ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΤΕΧΝΟΛΟΓΙΑ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ - ΜΑΘΗΣΗ ΑΠΟ ΑΠΟΣΤΑΣΗ Διδάσκουσα:

Παρουσίαση με θέμα: "ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΤΕΧΝΟΛΟΓΙΑ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ - ΜΑΘΗΣΗ ΑΠΟ ΑΠΟΣΤΑΣΗ Διδάσκουσα:"— Μεταγράφημα παρουσίασης:

1 ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΤΕΧΝΟΛΟΓΙΑ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ - ΜΑΘΗΣΗ ΑΠΟ ΑΠΟΣΤΑΣΗ Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ

2 Άδειες Χρήσης Το παρόν εκπαιδευτικό υλικό υπόκειται σε άδειες χρήσης Creative Commons. Για εκπαιδευτικό υλικό, όπως εικόνες, που υπόκειται σε άλλου τύπου άδειας χρήσης, η άδεια χρήσης αναφέρεται ρητώς.

3 Educational Technology -Distance Learning Professor Jenny Pange Department of Pre-School Education, University of Ioannina

4 Literature review The first reference to the term "Distance learning" was in the late 18th century projecting courses by correspondence. In the late 1950s some educational television programs began to appear and spread on tv In the following decades lessons with radio, tapes or video complemented its use.

5 Several universities in Europe, including the University of Rome, collaborated with the national TV channel until the 90s in order to highlight a range of higher education courses for working students.

6 The need for a back-channel communication changed these learning styles during the 1960s and 1970s with other more sophisticated methods. Today, a back-channel communication is a necessary condition.

7 Literature review Today NT play a major role in distance education The computer and the internet. The growing potential of communication provided by the Internet has resulted in the development and differentiation of distance education as to. the quality. the quantity of the offered courses.

8 Around the world…. Educational institutions increase the number and improve the quality of the programs available for distance learning, addressing an increasing number of e-learners.

9 Most European Open Universities (Open Universities) base the education of their students on distance learning programs. For most open university students the main concern is to organize the course material which will be offered on the internet.

10 E-learning Definition According to Lionarakis (2005): "Distance learning is the education that teaches and enables the student to learn on his own and to operate autonomously in a heuristic self-learning path ".

11 The term "distance education" or "Distance learning” is used today to describe the education given to students by conveying educational material from a distance, The term "distance learning" refers to the kind of education that is being given, when the trainer and the trainees are not able to be present during the presentation of a lesson at the same place or time.

12 E-learning Definition " time separation " between instructor and learner, the student is not required to attend the courses of a conventional classroom in real time, following a typical predetermined timetable.

13 “space separation" between trainer and trainee teacher and students have the potential to be anywhere.

14 E-learning Definitions Other definitions given for distance education regard it as the evolution of correspondence education. The definitions supported by scholars Holmberg (1989) and Keegan (1986), highlight particular characteristics of this learning, such as: the space-time separation between instructor and student the establishment of an educational organization for the design and preparation of teaching material.

15 According to Holmberg (1989) distance learning is based on set courses and non-continuous communication between students and instructors. These courses can be designed for students’ self- education and be comprised of a printed material, recorded or videotaped courses and presentations.

16 The communication between a trainer and trainees It may even be non-continuous. It may take place: in writing. by phone. with cassette. or PC.

17 Rumble, 1997 distance learning is even presented as an ambiguous situation in education where the NT: change the role of the teacher and the nature of communication between the teacher and his students.

18 E-learning Definition Wagner (1993) defines distance learning as: the 'Transfer of educational interaction or educational programming to geographically remote individuals and groups. “ Shale and Garrison (1990) argued that the definitions of distance learning focus mainly on the distance between teacher and students than in the educational process, which limits how we see distance education as well as the potential future trends.

19 E-learning Definition They proposed to focus on education and teaching and methodological expectations expressed by the distance factor. distance education is an educational process that includes: a) non-continuous communication between teachers and students (time difference). b) synchronous and asynchronous communication between teacher and student (extended communication capability, «Two-way communication»), c) Technology playing the role of mediator in the necessary bilateral communication using NT.

20 E-learning Definition A broader definition of distance education which separates it from the free learning or "Individual education" given by Makris and Pange (2000), states that tele-education or distance learning is formal education offered by educational institutions to students who are at a different space and time learning environment: either because there is a lack of time for coursework. either because there is a great distance between home and school. or there are physically disabled students. or there are big transport costs and often lack of transport means for students. Or there are working students.

21 In distance education may formally or informally participate: active students or students attending classes in another School or University. working adults who wish to improve their knowledge on the subject they are dealing with. people living in rural areas far from education centers and want another specialization or information. adults with or without a first degree.

22 In distance education may formally or informally participate: people with low income who do not have the financial means to travel to another city to attend school. ambitious individuals who like continuous education. people with disabilities (regardless of age) who can, without transport, take advantage of the distance education programs.

23 Key features: 1. separation between instructor and student (space - time). 2. technological means. (synchronous - asynchronous). 3. interactive communication between instructors- learners irrespective of time-space. 4. demand for formal life-long education and opportunities of providing opportunistic for seminars or courses in training centers or organizations.

24 Key features: participation of all students in a most advanced non- formal form of education. 6. need for a specific educational organization in the design and preparation of distance learning material. 7. disengagement from other types of learning.

25 Distance Education- Free learning concern two distinct ideas. distance education: refers to a way of learning, where instructor and student do not have to to be in the same space and time. Free learning: refers to the philosophy of education in general which offers students more choices and more control over content and learning strategies and is regulated by the student himself.

26 Distance learning and NT communications technology has resulted in immediacy of information. For example, participants’ gestures and facial expressions are often used in online courses. message transfer via email, chat, etc. and online personal contact of those involved is achieved through special software in real time. the possibility of increasing interpersonal distance is minimized, since NT reduce lack of effective communication.

27 Distance learning and NT: primarily NT are used: To reduce negative factors in the interaction between instructor - learner. distance learning instructors have less interaction with learners. increased distance is negatively related to interaction and the need for communication through NT increases. Students often feel embarrassed to communicate on the PC with the instructor, their spontaneity and participation is often restricted in the educational process, thus NT tend to bridge this gap.

28 Distance learning and NT: primarily NT are used: Decline in increasing interpersonal distance. Support of feelings of psychological proximity. Difficulty attenuation in creating interpersonal contacts and relationships. Control of isolation and withdrawal from being part of a group.

29 Control of information loss E-learning students have many opportunities to obtain information and exchange views. immediacy of communication has now been established and exchange of information is made with e-learning programs.

30 Distance learning and NT Heinich et al (1996), people "come" from what they see in distance learning learners can often misinterpret educational messages. Understanding may be messed up when messages are formal, with no comment According to Heinzen & Alberico (1990), education based only on technology, is not conducive to the cultivation of creative thinking, while the combination of personal contact and direct communication is more effective.

31 Technological means used in distance learning Computer-based Technology using: satellite connections Electronic boards (bulletin board system) Closed circuit television. phone fax, mobile phones e-mail Internet video - conference Chat, etc.

32 Approaches used in distance learning An important element for students in online classes is the combination of self-regulatory and cooperative learning. Students have the opportunity to see the work of other learners at a time of their choice and compare their ideas with those of other classmates. Create groups with common questions and concerns. In the online environment, pupils are trained to work together with others in the same cognitive field.

33 Attention to some peculiarities.... Students have certain deadlines to organize their thoughts and knowledge. Students with deficiencies or disabilities need more time to compose their responses.

34 The element of interculturalism Learners do not always live in the same country or have the same nationality. There is no discrimination due to. physical characteristics. racial and cultural factors.

35 The teacher should: Clearly define the scope of the course. determine the time duration of the course. determine the student's obligations. give exercises. give extra help online. appoint one assistant instructor if necessary. use technology.

36 The educational practice depends on the teacher and the institution providing distance education... the teacher defines the purpose of the lesson. The teacher teaches a concept. The teacher redefines a concept. The teacher provides guided practice by presenting additional material. Students recognize a concept.

37 The program and the process is not defined by the trainees, but by the instructor and the educational institution.

38 distance learning: process- example The teacher provides work to students students share their answers with the teacher, The teacher provides corrective feedback for student s individually to check their own sheet. For the final assessment of the objectives, the teacher asks students to design their own example of the concept. The teacher randomly asks students to develop a concept All student projects are later displayed / exhibited and commented in the students’ regular classroom The teacher recapitulates what was taught.

39 Case studies in 'distance learning' - workshop distance learning has been suggested by many teachers as complementary to conventional education, particularly in higher education. http://eclass.sch.gr/ In this case, part of the course is offered on the Internet, communication with the instructor is asynchronous via messaging (e-mail) and asychronous, with communication on the Internet, video conferencing, etc.

40 Τέλος Ενότητας

41 Χρηματοδότηση Το παρόν εκπαιδευτικό υλικό έχει αναπτυχθεί στα πλαίσια του εκπαιδευτικού έργου του διδάσκοντα. Το έργο «Ανοικτά Ακαδημαϊκά Μαθήματα στο Πανεπιστήμιο Ιωαννίνων» έχει χρηματοδοτήσει μόνο τη αναδιαμόρφωση του εκπαιδευτικού υλικού. Το έργο υλοποιείται στο πλαίσιο του Επιχειρησιακού Προγράμματος «Εκπαίδευση και Δια Βίου Μάθηση» και συγχρηματοδοτείται από την Ευρωπαϊκή Ένωση (Ευρωπαϊκό Κοινωνικό Ταμείο) και από εθνικούς πόρους.

42 Σημειώματα

43 Σημείωμα Ιστορικού Εκδόσεων Έργου Το παρόν έργο αποτελεί την έκδοση 1.0. Έχουν προηγηθεί οι κάτωθι εκδόσεις: Έκδοση 1.0 διαθέσιμη εδώ. http://ecourse.uoi.gr/course/view.php?id=1192. http://ecourse.uoi.gr/course/view.php?id=1192

44 Σημείωμα Αναφοράς Copyright Πανεπιστήμιο Ιωαννίνων, Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ. «Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι. ΤΕΧΝΟΛΟΓΙΑ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ - ΜΑΘΗΣΗ ΑΠΟ ΑΠΟΣΤΑΣΗ». Έκδοση: 1.0. Ιωάννινα 2014. Διαθέσιμο από τη δικτυακή διεύθυνση: http://ecourse.uoi.gr/course/view.php?id=1192. http://ecourse.uoi.gr/course/view.php?id=1192

45 Σημείωμα Αδειοδότησης Το παρόν υλικό διατίθεται με τους όρους της άδειας χρήσης Creative Commons Αναφορά Δημιουργού - Παρόμοια Διανομή, Διεθνής Έκδοση 4.0 [1] ή μεταγενέστερη. [1] https://creativecommons.org/licenses/by-sa/4.0/.https://creativecommons.org/licenses/by-sa/4.0/