This is the RESUBMIT script that I gave after Dr. O. suggested a parallel structure... "The instructor should..."
REVISION with timings McCrea RESUBMIT
Script
PARALLEL STRUCTURE
The following ten principles guide decisions that we make as instructional designers, instructional technologists and as teachers and students in distance education.
The timings were measured using http://www.online-stopwatch.com/ and my narrated voice…. or I'll just look at the video that I made.
Principle 1
THE INSTRUCTOR SHOULD FOCUS ON THE INDIVIDUAL STUDENT.
"The Student is the Class."
-- Abraham Fischler
Comment: This principle is expressed in the paper titled "Person Centered Model of Instruction" in the Perfect Online Course (p. 297).
"The principal difference between face to face teaching and distance education is that distance education can more easily be shaped to give the student an individualized learning program."
See also "Student Centered Learning" in Simonson, p. 195. "When teaching at a distance, the role of the instructor is often that of a facilitator rather than presenter."
TIMING: 27 seconds
Principle 2
"Meet learning needs by being innovative."
THE INSTRUCTOR SHOULD LOOK FOR NEW WAYS TO MEET NEEDS OF THE STUDENTS.
-- Jan Visser, p 37, Trends and Issues
Comment: This principle is a supporting theme that helps create a well-functioning online course. This principle helps meet the needs of the student (and satisfy the conditions of the first principle.)
TIMING: 20 seconds
Principle 3
THE INSTRUCTOR SHOULD REALIZE THAT DISTANCE LEARNING PLACES ADDITIONAL BURDENS ON STUDENTS
"Independent study places greater responsibility on the student."
-- Simonson, p. 43
"Students become responsible for both their own learning and assisting in the learning of others."
-- Perfect Online Course, p. 402
Comment: Simonson wrote about the theory of Independent Study, a theory by Charles Wedemeyer. The independent learner is more successful in distance learning situations than students who require more support in the learning experience.
TIMING: 25 seconds
Principle 4
THE INSTRUCTOR SHOULD THINK ABOUT THE POTENTIAL DIFFERENCES BETWEEN STUDENTS WHEN DEVELOPING COURSES AND PLAN TO MEET THOSE DIFFERENCES.
"Understand learner characteristics before developing distance learning environments." (Willis, 1994)
found in Simonson, p. 156
Comment: This is a corollary of the first principle. Only by understanding our students can we truly develop programs that meet their needs. As Dennis Littky puts it, "Until we know the kid, the program is just school. After we know the kid's interests and passions, we can teach to those passions and the kid gets engaged in the learning."
TIMING: 25 seconds
Principle 5
"Flexibility is critical to successful distance educational experiences." Simonson, p. 201
TIMING: 10 seconds
THE INSTRUCTOR SHOULD BE FLEXIBLE.
UNION RULES ARE NOT GOING TO SAVE YOU FROM EXERTING YOURSELF.
Principle 6
"The success of an instructional program often can be assessed only some time after instruction is concluded." Morrison, p. 332.
THE INSTRUCTOR SHOULD LOOK AT LONG TERM RESULTS AS WELL AS SHORT TERM FEEDBACK.
THE INSTRUCTOR SHOULD BUILD IN WAYS TO ASSESS THE LEARNING DIFFERENCES OVER TIME.
Comments: Has it ever happened to you that you took a course, failed to understand some procedures, barely passed the final exam, and six month later found that you could explain what you didn't know on the final exam? Sometimes it takes time for understanding to settle in. According to Morrison, it might be that a program is successful after the participants have had time to use the new information just acquired. It takes time to integrate new procedures into the work routine.
TIMING: 30 seconds
Principle 7
THE INSTRUCTOR SHOULD ADD TECHNOLOGY ONLY WHEN IT SUPPORTS GREATER LEARNING.
"Instructional media must enhance learning opportunities" Simonson, p. 201
Don't add a procedure or the latest technology just to have the "most recent update."
TIMING: 15 seconds
THE INSTRUCTOR SHOULD ADD TECHNOLOGY ONLY WHEN IT SUPPORTS GREATER LEARNING.
Principle 8
THE INSTRUCTOR SHOULD LEARN ABOUT ELEMENTS OF DESIGN AND THINK OF WAYS TO USE THEM.
"Design of graphics in the course should be balanced and take account of line, shape, space, texture and other characteristics."
Simonson, p. 248-249
TIMING: 12 seconds
Principle 9
THE INSTRUCTOR SHOULD BE WORKING FOR EQUIVALENT EDUCATIONAL ENVIRONMENTS, NOT EQUAL EXPERIENCES.
Narrator: Dr. Simonson articulates the "equivalency" theory.
"The teacher of online instruction should provide a wide collection of activities that make possible equivalent learning experiences for students using an approach that recognizes fundamental differences between learners, distant and local. Equivalency is more difficult but promises to be more effective." Simonson, p. 284. Trends book
TIMING: 25 seconds
Principle 10
THE INSTRUCTOR SHOULD LOOK FOR WAYS TO SERVE AS MANY PEOPLE AS POSSIBLE.
"Lifelong learning is possible for the many, thanks to distance education." Michael Young. on page 118 of Trends book.
TIMING: 9 seconds
Total seconds:
3:30 plus a minute in the credits -- 4:30 total show.
There is time to set up a visual story about "building a foundation for an online course with the ten principles" -- I'll try to create a visual metaphor with the books ...
Closing credits will show the sources and will have 20 seconds of each of key figures talking, such as 20 seconds x 3 = 1 minute
VIDEO CLIPS from Youtube.com/FloridasFinestTV channel, Phil Harris, Michael Simonson, Abraham Fischler -- their voices will be in the background while the credits unfold.
References
Fischler, A. (2012). The student is the class. In H. Howrey, C. Burfield, and S. McCrea (Eds.), Building better schools. pp. 6-7. Lulu Press.
Morrison, G., Ross, S. & Kemp, J. (2004). Designing effective instruction. Hoboken, NJ: WIley.
Orellana, A., Hudgins, T. & Simonson, M. (2009, Eds.). The perfect online course: Best practices for designing and teaching. Charlotte, NC: Information Age Publishing.
Simonson, M., Smaldino, S., et al. (2012) Teaching and learning at a distance: Foundations of distance education (fifth edition). Boston: Pearson.
Visser, Y.L., Visser, L., Simonson, M. & Amirault, R. (2005). Trends and issues in distance education: International perspectives. Greenwich, CT: Information Age Press.