Teach_Beyond_Your_Reach_by_Robin_Neidorf.pdf

TEACH

BEYOND

YOUR

REACH

An Instructor’s Guide to Developing and Running

Successful DISTANCE LEARNING Classes,

Workshops, Training Sessions and More

Robin Neidorf

Medford, New Jersey

First Printing, 2006

Teach Beyond Your Reach: An Instructor’s Guide to Developing and Running

Successful Distance Learning Classes, Workshops, Training Sessions and More

electronic or mechanical means, including information storage and retrieval systems,

without permission in writing from the publisher, except by a reviewer, who may

quote brief passages in a review. Published by Information Today, Inc., 143 Old

Marlton Pike, Medford, New Jersey 08055.

Publisher’s Note: The author and publisher have taken care in the preparation of this

book but make no expressed or implied warranty of any kind and assume no respon-

sibility for errors or omissions. No liability is assumed for incidental or consequen-

tial damages in connection with or arising out of the use of the information or

programs contained herein.

Many of the designations used by manufacturers and sellers to distinguish their prod-

ucts are claimed as trademarks. Where those designations appear in this book and

Information Today, Inc. was aware of a trademark claim, the designations have been

printed with initial capital letters.

Library of Congress Cataloging-in-Publication Data

Neidorf, Robin.

Teach beyond your reach : an instructor’s guide to developing and running

successful distance learning classes, workshops, training sessions and more /

Robin Neidorf.

p. cm.

Includes bibliographical references and index.

ISBN 0-910965-73-0

1. Distance education. 2. Teacher-student relationships. I. Title.

LC5800.N45 2006

371.35--dc22

2006006263

Printed and bound in the United States of America

President and CEO: Thomas H. Hogan, Sr.

Editor-in-Chief and Publisher: John B. Bryans

Managing Editor: Amy M. Reeve

VP Graphics and Production: M. Heide Dengler

Book Designer: Kara Mia Jalkowski

Cover Designer: Michele Quinn

Copyeditor: Bonnie Freeman

Proofreader: Barbara Brynko

Indexer: Sharon Hughes

Contents

Figures, Tables, and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . .ix

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi

Introduction: Those Who Can, Teach . . . . . . . . . . . . . . . . . . . . . . 1

Becoming a Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Why Write This Book? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

My Experiences with Distance Learning . . . . . . . . . . . . . . . . . . . . . . . . 3

But What Exactly Is Distance Learning? . . . . . . . . . . . . . . . . . . . . . . . . . 5

Who Should Read This Book? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Sidebar: Different Types of Readers: How to

Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

How This Book Is Organized . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Content Overview: It’s All About Interaction . . . . . . . . . . . . . . . . . . . 11

Those Who Can, Teach … Beyond Their Reach . . . . . . . . . . . . . . . . . 15

Chapter 1: New Tools of the Trade . . . . . . . . . . . . . . . . . . . . . . . .17

Least-Complex Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Sidebar: A Quick View of Snail Mail . . . . . . . . . . . . . . . . . . . . . . . . 20

Sidebar: A Quick View of E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Sidebar: A Quick View of Teleconferencing . . . . . . . . . . . . . . . . . . 22

Sidebar: A Quick View of Synchronous Chat (IM) . . . . . . . . . . . . 23

Midrange Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Sidebar: A Quick View of Asynchronous Discussion . . . . . . . . . . 28

Sidebar: A Quick View of Videoconferencing . . . . . . . . . . . . . . . . 29

Most-Complex Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Sidebar: A Quick View of Multimedia . . . . . . . . . . . . . . . . . . . . . . . 31

Sidebar: A Quick View of Proprietary Web Course

Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

iii

iv Teach Beyond Your Reach

Sidebar: A Quick View of Open-Source Web-Based

Course Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Sidebar: A Quick View of Collaborative Online

Workspace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Flexible Combinations—Blended Learning . . . . . . . . . . . . . . . . . . . . 35

Right Tool, Right Place—A Few Sample Approaches . . . . . . . . . . . . 37

Sidebar: Distance-Learning Tools—Do’s and Don’ts . . . . . . . . . . 40

What If You Don’t Have a Choice? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

A View into the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Chapter 2: What to Expect When

You’re Expecting Students . . . . . . . . . . . . . . . . . . . . 47

Understanding Adult Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Attitudes Toward Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Sidebar: Confidence Strength Training . . . . . . . . . . . . . . . . . . . . . . 52

Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Sidebar: Three’s the Charm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Generational Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

The Endgame: Motivation and Learner-Centered

Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Adult Learners Need … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Sidebar: Not Working with Adults? . . . . . . . . . . . . . . . . . . . . . . . . . 66

Now Let’s Build a Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Chapter 3: Content, Part I:

Instructional Design . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

What Is Instructional Design? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Sidebar: Getting the Most Benefit from an

Instructional Designer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

General Instructional Design Principles . . . . . . . . . . . . . . . . . . . . . . . 71

Sidebar: Words to Use in Learning Objectives . . . . . . . . . . . . . . . 74

Sidebar: How Many Objectives? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Distance-Learning Design Particulars . . . . . . . . . . . . . . . . . . . . . . . . . 80

Putting the “Process” in the Design Process . . . . . . . . . . . . . . . . . . . . 84

Crafting a Topic Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

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