Alternative Delivery Strategies

A Center for Excellence Workshop

September 9, 2003

By Tod Treat

 

As an institution committed to access and to being learner centered, Parkland has begun to explore alternative delivery strategies, including service learning and technology as a tool for facilitating learning. Along the way, Parkland has become a leader in offering online options for students. This workshop will describe some of the "next wave" options for students including reduced-seat time options (hybrids), accelerated options, and a revisiting of the relationship between teacher and student. In session one, we will focus on some of the concepts behind these options. In session, two we will discuss some of the issues that concern faculty. Before the last session, participants will reconceptualize an existing course into an alternative delivery. In the third session, participants will discuss the course models they built and what they learned from the exercise. The workshop will model some of the concepts we'll be discussing so be prepared for readings, discussion, technology, and some future thinking!

 

The purpose of these sessions is threefold: first, to model an accelerated curriculum, second, to provide participants with access to literature background in areas of interest, and third, to provide an opportunity for participants to practice curriculum design in an alternative format. If this were a class in an accelerated format, you might have received the materials about one week in advance and been asked to do all of the readings below.

 

Session I: Concepts. Thursday, September 11, 1-3 p.m.

 

Goal: To understand the philosophical frameworks, historical foundations, and design concepts behind alternative delivery strategies.

 

Assignment: 

 

ü      Read this presentation to learn a bit about me, my experiences, and my philosophy.

Treat, T.E. (2001). Issues in online learning. Presentation for the Illinois Online Network Training Series. Available online at http://www.mvcr.org/instructors/guestlectures/.

ü      Print the form linked here. Read one of the articles from each of the numbered groupings below and complete the form. Bring with you to the first session.

 

  1. Relationships between teacher and learner.

 

Knowlton, D.S. (2000). A theoretical framework for the online classroom: A defense and delineation of a student-centered pedagogy. New Directions for Teaching and Learning. 84: 5-15.

 

Paulsson, K. (2002). Faculty roles in virtual settings. Journal of Higher Education. 74: 124-140.

 

Laurillard, D. (2002). Rethinking teaching in a knowledge economy. The internet and the university. Educause. Available online at http://www.educause.edu.

 

Weimer, M. (2003). Focus on Learing, Transform Teaching. Change. September/October Issue. 49-53. To be passed out in session.

 

  1. Adult Learner Models (UOP Model)

 

Walvoord, B. E. (2003). New modes of productivity. New Directions in Higher Education. 121: 35- 49.

 

Shedd, J. M. (2003). The history of the credit hour. New Directions in Higher Education. 122: 5-12. BACKGROUND ONLY.

 

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education. 89: 3-13.

 

 

  1. Accelerated Curricula

  

Scott, P. A. (2003). Attributes of high-quality intensive courses. New Directions for Adult and Continuing Education. 97: 29-38.

 

Burton, E. M. (2003). Distance learning and service learning in the accelerated format. New Directions for Adult and Continuing Education. 97: 63-71.

 

Wlodkowski, R. J. (2003). Accelerated learning in colleges and universities. New Directions for Adult and Continuing Education. 97: 5-15.

 

 

  1. Reduced Seat Time Options

 

http://chronicle.com/free/v48/i28/28a03301.htm

'Hybrid' Teaching Seeks to End the Divide Between Traditional and Online Instruction

By blending approaches, colleges hope to save money and meet students' needs
By JEFFREY R. YOUNG, Chronicle of Higher Education, March 22, 2002

 

http://www.uwsa.edu/ttt/browse/hybrid.htm

Teaching with Technology Today, Ezine from University of Wisconsin-Milwaukee, March 2002

 

 

    1. Supplemental Instruction

See volume 60 (1994), New Directions for Teaching and Learning. One article- Arendale, D.R. (1994). Understanding the Supplemental Instruction Model.- will be provided at the first session.

 

    1. Online Instruction

See volume 84 (2000), New Directions for Teaching and Learning

 

    1. Service Learning/Models

See volume 114, New Directions for Higher Education.

 

 SESSION TWO