Chapter 4: Technologies, and the Internet and Distance Education

• MPG Files (Podcasting). An .mpg audio file, often called an educational podcast, is usually a prerecorded single-concept lesson, normally audio only, but sometimes with accompanying still or motion visuals (Simonson, 2007).
• Two-Way Video/Audio Classrooms. Video-based distance education requires a classroom or studio that is equipped with the technology needed for recording and displaying video and listening to sound. Initially, studios were used as distance education classrooms. Then, as distance education became more widespread, regular classrooms were converted into distance education receive and send sites.
• Telecommunications means to communicate at a distance, telecommunications technologies are electronic methods used to connect the instructor, students, and resources.
• There are four categories of desktop audio/video systems: analog, high speed, medium speed, and low speed.
• Analog systems use existing telephone wiring in buildings, commonly called twisted pair wires. Analog systems are limited to a campus, or a building, which significantly reduces this application in distance education.
• High-speed videoconferencing sends video at millions of bits per second. Even at this high rate, the video signal is compressed using a compression protocol such as MPEG or motion JPEG. The H.310 protocol is used for high-speed desktop videoconferencing. Currently, high-speed videoconferencing is used primarily with dedicated networks within individual schools or businesses.
• Medium-speed desktop videoconferencing is currently the primary approach used today. This type of desktop video transmits at speeds of 128,000 or 256,000 bits per second. The video signal is compressed so it can be transmitted over the Internet (H.323 protocol). There are both hardware and software methods to compress and decompress the video signal. Since the Internet is used, medium-speed systems have considerable promise for distance education.
• Low-speed desktop video includes all systems that transmit at speeds lower than 56,000 bits per second (56 kbps). This category permits conferencing using the Internet and modems at speeds of 28.8 kbps. A V32 model modem with v.80 extension is generally what is needed for low-speed desktop video.
• Step # 1: Assess available instructional technologies. Instructional technologies can be organized into two categories: telecommunications technologies and instructional technologies.
• Step # 2: Determine the learning outcomes. Learning outcomes are those observable, measurable behaviors that are a consequence of online instruction. When learning activities are designed it is important that some expectations for students be identified in order to guide the selection of appropriate technologies.
• Step #3: Identify learning experiences and match each to the most appropriate available technology.
  Usually, the content of a course is divided into modules or units. Traditionally, a module requires about 3 hours of face-to-face instruction and 6 hours of student study or preparation, and a three credit college course would have
  12 to 15 modules. In an online course, the classical approach of organizing content around teaching and study time is no longer relevant.
  Step #4: Preparing the learning experiences for online delivery. Basically, there are four strategies for organizing instruction for online delivery. They are (1) linear programmed instruction, (2) branched programmed instruction, (3) hyper-programmed instruction, and (4) student-programmed instruction.
   

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