CURRICULUM DEVELOPMENT IN THEOLOGICAL DISTANCE EDUCATION

                                    WRITTEN RESPONSE      By Samsm .B. Magara.

                                

JD L20005032 93 B

DEGREE PROGRAM:

                                     Master in Education Curriculum and Instruction.

COURSE:

                 Curriculum Development in Theological Distance Education

GRADUATELEVEL:

       Reading Materials:

       STIRRING THE HEAD, HEART AND SOUL,

      Redefining curriculum and instruction.

                          By H. Lynn Erickson

       Module one : and Module two.

             Task:       Read the designated pages for each section, type out each question, and provide a one to two paragraph answer for each question. The questions are based on information presented in               

                             Stirring the Head, Heart and Soul : Redefining curriculum and instruction(pp1-93).

1. Making change in a changing world (pp.1- 23).

Q1. Why must education become a community partners in the systems view ?

A:    Systems view looks at all players involved in the education system. There are businesses, who

        work with the government to require certain outcomes from schools which makes the business

        part of the system. Parents to are part of the system. So are, the community agencies that support

        children and families. All these players, according to systems should work together and stop

        pushing buttons in isolation, this will keep to identify the positive and negative patterns of school

        change. Then, we hope, random activities can be focused towards a common vision in each

        school, and success for all the students can be a reality.

Q2.  What questions should parents ask of educators today ?

( I  )

( ii )  What skills are our children going getting at school ?

( iii ) What education curriculum is being useful in our school ?

( iv )  Are our children safe in school ?

Q3. How would you respond to those questions as educator ?

 A:  The only answer to the question is that there is need for parents to understand the changing the

       world and how education is working to provide students with the staffs they need for success in

       this century. The parents want teachers to communicate to them in that plan for learning.

      Educators should find ways to including parents in defining the aims of education and show how

      The school learning plan is focused toward achieving these goals.

      

       Parents are feeling heightened anxiety for the safety as well as the education of their children.

      They want to see plans to ensure the safety and well being of their children.

Q4. Recognizing that the dilemmas of little time and short finding are school realities, how can one

       creatively and practically make time and find funding ?

     

A:   One can create time by critically assessing what we have always done resist old patterns that rob 

       valuable time from new directions. Evaluate time needed for teachers and administrators to

       interact as professionals in learning new skills. By extending school year, to hold staff / curriculum

       development time in the morning. To follow a model of early release days. You can extend the

       school time for a few minutes and shortening the passing time between classes.

       

       Funding, is the one area that is difficult to deal with. But it is important that everyone involved in

       The education partnership to be approached to help in funding. Like the businesses, parents s     

       should be asked to give extra funds to buy the needed learning materials.

Q5. How can you use the power of motivation to overcome most obstacles to educational change

       Efforts ?

A:   To overcome any obstacles in learning in school, all the players involved and who require certain

       Outcomes in schools, should be motivated by encouraging them to participate in decision making.

       This will enable the players to work together so that the positive and negative patterns of school

       Change can be identified. Then, random activities can be focused toward a common vision and 

       success for all students can be a reality. Obstacles became merely problems to solve and serve as 

       an opportunity to reflect even better ways of operating.

Q6. How would you characterize a wise curriculum leader ?

 A:  A wise curriculum leader calls for a keen sensitive person to human behaviour and interpersonal

       Exchange. They had in-depth knowledge but respect the group process. Should  be able to know

       when to lead and offer information, when to support and when to follow. They are critical and

       creative thinkers and have the intellectual capacity to synthesize, abstract and conceptualize by

      connecting key thoughts and ideas. Leaders should have string communication skills. They move

      people into action with clear and compelling thoughts and ideas. They bring promise to problems.

Q7. What tasks does he / she typically perform ?

A:    They strive for balance and work to clearly define roles, responsibilities, and functions between

        Central office and site-based personnel. He looks at all elements of the school system to make

        certain that supports for areas such as staff development, teaming, leadership training, policy,

        Governance issues, and resource allocations are all considered in short and long –range planning.

Q8. What are the dilemmas facing curricular planning ?

   

A:    One of the dilemmas of the curricular planning is the voices along a continuum. There is a

        Problem of deciding in a philosophical direction of schools. The system design package a school

        Or district  curricular program. Another dilemma is the designing a systems plan for

        Curriculum. There is always a bias in the skills that the program would like to develop in the

        Learners. There is usually swings to the extremes. These involved in the designing should be very

        Careful to balance curriculum valves for both knowing and doing.

Q9. What are the merits of a systems plan for curriculum ?

A:    A systems plan for curriculum values both knowing and doing. It ensures that process and content

        work together in an articulated and confidential framework. It works through a committee process

        to develop a common frame for the distract curriculum from elementary through the secondary

       levels. It includes the following comments:- A district mission statement and philosophy.

              a district student outcomes and (five or six brand statements of what students will know and be     

              able to do by graduation).

                -      Program (subject area) outcomes and bend mark performances from grades k to 12

-          The key concepts and critical content listed by topics or thematic units, that form the core content curriculum at each grade level or grade band.

-          Scope and sequence charts for the process development areas only reading, writing, mathematics.

-          A plan for measuring progress things the grade in the district student outcomes.

2. Making change in a changing world ?

 

Q1.  How much influence should business have in school curricula ?

The businesses depend on the workforce produced by curricula in their countries. Curriculum developed design  curriculum which produce workforce according to the local  demand. The business are the major employers of graduate from schools. Therefore for the graduate to get

Employment, the curriculum should prepare them to live and work within globally networked systems. The rapid changes occurring in the workplace are affecting the curriculum of vocational

Program by emphasizing problem solving, team work, and use of technology in conjunction with “real world” similarities and experiences. To successfully prepare our young people to live and work within globally networked systems, curriculum develops listen and business and economic futurists. Rapids changes occurring in the workplace are affecting the curriculum of vocational programs by emphasizing problem solving, teamwork. The critical need for a quality workface has been a major impetus for the development of high – level student out comes in the traditionally differentiated  academic and vocational classrooms.

      Q2.  Do you think the concern of the business community about the skills of workers is legitimate ?

             

              The major concern of any business is to make the best products or offer the best service second to

              None and therefore, every employer (business) is very much concern about the skills of the

              workers they employ for this will determine the services they will offer in the searching the globe

              for workers with the needed skills.

     Q3.   Provide your response to the following statement . “some liberal arts educators- such as history or

              Literature teachers - say that we will lose the integrity of academic ideas if we let business dictate     

              An integration of academic / vocational / curricula ?

       

             Business pressures the government to make changes in school curriculum so that they produce the

              required labour force with the skills they need . This national employs to restrictive skills to

              in corporate new ways of doing business has caused concern among teachers for there are and the

              expanding role to technology and rapid smooth knowledge many pieces of inmurabais going one

             and if all these as they refer they set their way to the ai……. It will be a jigsaw puzzle but at the                           

             same, this inmurabais can’t be ignored. What they say there, should be afraid draw procedure by

             which, new inmurabais are calculated into the convation  so that we have a system where makes

              sure we have a coherent, articulated and coordinated plan for our school program. This will make

             sure that we don’t lose the integrity academic ideas.

Q4.  How could you define the components of a balanced, “whole child curriculum” ?

    

        A curriculum should be one which considers the needs of society, the needs of the learners and the        

        complexity of the learning process. Therefore the following definition of curriculum is appropriate;

        The planned curriculum is an educational response to the needs of society and the individual, and

        require that the learner construct knowledge, attitudes, values and skills though a complex interplay of

        mind, materials, and social interactions. 

Q5.  What is the importance of the arts to a student’s development ?

       

        The learning of the arts, helps the student to develop the concept of responsibility which includes

        personal accountability which includes decision making for the health and well being as well as

        concern for the welfare of others. This means that the arts help the student act faster the common

        good, take part in the preservation of democratic process and principles and pass on the ideals of

        life and liberty. They help the young people to develop the ability to make informed and reassured

        decisions of the public good :

Q6.  How does the now definition of curriculum presented in this chapter represent current thought and

        practice ?

       

        The new definition of curriculum recognizes the increasing urgency of societal and human needs.

        National issues should as pollution and AIDS are also International issues. So, two, are the issues of

        over population and a healthy economy. These topics of survival are causing nations around the world

        to plan curricula that lay a foundation for knowledge and lead the learner to problem solver and

        construct solutions.

Q7.   Why are outcomes of more lasting value than objectives in the education experience ?

         

         The traditional objectives from on a special  piece of  content or and identified skill. They are what             

         you want students to know; the primary focus is on the mastery of content information. The process

         outcomes are more casting and complex demonstrations of individual, and personal development.

         They develop the skills for “life long learning”. 

Q8.    Why is it imperative the teaching and learning re-focus to a higher cognitive place in the

          Instructional environment ?

          Higher order thinkers connect knowledge as they use the information from may different sources

          And experiences to gain broader perspectives and deeper understanding. They analyze, Synthesize

          and generalize information as they investigate meaningful problems, issues and questions. Depth of

          instruction once meant teaching more facts about single topic. Today, depth of instruction means

          teaching higher level conceptional thinking by connecting ideas a cross description to extend

          understanding, foster sound generalizations, create new knowledge.

Q9.    How does the role of learning facilitator change in an instructional environment focused on the

          attainment of process and content outcomes :

  

          In an instructional environment focused attainment of process and content outcomes, teaches design

          Learning environment so that students can construct knowledge and develop their abilities in the

          Performance of challenging tasks. The focus is on the learner. The teacher becomes a partner in the

          Process of building meaning.

Q10.   How does the role of the student change in an outcome based instructional environments the role of

          

           The student has changed. The student should be able to effectively be resources to access critical

           Information, solve problems, create knowledge and convey thought. In this student are active

           Participants in their personal and intellectual development.

Q11.    How can you involve constituents of the `educational institutional in the design and delivery of

            Your curricular plan so that they understand and support the positive changes ?

            Improving education in schools is not another of dealing with inertia, the problem is, the activity or

            innovation isn’t part of a comprehensive and shared vision. All those who have interest in the 

            school (all players ); business, government, parents, teachers and community agencies their support

            children and families, should to be involved in the design and delivery of the school curricular plan.

            This will enable them to understand and support any positive changes that are to be made in the

            Curricular. Working together, they will overcome obstacles and achieve their goals became they

            Are all headed in the same direction, toward a shared vision.

Q12.    What is the essential relationship of outcome and content is curricular ?

            In the new outcome paradigm, there are a variety of approaches being advocated to address context

            With an outcomes – driven curriculum. At one extreme, these are people who value personal skills

            so highly that they feel the identification and articulation of specified content is of little importance.

            Students must vigorously study and learn foundation content in elementary and secondary schools

            and then concentrate in developing the process skills to sophisticated levels in post secondary.                     

            Content and process must always appear forgetter became they are only effective when they are

             Joined together.

                          3. Creating Concept- Based Curriculum.

 Q1.     How does concept- based curriculum design reach beyond the memorization of isolated facts ?

            Concepts are highly level of abstraction than facts in the structure of knowledge. They serve as cells

            For categorizing the factual examples. Conceptual understanding cultures to grow more

            Sophisticated as new examples full each concept cell. Because higher level concepts are timeless,

            They may be studied through the ages. Because they are universal, their examples may be deprived

            From cultures around the world.

Q2.     When students dialogue about issues at conceptual level, they are debating a variety of  perspectives.

            What are the ramifications for instructions and for learning facilitator responsibilities ?

Q3.       How our topics used to develop conceptual understanding as students progress things various

             Degree level?

           

             Topics are curriculum organizers. They are to frame a set of isolated facts. They maintain high

              level  thinking. They hold learning to the fact of actually level. Topics than a short term use-to

              give a silent, issue or set of facts. You will shift learning to begin cognitive plane. This is because

              a concepts provide a mental scheme for categorizing common examples, concepts, lead to higher

              levels of thinking, and they aid in the development of higher order generalization.

             

              Facts as examples of their related concepts. Therefore, mine facts will be more examples of related

              Concepts. When a student learns soy topics, they learn facts that foster the development of higher

             Thinking various degree levels.

Q4.     Why is conceptual scheme important as a framework for learning today’s world ?

            In today’s world, there is global interdependence and sophisticated technologies where require that  

            we raise intellectual and academic standards in classrooms. Concepts provide a mental scheme for

            categorizing comma examples. They lead to higher levels of thinking, and aid in the development of

            higher order generalizations. A conceptually organized curriculum helps solve the problem of the

           other select curriculum concept bring from and depth to study and lead students to the higher level          

            generalizations that have application to the life situations of today and tomorrow.

Q5.      how can the study of historical examples of concepts though time resulting generalizations, provide

            great transferability of learning for students than the study of isolated historical examples ?

            

            Research which has been claimed at by educators, concludes that a person’s understanding of a

            Concept grows as s/he experiences increasingly complete conceptual examples. This also leads to

            Generalizations content courage should be found and determined by letting the main ideas or

            generalizations, determine the discretional depth for instruction. Specific information should be

            sampled rather than covered.

Q6.     What is the value of generalization to the learning process ?

            Generalizations are the essential learning’s the big ideas the answer to the ‘so what’ of study. They

            Synthesize the factual examples and summarize learning that they have transferability things time.

            They are application to all examples of the related concepts both now and at the future

            Generalizations hold truth as long as they are supplied by the examples.

Q7.      What are the dangers of generalization related to shallow thinking and low- level generalizations,

            Leads of abstraction without supporting date, and bias in generalizing ?

             Generalizations hold truth as long as they are supported by the examples. But the damper is that

             generalizations can here be proven absolutely to be correct. Though generalizations are usually

             timeless, they are more susceptible to defuse than concepts. Generalization can be misleading

             they can’t backed by facts and if they are as assault of shallow thinking and low-level

             generalization. (misinterpretation of date )

Q8.       What are multiage learning environments, and what are some of the benefits of their approach to

             Education ?

              This an arrangement whereby two or three grade levels combine in classrooms to provide a

              benefit, the teacher should have a solid understanding of how approach curriculum and instruction

              with the increased span of abilities and maternity levels.

               For mutigrade classes, let use major concepts in social studies allows teachers to use related

               topical themes each year. As long as the concept stays the same, different themes can focus the

               content across age levels or grade spans. Either teachers can have students working in different

               themes related to the concept in a classroom or they can do a different theme each year for the

               same concept. This social studies format allows for easy integration of curriculum as interactive,

               art, music, drama or other related subject are topics can brought into the design.

                                            MODULE 2

STIRRING THE HEAD, HEART  AND SOUL: REDEFINING

Curriculum and instruction pp 94- 193

4. Designing interdisplinary, integrated curricula (pg 94-144 )

Q1.      Pick one subject area from biblical or theological studies. What would be

           the fine major organizing  concepts you would identify for that discipline,

           and how would identify for that discipline, and how would you verify that

           the terms for chose are concepts ?

          

Q2.     Define some of the topics that you consider to be “critical content” for the    

           concepts you identified in the previous question.

Q3.   How did you determine that the content is critical ?

      

-          By looking at my course contents and what’s of and the student to know and be able to do by the time they leave my course.

-          the content is or should be mandated by district or state curriculum frame work.

-          Because this what I want them to know to progress to the next level of understanding is the discipline.

-          This in what I fell the students aright to know to understand – discipline . 

Q4.   Is it critical for the 21^st century ? explain your answer.

Q5.   What criteria can we use to determine whether content is artificial for the 21sr century ?

Q6.    What value does concept- based curriculum design have over topically based curriculum design

          In term of the following .

a)       reducing the overloaded curriculum : concept- based curriculum reduces the burden o content by

          intergrading subject matter in an appealing motivator.

b)      instruction to facilities higher order thinking

c)       intergrading content curriculum .

     

d)     sharing the communality as well  the diversity of culture and humanity.

e)       and highlighting the lessons of history through time ?

Q8.     How can learning facilitators involve students in the design of intergraded units ?

Q9.     Give your response to the following statements : “learning facilitators don’t need to know all of the
           specific. content information of a unit prim to student engagement. They learn along with the

           Students who search out and construct knowledge. Learning facilities do, however, need to think

           things the anticipated interplay of theme, concept, and topic to determine some of the key

           generalization or transferable learning’s, that they except student to derive.

Q10.    What is the dilemma between providing a traditional college preparatory curriculum and

            Work- preparatory curriculum ?

Q11.     How can both aim be accommodated things an integrated curriculum program that will alleviate the

             Traditional view of academic versus vocational training ?

Q12.    considering  Reich’s four basic skills of valued “symbolic analyst” manually abstraction, system

            thinking experimentation, and collaboration- compare a lecturer textbook approach to instruction

           and an integrated interdisciplinary approach.

Q13     Which instructional approach would best facilitate the development of each skill, and how ?

Q14.   What are the implications of the evolving definition of Depth  of instruction : I depth of instruction

          used to mean “teaching more facts about a single topic “; and 2 depth of instruction today means

          “facilitating higher level thinking related to a significant concept and theme, problem, or issue by

          connecting ideas a cross discipline to extend understanding, find answers, foster generalizations, and

          create new knowledge”.

     Assessing and Reporting student progress (pg 145-174 )

Q1.   How do traditional means reporting student academic progress need to change reflect progress

         development as well as content knowledge ?

        The traditional means of assessing and reporting a student program a school was designed to assess

        And compare mass populations in specific items of knowledge  or state. This are after used to measure

        The objectives taught in the classroom and intend to highlight a student strengths and weaknesses.

        They are influenced heavily by the use of the use of multiple choice format.

        But the testing assessment need to change and other students, ability to construct or create reprises to

        Given statement or conditions.

Q2.   If you were the public relations directions for your school, how would you help the institutions

         anstituants recognize the value of performance assessment ?

         In the front place, I would make the institutions casements  to full understand the traditional means of

         Assessments and them explain to them the performance assessment and how it works. I’ll give them

         examples of how performance assessment combine content and process .

Q3.   How would you address their concerns with standardized test scores ?

      

         The standardized tests are influenced heavily by the use of a multiples choice format a machine

         scored of students in rank order compared with the other test takers in the same grade rage population.

         With the constituents concern of standardized test, I will try to explain to them that this tests are not

         Good enough to tell us what the students are actually capable of doing. The alternation assessment,

         Fulfill explain, require shouldn’t “construct” or create responses other than to simply react or respond

         To given statements or conditions. They support the recognized need to develop the interest process,

         Or lifelong leaving skills for each child.

Q4.    What is performance assessment?

           Performance assessment is from of assessment that depart from the traditional multiple choice,

           Normatively reformed tests. It combines content and process into format that shows what students

           Know. And what they at can do with what they know it takes knowledge to the doing level.

Q5.     How can performance assessment adjust you in meeting the educational needs of your students ?

           

           Performance assessment, help the teacher to know the best a student can apply the knowledge

           Equipped through learning. This will help the teacher to know how well have the students mastered   

           he skills learnt and how capable are they in “doing”. This helps very much for it sells for individual

          

          

           Assessments, according to their level of understanding it provides teachers with development.

           roadmap for helping students celebrate how for they have come and for showing the next.

Q6.    How does “self assessment” contribute to the development of independent learners?

         

          Portfolio is a purposeful integrated collection of student work that shows student effort, progress or

          achievement in one area or more areas. The collection includes evidence of student self reflection

          and student participation in setline the focus, established the standards, selecting initials and finding

           merit self assessment, helps education to development and define what independent learners can do

           in addition to what they have learned. This also enables the teacher to share information into the

           learner and the student feel supported and encouragement self-assessment is a positive approach to

           developmental learning it is based on valued and belief in individual growth rather than in a

           comparison judgment of worth.

Q7.    What is the learning facilitator’s responsibility in teaching to a standard for each student ?

        

           Standard is a set point for quality performance against which student growth can be measured

           Developmentally and overtime. Teachers should view a standard as a fool each student. This

           Means  developing and implementing support strategies to keep each child move along the curricula

           of progress. It also means that a facilitator refusing is accept work that has shown no effort. If means

           expecting the best effort and provide support to inshore success.

Q8.     What happens in educational institutions what the standard is only assured to be for the top 30% of

           the student population ?

           Such a situation, the learning process is only benefiting a few which is not good. Standard should be

           a good for each student. Which means developing and implementing support strategies to help each

          child move along the curriculum of progress. This institutions should let try to give support to the

          other population to ensure success.

6. Stirring the head, heart and soul: creating a love of learning (pp175-193)

Q1.     what is brain –based learning and why is it a key concept to understanding with respect learning          

    facilitation ?

    This is the learning based on complex and concrete activities that engage  students minds, hearts and    

    emotions. It involves designing and orchestrating life like, enriching and appropriate experiences for  

    learners and ensure other students powers experience in such away as to increase the extraction

    of meaning.

    Brain – based learning supports the clement movement to integrate curriculum as a effective why to

    Facilitate the brain’s search for patterns and connections. On integrated curriculum also develops  

   depth of integrated by presenting a message things a variety of contexts and disciplines.  

Q2.     What is a leaving environment built in traditional, curtail-oriented structure antithetical to the

           Engagement of reasoning, creative minds.

        

           This is the learning environment whereby a learner is supposed to memorize facts and procedure.

           Students are not given the chance to perceive relationships and patterns to the sense of 

           Information. This in this type of learning, the students in built in structure which are antithetical to           

             the engagement of reasoning and creative minds.

Q3.        Why are “thinking teachers “of prime importance to effective learning facilitation ?

             

              Teachers who take responsibility for the design, delivery, and assessment  of curriculum

              And instruction show greater interest and engagement with the learning process.

              Thinking teachers work within the required curriculum and instruction. They held a clear vision of

              student success and challenge themselves to draw out the best efforts. They think their feet and

              watch for opportunities to pop procaine questionnaire.

Q4.        How can learning facilitators encourage student autonomy ?

          

              The facilitator can encourage students autonomy by going the student responsibility  for learning

              By posing questions and issues and searching for answers, connects and possible new problems.

              Facilitators should avoid heavy lecture and not control of student work for it robs students of

              Opportunities to be self reliant thinkers.

              Facilitators should give students opportunities to deal with life – relevant questions, problems, and

             issues for they feel ahead to know. They develop qualitical and critical thinking skills as the

             research, probe, dialogue and defend positions . A particularly effective strategy asks students to

             take one position on an issue and then defend the polar position to again insight into varying

            perspectives. The teaches to the lessons that transfer things time using events and content an

            examples better than and products, of the learning’s .help students find the connections between

            past and present events.

Q5.       Why should students balance the sensation of conceptually based content learning’s and the

             development of helping processing skills ?

        

             The most important for of a teacher at the earliest states of a child learning is to ensure that

             Funny  child’s can read, write, listen speak think, create and complete. Student apply literacy skills

             in the context of context- based curriculum. Therefore it important that students balance the

             acquisition of conceptually bared contour learning’s and the development of literacy. Personal

            skills. The processing skills are the essential components for being able to decode words, read

            fluently, gain meaning, and construct knowledge:

Q6.      Give for response to this statement “students who has motivated to take responsibility for the own,

            learning, facilitators help students become enthusiastic about their courses a instruction”.

            When teachers delight in the uniqueness of children, they come to know each child well. They

             mention their observations and provide opportunities, guidance, and encouragement as the children

            realize they have gifts to develop. This encouragement and motivations makes the students to

            become more eager to learn and, finally they end up developing their talents in leaving lad making

            progress in their comes of instruction.

Q7.      What is a creative spirit”, and how can learning facilitator stimulate this is students ?

           

           A creative spirit is a passion of learning that stirs the heart and soul. These are the mails that are

           eager to create deliver with an enthusiasm. Leaving facilitators can stimulate these students

           providing item opportunities to create and evaluate through various forms of artistic expression

           students providing students who learn how to express item vinque thought and ideas though multiple

           modation have broaded opportunities for taking personal responsibility in learning.

Q8.     What are the characteristics of “passionate learner”?

           

            shares his or her interest and enthusiasm in a Variety of ways ; beaming face and glistening eyes as

            the student proudly holds up his or her work to be admired, notice intense concentration as problem

            is solved or a piece of work is safted to quality. Excited talk fills the room as thoughts and ideas are

            shared between members making new discovers. He is an intesphive child, always busy doing the

            work.

a)    they love learning

b)   intensive minds- questions attitude that seek to know

c)    self value- the cave about tension and value than personal thoughts or ideas

2. How can learning facilitators nurture curiosity in students ?

     Most children are naturally inquisitive. The responsibility to nurture curiosity is of a challenging task.    

     this means their facilitator being patient with the pesky questions I asked by the learners that always

     seem to complicated to answer. The facilitator can help in expanding the experience base of the child

     though reading books together, traveling, liking the nature trails, talking, sharing, laughing , playing

     using all the senses to interact with the environment and construct conceptual perspectives.

     It also means that the facilitate affirming children’s ideas and effects as they explores new territory.

 

WRITTEN RESPONSE BY Samsm .B.  Magara

1D

Degree Program

             Master in  Education Curriculum And Instruction.

Course:

            Curriculum Development In Theological Distance Education

 

Graduate  (matters ) level :

Reading Materials:

The power and problematics of experience- based curriculum methods

By Jackson Kyte.

Module six :

Task:  In a minimum 11 to13 pages paper summarize and analyze the views presented by the author. What are the pros and cons of using experience – based

Introduction:

Experimental methods of learning vary and powerful using the experience methods, we’ll make the learner and faculty experience alegimate, if not always equal, partner with academic study. Jackson In his paper, has reviewed most common methods, underlying concepts and values, and addresses their  problems. He tries to show that the choice of a method assures certain problems.

Experience – based curriculum methods students experience. In this methods students and faculty alike are asked to test their ideas things experience or to derive their thieves from experience. The methods vary more so generally acknowledged; use of practice internships, cooperative placements, dinital

Supervision, using the portfolio method to assess prior learning, use of outward –bond settings use of experimental methods in groups or classes including role plays, psychodrama and the like.

Other things being equal, experimental methods have many strengths although some of the strengths, seen dialectically, fore shadow problems. Experimental learning is not a well –ordered topic . There are many methods,  but few theories, and fewer empirical studies of claimed affects. A better understanding of experience – based methods will provide clues to improving traditional schools and colleges. On experience-based curriculum methods, Jackson has tried to give the strengths and weaknesses of experimental modules in higher education. He has tried to integrate theory and experience to make sense of his personal experience using methods. 

The Power and problem ties of experimental methods.

Ascending to Jackson, experimental approach to is strong, if well done, when both the teachers and student are engaged as active learners. Experimental learning strategies also hotel promise because the basic theory generates many new strategies by which to involve bored students or weary faculty, and many theoretical puzzles about human learning are surfaced but these method has problems, small and large. According to Jackson, used well, be fond experimental methods to be effective, they do involve students can be motivated to take in difficult, once feared subjects. The introduction of student experience unfreezes the learning situation and raises the possibility of students(and faculty) becoming

Motivated which in turn, extends the ways in which experience can be introduced, and so on as a dynamic of proactive, cooperative, engaged problem solving begins.

Jackson as considered and a propositions about the use of experimental methods. With each proposition the has focused in the dilemmas presented who using such methods.

a)    Experimental methods increase students and faculty motivation to engage one another and the material according to Jackson, students and faculty are more likely to become involved in learning as they try to apply what they learn in class (or whole reading ) to past or present experience. He also asserts that experience-based methods enhance motivation.

Experience –based methods pose potential problems. These a certain cosnel attitude about intellectual methods reflected in the neglect of traditional interactive, especially formed theory and research. Where formal theory or methods are introduced, the courage may use secondary than primary sources, process-based educators, adapt at involving students in learning are less interested in, and skilled at, them and research methods. Experimental educators may not be well read on current, in the literature of an academic display, some totally reflecting academic discourse. The use of theory in non-traditional courses and practice in the weakest leg of our three legged because its to abstract, presumes skills in logic or math, or is simply difficult. Sometimes solid theory is criticized, correctly acknowledgement or reflects the narrow domain assumptions of European civilization.

According to Jackson, another problem is, it takes discipline and training for a teacher to a more discussion back and forth, from personal experience to these level, conceptual learning. Many experimental educators have difficult getting their students to go beyond deeply to experience to desire (or apply theory from ( or to ) that experience.

2. Traditional authority reflections between student and teachers are more

         easily challenged when students experience is made estimate.

The nature of authority in relations between students and faculty isn’t well understood; A crack may appear in the formal, hierarchical role set of traditional education in which the teacher teaches and the student is there to learn from the teachers.

Experienced-based method this tend to diminish authority based on  a scribed status and to embolden students who might otherwise be intimidated. Especially for adult students, first may return to college with rigid, frightened perception of academic authority. Also they are the same age as their teachers (or older ) and their prior life experience makes them formidable competitors on many topics.

By softening the bonding between the what of student and teacher, the nature of authority may be mystified. A two- narrow commitment to experimental methods (and students countered learning ) leads, in the extremes to anti- intellectualism and a jejune reflection of all authority, textual or personal.

Also, the deep power of authority in social relations is not grasped and that means, according to psychoanalytic theory, that the authority can never be transcended then to be incorporate into the self. In the loose loses the “self” terms of leadership used in group dynamic mask and further mystifies underlying authority, while appearing democratic.

3. The use experimental methods increases the possibilities of dialogues about

    basic values.

Jackson is of the view that the student move into the community or draw upon their personal experience, especially if they are involved in social action, personal

Values are highlighted. In personal dialogues, values are challenged and made legitimate if experimental learning tends to legitimate the student as a collaborator in what none be a jointly constructed learning situation, if also introduction values, directly or otherwise, into class exchange and student- faculty discourse.

Increased dialogues between students and faculty (and among students ) would values can advance, overtime the level of student moral or ethical reasoning. Substantial changes in a student’s developmental stage don’t come easily, but there is the possibility, at least, that he or she will be encouraged to use univerlisation rather than particularistic criteria to make a moral language judgments.

Where values are permitted, if not encouraged, in a discussion or paper, the teacher will need special skills to manage conflict in class ( as in a discussion about abortions it isn’t easy to develop a common search for the fact and high order principles while also encouraging diverse, honest expression.

4. The use of personal experience in paper and in class discussion increases the

    depth and extension of learning this increases motivation.

Students will be motivated tom learn if they are asked to integrate a topic with their values, fears and hopes, providing that conceptualization is expected. Many adults return to college fearful usually because of prior failures in school real or imagined. Few adults are self confident in class and one must deal with deep-seated feelings and attitudes often before the subject matter can be considered.

Experimental methods, well chosen, can surface feelings of some people especially women who have learned not to be able certain questions, can surface these feelings and un asked questions.

The possibility abuse in this approach much greater than in a traditional classroom when strict limits are set the use of personal experience.

But the power of groups methods comes from the pressure to confirm brought to bear on one person. Sometimes, students are put into groups, without much real choice, which than raise sensitive, personal topics. These groups are sometimes led by vutrained faculty who appear to justify, not always consciously, the power of being afienp header with such potent methods. 

These dangers point to the need for careful selection of faculty, appropriate suspension, and on going training. In it’s sense, the demand needs of faculty using experimental methods are greater than would be the case with a traditional format.

5. The proper use of experimental methods promotes individuation in students.

The proper use of experimental methods can motivateshyor passive students to become involved and to take risks. Many students find themselves quite lost in the herd of a large school, especially when they attend for the first time. A well none orientation to college that uses experimental methods can help such students become at the same time, for individuation and personal autonomy are not promoted if students don’t learn about authority relations and the limits of all groups. First individual students may not learn to question “the soft” authority of a group facilitator, and they may not really belong differentiated from the group. Second, this diffusion of personal identity is particularly important experimental college.

The others in many non-traditional colleges puts so much. Value an being a good group comments member, that it may work to the determine, are fears, of individual initiative and self- understanding. This the very methods used to promote individual involvement in learning may limit the emergency of individual diameter.

Individuation should process in emotional, intellectual, and many lives. Graduates of experimental curricula often are comfortable dealing with people and groups.

6. Experimental methods in crease the possibility their students and faculty

    will work on real problems in daily life, these increasing motivation.

    

Real problems in contrast scholastic problems are intriusically motivating, once broached in class. These are end of important problems which students (and faculty) face, now and in their futures- sexuality and intimacy, being a leader and follower, finding meaningful work, contributing to the community  - but traditional classrooms are not always hospitality to focus discussion.

According to Jackson, this is another difficult bonding in which traditional education has drawn the lines two conservatively. Although him students should be able to talk about their problems at work and live the opportunity to apply academic concepts to advance they understand understanding but them is much vitality and learning possible when are relaxes the boundary between the personal and the public or between what can be discussed in school, now, or with a counselor later.

7.    Because most adult students work or have volunteer interests, there is the   

          possibility by immediate  help for local institutions, the community and

          after people.

Students who are as working “on co-op” at a counseling counter or divising a business plan as part of a course will try to improve conditions in their institutions. Also, because academic ideas are often put immediately with practice, methods and basic theory can be tested. Many adult students already used important jobs and can put their knowledge to immediate use.

The risk, of course, is that ambitious students will find it themselves in trouble at work if they challenge an institutional practice or company authority. Faculty who supervise student loops or practice should be alert to this responsibility.

8. Experimental methods increase the amount of interactive among all participate

   in a learning setting this increasing the opportunity of learning ?

The direct channel so to speak, from the teacher in the student in alignment by many different interactions. Peer interaction, as it occurs in cooperative learning groups is learning, is greatly increased. The broader network of social interactions benefit most experimental methods means that, other things being equal, there will be more opportunities to rehearse difficult concepts, this strengthening what is learned.

By increasing the amount and broaden of interaction, experimental methods allow the possibility of a major step in student development: the comparing ‘my’ experience to that of ‘their’ experience and the explanation of other people, ages and cultures, this to reduce ethnoceutrism Jackson is of the new that asking students to evaluate their experience compared to other cultures and age also opens the door for them based study of culture, history, eternity and the life.

9. in class experimental learning strategies promote the learning of group

    dynamics.

In experimental learning, students tend to learn “group skills” they learn about group process, how to manage a group leadership and “fellowship” and how to find their own way in a group. Indeed, knowing how to work in a group maybe more important than the manifest content of the course. Corporations and community institutions, not to mention the family, need these skills, especially in an era with many problems require the expanded resources that only a group can master.

Many classrooms could be interesting and effective if the faculty knew these methods and could apply this judiciously.

10. Because experimental methods are intrinsically powerful, they are easily

      refined.

Faculty and students can be come caught up with one or another method, this neglecting the purpose for using the technique as well as theory construction one form of the portfolio method, where is used to development prior learning for adults, asks students to force their personal life experience into the easily course and they are taught by a particular faculty. The problem is that to many students portfolio from on trivial procedures and documentation in the neglecting evidence of college. Level conceptual learning. Worse these products don’t satisfy them the sympathetic artic that has been college level learning.

This reliance upon the connect “papering “of experience via a clumsy portfolio, three inches thank seems to say that as academics or intellectuals, we respect paper more than leaning itself, or the engagement of student and faculty. They met value in the portfolio method is not captured by forcing the initiate learning of students in to specialized courses found in the catalogue most important are the subtle changes in self-assessment which occur why students are asked to assess what they may have learned before or out side of college. The courses based portfolio system has always had a defensive quality to it which, the focusing’ s opinion , has led of toward bureaucratic procedures and away from the an fined moisture and excitement. The point is this the portfolio is a technical intervention into complex human affairs. Role playing technique can be just a gimmick; when this happens, they are misapplied in the same way that the multiples choice test, as a technical solution, in misapplied inside the traditional college.

As technology, the un intended an is a power of these purposive interventions in social affairs are not well understood or well applied.

11. The use of experimental methods provokes discussion about learning and

      teaching.   

Students and faculty week forced to examine the pedagogical assumptions governing their encountered exchanges. It becomes legitimate, even expected, to challenge the professions authority and the way the class is organized. Students may ask to negotiate parts of a syllabus. As a result, faculty find that they have to articulate a theory of education, it may to defend what they want to do. Jackson has again approached suggestion students asked learn about learning early in their course of study (typical learning and teaching style, experimental learning theory their personal needs and strengthened. All college graduates, regardless of their major, should be highly literate about learning and the optimal design of learning environments.

Conclusion

Experimental learning would be made stronger by improvements in its basic theory, specifying the elements to be combined to be combined and postralahy the calculus that would coordinate those elements.

All different levels analyze, however, we might worry about the intellectual tradition. This curious indeed because few topics have so engaged intellectuals of all cultures as the proper mix of they and experience a pre-eminent dictionary that humans use to understand their nature.

The power of experimental methods needs to be tempered and extended by critical research about the contexts in which there methods are applied.

WRITTEN RESPONSE BY Samsm .B. Magara

ID:

DEGREE PROGRAM:

             Master in Education Curriculum and Instruction

COURSE:

             Curriculum Development in theological Distance Education

    

Module Level

Reading materials:

Technology, open learning and Distance Education. By A.W Bates

Module eight :

Task: write a 12 to 14 page position paper in which you explain how each of the instructional mediums discussed by Bates can be effectively used in designing and implementing curriculum for the distance education program of a bible college, seminary or Para church organization.

Introduction

        

In his book, technology, open learning and distance education, A.W (Tony) Bates has discussed on several instructional media which can be used in designing and implementing curriculum for the distance education program.

In the world  we live, there is a rapid innovations and development of new technology. Technology in itself is neither good nor bad but the way we put it into use the one that matters most. Educators and governments have technology and it has given them the capacity to radically transform their education system, move so in the area of open and distance hearing. In this area technology has been central to the task. Distance education therefore has provided test bed for understanding the potential and limitations of guide range of technologies in education.

Distance education as a whole has become very popular and there has been an increased interest shown by commerce and industry in recent years. This is because of rapid development in technology, mobility is increasing and lastly, because of training in costly and therefore efforts are being made to find more cost effective ways to train.

Bates in his book has discussed the following media to high is most important and 5 are now available to education. These are

-          direct human contact(face to face)

-          text (including still graphics)

-          audio

-          television and

-          computing.

Each of the above media uses one or more of the following technologies to deliver. Audio cassettes, video cassettes, telephone teaching, computer based learning, cable T.V, satellite T.V, computer based audio graphics systems, view data teletext video, discs, computer controlled interactive video, video conferencing, electronic mail, computer conferencing internet, computer based multimedia, remote interactive data bases and virtual reality.

Television

Television id a medium instruction which comes in the most diverse forms. It has the greatest potential for teaching and learning we have the following forms of educational television, educational broadcasting, instructional television; interactive television; tutored video instruction video conferencing. It also varies enormously in production style; for example, relayed lectures, study discussion, magazine format, documentary case study, audio-visual resource, audio visual data base. Television varies in organizational structure and particularly in terms of who controls production and for delivery; broadcasting organizations, educational institutions, satellite or telecommunications compares, training organizations. Lastly it varies enormously in the different technologies used (satellite, terrestrial broadcast, cable video cassettes etc). Transmission time should be suitable for the working adults or students wishing to study. Any medium used should be able to deliver the leaving materials to most of the targeting students.

Educational broadcasting should be used in open and distance learning because:

-          it personalizes the teaching, improves learning efficiency, pacing, student requirement and if also contributes to academic credibility.

-          The institutor who intends to use this medium, should make sure that T.V programs should be of academic quality, which should be publicly available and easily accessible.

-          The mostly obvious presentational characteristic is television’s ability to bring resources to learners that could not be possible through any other medium, or even things direct experience, such as, for instance, scientific experiments, case study of social and technological events, field- visits,( particularly, in foreign countries),

                          Case study materials ofo

Dynamic presentation ideas animation of graphics.

            Television can be used in distance education

-          to demonstrate experiments or experimental situations to provide students with case study materials and to demonstrate processes- it is ideal for showing a sequence of activities that needed to be carried out in a certain order, within a certain context.

-          The television can be used to develop skills or providing knowledge not available elsewhere in the course and those skills should be assessed in the examination, to encourage the students to learn from the television. It will be possible in such circumstances to relate learning gains to the technology used.

-          It is important that a teacher and a professional produce work together to exploit the medium for the producers are able to think usually, and have learned ways to attract and hold an audience.

-          The learning institutions should place equipment in local centers, particularly who substantial proportion of students have suitable equipment at home but others do not.

-          Television in the USA is for the relaying of lectures or classroom teaching from one site to classroom or other composes.

Print:

The other medium discussed by Bates is print. Print dominates as the main technology of teaching in formal education, training and contains education. The main significance of the mechanization of printing was to make books available to much under public. In other words it makes books more accessible. How are we are concerned with “hard copy”, in the form of printed teaching texts, i.e.  textbooks or correspondence texts also it will apply to text displayed on screen. Print doesn’t have major advantages for dealing with logical and rational thinking, which require precision, fatal accuracy and clarity of thought. Print lend itself both to consciously article analysis and to intellectual as well as emotional persuasion by those who have learned the rules of communicating through print. Text print can precisely represents facts, abstract ideas, rules and principles and detailed, lengthy or complex arguments.

One the learning material is designed by the institutions, it could be distributed  to students in a number of ways. Through the mail as printed text on computer floppy disc or CD-Rom via the mail. Though the mail as printed can be directly delivered to every home within a short time. The distance teaching institutions should organize itself so that it doesn’t cause delays the dispatching the learning materials.

Print has traditionally been the main means of presenting information in education. Print can be also both very precise or deliberately ambiguous. Alternative explanations or approaches can be handled but only in a sequential manner. Print does allow students to develop a higher level skills or interpretation, synthesis and evaluation, as well as comprehension.

What differentiates distance learning text from other kinds of printed material is a deliberate attempt to student explicitly a student response to the material. This may be due in one of several ways.

-          detailed objectives expressed in measurable outcomes;

-          a system of headings, subheadings that make explicit the structure of the text.

-          Self- assessment questions within the text;

-          Activities and model responses;

-          Summaries

-          Examination or assessment questions

-          Modd answers to examine questions.

-          Print is a extremely flexible teaching material and can be designed a wide range.

Print is extremely flexible teaching material, can be designed to suit a variety of teachers approach and purpose.

In using this (print) the students who have failed to understand parts of the text.

Part-time tutors, who use corresponding by mail ,the telephone or regular local face to face sessions for interaction with students, never the less, such field support for students is very expensive to produce.

Quality of the printed teaching should be seen by in the following areas the quality of the quality by the following areas; The quality of the layout , graphics and phi ant and print presentation (print design)the quality of the academic content in terms of comprehension, balance of accuracy (content) and the quality of the educational design, in terms of clarity objectives, the way  the content  is organized and structured and the quality of the student activity and assessment (instructional design ):

-          distance learning students need materials which are more clear and easily understood.

-          Print requires support (substantive )from part-time tutors, which in itself is a major additional lost factor.

Audio (radio)

Audio is another medium which is used in instruction. There are guide reuse of audio technologies now available to educators. These are one way technologies, that is radio and audio cassettes and two way technologies, that is the telephone (point to point) audio conferencing, audio graphics , and narrow-based satellite transmissions.

Radio has been used in education for over 60 fears, it has been used in many different ways for education and training. Radio is generally an extremely accessible technology for teaching and can reach certain target groups, such as the illiterate and very poor better than other technologies.

Radio in the distance learning institutions can be used for :

a)    Discussions of course materials or issues covered in the printed materials.

b)   Alternative view points in that contained in the printed material e.g. guest speaker

c)    Source materials for analyze e.g. children’s speech patterns;

d)   Performance, including poets reading their own poetry, dramatization of literature, musical performance.

e)    Providing aural experience; music, language learning, analyze of sounds.

f)     Collecting the views or experiences of specialists, expects or witnesses     

It is an easy and familiar technology for most people. No skills are required to operate a radio set and even people with low levels of literacy can learn from radio.

The audio cassettes have basically replaced the open- peel tape recorder and the grama phones record for use by both learners and teachers, with the possible exception of records (or compact discs ) for some activities requiring the playing of music. The audio cassette has an advantage over both records and the emerging technology of CD-Rom that it can both record and replay at low cost.

The audio cassette can be used to record programmes which will be played back at the time that suits the learner (time – shift recording). They  can be used to record lectures or lessons, often delivered in a fact to face classroom context, but also made available as a cassette, with supporting lecture notes, which include diagrams, formula etc to off-campus students who reasons of distance were unable to attend personally.

The cassette can be broken up into a number of discrete non-continuous segments. Activities can be built in, which require the student to stop the cassette and return to its later. The cassette can be tightly integrated with other learning material as follows:

-          taking students things part of the printed material, e. g text (e. g analysis of arguments ); formulae and equations (explaining and discussing), illustrations, graphics diagrams and maps, technical drawings, statistical tables;

-          talking about real objects that need to be observed (e. g rock samples reproductions of paintings metal fatigue in examples sent as part of a home kit):

-          talking students through practical procedures (home experiments, computer operations, etc). So their hands and eyes are free for the practical activity rather than needed for instructions.

-          Analyzing human interaction(e. g decision – making personal experiences; conduct of meetings); here the role of print and audio is reversal in that the text is used to help analyze the audio material;

-          Providing feedback as a student activities, cassettes allow ensure to be more easily talked away, this encourages students to make more effort to answer the questions themselves rather than search for the answers.

                                 Two way audio

Voice telephone on a person to person basis is one important from of contact between student and tutor in distance teaching. Many open learning systems make use of this technology.

Another use of the telephone is for audio conferencing. The use of answer phones can also be used incases where students have the requirement.

Audio graphics though a standard telephones. Telephone tutorials with either individuals or small groups are effective for the following tasks.

-          to clarify student difficulties with course materials.

-          To promote student discussions of specific issues and topics. To exchange interpretations of our debate a case or thesis.

-          To discuss problems of recent written assignments or strategies for tackling forthcoming ones.

-          To discuss analyze or work through previously circulated materials (maths problems, graphs, diagrams, illustrations, raw data etc.

-          Analyze a written text or musical score:

-          To present short case-studies  

-          To role play an exercise

-          To practice and evaluate sight singing a musical course.

-          To negotiate the design of a project.

Computer

Mainframe or mini computers are used by many of the largest distance teaching institutions. They are needed to keep and manipulate large qualities of data, such as student records, staff records, tutor payments, financial data, stock caution, etc.

Computers serve a wide range of functions. Computers power increases, it becomes possible to do tasks to micro-computers today that computer 100 times their size could not even ten years ago, increased  trends are :

-          increased storage capacity

-          multimedia development of software

-          pressuring power and functionality are rapidly increasing.

-          Increased networking capacity through the use of servers .

-          Progression to commune operating standards, allowing material developed in one kind of computer to be used transpantly on another kind.

-          A more to more flexible interface between the Hume user and the computer. Computers have a wide variety of applications to distance education and open learning

-          Administration

-          Student assessment

-          Communications

-          Desktop and electronic publisher

Computer based learning electronic distribution of materials

It essential to manage all these services in an interregional way. Increasingly the technology enables widely differing administration and educational functions to be both integrated. The institutions using computer as a medium of instruction should make sure there their students have access to the computer. These can either be by making it easy for students to purchase or rent machines- or to go to study centres to access computer facilities

There are two quite different forms of teaching via computer:

a)    pre-programmed computer based learning, or CBC.

 The terms used for pre-programmed computer based learning( e. g CBC, CAC, CAI, CBI, CML,CMI).

A learner works through pre-designed maternal interactive by answering questions embedded within the materials and choosing options or routes through the learning materials. Software within the machine allows various sources of data to be integrated into multimedia presentations. computer controlled video disc/ CD-Rom’ s can be used. To add textual information and diagrams, set tests and require student responses.

These can be combined with other formerly instruction such as books, video tapes etc, computer; the learner can use the guidelines set by the teacher, to reconstruct material to demonstrate their understanding and skills in their subject area. Computers make the learners to interact withy learning materials, learner respond to learning material and get feed back on their performance.

Open learning courses can be designed around games which provide increasingly complex and realistic models of social of economic behaviour (such as sun city)

Or which provide learning embedded in a ‘challenge’ requiring the development of an understanding of geography, science or mathematics to problem solve.

-          Computer can be used in areas when repetition, mastery and practice are important.

-          Multimedia development s are improving the attractiveness of programmed computer based learning;

Computer mediated communication constitutes a number of different services-

a)    electronic mail

b)   bulletin boards

c)    computer conferencing

d)   data bases

e)    off-line editing

Computer conferencing can be used in developing academic discourse. It can be used to develop student skills in analysis, constructing and defending an argument assembling evidence in support of own argument, and antiquing the work of other learners, as well the work of other scholars.

-          it can be used for collaboration and project work

-          it can be used in knowledge building

-          maximizing the knowledge and experience of all participants

-          cross-cultural participation

-          development of reflection, working skills

-          overcoming social isolation

-          emotional involvement

-          ready access to help and support

-          feed back and direct student contract with the central academic team.

Conclusion

All the media discussed above for learning in distance education are all good. But it is important for one to make a decision as to which of the media is appropriate to use depending on the particular context. The following criteria can be used to guide one in making a proper decision in choosing the medium of instruction in a distance learning institution.

a)Access-

The medium chosen by an institution well very much depend on the particular priority target groups the institutions intend to be reached and at the appropriate technology mix this depends on the nature of target group and their location. we have those learners who proper to study at home, those who need training at work. These learning at local centers or ‘satellite’ compasses. institutions and course designers are often caught between ensuring access to all and using more powerful teaching technologies. Distance teaching institutions often want to make use of newer technology but are held back by they need to reach minority groups, the working poor, or otherwise disadvantage learners who don’t have access to a wide range of technologies

b)costs:

The institution offering distance education should analyze its own lost students, as a local context and different assumptions about costs will influence the outcome of sell analysis. Institutions should always opt for the cheapest technology.

Teaching and learning issues are less strong as discriminative because the flexibility of different media technology and this ability of teachers and learners to make the best of any given situation.

Distance leaving institutions should opt for technology that facilitate interaction with learning materials and provide fees back on student responses whether its one way or two way teaching technology .

It is critical to re examine the whole organizational structure when introducing new technologies sometimes called re-engineering the organization.

Any technology used in teaching and learning should be sustainable. If it is not – cost – effective, one institution will find it difficult continue with the technology when external finding or subsides cease,.

The technology should be able to change and tense content very quickly. Should be able to bring students the latest information in research, social, events, new developments in science and technology and government policy changes.