The Russian presentation was planned to be delivered as follows. Due to difficulties with the audio bridging, Jan Poley delivered the presentation prepared by the other presentors.

presented by:
	Dr. Thomas Fretz Chairman of the Board, American Distance Education Consortium Dr. Janet K. Poley President, ADEC Distance Education Consortium Dan Cotton University of Nebraska-Lincoln Al Featherstone Kansas State University Don Lee University of Nebraska-Lincoln Al Turgeon The Pennsylvania State University

1. American Distance Education Consortium (ADEC)

2. ADEC's Member Institutions

3. University of Maryland

4. Tom Fretz

5. Effective Distance Education
   • [Tom Fretz] Welcome to our Distance Education showcase. This afternoon I want to talk to you about effective strategies for distance education. With my colleagues from other universities, we will show you some interesting examples of how distance education can be done. We also want to let you ask questions.

6. Know Your Students...
   • [Tom Fretz] Quality distance education begins with knowing your students and defining your objectives. Develop your program content and process. Select your technology. Distance education introduces new ideas about teaching and learning. It is a very interesting challenge for all of us.

7. Traditional Education vs. Distance Education
   • [Tom Fretz] Traditional Education: teacher focused, face to face, lectures, rigid, classroom, central planning. Distance education: student focused, different locations, active learning, flexible, uses technology, collaborative planning.

8. American Distance Education Consortium (ADEC)
   • [Tom Fretz] The American Distance Education Consortium is an organization of 60 universities, and now other countries, working together. Now all of us can do it all; together we have the strengths of many insitutions. We think this model is better and more sustainable than if we had a central virtual university. I will be happy to talk about this later if you have questions.

9. The Pennsylvania State University
   • [Tom Fretz] Since we have limited time, let's get right into it. Our first speaker is from Penn State University. He is Professor Al Turgeon. Dr. Turgeon is a professor of agronomy, nationally and internationally recognized as a pioneer in quality distance eduation. He is extremely creative, and we are all learning from him. Dr. Turgeon....

10. Al Turgeon's picture
    • [Al Turgeon] Thank you, Dr. Fretz, and good evening. I'm delighted to have the opportunity to participate in this evening's program.

11. Al Turgeon's title slide
    • [Al Turgeon] The title of my presentation is "Web-based instruction with modules for active learning."

12. Definition slide
    • [Al Turgeon] Let's begin with a definition. What we mean by "instructional modules" is modular learning resources covering a particular topic or series of closely related topics."

13. 1st Levels of Learning slide
    • [Al Turgeon] Instructional modules can be used to achieve a variety of instructional objectives. For example, the lowest learning level in the cognitive domain is called "recall knowledge" and consists of factual information about a specific subject, as shown at the lower left portion of this slide.

      Moving up the scale and to the right is the next learning level, called "comprehension" or "concept knowledge." This refers to the manner in which sets of facts are organized in meaningful ways.

      Next is "application" or the ability to apply knowledge to a situation or context different from the one in which it was learned.

      Collectively, these three - knowledge, comprehension and application - can be taught with "knowledge-based instructional modules."

14. Composition slide
    • [Al Turgeon] Knowledge-based instructional modules are series of "instructional units" with typically three components; these are: a graphic, a narrative text, and one or more navigational icons.

      A graphic is a photograph or illustration used to convey important information or concepts. This could be identical to what one might project onto a screen at the front of a classroom using a slide projector.

      The narrative text briefly explains the graphic. This might be equivalent to what an instructor would say in a classroom when explaining a projected image to a group of students.

      And the navigation icon is usually a directional arrow or word by which one moves from one slide to the next, much as we are doing in this presentation. The important difference between the remote control linked to a slide projector and the navigation icon on a Web page is that the student - not the instructor - controls the pace and the direction of the presentation.

15. Critical Path slide
    • [Al Turgeon] The instructional module that I've described so far is the one in which the instructional units are arranged in a linear fashion. In this slide, the first unit is labeled 1, the second is 2, and so on.

      However, instructional modules are not restricted to a linear organization. One could employ "loops" through which students can access additional information. Notice in this slide that the student has the option of moving from unit 2 to unit 2a, instead of moving on to unit 3, if he or she finds it desirable to do so.

      Also, if, while going through this "primary" loop, an idea or concept is introduced that may require clarification or elaboration, one could move into a "secondary" loop that explains this idea or concept to those students how require such an explanation. If these loops contain information that some students already know, but other students do not, then the module can be used for a variety of students with varying backgrounds and levels of knowledge on the subject presented or on related subjects.

16. 2nd Level of Learning slide
    • [Al Turgeon] Returning to this slide seen earlier, notice that the higher levels of learning, or cognitive skills, are analysis, synthesis, and evaluation. Collectively, these are sometimes called the "problem-solving" skills.

      Analysis means interpreting a set of facts and establishing their meaning or significance.

      Synthesis means developing solutions to problems or problematic situations.

      And evaluation means determining which solution is best under a specific set of circumstances.

      Web-based learning resouces for teaching these problem-solving skills are called "problem-based instructional modules."

17. Problem Type slide
    • [Al Turgeon] Problem-based instructional modules can be developed to deal with an array of problem types. Beginning at the bottom of this slide, the first problem type is called a "puzzle." Puzzles deal with scientific issues and pose such questions as: "What is this?" "What does it mean?" "How does it work?"

      Next is the isolated problem;" these deal with technological problems and pose such questions as: "If this is broken, how can it be fixed?" "Or, how can it be made to work better?"

      Third is a "systemic problem." Systemic problems recognize the interdependency of system components. Therefore, if components A and B of a particular system are interrelated, any measure undertaken to affect component A may be expressed in the way component B functions.

      For example, imagine a well-meaning farmer who frequently and intensively irrigates the soil to the extent that soil oxygen is is deficient. As plants need both moisture AND oxygen for healthy growth, this practice may be counterproductive.

      Finally, the fourth problem type is called a "case;" this is a problematic situation in which people are involved. And because people are involved, decision cases are the most complex and challenging problem types.

18. 1st Cyclical Process of Inquiry slide
    • [Al Turgeon] In dealing with decision cases and other problem types, one should pursue a disciplined process of inquiry through which one attempts to find a solution. This is often called a cyclical process as the problem may not be satisfactorily resolved at the conclusion of the first cycle.

      The process begins with a careful exploration and description of the problem or problematic situation, as shown in the upper right quadrant of this slide. In this phase of the process, it is important to gather all relevant information that is available.

      The second phase - shown here in the lower right quadrant - involves analysis and interpretation. Here, the problem solver employs his or her relevant knowledge in order to develop a full understanding of the problematic situation. For example, suppose your examination of a soil profile revealed a 5 cm layer of fine-textured loam soil at the surface and a coarse-textured layer of sand below. If your relevant knowledge included an understanding of soil physics, your analysis of this situation would yield the following: water moving through the loam layer would stop when it reaches the sand and form a perched water table. As a consequence, the soil would be poorly drained, despite the presence of sand. In fact, the sand is RESPONSIBLE for the poor drainage. Therefore, through analysis, one develops a richer understanding of the problematic situation, and sets the stage for the next phase of the process.

      The third phase - shown in the lower left quadrant of this slide - involves two steps. These are: identifying the issues emerging from the analysis, and proposing and evaluating solution strategies.

      Finally, in the fourth phase - shown in the upper left quadrant - one attempts to implement the selected strategy to either solve the problem or significantly improve the problematic situation. As stated previously, if the problem or problematic situation is not satisfactorily resolved, subsequent cycles of the process may be needed. In the real world, this is what managers do in managing their operations; they continually work at improving situations through repeated cycles of exploration, analysis, strategy development and implementation.

19. 2nd Cyclical Process of Inquiry slide
    • [Al Turgeon] If we compare what we did in the previous slide with the Level of Learning slides, we can understand three important points.

      First, recall, comprehension, and application knowledge are what we bring to the process of inquiry.

      Second, analysis, synthesis and evaluation - the problem-solving skills - are the higher learning levels that can be taught through the use of such problem-based instructional modules as cases.

      And third, the implementation phase of the process involves the traditional management functions employed in an insightful way to solve problems and improve problematic situations.

20. 1st Web-Based Instruction slide
    • [Al Turgeon] Web-based instruction is highly interactive. First, the student interacts with the courseware. This can involve using the knowledge-based instructional modules to acquire recall, concept, and application knowledge at the time, place and pace of their choosing. It may also involve accessing problem-based modules, including decision cases, to develop their problem-solving skills.

      But Web-based instruction is not limited to interaction with courseware. The student must interact with other students as well. Through this form of interaction, they can evaluate each other's work and provide helpful suggestions. They can also bring different perspectives into play and learn from each other's experiences and insights.

      Finally, the instructor is also a participant in this interaction. We'll explore specifically how in the following slide.

21. 2nd Web-Based Instruction Slide
    • [Al Turgeon] The instructor's role involves five functions. These are: monitoring, motivating, critiquing, intervening and responding.

      One must employ WebCT, First Class or some other suitable instructional "delivery platform" that tracks student activity and enables the instructor to "monitor" these activities. For example, WebCT tracks student log-ins, records quiz scores and archives all electronic communications.

      Based on the monitoring, the instructor can send messages to all students, or to specific individuals, to "motivate" them to perform specific tasks in a timely and acceptable fashion.

      Whenever an assignment has been completed, the instructor can offer a detailed "critique" to help guide each student's progress in acquiring specific cognitive skills.

      Also, whenever a student encounters difficulty, the instructor can "respond" to students' questions, often by posing another question to help them discover the answer. This is often better than simply supplying the answer, as learning by discovery always leads to a better outcome than learning by revelation.

22. Tom Fretz's picture
    • [Al Turgeon] At this time, I'd like to return you to Dr. Fretz and express my thanks for your kind attention.
    • [Tom Fretz] Thank you, Al. I am sure you have raised some questions in the minds of our audience. Principles related to Active Learning as you suggest are very important. You showed us how we must organize to promote real student learning. Let's turn to our next presenters.

23. University of Nebraska-Lincoln
    • [Tom Fretz] They come from the University of Nebraska. This is the home of our ADEC headquarters, and the location for Dr. Donald Lee, associate professor of agronomy. Dr. Lee is doing some very exciting work in applying distance education principles to module development in genetic engineering. Don....

24. Don Lee's picture
    • [Don Lee] Hello. I am Don Lee. I teach genetics at the University of Nebraska.

25. Nebraska
    • [Don Lee] In recent years, farmers have been growing genetically engineered corn and soybeans in Nebraska.

26. Crop Genetics
    • [Don Lee] Farmers and agribusiness people have many questions about this new technology. To address these questions, we have worked with the DEAL Lab at UNL to develop an Internet site for learning about crop genetic engineering.

27. Lesson #5
    • [Don Lee] One commonly asked question is "How do new genes get inserted into the cells of the crop plants?" Lesson #5 explains this concept.

28. Lesson #5
    • [Don Lee] Animations developed for each lesson help the learner visualize this process.

29. Animation
    • [Don Lee] Plant cells are grown in petri dishes.
    • One method used to introduce new genes is to have many copies of the new gene coated onto gold particles.
    • The particles are then shot into the cells using a gene gun.
    • If a particle lands in a cell's nucleus, the DNA will be delivered into that cell.
    • The gene inserts and becomes part of one of the chromosomes. Then the gene can be copied, passed on to other cells and inherited.

30. Quiz
    • [Don Lee] Quizzes can be taken via the Internet to test a student's understanding.

31. Answer

32. Colorado, Nebraska, South Dakota, Minnesota and Wisconsin
    • [Don Lee] Recently we have received a grant from ADEC to expand on this work. Educators from five states will develop advanced lessons in crop genetic engineering. These lessons can be shared by educators world wide.

33. Tom Fretz
    • [Tom Fretz] Don, I think you are there in Nebraska with Dan Cotton, head of Communication, Information and Technology for the Institute of Agriculture and Natural Resources.

34. Dan Cotton's picture
    • [Tom Fretz] Dan, please explain how this special laboratory Don mentioned comes into our distance education work.

35. DEAL Team
    • [Dan Cotton] The Distributed Environment for Active Learning - DEAL Lab - is a special place for blending innovation, artistry, new digital information technologies and telecommunication networking to create meaningful learning experiences for learners, no longer bound by time and place.

36. DEAL Team
    • [Dan Cotton] The lab includes multimedia designers and software developers who work in teams with faculty and students. Together a team plans, develops and implements a unique Internet-based learning environment. The team is lead by a faculty member or teams of faculty representing a content specialization. There is no one model for production. Some projects require significant DEAL lab involvement, in other situations, faculty and their students will do most of the work. The Lab is prepared to work with faculty in whatever may be the best situation for getting a project developed.

37. Teaching Tools
    • [Dan Cotton] A variety of tools and media are used to support Internet-based educational programs. Audio, video, electronic mail, the World Wide Web, computer conferencing are tools used in the delivery of distance education. Courseware is used by faculty to develop programs and courses. Courseware is a ?shell? that ties together a number of tools needed for developing learning environments. Courseware applications typically include bulletin boards, e-mail conferencing, the opportunity to test students, access to information - HTML pages, access to custom applications, development tools, file management, student management, and access control. Courseware can be very useful, and provides a common look and feel for students using various learning environments.

38. Tom Fretz
    • [Tom Fretz] Thank you, Dan. I'm sure you have stimulated interest and questions. Now let's see what is happening in the area of agri-business.

39. Kansas State University
    • [Tom Fretz] Kansas State University is another of our ADEC members. We think you will find their distance education experience to be very interesting.

40. Allen Featherstone's picture
    • [Tom Fretz] Professor Allen Featherstone will discuss it with you. Alan....

41. Allen Featherstone's title slide
    • [Allen Featherstone] Thank you, Tom.

42. Peter Drucker
    • [Allen Featherstone] Management philospher Peter Drucker has argued that the future of education is changing such that more education will take place outside the traditional classroom. Nowhere is this more likely to take place than at the graduate level in professional programs.

43. KSU's Masters of Agribusiness
    • [Allen Featherstone] The mission of the Masters of Agribusiness program at Kansas State University is to provide agribusiness professionals the knowledge and skills to excel in today's rapidly changing and increasingly complex food and agricultural global economy.

44. Four Objectives
    • [Allen Featherstone] The program is accomplished via four objectives. These include the development of communication skills, information technology skills, analytical skills, and synthesis skills. The program is a holistic program where the skills are brought together to allow students to develop a competitive advantage.

45. Curriculum
    • [Allen Featherstone] The curriculum is a two and and one half year curriculum. Courses vary in credit hours and length. The program begins with students arriving on campus in January of the year they begin. They begin three courses at that period of time. In addition, they have an opportunity to interact with classmates and instructors. This is extremely useful for reducing the isolation often associated with distance. Also, industry leaders are on campus to interact with the students. After the completion of the week, students complete the first set of courses via distance technology. They then come back on campus to complete the first set of courses. The second week consists of exams, presentations, and discussions with industry leaders. After they leave campus after the second week, they complete a economics and quantitative course via distance. The second year schedule is much like the first year's where the students are on campus during both January and March. Students have the ability to interact across cohorts, and mentoring opportunities occur in addition. The final class is a strategy class that pulls together much of the information completed in the first 9 courses. The program then ends with the completion of a thesis where the students apply learned material to a company issue.

46. Alternative Learning Styles
    • [Allen Featherstone] The curriculum was designed to take advantage of alternative learning styles. These learning styles include text-based, visual, audio, and experiential. The text-based learner has access to textbooks and supplemental materials. The visual learner has access to web pages and powerpoint slide information. The audio learner has access to audio voiceovers of the powerpoint slides and a live discussion session. Real Audio is used to allow students to type in questions and hear the faculty member respond to those questions. It represents a recitation session from the on-campus environment. Students from the corners of the globe have participated in these sessions. The last type of learner is an experiential learner. They benefit from the industry speakers, the cumputer assignments, oral presentations, and classroom discussions.

47. Testimonial
    • [Allen Featherstone] Because of the use of the CD-Rom's, the internet discussion sessions, and the on-campus sessions, this program differs from many others that are currently available. One of our students has provided a brief testimonial.

48. Program Growth
    • [Allen Featherstone] The program has maintained a sustained growth. The first year had 12 students from seven states within the Great Plains region of the United States. The second year had 23 students from 14 states. The third class will have over thirty students from over 21 states. The program has a retention rate of over 96 percent to date.

49. Student Backgrounds
    • [Allen Featherstone] Students in the distance program have entered the program from a number of agricultural colleges as do students in our traditional program. In addition, we have attracted a number of students that do not have an agricultural background. This students have come from a liberal arts background and are currently working for an agricultural firm. They have an interest understanding better the technical nature of agriculture.

50. Geographic Diversity
    • [Allen Featherstone] The program also has students worldwide. Currently, students are enrolled in the program from Cambodia, China, and Ecuador. Given the global nature of agribusiness, having a program that draws students from around the world, helps our students make better business decisions.

51. Product Line Diversity
    • [Allen Featherstone] In addition to geographic diversity, the program is also diverse by product line. The program consists of input suppliers, farmers, educators, marketers and processors, and retailers. Being able to understand alternative points of the supply chain helps businesses to better understand some of the external factors that effect there own business.

52. Tom Fretz
    • [Tom Fretz] Thanks very much, Alan. And now it is your turn. We want to hear your reactions and listen to your questions and comments.

53. Questions and Comments

54. All 5 presenters

55. Tom Fretz
    • [Tom Fretz] Our time is up. We have enjoyed this distance education opportunity. You have a number of people there with you from ADEC as well as Pavel for follow-up. We are excited about the possibilities for an ADEC and Russian collaboration that might include a consortium of universities with whom we could work. I look forward to meeting many of you in the future in Russia or here at the University of Maryland.

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