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Jul 31, 2008

I hail from the most beautiful city of Nepal-Pokhara. I was born and brought up there. Completed my school level education and college education as well. As soon as I completed my Bachelor's Degree from Prithwin Narayan campus I joined Tribhuwan Univrsity, Kirtipur Kathmandu. Having no definite idea about my career I became a secondary level English language teacher.Till this time I did not have any imagingation to join government office. But by chance, I prefere to say by accident I joined government office as an Instructor. Had the service commission of Trubhuwan University passed me the interview of Lecturer I would't be as I am now. I enjoyed being primary school teacher trainer. Then I was transferred to the Curriculum Development Centre, Sanothimi, Bhaktpur. I am still working for the CDC as a Curriculum Officer. During the period I visited the United States of America in course of participating IVL Program. This program was jointly organized by the Department of States and Education. I visited an array of Elementary, Middle and High Schools both private and public.

Jul 6, 2008

Article on 'Distance Education;

What is Distance Education?
Distance education is any learning experience that occurs when learner and instructor are separated by time and space. Most learning already occurs at a distance. As we read books, observe art, listen to music, view a play, movie or television program we are learning from a remote author, actress, composer, or artist. We do not consider this learning experience in the same manner in which we think of traditional institutional learning with an instructor, students, and a classroom. It is the later that is under pressure for change and the former that offers a solution.
An explosion of technology, research, information, and a global economy with global intellectual competition place ever increasing demands on our institutional learning model. Concurrently purchasers of learning, parents, taxpayers, and industry and governmental leaders, demand greater efficiency and higher standards of achievement. An additional demand is to produce a graduate who will become an intellectual worker in tomorrows’ economy. A worker who is a, self-directed, independent life-long learner capable of critical thinking and independent action is desired.
Technology, which is a major source of demands placed on institutional learning, offers solutions to its problems. Technology enhanced learning environments will become common place for both traditional and distant students. Technology enhanced distance education places a student in an environment similar to their future habitat as an intellectual worker in the 21st century. They learn to use technology to seek, structure, interpret, and assimilate information. Information is presented in all forms including direct lecture, media enhanced lecture, conferencing, books, papers, videos, and simulations. In short, technology enhanced distance education can use all forms of media and information transfer methods.
Distance education can provide far more students with an opportunity for quality education. Likewise authors, instructors, media specialists, publishers, and institutions that provide these opportunities will have greater recognition, increased stature, and financial rewards.
Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets. Many educational institutions are answering this challenge by developing distance education programs. At its most basic level, distance education takes place when a teacher and student(s) are physically separated and technology (i.e., voice, video, data, communications, and print is used to bridge the instructional gap. These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment, their homes, or libraries.

When Is Distance Education Effective?
"Many educators ask if distant students learn as much as students receiving traditional face-to-face instruction. Research comparing distance education to traditional face-to-face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction "…when the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and when there is timely teacher-to- student feedback" (see Moore & Thompson, 1990; Verduin & Clark, 1991).
Teams of media specialists, content experts, editors, writers, instructional designers and software engineers are currently working to develop distance courses across the country. The combined efforts of these teams produce a high quality learning environment often superior to the classroom experience. Editors and peers review materials and provide feedback to improve quality.
For successful experiences, technology must be easily accessible by teachers and students. VCRs, televisions, and phones are commonplace in most households. If multi-media computers with CDs, speakers, and Internet access are required of all students and faculty, then that technology is also available.
The needs of learners and different learning styles must also be addressed. For example, auditory learners cannot succeed when provided only with print media and Internet documents without voice, video, or multiple media presentations.
Distance Education is continually evolving. As more funds are applied to developing courses and materials, the instructional delivery continues to improve. Another key factor is the Internet. The Internet provides resources to distance students once only available in libraries and computer labs on campus. The Internet also is providing access to industry experts and specialists who, as mentors and guest presenters in conferences, provide real-world scenarios to enrich content and answer the big question of "why is this important?".

Traditional Classroom Vs. Distance Classroom
In a traditional classroom, instructors are in control of the learning environment. The Instructor controls the speed, sequence, and progression. Communication is often linear, one-way, one-dimensional, and static. Although the traditional lecture is cost effective for faculty, most are considered ineffective for student because they are not actively learning. The traditional lecture "sage on the stage" role is changing.
In a technology enhanced distance classroom, the students are in control of the learning environment. The student controls the speed, sequence, and progression. Communication is non-linear, dynamic, and collaborative. A different role for faculty facilitating on-line courses and creating materials has evolved. Scaling up the potential, including distant student’s option of anytime anywhere learning is changing not only the quality of the course being delivered, but also the quantity of material being digested. The role of "guide on the slide" has not only changed the make-up of the course, it has altered the faculty activities in the development and implementation of course work. An analysis of time might show the largest shift occurring in the lecture to mentor relationship. Individual contact time increases dramatically.
How is Distance Education Delivered?

Wide ranges of technological options are currently available to the distance educator. They have commonly been placed into four major categories:

Print - is a foundational element of distance education programs and the basis from which all other delivery systems have evolved. Various print formats are available including: textbooks, periodicals, study guides, workbooks, lecture notes, course syllabi, and case studies. Print is also delivered via Electronic mail, fax, real-time computer conferencing, and World-Wide Web applications. Magazines, encyclopedias, reference books, and periodicals are also available on CD and the Internet.
Voice - Instructional audio tools include the interactive technologies of telephone, audio-conferencing, computer audio conferencing, and short-wave radio. Passive (i.e., one-way) audio tools include tapes, CD, Internet audio, and radio broadcast.
Video - Instructional video tools include still images such as slides, pre-produced moving images (e.g., film, videotape), and real-time moving images combined with audio-conferencing (one-way or two-way video with two-way audio). Multimedia presentations combine slides with video and voice and can be delivered on CD, DVD, or the Internet.
Data - Computers send and receive information electronically. For this reason, the term "data" is used to describe this broad category of instructional tools. Computer applications for distance education are varied and include:
Computer-assisted instruction (CAI) - (also called computer-based training CBT) uses the computer as a self-contained teaching machine to present individual lessons. Text combined with illustrations and interactivity are commonly used to present new concepts and provide drill and practice quizzes and tests.
Computer-managed instruction (CMI) - uses the computer to organize instruction and track student records and progress. The instruction itself need not be delivered via a computer, although CAI is often combined with CMI. Computer based testing and grade books are
Computer-mediated education (CME) - describes computer applications that facilitate the delivery of instruction. Tasks performed include publishing course syllabi and course information to the world wide web or to CD, student tracking, facilitating student interaction through email and computer conferencing, computer based testing with instant feedback and automated grading, grade book, course evaluation, and reporting.
Synchronous Vs Asynchronous
When considering conferencing, there are two types - synchronous or asynchronous. Why do conferencing at all? Conferencing dramatically improves learning both inside and outside the classroom. Synchronous means everyone is participating at the same time, such as a classroom affect.
Asynchronous provides participation at different times. Conferencing tools used in asynchronous learning include Email, Listservs, newsgroups, and On-line conferencing systems.
Asynchronous Web Conferencing allows for collaboration and rumination and can be implemented using e-mail, mailing lists, listservs, and Web forums.
Synchronous conferencing allows for real-time interaction and can be used to establish peer workgroups and virtual office hours.
Which Technology is Best?
Although technology plays a key role in the delivery of distance education, educators must remain focused on instructional outcomes, not the technology of delivery. The key to effective distance education is focusing on the needs of the learners, the requirements of the content, and the constraints faced by the teacher, before selecting a delivery system. Typically, this systematic approach will result in a mix of media, each serving a specific purpose.
For example:
Interactive audio or video conferencing can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent to incorporate guest’s speakers and content experts. Electronic whiteboards used with computer conferencing can provide a means of illustrating concepts and brainstorming sessions.
A strong print component can provide much of the basic instructional content in the form of a course text, as well as readings, the syllabus, and day-to-day schedule. This print component can be posted to a course web site (or placed onto a CD). The web URL is emailed to students who view and print the documents.
Computer conferencing or electronic mail can be used to send messages, assignment feedback, and other target communication to one or more class members. It can also be used to increase interaction among students. List serves and newsgroups can be used to send messages to all students,
Pre-recorded videotapes or CD can be used to present class lectures and visually oriented content. This is also an excellent and cost-effective way to incorporate guest speakers and experts.
Fax or Electronic Mail can be used to distribute assignments, last minute announcements, to receive student assignments, and to provide timely feedback.
Computer Based Testing and quizzes with pre and posttests can provide students with feedback on learning progress and provide measurement of meeting course objectives.
Student Tracking and Course Management systems can be used to facilitate the process, ease the grading and paperwork burden, email grades to students, and free up more time to communicate with students.

Using this integrated approach, the educator's task is to carefully select among the technological options. The goal is to build a mix of instructional media, meeting the needs of the learner in a manner that is instructionally effective, economically prudent, and widely available to the majority of students. The resulting course will be better than traditional and competitive course offerings.

Effective Distance Education
Without exception, effective distance education programs begin with careful planning and a focused understanding of course requirements and student needs. Appropriate technology can only be selected once these elements are understood in detail. Instructors and team members require training on available tools and technologies, and a working distance education team must be formed. There is no mystery to the way effective distance education programs develop. They don't happen spontaneously; they evolve through the hard work and dedicated efforts of many individuals and organizations. In fact, successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators.
Two commonly considered components of effective learning are student accomplishment and cost effectiveness. Development cost for media-enriched distance learning environments is higher than that of a normal classroom lecture. Competition will lead to classroom incorporation of distant learning methods and technologies.
Traditional market analysis provides a good foundation for defining how to choose the appropriate technology and learning environment.
Student - define the needs and demographics of the student - how old are they, what jobs do they hold, why do they need the course?
Market - Create an aggregate view of the students - how many, where are they located, cost of providing services
Competition - who is providing similar courses, what are the offering, and how is it being delivered?
Then answer the question: What can we provide that meets the needs of the student, can reach the target market, and is better than the competition?
Key Players in Distance Education
The following briefly describes the roles of these key players in the distance education enterprise and the challenges they face.
Students - Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Regardless of the educational context, the primary role of the student is to
learn. This is a daunting task under the best of circumstances, requiring motivation, planning, and an ability to analyze and apply the instructional content being taught. When instruction is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants.
Faculty - The success of any distance education effort rests squarely on the shoulders of the faculty. In a traditional classroom setting, the instructor's responsibility includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. For example, the instructor must:
Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact.
Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences.
Develop a working understanding of delivery technology, while remaining focused on their teaching role.
Function effectively as a skilled facilitator as well as content provider.
Facilitators - When classroom sites are utilized, the instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. When students provide their own sites, a facilitator becomes a guide on the side - answering common questions and providing encouragement. To be effective, a facilitator must understand the students being served and the instructor's expectations. Most importantly, the facilitator must be willing to follow the directive established by the teacher. Where budget and logistics permit, the role of on-site facilitators has increased even in classes in which they have little, if any, content expertise. At a minimum, they set up equipment, collect assignments, proctor tests, and act as the instructor's on-site eyes and ears.
Support Staff - These individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively. Most successful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, textbook ordering, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc.. Support personnel are truly the glue that keeps the distance education effort together and on track.
Administrators - Although administrators are typically influential in planning an institution's distance education program, they often lose contact or relinquish control to technical managers once the program is operational. Effective distance education administrators are more than idea people. They are consensus builders, decision-makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effectively deployed to further the institution's academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility.
Technical Support Staff - Because technical support staff are often in other departments or are contracted, they often overlooked as a key ingredient to any successful distance learning effort. They provide the answers to why the computer won't send email, or how to install a CD, or how to connect to a conference. Frustration is an inherent component of the continually evolving processes of technology. It is essential that faculty, students, administrators, and support staff recognize that distance technology is under construction and will not be a smooth, flawless process for some time to come. There will be delays, glitches, and loss of connections, communication interruptions, and often time-consuming repairs to software, hardware, and media equipment. When these occur, faculty, students, and support staff need someone to call. They require knowledgeable, efficient, customer-friendly support. When technical support become members of the development and delivery teams, they can also provide insight to what will work and what will be problematic.
Publishers- In an effort not to be phased out, publishers are beginning to provide enriched textbooks with CDs, websites, and even course management services. Independent publishers also produce videotapes, audiocassettes, CDs, and resource web sites. Instructors can work with publishers to produce course materials that can be appropriate not only for their course but for others, and thus obtain national recognition and monetary reward for their efforts.
Technology Experts -Technology experts are the architects and engineers who build and maintain the information highways, virtual classrooms, audio, video, data, and other distance delivery mechanisms. They are constantly implementing new technologies to provide faster delivery of higher-quality, visually stimulating content. Many Universities are just beginning to recognize the need for network managers, Information systems engineers, web masters, and programmers. These technology experts are essential to any successful distance learning effort.
Media Development Teams -Students require more than print they need media-enriched content. Media development teams consist of graphics artists, designers, audio and video technicians, instructional designers, programmers, instructors, and content experts. The team works together to produce media-enhanced learning experiences for students. The products produced can include illustrations, slide shows, computer presentations for distance delivery, web documents, web presentations, multimedia CDs, video tapes, audio tapes, audio CDs, books, workbooks, interactive exercises, games, and tests with illustrations, video clips, and audio clips.

How are Distance Learning Courses Created?
It has been stated time and time again in education that a good course introduction, like a good book, will contain the 5-W's and H (who, what, where, when, why, and how). From the instructional perspective the questions basically (in educational terms) mean:
course description
faculty
course focus
goals
objectives
schedules
text & references
evaluation procedures
"lectures," assignments, labs, etc.
The arrangement of this information on a homepage should be consistent for each course. Each department may select their format to present the information, but consistency is suggested. It isn't an impingement of academic freedom, but rather aids in development and focus for the students as well as the instructor.

WHO
Are the students?
Is/are the instructor(s)?
Will be the guest lectures?
Is the support staff?
Are the facilitators and mentors?
Provides technical support?
Provides equipment?
Provides software tools?

WHAT
Are the goals and objectives?
Topics will be taught?
Text and materials do I need?
Is expected of me?
Will I be doing in this course?
Equipment and technology do I need?

WHERE
Do I get the course materials?
Will I be taking the course?
Will I be taking the tests?
Will I obtain reference materials?
Will I access labs or special equipment?

WHY
Am I taking this course?
Is this course important?
Do I have to do the activities and projects?
Do I have to participate in discussion?
Is it being delivered at a distance?
Is this course better than others offered at another school or by another instructor?

HOW
Do I access the course materials?
Do I take tests and exams?
Are you going to grade?
Do I get extra credit?
Do I turn in assignments?
Do I ask questions?
Do I Work in teams on projects?
Much does it cost?

WHEN
Does the course begin and end?
Do I register?
Will you respond to my questions?
Are assignments due?
Are conferences held?
Do I take tests and exams?
Do I receive my grade?

References
http://www.olemiss.edu/depts/it/webproject/faq.html
http://www.ndsu.nodak.edu/instruct/wwwinstr/Home.html
http://www.bgsu.edu/departments/tcom/distance.html
Moore, M.G. & Thompson, M.M., with Quigley, A.B., Clark, G.C., & Goff, G.G. (1990). The effects of distance learning: A summary of the literature. Research Monograph No. 2. University Park, PA: The Pennsylvania State University, American
Center for the Study of Distance Education. (ED 330 321)
Verduin, J.R. & Clark, T.A. (1991). Distance education: The foundations of effective practice. San Francisco, CA: Jossey-Bass Publishers.
Willis, B. (1993). Distance education: A practical guide. Englewood Cliffs, NJ: Educational Technology Publications.

s'pore zoo

s'pore zoo
strolling to zoo

Standing inside the park

Standing inside the park
S'pore Botanical Garden

RELC-Singapore

RELC-Singapore
Posing in the Varandha

National costumes

National costumes
Luiteljee and me on the ocassion of the 40th anniversery of RELC, singapore

botanic garden

botanic garden
with friends but posing alone

Presentation

Presentation
Group work presentation