Distance Learning

Definitions and Perceptions of Distance Learning: Group 2

• It is a method of educating by electronic means like fax, telephone, computers.
• It expands the boundaries of the classroom.
• It is almost anything that effects your class.
• It gives students the opportunity to taste (experience) things they couldn't taste before.
• University level model is an example, using telecommunications to pull in students from remote areas.
• It joins different cultures and provides new paradigms for teachers.
• Many teachers discuss distance learning but don't understand the Internet.

Ideas about Distance Learning and KIDLINK

• Develops opportunities and tools for students to learn from each other. They can become experts on a subject and use whatever means are available including but not limited to KIDPROJ and KIDFORUM.
• KIDLINK should offer a variety of "participation level" projects so that new users aren't frustrated by the complexity and experienced users aren't bored by the simplicity.
• It would be nice to have tutorial files available to send out to mew users.
• KIDLINK should be content oriented, well developed, educational and have ongoing teacher discussions.
• IRC and e-mail can be used for guest speakers and mentors.
• Foreign languages could be taught through distance learning opportunities provided by KIDLINK.
• Use KIDLINK to match classes with common interests. Teachers would take a piece of their curriculum and connect with one or more classes. Teachers would record the project plans so that they could be stored and accessed for future KIDLINK use.
• Upgrading KIDLINK may enrich distance learning
  • Acquire a 'real audio' server so that students could hear a language without needing to download the files.
  • Provide capability for 'video on demand'
  • Provide interactive pages for the WWW
  • Discuss with teachers (on KIDLEADER for example) the use and application of Hyper Studio. Hyper Studio 3.0 is a cross platform application. Pictures can be downloaded from the WWW. It has audio/video input capabilities, stacks could be sent via e-mail; stacks are interactive on the WWW.
• Virtual Field Trips to learn more about an area - David's example -Field Trip to the Negev Desert
  • Actual online, real time simulations
  • Incorporate still pictures and videos (example: video cameras set up at several points in the area that can be controlled remotely by students.
  • sample activity: Student takes a thermometer, pushes it 10cm into the ground and gets an actual readout of the temperature from the meteorological station connected to the computer.

I 'pinched' this image of the desert from Hannah and she doesn't even know it. I promise never to do it again unless I have the chance! ;-)

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Patricia A. Weeg

pweeg@shore.intercom.net

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