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Acknowledgments iDistance Education for Teacher Training: Modes, Models, and Methods Acknowledgments ˜anks to the following Education Development Center, Inc. (EDC), colleagues for their review of and feedback on this guide: Steve Anzalone, Director of Asian Center, International Development Division at EDC Cornelia Brunner, Senior Research Scientist, Center for Children and Technology at EDC Tom Haferd, Senior Research Associate, Learning and Teaching Division at EDC Craig Hoyle, Senior Research Scientist, Learning and Teaching Division at EDC Barbara Treacy, Director, EdTech Leaders Online, Learning and Teaching Division at EDC Particular thanks to Andrea Osborne-Smith, International Technical Advisor, International Development Division at EDC for her careful edits to this guide. Also, my thanks to the Creative Services team at EDC for their expertise in designing and copyediting this guide. About the AuthorMary Burns is a Senior Technology Specialist at EDC just outside Boston, Massachusetts. A former teacher in the United States, México, and Jamaica for 10 years, she has worked in the area of technology-enabled professional development since 1997, instructing in, designing, and evaluating both distance-based and face-to-face professional development. She has authored over 30 articles, books, and monographs about teacher professional development and technology and works primarily in the United States, South Asia, Southeast Asia, the Middle East, and Africa. She can be reached at mburns@edc.org.
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Table of Contents iiiDistance Education for Teacher Training: Modes, Models, and Methods Table of Contents Acknowledgments iAbout the Author ..iForeword 1About This Guide .2Caveats ..4Section I: Distance Education: Modes and Models .7Distance Education: Modes and Models ..9Chapter 1: Print-based Distance Education 12Overview 12Examples of Print-based Distance Learning for Upgrading Teachers™ Quali˚cations ..12Considerations: Print as a Distance Learning Tool 14Summary of Print-based Correspondence Model ..15Chapter 2: Audio-based Distance Education ..18Overview 18Two-Way Audio ..18Broadcast Radio .19Interactive Radio Instruction (IRI) .21Interactive Audio Instruction (IAI) .23Other Forms of Audio-based Distance Education .25Phones and Audio Conferencing ..26Considerations: Audio as a Distance Learning Tool ..27Summary of Audio-based Distance Education .29Chapter 3: Televisually-based Distance Education .32Overview 32Television ..32Internet Protocol Television (IPTV) ..37Video 39Videoconferencing 42Considerations: Television and Video as Distance Learning Tools ..44Summary of Televisually-based Distance Education 46Chapter 4: Multimedia-based Distance Learning 49Overview 49CD-ROMs, DVDs, and VCDs ..50Group Teaching and Learning Software (GTLS) .52
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iv Table of Contents Distance Education for Teacher Training: Modes, Models, and Methods Computer-Aided Instruction (CAI) .53Intelligent Tutoring Systems (ITS) .54Digital Learning Games .55Other Forms of Multimedia 59Considerations: Multimedia as a Distance Learning Tool .59Summary of Computer-based Multimedia Distance Learning ..60Chapter 5: Established Web-based Models for Distance Learning 63Overview 63What Is Online Learning? 64Why Online Learning? ..65Online Courses 68Blended Learning ..70Computer-Mediated Communication .. 72Online Coaching and Mentoring .74Virtual Schools 74Online Tutoring and fiSchools of Onefl .76Teleresearch and Telecollaboration . 78Online Learning Communities .80Webcasts and Webinars .81Portals .83Real Simple Syndication (RSS) ..85Considerations: Web-based Learning as a Distance Learning Tool .86Summary of Web-based Distance Learning ..88Chapter 6: Emerging Web-based Models for Distance Learning .90Overview 90Web 2.0 Applications ..90Immersive Environments .98Virtual Worlds ..100Multi-User Virtual Environments 101Considerations: Emerging Web Technologies as a Distance Learning Tool .103Summary of Emerging Web-based Technologies .104Chapter 7: Mobile Technologies for Distance Learning 107 Mobile Phones .107Smart Phones 110Hand-held Devices .112Portable Media Players 113Digital Tablets .. 114E-Readers 116Other Portable Devices 117Considerations: Mobile Technologies as Distance Learning Tools 118Summary of Mobile Technologies 120Chapter 8: Section I Summary 123
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vi Table of Contents Distance Education for Teacher Training: Modes, Models, and Methods Chapter 16: Building Community ..190 Overview .190Communities of Practice 190Developing Communities of Practice .191Conclusion ..196Chapter 17: Supporting Distance Learners 197 Overview .197Why Do Teachers Need Support? Understanding Change .198De˚ning Support 204Strategies for Support .205Programmatic Supports .205School-based Supports 214Supporting New Teachers .216Teacher Induction ..217Mentoring ..219Building the Capacity of Support Providers 220Conclusion ..221Chapter 18: Developing Content .222Overview .222Constraints Associated with Developing Distance Learning Content .222Strategies for Developing Distance Learning Content .225Open Educational Resources 233Considerations . 239Conclusion ..241Chapter 19: Assuring Quality 242Overview .242Developing and Maintaining a System of Quality Assurance ..242Accreditation .250Conclusion ..251Chapter 20: Evaluating Distance Programs ..252Overview .252Formative Versus Summative Evaluations ..253Evaluation Designs 254Quantitative Evaluations ..255Qualitative Evaluations ..256Mixed-Method Evaluations ..258Evaluating Professional Development 264Conclusion ..268Chapter 21: Technology .270Conclusion ..272
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Table of Contents viiDistance Education for Teacher Training: Modes, Models, and Methods Appendix 1: Glossary of Terms 275Appendix 2: Annotated List of Open and Distance Learning Resources .296Appendix 3: List of Countries Referenced in This Guide .300 Appendix 4: References 301 Appendix 5: Interviews..326
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Foreword 1Distance Education for Teacher Training: Modes, Models, and Methods ForewordIt is 1939 and Margaret Fitzsimons, a 17-year-old farm girl in County Cavan, Ireland, practices the glyphs and strokes of Pitman shorthand by candlelight. ˜ough she dreams of working in an o˛ce, Margaret™s school o˝ers only cooking and sewing classes. Margaret has managed to enroll in a course in Pitman shorthand through a London-based correspondence school. After several months of self-study, Margaret will sit the exam that tests her mastery of Pitman shorthand, and her results will be sent to London for marking. Hundreds of miles away in Ireland, Margaret will wait for the results that will determine whether she attains or falls short of her professional dream. Figure 1: Correspondence School Diploma ˜e above scene is as time-bound as it is timeless. Decades later, in the remotest parts of Ireland, a formerly impoverished nation, studying alone by candlelightŠeven in the most rural and remote parts of the islandŠis a quaint memory of times past. Today, learners on Ireland™s westernmost islands tap into high-speed Internet portals, such as ScoilNet, 1 which o˝ers learning opportunities for teachers and students via rich media, video and text. ˜e story is similar across much of the globe where distance learning options have proliferated from print-based correspondence courses to learning via satellite, video, television, radio and the Internet. Because of advances in communications technologies, learners like Margaret no longer need to study in isolation or learn exclusively from a book or wait months for exam results. Instead, they can interact with a variety of media, collaborate with peers as needed, and receive almost instantaneous assessment results. But the above scene is also timeless. In many parts of sub-Saharan Africa and South Asia, where hundreds of millions of people lack electricity, distance learners like Margaret still sit by candlelight or by ˚re studying mathematics or pedagogical techniques from a book. Content may come via the post or the Internet, but these distance learners study and struggle alone. Like Margaret, they sit their exams and waitŠperhaps monthsŠfor results that determine whether their dream of professional self-improvement has been realized or deferred. 1 See http://www.scoilnet.ie/
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