motivation subscales. This suggests that student progress can be enhanced if the design of a course concentrates on developing intrinsic motivation and a deep approach to the subject matter. Academic integration can also be improved by developed collective affiliation and ensuring congruence between student expectations and course procedures. The model also identifies the difficulty students are likely to face in completing open learning courses can therefore serve as a guide for counseling and guidance activities. Kembers model is very compatible with the system approach and that is espoused in this book. Although Kember does not attempt to relate his model to a system approach the major variables of the model do map into the primary subsystems.
Billings model of Course Completion
Billings model for the completion of correspondence courses. The links shown in the diagram represents the relationships among the variables i.e. they are casual, addictive, and correlational. Billings found that students who made the most progress were those who had the intentions of completing the course in a specific period of time three months, submitted the first lesson relatively early within 40 days, had higher entrance examination scores and hide GPA's had completed of the correspondence courses, had a supportive family, head high goals for completing the program, live relatively close to the sugar, and had good college-level preparation. The single most important predictor variable was the students intention to complete, which suggest the importance of motivation over other factors. Not surprisingly one of the best predictors of success in distance education is the educational background of the student. In general the more formal education people have the more likely they are to complete a distance education course or program.
Personality Characteristics
Much less reliable as a predictor of success or failure but clearly relevant and the personality characteristics of the student including what is often referred as to learning style. Early research suggested that students will on more field independent i.e. relatively less influenced by the surrounding environment including social environment are better suited to distance learning than people who are less field independent. Diaz and Cartnal 1999 found that students who selected an online version of health classes were more independent as learners and value collaboration more for its ntrinsic value than external incentives. Halsne and Gastta 2002 as college students to take the survey that identified their visual, auditory, tactile, or kinesthetic learning purposes and found that those who selected online courses related themselves higher as visual learners whereas those selected on campus classes were more auditory and kinesthetic in their learning styles. Another personality dimension that is often associated with distance education is introversion and extroversion with introverted individuals being more predisposed to distance learning. Persistence, determination, and it need to achieve are all qualities that would positively affect a student success. The nature of students motivation for take any particular course or program i.e. intrinsic or extrinsic is also likely to affect their success.
Extracurricular Concerns
A variety of extracurricular concerns -- such as employment e.g. job stability, and workload, family responsibilities, health, and social interests -- can positively or adversely affect completion of distance education courses. For example, encouragement from employees, coworkers, friends, and family regarding distance learning can motivate the student to do will; conversely lack of support from one or more of these groups can result in poor performance and non-completion.
Course Concerns
Many features of the course or program itself affect the success of students. This includes: the perceived relevance of the content to career or personal interests, the difficulty of the course and program i.e. amount of time/effort required, the degree of student support available, the nature of technology useful the course delivery and interaction, the extent of the pacing or scheduling involved, the amount and nature of feedback received from a shorter/Hooters on assignments and on course progress, and the amount and nature of the interaction with instructors, tutors, and others students. In summary, students are more likely to drop out of a course if they perceive the content as a relevant for of little value to their career or personal interests if the course is too difficult and takes too much time or effort they become agitated in trying to complete the course or handling administrative requirements and receive your system's if they receive little or no feedback on their coursework or progress and it they have little or no interaction with the instructor, tutor, or other students and hence become too isolated.
Study Skills
To a great extent, the study habits and skills of students determined their success in online classes and this is one factor under their control. Students will play in their study time and develop schedules for completing coursework are more likely to do well in distance education. Procrastination is the number one enemy of distance learning -- 1 student get behind in their assignments it becomes very difficult ketchup and they invariably dropout. Of course a good program is the one that has the structure that makes it hard to fall behind and a student support system that intervenes if the student appears to be in difficulty. There are lots of student oriented guides about distance learning in almost every distance education program provides guidelines to their students. Unfortunately learning its study skills is not easy for students who have never practice them or perhaps have not used them in a long time. This is one area where counselors can make the difference between success and failure. Researchers have examined student's reactions for a number of perspectives most studies are connected with assessing the level of learner satisfaction with a particular course or program or to the extent to which students perceive surgically instructional media or teaching strategies to be effective. Some studies are concerned with changes in student attitudes to distance education that come about as a consequence of being distance learners.
Classroom versus Distance Learning
A common question that is examined is how students fill about distance learning relative to traditional classroom instruction. In many cases students say they prefer traditional classroom learning even though they enjoyed their distance learning course and found it worthwhile. Sometimes there are problems e.g. equipment for years, inexperienced instructors that produce negative attitudes toward distance learning. Very similar problems occur in traditional classroom but the absence of the father figure or mother figure to take care of them is discovering for some students. Most students are able to cope with problems a most students actually enjoyed taking responsibility for solving their own problems. However this is obviously hard work been leading a teacher do it some of the negative attitudes to distance learning comes from reluctance to take responsibility and make an effort. Fortunately this only applies to a minority of students. It will implement in courses students can be very positive about the distance learning experience and many before such courses over traditional classes. Nelson 1985 or example, survey the attitudes of students taking classes via two-way video conference and reported that 94% believed their level of achievement was a high, or higher, then regular classes, and 97% wanted to take further videoconference classes. On the other hand, Barker 1987 evaluated the attitudes of children who had taken classes by the TI-IN satellite videoconference system and found that 65% believed video class to be more difficult than read what classes and 70% would prefer to take regular classes. It is worth nothing that in this study, numerous problems were mentioned, including technical problems, difficult to contact in the instructor, and in adequate teacher preparation. A number of research studies have examined the relationship between student perceptions and teaching strategies for program designed characteristics. St. Pierre and Olson 1991 found that the following factor contributed shoe student satisfaction in independent study courses: the opportunity to apply knowledge, prompt return of assignments, conversations with the instructor, relevant course content, and a good study guide. Conversely, Hara and Kling 1999 reported the student education in web-based courses were caused by: lack of prompt feedback from instructors, ambiguous instructions for assignments, and technical problems. Maki and Maki 2000 in the journal behavior research methods, instruments, and computers reported that young University students learn better when studying any web-based distance education mode than their counterparts who study and a conventional class. Differences in pretest and post-test scores were twice as high for the distance learner. Over a number of semesters and with different instructors the distance learners in this study did better but just as consistently they expressed less satisfaction with the force because getting better results went along with having to do more work than in the classroom course. It is always worth keeping in mind when analyzing the results of student satisfaction surveys that there is typically no relationship between these attitudes and actual achievement. Since students may do well and of course even though they may not enjoy it as much as being in a face-to-face classroom the main use of measures of satisfaction is in predicting dropout rate, advising on course choice act registration time, and also to trigger counseling intervention.
Resistance to Distance Education
since most students have little experience learning at a distance they are unfamiliar with it and maybe think it's about taking distance education courses. Indeed in some situations this on familiarity is translated into resistance that must be overcome in order for the course to have any hope of succeeding. Many students as well is teachers and training managers have a misconception about distance learning that must be changed if they are to profit from it. For example, students may believe that distance education courses are easier than conventional classes and require less work. They discover that this is not the case and that opposite is true they may be unhappy. Students often assume that distance education courses will be a verse of quality than classroom offerings and avoid taking such courses. Students frequently do not understand that they must take a larger degree of responsibility for their learning in a distance education course and not wait for the instructor or tutor to push them. This kind of misunderstanding leads to students falling behind and becoming dissatisfied. For these reasons it is very desirable to include an orientation session in any distance education course where students can find out about how the delivery system works and what is expected of them. Granger and Benke 1998 report that a number of programs recognizing that many of the adult students have been away from almost any for some time provide a full orientation program to prepare them for their new study activities. This returning to the learning activity can take various forms from face-to-face weekend session on campus to a term long credit bearing study of adult learning strategies, including organization, time management, and study skills. Another aspect that affect students receptivity toward distance education is the technology involved. Much research has shown that comfort with the technology being used as a primary factor in determining satisfaction and success. If students are unfamiliar with the technology they will be reluctant to use a creativity and adventurously which will affect their experience quite severely. As things become familiar with the technology is resistance erodes. However if there are ongoing technical problems agitation and resistance will continue to grow. A research study by Purdue and Valentine 2000 of certified public accountants look at the attitudes and reasons for reluctance to become involved as distance learner. Data gathered from 444 respondents revealed four main reasons why these professionals were unsure about taking professional development courses by distance education. They were: concern about the effectiveness and their ability to handle electronically mediated communications, concerns about course quality, and concerns about access to technology based resources, and concerns about whether they could find the necessary personal resources. In summary, research and experience suggests that the three main causes of dissatisfaction and resistance to distance education are: bad course design and teacher incompetence to cause the most problems, wrong expectations on part of students, and poor technology or inability to use technology properly.
Student Support: Guidance and Counseling Services
Traditional universities offer a variety of services to help students who have problems. Among such services are: walk-in counseling Center, financial aid offices, remedial tutoring, career development and placement offices, and facilities intended to boost peer support and social interaction. This is an area that than the subsystems of course design and instruction. This is an area that is generally less well organized in distance education and less well organized than the subsystems of course design and instruction. It is an area that deserves more attention since there is a direct relationship between student's failure and dropping out of a program and failure of the support system. The need for guidance and counseling can come at any stage of the distance learning experience. It guidance is available early in a course or program to help students make choices among various options of the problems are likely to be averted. Including in such admission counseling should be an analysis of his is knowledge and study skills to see if they match the expectations of the course. Ideally all students should receive some sort of orientation when they enter a program this too will reduce the need for individual counseling later. It is critically important to inform people of the time demands that a company distance education and to encourage them to think about how they will fit it in with their other interests and obligations. Within any group of learners their typically will be a considerable range in their aptitude for distance learning. Students with poor study more time management skills, or poor communication those we usually have difficulty with distance learning. A common problem that every distance instructor runs into is that of overoptimistic student has successfully negotiated face-to-face classes with a minimum of effort but has a shot on discovering that the same avoidance techniques will not work in distance education where there is no way of hiding in the back of the classroom. Single mode institutions have specialists, four times that provide student support services and used before range of technologies, including face-to-face counseling sessions in study centers for such places as public library's. Dual mode institutions might be able to use branch campuses in this way but usually there are student support is provided by telephone and online. Many dual mode institutions have at least a skeleton staff of full-time counselors but very often their services are not well explained student school as a result gin to turn to administrators and instructors when they need counseling support. In an attempt to reduce which calls most institutions now provide web-based support sites with some form of general orientation to distance learning, tips for online study, information on how to contact counseling and advising services, technical help, and programs to help potential students evaluate their own readiness for distance learning. The advantage of providing these services online is that they are available around-the-clock even ones that are not available. Furthermore, in dual mode institutions such as those (Santa Barbara City College, University of Wisconsin, Brevard community College, Montgomery College, and Penn-State World Campus) providing student services online allows them to be better integrated with services to on-campus students who also benefited from the online access. The more mechanized the student support e.g. not requiring a personal human intervention, the most cost effective also. Everyone likes support from a human rather than a web site but most people also want to have tuition fees held as low as possible.
Orientation
The following are some of the questions and information usually included in web sites to orient potential or new students: what is distance education and how does it work online?, what can I study?, how do I learn?, what do I need?, is distance education suitable for me including self-assessment instruments?, sample course materials, tour of virtual campus, questions to gather data about educational background, questions about learners expectations and motivations, time available for study, access to computer and Internet, and learners acted too profile. One other important quality that institutions try to provide to their distance education students is a sense of belonging to the institution. On-campus students develop this filling through their physical presence in clubs, sports, and other social bins. It is not easy to do this at a distance, but creative student services can help establish some sense a relationship between distance students and the institution. In spite of all efforts to students to find the right level of course and to ease their entry into the distance learning experience some students will encounter unexpected job, family, or health-related problems that threaten their academic success/progress. A student support service has to be proactive as well as reactive. If it only reflects the students who come forward as for help many will be lost. Methods have to be developed for identifying problems early and by intervening to offer support even though the student may not come forward to request. The poor method is careful monitoring assignment productivity. If the student will normally produces good assignments begins to cheery eight or her not to reduce on time a red flag should alert student support personnel to a potential problem that may require at least an e-mail message to offer of assistance. Failure to take such steps could mean that not academic problems will demand the students complete attention and there is a good change the student will drop out of the course.
Administrative Assistance
Students sometimes get into difficulty and therefore need assistance in dealing with the routine administrative aspects of being a student -- registering, paying fees or giving tuition benefits, up training materials, receiving grades, taking exams, and so on. In the case of on-campus students, questions or problems can be resolved by visiting the relevant office. However in the case of an off-campus student all interactions is likely to be via e-mail or telephone. Students often have difficulty identifying and reaching the right person to talk to especially in large institutions can become very agitating. Ideally students in distance education programs have a single person they can contact for all administrative problems. In addition all administrative requirements and procedures should be described in a student handbook or web page that suit was received at the beginning of a course or when they first register in the institution.
Social Interaction
Most students enjoy interaction with their instructor and fellow students not only for instructional reasons but for the emotional support that comes from such social contact. Some institutions have developed electronic networking as a means of socializing in the form of real-time chat rooms were students meet for coffee, discuss coursework, compare notes, or chat about nonrecourse or perhaps nonacademic matters. For many students this is a valued weight of reducing their feelings of isolation.
A Realistic View of the Distance Learner
Although it is easy to talk about distance learning in general in any specific distance learning program it is essential that designers and injectors take the time to understand their particular learners. It is very dangerous to proceed on generalizations because assumptions are then made that may be quite erroneous. Even groups that are thought -- in general -- to be ideal populations for distance training programs are not always. Here are some examples: professional development for classroom teachers, although they obviously appreciate the value of learning and education many teachers feel very overworked, have little free time, and do not have a suitable learning environment during the day at school. Successful programs have been those were special ranges have been made to provide times and facilities for professional development; management training, human resource managers tend to be people oriented and some may prefer to learn by informally talking to others on the phone or in person at a meeting, rather than standing alone reading what appear to be more messages on their computer; continuing medical education, even though all healthcare professionals except the idea of continuing medical education, like schoolteachers, may find their daily routines, which often include exhausting evening shifts, too hectic to accommodate formal study; at risk students, although they have the most need for extra educational opportunities, they usually have poor learning/study skills and have a great deal of trouble with both the techniques and the self-discipline needed for distance learning; prisoners, individuals who are incarcerated me have more time than the average person, but may have limited access to equipment or facilities needed for learning even obtaining specific books and frequent mail may be problematic; Armed Forces personnel, especially those on foreign assignments. Such students have less control on their disposable time banned in civilian life and may be sent on a mission that means special arrangements have to be made regarding the completion of their study assignments; and taking a broader perspective, it is always important to keep the possibilities of culture and gender distances in mind. Again it is dangerous to generalize but some groups of men and some groups of women may respond differently to certain program characteristics, as may different cultural groups. The point of mentioning these difficulties is not to say that program should not be offered to these groups; of course there are thousands of successful programs with these groups, and there are other groups with challenges of their own. The reason for mentioning the challenges is to emphasize the importance of empathy -- understanding how things look from the students point of view -- and not to make facile assumptions. Such assumptions can lead to unrealistic expectations that in turn lead to failure that could have been avoided with a little more understanding. Understanding these challenges is equally important for course designers, instructors, and administrators, but especially for student support personnel. The guide to developing online student services is a resource for administrators and others whom each provide student support services online. It provides: general tips for setting up online student services, brief discussions on a range of student support issues, guidelines for basic good practice in delivering student services via the Internet, and examples of practice and selected institutions.

You are to write 2-page paper. Read the article below and summarize the article. Do Not Use Outside Sources!

Learner Differences in Distance Learning

One important difference between distance and traditional learners is the fact that distance learners typically learn in more independent environments. As a result the concept of independence has been an important construct in the evolution of distance education theory. To establish a context for this chapter is important to make a distinction between distance learning and distributed learning. The growth in the capacity of telecommunications technologies is blurring the boundaries between distance and traditional instruction. Online and web-based instruction is becoming increasingly common in traditional as well as distant courses. As a result our resident learners are being required to learn in much more independent environments and a half in the past. This is a positive trend if we believe that experience as an independent learner will ultimately foster independent learning. But the history and may pose new challenges in our quest to accommodate the unique needs of each learner individually. So within the context of this chapter distributed learning issues reflect the fact that many of our distance technologies are being applied in traditional resident learning environments. If this is true any discussion of this issue surrounding learners learn at a distance will also inform the wider spectrum of online irrespective of physical distance. Moore and Kearsley 1996 argue that the concept of distance should not refer to physical separation of teachers and learners alone but rather to be pedagogical distance between different understandings and perceptions. Thus, transactional distance refers to a psychological separation or gap in understanding and meaning. But as Moore and Kearsley suggests transactional distance is a factor on the campus or even in a classroom. Certainly physical distance increases the transactional distance a learner experience is because some form of technical media must be used to mediate the communication between teacher and learner. The field of distance education emerged years ago within the context of serving learners who cannot otherwise come to camp is just in time for geographic constraints. But the use of distance technologies in traditional classroom settings is growing at a phenomenal rate. We may have outdistance the geographic distance, but we still have much work to do with respect to the transactional distance. So within the context of this chapter, distributive learning is used to reflect the fact that many of our distance technologies are being applied in traditional resident learning environments. However the concept of transactional distance encompasses distributed learning. One striking feature of our schools is the fact that unlike so many other sectors of our society schools have changed very little over the past century. Our aspects of our lives are for a variety and in some cases individuals seem overrun with choice. If Bellamy 2000, who wrote looking backwards, has suddenly emerged from the 19th century into a factory, an office, or a library of today, he would surely feel out of place. However, today's classroom would be quite familiar. While the marketplace is rife with choice, the classroom is still a product of the mass production mentality of the industrial age. That is why the whole the aptitude treatment interaction movement was so exciting in its day with its promise to help us designed instruction that matched the learning needs of individuals, unfortunately, the promise of aptitude treatment interaction has largely been unrealized. Researchers in the field of distance education still believe technology can help educators individualized learning experience. This is evident in the literature and its captivation with the concept of learning styles. Providing teachers and course designers with information that can prove the cognitive efficiency of each learners experience is still clearly and important goal. However this is a goal that still eludes us. This chapter poses the argument that continuing our current approach to research learning differences in distance education will rule unproductive. Following a brief review of the research on learner variables in distance education, the chapter addresses the need for re-conceptualizing our questions about learner differences and uses the argument as a basis for conceptualizing the construct of learning instructor into action. Finally, the chapter concludes that some recommendations for future research.
Learner Variables in Distance Education Research
Many researchers have attempted to identify learner factors that impact learning in distance education settings. Much of this research examines either learner style or learner psychological variables. Some of the studies examined the cognitive style constructs most often the construct of the field dependence/field independence. These studies examined the relationship between learner variables and participation, attitudes, and achievement. This review here narrows the focus to research on learner differences specifically related to achievement. Oxford, Young, Ito, and Sumrall 1993 explored motivation, language learning strategy, and learning style as predictors of language learning achievement of 107 high school students enrolled in the Japanese language class. Findings showed that motivation related to career and academic factors was a moderate predictor of language learning achievements. Learning styles were not predictors of performance although the finding showed a relationship between learning style and motivation. Students with a preference for auditory modalities demonstrated higher levels of motivation than students with preference for visual and kinds that he kinesthetic learning. Dille and Mezack 1991 examined learning styles and locus of control as predictors of success and a course delivered to both college teleport students and on-campus students. The study consisted of 151 students who were enrolled in 4 telecourses. The average age was 27.5. Kolbs learning style inventory was used to measure cognitive style preference and Rotters internal locus of control scale was used to measure the construct locus of control. Students with an internal locus of control received higher letter grades in the course than students with an external locus of control. In addition successful students scored higher than the unsuccessful students on the concrete experience scale of the learning style inventory. However when looking at the abstract conceptualization minus concrete experience the successful students scored higher than the unsuccessful students did. Multiple regression indicated that the only predictor of success was locus of control with the more successful students reporting scores in the internal range. Expanding upon the work of Dille and Mezack 1991, Biner, Bink, Huffman, and Dean 1995 use the personality assessment instrument to identify differences in personality factors between students enrolled in interactive television and traditional courses. In addition they sought to determine whether any personality types predicted successful performance in a telecourse. The sample of the study was 164 students in the interactive television treatment and 200 traditional students taking the same course on campus and the broadcast room. They reported that telecourse students differed from their traditional counterparts on four factors: intelligence (abstract thinking); emotional stability; trust; and compulsivity. An analysis of second-order factor scores suggested that telecourse students had higher scores on two factors: dependence and control. Correlations between personality factors and final course grade identifies some differences between telecourse and traditional students. For the traditional student, higher grades were associated with greater emotional stability, seriousness, shyness, imaginativeness, and liberalism. Telecourse students with hiher grades showed greater self-sufficiency and less compulsivity. In addition they found a significant relationship between grades and the expedient-conscientious factor. Telecourse students with higher grade scored higher on the expedients to mention while traditional students scored higher on the conscientious dimension. While it is important to note that the telecourse population differed in terms of age and gender telecourse students were more likely to be older and female, analyses using age and gender as independent variables did not yield effects for the variables. The relationship between telecourse persistent and psychological variables was examined by Pugliese 1994. The constructs studied were loneliness, communication apprehension, communication competence, and locus of control. A researcher used a telephone survey with 306 students participating. The sample included both traditional and nontraditional students. None of the factors predicted persistence. Using Canfields learning style inventory, Coggins 1988 surveyed a sample of 164 students all 26 years of age or older enrolled in a correspondence base external degree program. She found that positive expectancy of performance confidence favorably affects the completion rate of students enrolled in correspondence study. However the conditions of learning and preferred learning modality appear to have no impact upon completion. While not statistically significant non-completers showed a higher preference for peer and instructor affiliation than did completers.
Conceptualizing the Problem
Clearly, it is difficult to draw any conclusion from this line of research. While the research provide some evidence that learner differences should be considered clearly our best guidance teachers is to tell them to use a variety of strategies and media so that surely we can effectively teach most of the people some of the time. Perhaps our assumptions about learner differences are wrong. What if there is no such thing as learning type for style? Or if such a construct does exist what if it has nothing to do with helping individuals learn? Learning styles actually mean many different things depending upon the instrument used. Sometimes learners cells are viewed as preferences as many of the instruments used measure learners preference including modality preferences. Most of these studies fail to show a relationship between the learner's preference, instructional treatment, and performance, and there is little, if any, evidence that supports the assumption that learner preferences impact learning. In fact, some research suggests that when given the opportunity to do what they prefer learners may not make the best choices. Belland, Taylor, Canelos, Dwyer, and Baker 1985 found that first-year college students who chose the face of learning using computer-assisted instruction did not perform as well on both amount learned and performance competency as subjects whose case was controlled externally. In addition to high achievers opted for more feedback than the lower achievers. Using a sample of 65 sixth-grade students enrolled at a private school, Carrier, Davison, and Williams 1985 found that high ability students selected more elaboration options then didn't know what ability students. These researchers suggest that the assumption that allowing students to exercise their own judgment will improve performance may be faulty. Second, finding reliable and valid measures of types such as the popular learning style constructs has been difficult despite sustained efforts by researchers. Three commonly used instruments in distance education research are the Myers-Briggs type indicator, the Canfield learning style inventory, and Kolbs learning style inventory. The MBTI is based upon Jungian theory and assesses perception and judgment. The Canfield learning style inventory examines academic, structural, and achievement conditions, expectancy of performance, and mode of learning. Finally based upon experiential learning theory, the Kolb learning style inventory examines concrete experience, reflective observation, abstract conceptualization, and active experimentation. Analyses of the validity and reliability of these issuance is far from conclusive. The nature of populations used to establish the norms is one concern. The subjects used were selected from populations that were above average in terms of intellectual ability, educational level, and income levels. A second concern is that all the instruments use nominal rather than interval data. Analyses suggests that the factors examined are not dichotomous as presumed but rather interval. In addition of some of the instruments use ipsative scores. An ipsative score is one that varies based upon an individual's response on the other elements of the instrument. Therefore an individual score on one element is depended upon his or her responses to the others. Individual scores cannot be compared to others because they may differ in terms of degree. In addition the interdependent nature of the data provided by these instruments made be unsuited to measure of reliability use. Likewise with the exception of the MBTI the studies that have been conducted to establish reliability and validity are inconclusive. Finally little evidence exists to suggest that these instruments predict achievement or achievement-related behaviors such as effort. While the MBTI may be an effective instrument of assessing personality characteristics little evidence exists to support its ability to help us predict how learners will perform under given conditions. At issue it is the fact that learner styles, cognitive styles such as field dependent/field independence, and personality constructs are described in the literature as relatively constant, that is, these are factors in us that are not subject to change. Therefore the only way to approach the design of instruction when trying to accommodate learner differences is to change the instrument rather than to change that learner. But the most important goal of all education including distance education is to help them learn how to learn in a variety of situations and under a variety of conditions because that is the nature of the learning society in which we live. Our most important task as educators is indeed to help learners build a repertoire of approaches to learning so that they can learn to learn under variety of circumstances that life will surely bring. This goals is frantically critical in an environment of rapid technological change. If we focus on how we can modify the instruction to accommodate the individual are we not preparing to ended rather than independent learners. If we focus, instead, upon how learners approach of particular learning situation we can help them learn to modify their approaches to accommodate a variety of learning situations. Studies by Gibson 1996 support his conclusion by offering evidence that learners do in fact change their view of learning overtime in ways that impact how will they learn even throughout the experience of a single course. A more powerful and expedient method of addressing individual learner needs me be to identify effective approaches to learning and then help students acquire the meta-cognitive skills needed to adopt those approaches in settings where there had been found to lead us to success. Perhaps we should turn our attention from what learners are and instead focus on what learners do. A more productive line of inquiry then focuses upon how learners approach learning rather than upon learning styles or psychological traits. The construct approaches of learning refer to the characteristics that learners bring to achievement settings. Unlike traits, they can vary from setting to setting, and they defined the stance learners take toward learning in particular settings. For the purpose of this analysis approaches to learning include the goals, self- efficacy, and strategy used that student's report in different achievement settings. There are two main reasons for choosing this line of inquiy. First, there is a large body of empirical research showing that differences in approaches to learning are powerful predictors of both effort and achievement. So while there has been a scant evidence for the importance of learning styles there is an abundance of evidence supporting the importance of approaches. Second, and perhaps more important it is the ethics of continuing to focus upon how to modify instruction to accommodate learning purposes when we suspect that learners will be bettors are in the long run by instructing that encourages them to be more flexible in their approaches across the variety of learning settings they are sure to face. Instruction could then focus upon fostering goals and enhancing self-efficacy as well as upon teaching students what strategies will help them across different achievement settings.
The Approaches to Learning Constructs
Approaches to learning is operationalized in terms of achievement goals, self-efficacy, and reported strategy use following what has been a fruitful trend in motivational research since the mid-1980s. Each of these constructs is described below. First, achievement goals are the reasons students report for trying to learn individual achievement setting. There is considerable research that supports the importance of the distinction between lowering goals also call mastery or task-oriented goals and performance goals. Learning goals are goals that are related to the desire to increase one's understanding or skill level. In contrast performance goals are also called ego-oriented goals are related to the desire to perform better than others and protect one's ego. This research has constantly found a positive relationship between learning goals and self-regulation, strategy use, an effort, and has sometimes found a negative relationship between performance goals and productive achievement behaviors. Additionally, there is evidence that future polls show several positive relationships productive achievement behaviors and do learning goals. Future polls referred to distance goal e.g. eligibility for extra curriculum activities, college admission, and career opportunities that to some extent are contingent on current test performance but not inherent in the performance itself. Self-efficacy refers to the confidence learners have in their ability to successfully perform the achievement test currently confronting them. According to self-efficacy theory, when we doubt our ability to respond effectively in a given situation we often try to avoid the situation or diminish its importance to us. Task that we believe to be within our range of competence i.e. our self-efficacy is high are more likely to be approached eagerly and with considerable effort than our task that we believe are outside our range of competence i.e. our self-efficacy is low. However our efforts are learned in a particular situation are partially determined by our confidence in our abilities to successfully perform a project with fans. There is a great deal of correlation research that supports these theoretical assumptions. Importantly this research strongly supports the domain specific nature of self-efficacy. In other words, self-efficacy is not the same as global self-esteem nor is it a type that remains constant across achievement settings involving different content. However it has been found to function nearly identically to expectancy motivation as examined by Coggins. While achievement goal and self-efficacy are the abstract manifestations of approaches strategy use is the concrete manifestation in that strategies aren't the behaviors a learner employees during the learning process. In fact strategy use is generally depicted in motivation research as influenced by goals and self-efficacy. Researchers often evaluate strategies based on a distinction between deep and shallow processing. The strategies involve processing new information in terms of how it relates to the existing knowledge. The to be learned information is elaborated on an integrated with knowledge already residing in memory. Shallow strategies involve processing new information separate from existing knowledge and in the form in which it was originally encountered. The strategy of rote memorization along with other types of superficial engagement with new information e.g. simply reading a chapter twice captures the notion of shallow processing. There is evidence that deep strategy use is important for learning and achievement. There is also some evidence that shallow processing strategies may hinder learning. This construct has been studied in distance education literature, for example, Kember and Harper 1987 found a relationship between surface approach to study and non-persisters in a correspondence study program. However some research suggests that the two types of strategies are often related to one another and what is shallow in one achievement setting might be deep in another. For instance, Jouhlin, Lai, and Cottman 1992 examined the constructs of deep and surface learning with a sample of 1843 distance students. In contrast to expectations they found that the item related to memorize and loaded the deep approach and the item related questioning loaded with the surface approach. They, too suggested that the teaching context might impact which approaches to learning are successful. A series of studies is currently examining the constructs of self-efficacy, motivation, study strategies in a chemical engineering course that use primarily CD-ROM and web-based strategies. Successful and less successful students were compared using and approaches to study instrument designed to assess motivation, goals, and strategies. Students with the final grade of B or better were classified as successful; students with the final grade of D or F were classified as unsuccessful. The findings from the first phase of the study were somewhat surprising because the successful and less successful student showed little difference in the level of motivation, effort, and goal orientation. To learn more about the factors contributing to success, selected students from two groups were interviewed by Greene, Dillon, and Crynes, 2001. Analysis of the interviews identified some important differences between the successful and less successful students. The last successful students focus upon memorizing and applying what they had memorize. The successful student focused on understanding the concepts. The less successful students get the easier part of the work and in doing so may have failed to take advantage of the opportunity to activate prior learning. While the successful students reported skimming the easier parts they were also looking for areas what they fail to understand. The successful student talked about how they learned in the last successful student did not. Both groups use surface strategies but the successful students also use the deep strategies and appeared to be aware of the difference between these approaches. They seem to be able to use his surrenders to make decisions about how approach learning where is the last successful students continue to rely upon strategies that were not working. Perhaps there is some value in knowing that learners is a visual learner or has a high internal locus of control. Perhaps there is also some danger in this approach as well. For while it might be of benefit to understand that a learner is a field dependent learner, it may impact the teachers or that learners confidence in his or her ability to learn the material, particularly if those involved no with a research suggests that field dependent learners do not perform as well as the field independent learners. With literature supporting a relationship between positive self-efficacy and performance, typing a learner may indeed be self-defeating. Likewise there may be some strategy teachers can use to help field dependent learners improve their performance but since this construct is a trait those strategies may not be robust to changing conditions. However teachers can certainly help learnerschange their approach to study.
Learners and Differences and Learner-Instructor Interaction
Improving our understanding of how learners approach their study may improve our understanding of the construct of learning-instructor interaction. Those of us in distance education often talk about the importance of interaction in distance education Moore 1989 has defined three types of interaction: learner-learner, learner-instructor, and learner-content and argues that learner-instructor interaction is a crucial component that facilitates the other two and creates an effect of learning environment. While true, it seems equally true that learner-instructor interaction can also interfere with learning. Online communication can be easily misinterpret due to the lack of visual and facial cues. Online teachers are encouraged to provide timely and detailed feedback. However online teachers often do not have any information about how the student responds to this feedback. In fact student may interpret a high level of feedback as negative feedback when in reality a teacher is merely posing questions to stimulate student thinking. So obviously learner-instructor interaction is more than just something that should be present, it is something that should be correct arise in the terms of its quality. Independent learners exercise great autumn nominee in their learning decisions and dependent learners. This is a positive feature of independent learning environments only if the learners have the ability to make effect of learning decisions. Using Moores theory of transactional distance we might hypothesize that learners who have not learned to make effect of decisions about their approaches to learning will benefit from more structured and more dialogue. Likewise learners who are autonomous learners will require less structure and less dialogue. Some form of learner-instructor interaction is required to assess which learners will thrive in an independent environment and which will struggle. What constitutes effective learner-instructor interaction? Perhaps it focus on student approaches to learning can help us develop the construct of learner-instructor interaction by providing a basis for making judgments about the appropriate relationship between structure and die lawfully given learner. While technology provide us with the ability to tailor our enter actions in many forms be independent environment prevents us from receiving the immediate feedback we can readily see in the classroom. Our students nodding their heads... or are they nodding to sleep? Do the students seem confused or do they show nods of understanding? Right now our technologies do not communicate these nuances to us. We have to make judgments about these using other means. Perhaps greater understanding about each learners approach to learning will help us improve our enter actions with him or her. All too often students use approaches that have been successful in the past even though the problem has changed. Should he teachers and that this is a style issue and therefore modify the instruction? Or should the teacher recognize that this is a surface approach to learning and help the student change his or her behavior? While a teacher might give good detailed feedback on the specific problem, that teacher may have served the student better by providing feedback that can be generalized to other very different settings. Our learner-instructor interaction should include strategies that will help students engage in meta-cognitive processing. Teachers should provide learners with prompts to help them reflect upon what they understand and what they do not understand, what part of the problems easy and what is hard. In other words, effective learner-instructor interaction should be designed not only to help learners understand the content, but also to help them understand themselves as learners.


Future Research
Not every learner will succeed in every learning setting. However many learners have the potential to succeed but lacked skills and understanding about how they approached learning. There are skills that can be learned. Future research should just these ideas. First we should turn our focus from learner traits to learner approaches and develop instruments that we can use to help us learn more about the relationship between approaches to study and performance. Second we should place more emphasis upon research that examines within group differences than between group differences. In other words we should turn our focus on how learners in distributed settings differ in how these differences relate to the performance rather than continuing to compare the effectiveness of distributed versus traditional learning. Finally we should implement different instructional treatments within a district setting to see if we can indeed narrow the gap between the successful and less successful learners. The growth largely of learning throughout higher education will continue to place a more responsibility for learning upon the learner. However we may find it more difficult to diagnose learning needs as learners work and more independent learning environments. Garrison and Baynton 1987, independent learning is not desirable with learners like the support they need to succeed. We must strive to ensure that all learners who have the potential to be successful are ultimately successful. When designing distributed learning environments we must focus on strategies that help students learn how to learn, whether our learners are learning at a distance for learning in a more independent learning on campus. Bellamy may no longer recognize the classroom edged your vision technologies continue to pervade our schools. The recognition that learners have different needs was indeed a revolutionary theory, one that promise to move us from mass education to individualized learning. However, the step from recognition to reality has proven formidable. Rather than focusing upon how to modify the instruction to accommodate the preferences of the learners we should instead focus upon modifying the learning approaches to meet the demands of the instruction.

This is a previous order that I need revised according to the corrections on the paper and according to the rubric. Remember this is a doctoral level, concept paper. No darted statements. Must be professional concept paper material. Hope this information, I've cut and pasted helps in your re doing this assignment. Sources should only be 5yrs old. Thank you. Any questions call me at 12398217730





The effectiveness of using technology in the reading curriculum for low level students with special needs




Improving Reading Skills of Low-Level Special Needs Students through the use of Technology






















Irwin N Kellen


Concept Paper For: ARC: 8966 CRN: 58770




























July 30, 2007








--> Introduction[Author:T]


Technology and literacy have a very strong link and scholars have been keenly interested in discovering various aspects of their relationship. Fisher and Molebash (2003) in their study wrote that it was the Digital Divide, amongst many other things, that creates a division in learning. which has reminded --> us [Author:T] about They pointed out that the distance of accessibility that people in different parts of the world have when dealing with the latest advancement in information technologies. It is these reminders that --> make us face the fact that [Author:T] literacy, which is the main aim of a digital economy, is still not as accessible as it could or should be. This is one of the main reasons why organizations like the E-rate have devoted more and more time and effort into constructing a sound and efficient technical and informative setup of various schools in different parts of the world (Fisher and Molebash, 2003).


Most researchers and educationalists make the mistake to treat of treating literacy and technical proficiency on different scales. However, the truth of the matter is that one cannot exist or work efficiently without the success of the other. A good example of this is visibly present in the past decade: the Technology Literacy Challenge Fund of 1997 aimed to advance technical learning and skills of every student while the No Child Left Behind Act of 2001 aimed to adopt a more technologically-driven structure to boost the overall literacy amongst students. However, both failed to realize that neither can obtain their objectives without understanding that technical proficiency and literacy go hand in hand.


The main focus of this paper, hence, will be to define literacy, in the context of reading, and also discuss its connection with technology as well as present the advancements in the department of literacy/reading in special education. --> We will draw attention [Author:T] to the scope of special education in the fields of literacy/reading. A secondary aim of this paper will be to evaluate ways that will allow provide teachers with a wide array of choices in teaching low level special-needs students to read/understand what they have read in order to and make them part of the literate society.


--> Literature Review[Author:T]


Fisher and Molebash (2003) have defined literacy/reading, as a whole, as purely a means to extract meaning and understanding from a form of information or knowledge database. What technological improvements --> has[Author:T] done is given the teachers and students a wide spectrum of choices to extract this information. At first all educational exchanges were mainly aural but with time the advent of books, libraries, the media, journalism, television, the Internet, video games; etc making teachers' the task of the teachers has gotten easier. --> and the accessibility of the students has increased[Author:T] . However, when dealing with the students who have special needs, mere accessibility is not the answer and all efforts on technology integration have to include the easier understanding and interpretation of the text available (Fisher and Molebash, 2003).


May (2003) found that even though technological improvements, even though, have made the job of the teacher easier; it has not actually decreased the workload. A teacher still has more than --> 2 [Author:T] dozen children in his/her class and there are various teaching/learning capabilities and methods that these teachers still have to understand. This difference in teaching/learning is even more enhanced amongst the special-needs students. A teacher cannot overlook a behavioral pattern or force a learning technique upon his/her students. This is one of the main ways that technology has helped the teachers. They can now use the everyday mechanisms to explain different educational theories with the help of other technological tools or interpretations. However, for technology to actually help in the long run, the teachers need to make sure that the students are giving their input and are involved in the utilization of the technology so as to ensure a higher success rate of education through technology (May, 2003).


--> Teale et al. [Author:T] (2002) concluded in their study that the use of technical advancements and proficiencies in the educational structure helped enhance the reading and writing skills of the special-needs students ( --> Teale et al. [Author:T] 2002). The main reason for this is that technology integration attracts the children motivates students and instigates engages them to learn more and more. However --> the[Author:T] teachers have to be careful that the technology being used does not hinder or slow down the process of learning for the special-needs students as their learning curves are very different form those of the normal students. Asselin (2001) in his study highlighted that The value of educational time spent on using technology to support students' literacy development rests on its ability to promote higher-level thinking, collaboration, constructivism, speed and information evaluation--i.e., those competencies required for the 21st century ( --> Asselin 2001[Author:T] ).


The 21st century looms with the need for great technological sense and knowledge for all its future businessmen and managers. This is one of the main reasons why the students of the 21st century need to get become accustomed to using these advancements and their implementations. and acquire knowledge of these advancements and their implementations. This is also what has led to the incorporation of technology in a classroom setting. All these technologies aim to increase the students' intensity of wisdom, cooperation and text assessment. A good and simple illustration of this could be is a book review, . This could which can be an individual task or even a group task and the child (or children) could be asked to use that uses software programs such as applications like Kidspiration and Timeliner. These applications could software programs help the students highlight visualize their thoughts and opinions as well as communicate them efficiently. Now literacy reading skills education is are very important not only for the reading skills of both normal students but also and special-needs students because they are not just exposed exposure to literacy is not only through books anymore. In fact, their the range of information is more vast and varied in accordance with the technical improvements; this is why the teaching of literacy/reading is far trickier then before. Teale et al. (2002) explained this: --> Technology profoundly affects the learning and teaching of literacy as well as the nature of literacy itself. It always has. The development of book technologies in the early 1500s set in motion the need for book literacies and many of the abilities we currently teach in our classrooms. Today, new literacies emerge as new technologies for information and communication demand new skills for their effective use. These include the literacies of word processors (e.g., using a spell checker or knowing how to format a paper), e-mail (e.g., managing a digital address book or effectively using an electronic mailing list) and the Web (e.g., using search ngines to locate information on the Internet or knowing effective strategies to critically evaluate Web site information). As a community of literacy educators, we are responding to the emergence of these new literacies in many ways [Author:T] (Teale et al. 2002).


--> [Author:T] Technology profoundly affects the learning and teaching of literacy as well as the nature of literacy itself. It always has. The development of book technologies in the early 1500s set in motion the need for book literacies and many of the abilities we currently teach in our classrooms. Today, new literacies emerge as new technologies for information and communication demand new skills for their effective use. These include the literacies of word processors (e.g., using a spell checker or knowing how to format a paper), e-mail (e.g., managing a digital address book or effectively using an electronic mailing list) and the Web (e.g., using search engines to locate information on the Internet or knowing effective strategies to critically evaluate Web site information). As a community of literacy educators, we are responding to the emergence of these new literacies in many ways. --> (Teale et al. 2002).[Author:T]




To improve the reading skills of special-needs students, the teachers are aiming to teachers use technology to improve student skills in the following spheres to make them: Making them (a) hear word tones, of the words, Making them (b) decipher and interpret words their use and interpretation, Making them (c) understand their overall expressions, Making them (d) understand the word span, of words, and (e) Making them become knowledgeable and confident with their reading style.


--> Making them hear tones of the words,


Making them decipher their use and interpretation,


Making them understand their overall expressions,


Making them understand the span of words,


Making them knowledgeable and confident with their reading style. [Author:T]


Numerous agencies are also involved to help the teachers and the special-needs students on the department of with reading/literacy. One of the many organizations involved is the Software & and Information Industry Association. Grogan (2002) analyze --> s[Author:T] one of the latest studies conducted by The Software & Information Industry Association and confirms that the use of technology helps develop the reading and speaking skills of the special-needs students through by boosting their spelling sense, plus span of words, expression and overall understanding of the text. He also proposed that to cater to the different learning curves of the special-needs students, teachers could employ a multimedia literacy program that incorporates text, acoustics, images and manipulatives (Grogan 2002).


May (2003) --> notes [Author:T] that one of the most successful ways with which that reading amongst the special-needs students has been enhanced by using technology has been in the is through group book reviews. The class is first given a list of books to choose form and then the students are divided in different groups based on their choice of book. There are prearranged meetings, and the pages that need to be read in each group are decided before students meet in groups. meetings are also decided from before. After this is done all special needs students are to During group meetings students engage in certain leaning task that involve the interpretation of the story, the characters and their choices, the plots, the twists, the climax, the main incidents and their denotations. etc. The whole idea is to make the children focus on what the story is about and how it has evolved through events and different interpretations (May, 2003).


May (2003) found that one of the most commonly used applications in this group book review task is the AlphaSmart mainly because of its simplicity and popularity among the special-needs students. The task would mainly involve the interpretation and rewriting of the story so that the teacher is aware of how well the student understands the plot and how much work he/she does. This also helps the teachers analyze the influence that the group opinions might have on the individuals within the group.


May (2003) notes that amongst other applications that are fast becoming part of the curriculum for improving the reading and understanding of the special-needs students are Kidspiration and Timeliner. The Kidspiration software program application helps the students recall the main events and characters of the story and their influence on the overall plot while the Timeliner application software program helps the students to analyze the timeline in which the major incidents in the storyline took place and their aftermath on the following timelines (May, 2003).


May (2003) writes that one other another technique that is now being used within a classroom of with special-needs students is the teacher reading the story out aloud . the whole story. After the story is completed the teacher asks the and then having the students to roam around their environment and take pictures that they feel relate to the story. that had been read out loud. They then come back and Then students use the AlphaSmart software application to paste their pictures and explain in a paragraph why, how, and where in the plot they feel that the pictures relates to the story. This tests three things: one, (a) the student concentration of the students, two their (b) student level of understanding of the general plot, and three, their (c) student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and relations that their own lives might have with the stories that they read. The implementation of taking the pictures is one way that this has been successfully achieved. This use of a camera is a very flexible application and is being used in different ways for different special-needs students (May, 2003).


May (2003) found that cameras are being used to also expand the span of words or vocabulary amongst the special-needs students. The teacher hands out a set of words to the students and explains their use and different interpretations and then asks them to head out and take photographs in accordance to what they have understood. Any good reader will relay that the best part about reading is the expressions and vocabulary. Vocabulary is mainly an understanding of the use and interpretation of the words being used, and this process has helped the special-needs students in their reading skills when wherever it has been included in the curriculum (May, 2003).


There have been criticisms made on the use of technology and how it changes or lessens the expectations from for the students on a large scale. May (2003) argues that the truth of the matter is that with the increase in distractions that are present nowadays, the students need to be constantly engaged within a classroom setting and the use of technology does that extremely efficiently.


The misconception that exists amongst many still is that technology is the answer to all teaching hazards when dealing with the special-needs students; however, May (2003) notes that it is the proper incorporation of the technology available that makes the teacher's job easier. The use of technology is a fairly new concept and has been regularly used in the past decade or so, however, the results in the reading and comprehension skills of the special-needs students are undeniably better.


May (2003) notes that teachers have to analyze the technology that will be most useful for the student in accordance to, both, its implementation and the students' capabilities. If the incorrect technological tool is used it will hamper learning and decrease the level of confidence of the student. Also the teachers cannot expect the students to understand the use of the technological tool without initial instruction and explanation of its use.


--> Advancing Technologies [Author:T]


The three most successful applications that hve enhanced the literacy education over the years for the special-needs students are: --> (1) [Author:T] (a) voice detection software,


(2) (b) tele-cooperation operations of the Internet, and (3) (c) Personal Digital Assistants (PDA) and new portable processors or devices.


Fisher and Molebash (2003) in their study traced the track of technological advancements and point out that at the advent of the 21st century, all of the above applications were still being tested hypothetically on the drawing board. The speed at which these have been practically implemented and yielded successful result is simply astonishing. They said that Fisher and Molebash found that all technological advancements have followed the pattern that Gordon Moore had pointed out more then 4 decades ago. He had Moore said that in theory all microchips had the capacity to improve and enhance within a period of 18 months to --> two[Author:T] years. This statement, called the Moore's law, has held true since that day and stands true for the digitally driven society today. The alteration or adjustment in the to Moore's Law is that Moore had restricted the phenomenon of speedy advancements to the speed of microchips while in today's society this theory holds true to include everything from the speed, to power, to memory, and to the price (Fisher and Molebash, 2003).


This rapid increase in the advancements of technology is one of the main reasons for the incorporation of tools like computers and cameras and others in the school setting because without them the children students will not only be bored but also the educational setup would be backward and not up to the par of what is required in the developing societies. Computers, Nintendo, cell phones, e-mail and the World Wide Web have become such an integral part of the daily life that it is hard to imagine a time when they did not exist. The use of technology within a classroom setting of special-needs students makes these students more confident and comfortable in thinking that they can operate all these things and tools that the normal students operate. can, not to mention the improvement These technology tools also improve in their special needs students' reading and comprehension skills. that are also a direct result of the use of technology. This ubiquity of technology, like PDA, TVs, cell phones, video games, Walkmans, computers, and modern publishing resources, is why all types of students feel more accustomed and engaged in a classroom where technology is incorporated in the academic curriculum.


Prensky (2000), in answer to the criticism of the application of technology in educational structures, explains that the thought processes and attitudes have shifted dramatically between the past three generations and in correspondence to these changes in attitudes the teaching methods need to be altered as well. Fisher and Molebash (2003) agree that it seems extremely logical to analyze the patterns and learning curves of the current generation before completely discarding the use of technology in educational standards mainly because its seems too easy for the students (Fisher and Molebash, 2003).


One of the most useful applications to enhance the reading skills of the special-needs students, thus far, has been the tele-collaborative venture that uses the Internet as its main source of communication. The significant fact of the Tele-collaborative ventures is that it mainly incorporates some of the most commonly used mechanisms of telecommunications like the tools e-mail, debate mediums, synchronous chats, and videoconferencing. All of these tools and mechanisms are then use to communicate within and amongst classroom, schools, and universities as well as across borders to address the commonalities and difficulties faced by the special-needs students. Once these commonalities are identified then numerous organizations join hands to work on problem-solving techniques and structures. Judi Harris (1998), in her study on technology integration in the reading curriculum for low level students with special needs has divided the tele-collaborative based applications and implementations into three groups: (a) interpersonal exchange, (b) information collection and analysis, and (c) problem solving. -->


Interpersonal Exchange,


Information Collection and Analysis, and


Problem Solving. [Author:T]


She further divides these three categories into 18 different activities. The interpersonal exchange includes:


--> Tele-mentoring


Key-pals or pen-pals through the use of Internet


Electronic facades


Question-and-answer exchanges


International classrooms


Imitations or masquerades [Author:T]


The Information Collection and Analysis section includes:


--> Electronic printing


Date or knowledge-based communication


Mutual data investigations


Tele-outings or tele-fieldtrips


Knowledge catalog construction [Author:T]


The Problem Solving section includes:


--> Corresponding problem solving


Knowledge explorations


Contemporary response exchanges


Public interaction ventures


Tele-based problem solving


Replications


Chronological problem solving [Author:T]


Hawkes & and Good (2000), in their study highlight that one of the main reason for the improvements in the learning capabilities of K-12 special-needs students has been through is the result of the execution of the tele-collaborative ventures. They also go on to say said that the teachers' work is made a lot easier and less hectic because they have more options, outlooks, practices and encounters that they can learn from and employ when dealing with the different learning curves of the special-needs students. (Hawkes & Good, 2000). The tele-collaborative ventures have also shown flexibility and adaptability in genres beyond the reading and comprehension skills of special-needs students. One good example of the flexibility of tele-collaborative ventures is given in the study conducted by Dawson, Mason and Molebash (2000). In this study they analyzed the behavioral patterns and results achieved by teachers who were topographically apart but were tele-collaborating on issues that sparked mutual interest like example-based educational methods, internet forums, cross-border university alliance, and similarly patterned or dissimilarly patterned method of teaching. The researchers concluded that the level of tele-collaborative communication and ventures helped in the growth of teaching techniques and information, enhanced the similarities and difficulties that are faced by teachers of special-needs students irrespective of their geographical location, increased the span of learning techniques, encouraged feedbacks as well as helped understand the practical executions of numerous teaching theories.


Enough practical applications and evaluations have shown that the proper and informed execution of the tele-collaborative ventures can immensely benefit the K-12 special-needs students and encourage them to look for multiple interpretations, improve their reading skills and increase their span of knowledge as well as vocabulary (Fisher and Molebash, 2003).


--> The Personal Digital Assistants [Author:T]


The rise in the use and success of the Personal Digital Assistants (PDA) is one of the main reasons why it is now being used on such a large scale in the educational institutions as well. Even though the PDA was initially used as a storage device for the names, dates, reminders and/or addresses, it has now become versatile enough to provide the teachers with a sort of an electronic calculator and mobile computer that they can use to access the Internet, perform online tests and assessments, record results, and scores, and allow teachers to have the option of data keeping tools and keep grade books. The popularity of the PDA has forced the Education Committees in Florida to create an efficient software based on the PDA format that will help the special education teachers to document student activities and follow the aims and objectives of students' Individualized Education Plan (IEP) aims and objectives (Fisher and Molebash, 2003).


Fisher and Molebash (2003) pointed out that the PDA can also allow the teachers to manage or oversee a group of students and gather/record the facts in their ongoing discussions. This recording though was once believed to be painstaking, but with the use of PDA teachers can now collect this information is now done without much effort by using PDAs and teachers can then use the information gathered to analyze students' the comprehension abilities of the students and hence modify their teaching methods accordingly (Fisher and Molebash, 2003). They also asserted that the PDA beyond helping the with the compilation and evaluation of information could also can be used for marking as well i.e. the PDA can measuring and ranking the overall performance of the students in the class by analyzing whatever information has been entered by the teacher (Fisher and Molebash, 2003).


One of the most important features of the PDA is the accessibility to the --> i[Author:T] nternet and the online books. It is true that the generation gap makes some teachers want to carry on with the real books and the while students prefer the --> PDF[Author:T] format. The advantage of having a book stored in the PDA is that it can show the meaning, pronunciation and use of a word that the student did not recognize (Fisher and Molebash, 2003).


The downside with the use of PDA though, as Fisher and Molebash (2003) highlight, is that the overall monitoring by the teachers would have to increase. This simply means that the easy access to the email or internet for the students might be distracting and destructive if used inappropriately and the notes passing between students will become easier and difficult to control. Hence the monitoring and repercussions would have to be made stricter (Fisher and Molebash, 2003).


--> Voice Recognition Technology[Author:T]


Fisher and Molebash (2003) pointed out that the emphasis on learning how to type has grown in importance over the years and now students, along with learning how to read and write, are expected to learn how to type as well. Most of the time, teachers use the computer lab time to allow the students to type and increase their typing speed with time. However, when dealing with special-needs students, this is not always easy. The current format of the keyboard is based on the Sholes' QWERTY which was designed by Christopher Latham Sholes in the 1870s. Over the years, people have been reluctant to change the format as it was seen as too much of a hassle to teach the typists to type in an updated and more efficient keyboard (Fisher and Molebash, 2003).


--> Wetzel (1991) [Author:T] in his study had made predictions on some of the problems that the special education teachers might face with the passage of time in the advent of a technologically driven society. --> Dorsey (1994) [Author:T] explained how the implementation of the voice recognition technology was extremely helpful for the special-needs students to express their thought and philosophies particularly the one who suffered from dyslexic. Mitchell and Scigliano (2000) also experimented the use of Voice Recognition Technology (VRT) for the special-needs students although the students they focused on were those who had problems with their sight. --> Brown (1992) in his study also evaluated the usefulness of the VRT and the sample of special-needs students he utilized were the one who were mentally retarded and/or suffered from cruel physical perils. [Author:T] Myers (2000) in his study analyzed the use of VRT in the enhancing of language abilities for immigrant or non-native citizens (Myers, 2000). Fogg and Wightman (2000), in their study also pointed out that the use of VRT helped shorten the time span for conducting interviews or discussions. All these studies prove one thing: that VRT is an essential part of the society we live in and it is particularly important for the special-needs students (Fisher and & Molebash, 2003).


The most likely progress that is expected of the VRT module is that it will soon recognize our speech and convert it to text simultaneously. Fisher and Molebash (2003) recognized that the use of VRT will change the way the future generations will read and write, but they also highlighted that the challenge for most educators will be to incorporate the language capabilities such as like reading and writing in a way that is easy to adjust to and comprehend (Fisher and Molebash, 2003).


--> Conclusion[Author:T]


It is extremely hard to imagine what the future holds for us in terms of the technological advancements. , but keeping the Moore's Law and similar theories in mind we can use the assumptions to demonstrated the need to develop the instructional methods and techniques that incorporate technology. Fisher and Molebash (2003) explained that by keeping the Moore's law in mind, it is not absurd to assume that by the end of the first two decades of the 21st century the Intel projects will be able to develop and use microchips that will encompass nearly 1 billion transistors, which if continued, will make the human brain and intellect obsolete in comparison to the power and ability of the computer chips (Fisher and Molebash, 2003).


Even though the assumptions we make about the future can be wrong and inaccurate, the fact of the matter remains that they can still be of great use to the present. If the current special-needs educators are given targets and aims to achieve in accordance to with the technology being used, they will not only develop a more sound and efficient instructional structure but they will also be able to analyze and evaluate what needs to be done to keep up to pace with the computational advancements of the future. Fisher and Molebash (2003) suggested that to make literacy the only ultimate goal the special-needs instructors will need to construct a method have to incorporate technology that will make it simpler for the special-needs students to access, comprehend and transfer information and opinions so that they can participate in this world where information is everywhere (Fisher and Molebash, 2003).


--> References[Author:T]


Your references are not in the proper format. Below is an example of how they should appear in the reference list. Change to this format:




Angelides, P. (2004). Restructuring staff meetings. Journal of Staff Development, 24, 58. Retrieved January 22, 2006, from Wilson Web Database.




Black, S. (2003). Try, try again. Surgery's bumpy learning curve applies to teaching. Journal of Staff Development, 24, 8-32. Retrieved December 12, 2005 from Wilson Web Database.






Asselin, M. (2001). Literacy and Technology. Teacher Librarian 28 (3): 49.


--> Brown, C. (1992). The sound-to-speech translations utilizing graphics mediation interface for students with severe handicaps. [ERIC Document Number ED403727][Author:T]


Dawson, K. M., Mason, C. L., & Molebash, P. (2000). Results of a telecollaborative activity involving geographically disparate teachers. Educational Technology & Society, 3(3), 470-483.


--> Dorsey, R. C. (1994). Do what I say! Voice recognition makes major advances. Technos, 3(2), 15-17. E-Rate.[Author:T]


Fisher, D, Molebash, P. (2003). Teaching and Learning Literacy with Technology. Reading Improvement. 40: 2.


Fogg, T., & Wightman, C.W. (2000). Improving transcription of qualitative research interviews with speech recognition technology. [ERIC Document Number ED441854]


Grogan, D. (2002). Phonemic Awareness: Technology Lends a Hand. Principal 81 (4): 62-64.


Harris, J. (1998). Activity structures for curriculum-based telecollaboration. Learning and Leading With Technology, 26(1), 6-15.


Hawkes, M., & Good, K. (2000). Evaluating professional development outcomes of a telecollaborative technology curriculum. Rural Educator, 21(33), 5-11.


May, S.W. (2003). Integrating Technology into a Reading Program. T E Journal. 30: 8.


Mitchell, D. P., & Scigliano, J. A. (2000). Moving beyond the white cane: Building an online learning environment for the visually impaired professional. Internet and Higher Education, 3, 117-124.


Myers, M. J. (2000). Voice recognition software and a hand-held translation machine for second-language learning. Computer Assisted Language Learning, 13(1), 29-41.


Prensky, M. (2000). Digital game-based learning. New York: McGraw-Hill.


Teale, W., L. Labbo, C. Kinzer and D. Leu Jr. (2002). Exploring Literacy on the Internet. The Reading Teacher 55 (7): 654.


--> Wetzel, K. (1991). Speaking to read and write: A report on the status of speech recognition. Computing Teacher, 19(1). 6-10.[Author:T]


















Special Education 1






No bold


You can't use personal pronouns or first person.


Can't use us


Can't use we


No bold


have


Clarify thisrewrite as a sentence.


Change to two (APA rule)


do not use et. al. here because it is the first time you are citing this research. See page 208 in the 5th ed. APA Manual


Since this is the same paragraph and no other research appears between this information, it is understood that this relates to Teale. Therefore, only the yr. is needed.


Delete the before teachers, students, children, etc.


Replace Asselin 2001 with the page number for this quote.


Not cited properlysee page 118 APA Manual. Quotes40 or more words are indented from left margin and single spaced with the page number at the end. I have shown the correct format.


Delete quotation mark


Delete quotation mark and Teale et al. 2002. Replace with page number in parentheses.


You can't use bullets in APA. I have changed to correct format.


Change to analyzedAPA rule. Always use past tense


Always use past tense


No bold


These were changed to the a, b, c format to comply with APA


Change to 2


Can't use bullets in APA


Change to the format used above - use the a, b, c format instead of bullets.


Change to a, b, c format


Cage to a, b, c to comply with APA format


No bold


Check to see if Interent should be capitalized


This is the first time you have used this term. Did you mean, PDAif so change to PDA. If you meant PDFspell out the term and then put PDF behind it in parentheses.


Do not bold any headings


Research can't be older than 10 years. Delete.


Delete - older than 10 years


Delete research too old


No bold


No bold


delete


Delete research too old


Delete research too old






Concept Paper Rubric




Student's Name: _________________ Committee Chair: __________________


Submission #: ________ Committee Member: __________________


Date: __________




Item

Comments




Overall


a) Approximate length is 12 pages, excluding title page and reference pages


b) Consistent with APA and Style Guide







a)




b)






Title Page


a) Is descriptive of AD study


b) Useful for keyword searches


c) Is within 10-12 words







a)


b)


c)






Introduction


a) Explains the setting of the study


b) Contains organizational profile


c) Includes other salient information







a)


b)


c)




Statement of the Problem


a) Actual problem indicated


b) Documented evidence of problem provided


c) Impact of problem is clearly stated


d) Stated as declarative sentence


e) Problem statement is concise and focused


f) Problem is in range of student's influence







a)


b)




c)


d)


e)




f)




Preliminary Literature Review


a) Provides contextual background


b) Reveals related issues


c) Reviews similar problems elsewhere


d) Provides significance to your approach to the study


e) Includes major/seminar research articles pertaining to study


f) Written in an integrated manner







a)


b)


c)


d)




e)




f)




Purpose of the Proposed Project


a) Intent of proposed project clearly explicated







a)








Initial Research Questions


a) Formulation based on theory, previous research, and professional experience


b) Stated in the form of a question


c) Focused and clear







a)




b)


c)




Brief Description of Methodology and Research Design


a) Presents an overview of the methods to be utilized to address research questions


b) Explains appropriateness of methods and provides rationale for selection









a)




b)






Anticipated Outcomes


a) Description of expected study results


b) Detail of the importance of conducting the study as well as possible impact on practice and theory







a)


b)




References


a) List consistent with citations in the text


b) Use of peer-reviewed research


c) Include retrieval dates if obtained from Internet







a)


b)


c)

































2








There are faxes for this order.

I need a literature review for a Doctoral Dissertation.
I need 24 pages.
I need 8 pages each for three topics in the literature review.

Part 1 (8 pages) is the principal proposition - "Internet and emerging technologies are designed to improve teaching in higher education". - I need a lit review covering 1) historical background for the principal proposition; 2) purposes of technology in education; and 3) specific instructional technology design for teaching in higher education.

Part 2 (8 pages) is the interacting proposition - "Higher education faculty are not adopting instructional technology in their teaching at rates we would expect". - I need a lit review covering 1) historical perspective of faculty technology use; 2) research based evidence that faculty are not using modern technology in their teaching at rates we would expect; 3) literature review concerning cultural issues and other barriers to faculty use of technology in teaching.

Part 3 (8 pages) is the speculative proposition (sp) Cultural reasons for faculty adoption of technology in teaching can be studied using Mary Douglas grid and group cultural theory and typology. I need a literature review of Mary Douglas cultural theory and typology and its applicability to teaching in higher education.

All of this should be research based - specifically in technology for teaching in higher education.

Application: Evaluating Technology for Learning

For your Discussion this week you investigated the process for acquiring learning technologies. In this Application, you will apply your understanding of the evaluation and selection of technology to a teaching/learning situation of interest to you.

In this week's video program, Dr. Diane Billings surveyed a wide range of technology that is transforming nursing education. After considering this wide range of technological options, identify a teaching situation and the technology you might wish to acquire to enhance the learning. You may select an actual situation, such as a workshop you will be giving in your work setting. Or you may select a hypothetical scenario??"for instance, a course you might wish to teach in the future in a college classroom, at a community center, or online as continuing education.

Having identified your learning scenario, use the SECTIONS framework found in this week's Learning Resources (Bates & Poole, 2003) to determine how you would evaluate and select technology to support that learning experience. Whether the situation is real or hypothetical, you will need to do research to find out relevant information, such as what kind of budget you might reasonably expect to have at your disposal. You will also need to investigate the infrastructure needs and limitations of your organization or, if the situation is hypothetical, to reasonably speculate on these.

After you have applied the SECTIONS framework to assess the technology for purposes of selection and use in your proposed setting, write a 8- to 10-page paper in which you describe your decisions about acquiring technology for learning. Include a discussion addressing the following:

Briefly describe your real or hypothetical learning scenario, identifying the audience and organization as well as the setting, purpose, and content of the learning.

Use the SECTIONS framework to systematically analyze the scenario, addressing each of the eight factors in the framework.

Summarize your analysis for each of the eight factors which includes:

Students: Discuss what is known about the students and appropriateness of the proposed technology for this specific population.

Ease of use and reliability: Consider how easy the software/hardware is to use for faculty and students (i.e., learning curve). Discuss any reliability or other data that provides evidence of testing of the technology.

Costs: Research and report the cost of the technology. Consider whether the organization has the funds for this and research other resources such as technological grants, etc.

Teaching and learning: Discuss what kinds of learning are needed. Consider what instructional approaches will best meet these needs and how the technology you propose is supporting the teaching and learning activity.

Interactivity: Discuss what kind of interaction this technology enables.

Organizational issues: Report any organizational requirements and barriers that must be addressed for this technology to be successful. Consider what changes are necessary in your organization.

Novelty: Discuss how new this technology is and feasibility of application for the intended population.

Speed: Discuss how fast content is developing in the subject area you selected and whether the technology you propose is the best to support changes that can be made quickly.

Explain why the application of a framework to select and use technology such as the SECTIONS framework is beneficial to your organization, your learners, and yourself as an educator.

There are faxes for this order.

Customer is requesting that (FreelanceWriter) completes this order.

Analyze and compare the programs or services provided to English Languange Learners in the California Elementry school, as well as three other current approaches to ESL/ELL instruction that will help you select, evaluate, and implement methods of teaching and learning a second language: ESL Pull-out, Dual Immersion, Early Exit, Late Exit, ESL Resource, SDAIE, GLAD, Language Maintenance, Instructional Aides,Your paper should include an analytical review of the published literature on each of the program designs that you choose to include (a minimum total of 7 outside sources)

Written Assignment #1: Contemporary Issues in Governance of Higher Education
This assignment focuses on governance in 2014, and you have two options from which to choose. The first option involves identification of a contemporary issue or controversy appearing in current news and information sources and writing a paper on organization/governance related to that issue. Use only scholarly journals from the USA within the past 10 years. Also, use the instructions below and use the written introduction below in red as a springboard.


The Rise of Technology-Mediated Learning Systems to Increase Revenue in Higher Learning
With the boom of Internet technology came the boom of web-based learning technology. Colleges and Universities are now using web-based learning management programs that can increase their student population numbers and provide schools with ways of attaining more revenue. Adaptive learning, Learning Management Systems, data analytics, and MOOCS are increasingly replacing human sources of education program delivery and analysis.

Massive open online courses or MOOCs are gaining popularity as more and more students, parents, and administrators view MOOCS as an inexpensive alternative to the rising costs of higher education. MOOCS produce vast amounts of data about students including their learning patterns, interactions, and capability with curriculum concepts, instructors, and peers (Thrift, 2013).

According to a report by Education Growth Advisors examined by Paul Fain in Inside Higher Education Adaptive learning takes a sophisticated, data-driven and in some cases, non-linear approach to instruction and remediation, adjusting to a learners interactions and demonstrated performance level and subsequently anticipating what types of content and resources learners need at a specific point in time to make progress. This report funded by the Bill and Melinda Gates Foundation seeks to assess the qualities of the adaptive learning marketplace (Fain, 2013).

Data analytics are analytic tools that predict and prescribe. Predictive tools indicate what will happen next based on behavior, and prescriptive tools provide recommendations on how to best respond to issues. This allows students to improve grades and it allows colleges and universities to increase retention (Warner, 2014).

References

Fain, P. (2013). Intel on Adaptive Learning. Inside Higher Education. Retrieved from

http://www.insidehighered.com/news/2013/04/04/gates-foundation-

helps-colleges-keep-tabs-adaptive-learning-

technology#sthash.VW2nHGoT.dpbs

Thrift, N (2013). To MOOC or Not to MOOC. The Chronicle of Higher Education.

Retrieved from http://chronicle.com/blogs/worldwise/to-mooc-or-not-to-

mooc/31721

Warner, J (2014). The Costs of Big Data. Short-sighted investments in analytics are

hurting students and teachers alike. Inside Higher Education. Retrieved from

http://www.slate.com/articles/life/inside_higher_ed/2014/07/data_analyti


cs_use_in_colleges_spar

Specifications:

The topic I have chosen is ?Integrating Theory and Practice in Online Adult Arts Education?? I am a teaching artist, and my graduate studies are focused on Adult Arts education. I think it is in my best interest to address how to teach art online, to adult learners.

I will check the Canvas course files to see if any of the six assigned PDF's are available for me to upload.

Rubric Specifications

The purpose of this paper is to provide you with an opportunity to enrich your skills/knowledge as a teacher in ways that you choose. Within the purview of the course topic, Teaching Adults, write two learning objectives for yourself for what you can learn by reading relevant research and scholarly writing.

The two learning objectives must be integrated. Ideas might include: research on the effectiveness of specific teaching methodologies perhaps with specific populations of learners, or research on a hot topic in your field such as learning communities, outcomes-based instruction, evidence-based practice, computer-based instruction, developing comprehensive assessment programs, etc.

In order to meet your learning objectives, select and read 8-10 scholarly research articles that will help you meet your objectives. You will then write one paper 8 pages outlining the following:



1. An introduction that clearly states your two learning objectives, and details why you chose them, and the process for selecting readings about the topics.
2. A literature review presenting and critiquing the literature findings relevant to your topics.
3. A summative discussion about specific ways you could incorporate your findings in to my career as an adult arts educator.

Additionally, write a 1-page analysis (key points) of this paper, which must be (1) discussed, and (2) incorporated into your 20-minute final presentation on our last day of class.



The texts listed below are the 6 assigned scholarly research articles (12 citations) that must address the learning objective that pertains to theory. The remaining 4 scholarly research articles (4 citations) must address the learning objective that pertains to practice.

Brookfield, S.D. (2013). Powerful techniques for teaching adults. San Francisco,

California: Jossey-Bass Publishing.

Brookfield, S.D. (2012). Teaching for critical thinking: Tools and techniques for helping

students question their assumptions (1st ed.). San Francisco, CA: Jossey-Bass.

Brookfield, S.D. (1999). Discussion as a way of teaching: Tools and techniques

for democratic classrooms (1st ed.). San Francisco, CA: Jossey-Bass.

Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco, CA:

Jossey-Bass.

Davis, B.G. (2009). Tools for teaching. (2nd Ed.) San Francisco, CA: Jossey Bass

Publishing.

Merriam, S., Caffarella, R., Baumgartner, L. (2007). Learning in adulthood. (3rd Ed.)

San Francisco, CA: Jossey Bass Publishing.


Thank you!

Paper must have at least 4 resources (books, e-books, articles, journals) and contain no more than 2 direct quotes.
Please include References or Bibliography page
Paper must include these specific areas in the outline below:

I. History of Distance Learning
A. What is it?
B. When did it begin?
C. Popularity

II. Benefits of Distance Learning
A. Technology-driven information
a. Wikis
b. Webinars (Web-based seminars)
c. Podcasts
B. Flexibility
a. Anywhere/anytime
b. Types of certifications, degrees available
c. Unlimited online resources
1. Wikipedia
2. Google
3. Online publications
C. Accessibility
a. Unlimited access to tools, faculty, other students
b. 24/7 availability

III. Limitations of Distance Learning
A. Computers
a. Equipment
b. Computer literacy
c. Connectivity
B. Responsibility
a. Falls on student
b. Motivation/determination
C. Different learning environment
a. Different rules (class discussions, bulletin boards)
b. Different expectation (Plan to spend at least 2-3 hours per credit hour per course each week studying)
c. Different learning style (no face-to-face contact, takes away from human aspect of learning)

Hi, I am supposed to be working on a semester long research project for a class I'm taking on research methods. The topic of my research project is: "The perceived effectiveness of college programs for non-traditional students by recent graduates." Basically, I'm doing some research on the challenges older students face, and what colleges are doing to help these students succeed. I need your help in conducting a literature review on various topics applicable to non-traditional college students.

My instructor's instructions- Literature Review: In research, the literature review is an ongoing process. But it is important for you to have a theoretical foundation to guide your research. Using the same topic you selected, search for 15-20 relevant research articles to help frame your study. You should seek to find other studies related to your topic and the constructs under investigation. What are the gaps in the literature that would suggest that your study will contribute to the body of knowledge? Write a 15-20 page, double-spaced summary of the research with correct APA parenthetical (in text) citations; add additional single-spaced reference list using the correct APA references of research used in your literature review.

My instructions- Try to have a mix of periodicals and scholarly sources if you can, but feel free to use whatever makes sense to you. APA citation is very very important to my teacher. Please cite all ideas and quotes you use in your writing. Once again, correct APA is *vital* throughout this review. Try to sound normal, too. Long pretentious words don't impress my instructor. Thanks so much for your help.