ED-MEDIA 1999 Proceedings Book - Association for the ...

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Issues In The Design, Development And Implementation Of An Alternative Delivery Format Master's Degree In Instructional Technology Michael Szabo, Ph.D., Forum Organizer, University of Alberta mike.szab@ualberta.ca Craig Montgomerie, Ph.D., University of Alberta craig.montgomerie@ualberta.ca David Mappin, Ph.D., University of Alberta david.mappin@ualberta.ca Annette Fuchs, M.Ed., University of Alberta Edmonton, AB Canada Overview The purpose of this forum is to describe the process, issues and some solutions encountered in converting a university-based Masters Degree in Instructional Technology to an alternate delivery format (ADF). Beginning in 1994, courses in this degree program have been converted to one or more ADFs. By the summer of 1999, the core courses in the program will be available in ADF format and have been piloted at least once. The team involved in the conversion has wrestled with numerous issues that will be discussed during the forum. Some of the issues are: • What are ADFs and which are useful for our purpose • To what extent should the entirety of the courses be placed in ADF • How do we deal with conveying expert's knowledge via ADF • How do students obtain access to the resources needed to complete the courses • What data should be tracked and how will it be tracked • What issues arise from building a non-conventional degree in a conventional, research-oriented university • What is the reaction of students, who are by and large majoring in instructional technology • How does one build an infrastructure to promote ADF courses and degrees • What is the role of face to face (F2F) instruction in ADF • What is the return on investment on course development for ADF • What skills are crucial to successful development What is the role of a design team It is expected that others at EDMEDIA 99 are grappling with similar issues and would appreciate hearing how one institution deals with them, discussing their particular situation with respect to ADFs, providing feedback to the forum leaders and networking with others at the conference about these issues. Background The University of Alberta has been a leader in the field of Computer-Based Instruction since it acquired an IBM 1500 System in the middle 1960s. The leadership continued when the 1500 system was replaced by a PLATO system, later to be replaced by micros, videodisc, CDs, LANs, WANs, the Internet and most recently the WWW. Many of the faculty members who participated in these early systems now form the core of the graduate program in Instructional Technology (IT). Throughout that period, extensive research and development on many phases of CBI were carried out. This work could not have been done without the extensive participation of graduate students, many of whom have continued and excelled in the field (e.g., Donald Tapscott, M.Ed. 1978; Greg Kearsley, Ph.D. 1978). Informal masters and doctoral degree programs arose within the Department of Educational Psychology to accommodate these students.
In 1978, the University formalized its Masters degree in Instructional Technology by officially establishing it within the Faculty of Education. Due to a number of factors, such as budgets, changes in organizational structure, and individual personalities, a 'formal' Ph.D. program was not initiated until 1998 with the admission of four doctoral students into the Basic Area of Educational Psychology. Events in the past several years have provided impetus to explore ADFs for the Masters degree. These include a recent mandate by the provincial government to increase access for our programs to more students, both on and off campus, increased levels of funding, and a growing recognition by the administration of the potential of ADF. A Brief History of ADF in the Department of Educational Psychology Statistics While the course in introductory statistics is not a specific IT course per se, it is a required research course. Historically, the course was originally developed in the early 1960s for delivery on the IBM 1500 system. Budget cuts in the early 1990s suggested a reduction in courses across the Faculty, including the statistics courses. The complete 3 credit graduate course was resurrected, polished, updated, and reconstructed using Authorware. It is delivered via CD-ROM with a unique twist. All student data tracking is done via the WWW, meaning of course that delivery can take place anywhere in the world. There is even a facility to update the user with any modules that have been changed since the CD was shipped. Introduction to WWW Around 1996, and effort was made by Professor Montgomerie and graduate student to develop a course whose content is the Internet and the WWW and to deliver the course on the WWW. This course 'broke the ice' and encouraged others to participate. At the same time, the Faculty decided to follow the recommendation to bring the main IT players together in the same office area, regardless of home departmental affiliation. Additional Key Developments In 1997, a formal reconfiguration of the Masters program was undertaken. In 1997, work began on developing the course on EDIT 571, Introduction to Educational Technology and Communication for webbased delivery, which we call Web-Based Instruction (WBI). This course, as well as two undergraduate courses in IT were funded in part by the University and in part by a special funding mechanism established by the provincial government to stimulate increased access to education on the part of the citizens of the province. In 1998, partial funding was received to create three more core courses in the Masters in IT program; EDIT 568, 572 and 573. These courses have been developed and piloted at least once at the time of this writing. Issues Considered Along the Way This forum will provide insight into some of the issues listed below along with opportunity for the audience to discuss and network. What are ADFs and which are useful for our purpose There are numerous applications and variations of the term ADFs. In general, we mean any instructional alternative to conventional lecture-seminar format. In contrast, distributed education means delivery to both on and off-campus students. Should the course formats be different for these two groups Given that the Masters degree uses the content of IT, both the content and the methodology need to be discussed, demonstrated and practiced. To what extent should the entirety of the courses be placed in ADF What is gained and what is lost by moving entire courses to ADF What is the role of F2F in the delivery of instruction Given that there will be an on-campus group as well as an off-campus group, how should any differences in opportunities be resolved Should all learning activities be placed in ADF, for example, does the technology allow for effective dialogue and debate 2
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Designing an Interactive Learning E
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develop an educationally meaningful
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Global Educational Multimedia Serve
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Using Computer Imagery and Visualis
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Discussion Forums and Peer Review F
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Languages and Statistics: Solutions
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Kelly and Leckbee (1998) indicate,
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A Wide Array of Uses: Inquiry and I
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Effects of Question-Based Learning
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The EFFECTS of TRAINGING METHOD on
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prototype for futuristic learning e
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Designing a Course Web-Site to Supp
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Learning in Safety and Comfort: Tow
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Page 169 and 170: Conclusion The project is still und
Page 171 and 172: An Investigation into Faculty Attit
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ED-MEDIA 1999 Proceedings Book - Association for the ...

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