OKLAHOMA STATE UNIVERSITY
College of Education
School of Teaching and Curriculum Leadership
Occupational Education Studies
Course Syllabus
OCED 5673 – Principles and Practices in Distance Learning
Summer, 2010
Instructor:
email:
Lynna J. Ausburn, Ph.D.
lausburn@cimtel.net (home)
lynna.ausburn@okstate.edu (office)
Office phone: (405) 744-8322
Home phone: (918) 243-5453
Personal Page Online: http://myprofile.cos.com/lausburn
NOTE: During the summer it is usually easier to reach me by phone at home. Please feel free to
call me at home if you need assistance.
Occupational Education Program Goals
 To strengthen research activities for improving practice in occupational education
 To provide graduate programs that reflect transformative roles in occupational
education and the workplace
 To provide undergraduate program designed to prepare individuals for transformation
roles in occupational education
 To strengthen leadership and outreach services to the field
 To expand activities in international occupational education professional
development
 To strengthen the cultural diversity of the program in Occupational Education Studies
Course Description
This course provides analysis and application of current research on the role and impact of
distance education, and the tools and strategies for its successful development and
implementation. The course includes analysis of learning theories, design principles, instructional
strategies, management approaches, and technologies for teaching and learning at distance. It
provides opportunities for research, analysis, and application of strategies, models, and
technologies to meet real-world distance education challenges and needs. The course is
designed and delivered using a set of teacher-friendly tools that course participants can readily
apply in your own instruction. This "modeling" approach is intended to encourage the use of
distance learning by teachers and trainers by providing knowledge and experience with
technology tools that are practical without undue expense, technology skills, or technical support.
Course emphasis is on mastery, synthesis, and direct application of sound distance
teaching/learning techniques for occupational, technical, workplace, and adult education
programs. You will demonstrate your knowledge and skills by engaging in research, discussion,
and dialogue concerning the course topics and by completing course assignments and projects.
Course participants will represent a wide diversity of educational contexts, services, and clients.
You are strongly encouraged to serve this diversity by focusing your project work on issues and
activities that have meaning and applicability in your personal work environment. You are also
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expected to include appropriate technologies in both your mastery of course content and the
planning and execution of your course projects.
Rationale for the Course
Keeping occupational, adult, and workplace education programs – and the workforce they create
– on the right side of the “digital divide” increasingly requires successful response to emerging
learner expectations and demands for learning at distance, away from the traditional 4-walls of an
instructor-centered classroom. Both instructor-guided and self-directed learning options that
capitalize on new communication technologies are experiencing exponential growth.
Individualized and customized learning options to meet just-in-time knowledge demands of
learners and workers are becoming mandatory components of successful occupational training
and the life-long learning demanded by a 21st century “knowledge industry” workforce.
This course provides graduate-level students with a critical analysis of the issues, impacts,
strategies, and technologies that are reshaping today’s learners and their learning needs in a
post-industrial global “information” culture and workplace.
Drawing on a range of interrelated knowledge bases and disciplines, the course gives students
opportunities to apply relevant data and theory to various aspects of distance education. The
knowledge, skills, and attitudes modeled in this course, and mastered by participants who
complete it successfully, are designed to contribute to three significant outcomes that raise the
quality of occupational education:
 strengthen professional practice in distance education,
 develop leadership capabilities in distance education, and
 encourage participation in distance education research.
Course Objectives
Students who complete this course successfully will:
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Summarize the historical development of distance learning and its related technologies.
Define key terminology used in distance teaching and learning.
Describe 4 key “models for learning” and the role of distance learning in each model.
Experience, analyze, and discuss current and emerging technologies for synchronous and
asynchronous distance learning and their impacts on learner demands and expectations.
Research, present, and discuss key research findings in distance teaching and learning.
Analyze key principles and strategies for successful distance learning design and delivery.
Analyze the role of individual learner differences in designing distance learning environments.
Analyze and discuss object-based instructional design, learning objects, and digital asset
management and their roles in facilitating distance education.
Analyze and discuss the key business strategies and models impacting the use and delivery
of distance learning in higher education.
Discuss the concepts of “communities of practice,” “learning communities,” and “bounded
communities” and how they apply to distance learning environments.
Discuss effective distance education facilities design, management, and instructional use.
Using the distance technologies of your team’s choice, develop and present a team project in
instructional design for at-distance instruction.
Using an Individual Learning Contract, complete and present an individualized project related
to distance teaching and learning.
Course Topics
Course assignments and discussions will focus on the following topics:
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History and development of distance teaching and learning
Current impacts of Internet on higher education
What makes a successful online student?
Learner differences and distance learning design
Business models impacting distance education (customer demographics, learner-as
customer, mass customizing, Return On Investment)
Time/Place models of learning and the roles of distance learning in each model
Synchronous and asynchronous distance learning strategies
Principles and guidelines for designing effective distance learning
Individual differences in learning strategies and their impacts on teaching at-distance
Tools and technologies for distance learning (including 2-way video, Internet course
sites, established Web-based tools, and emerging technologies such as virtual reality,
wikis, blogs, and pod casting)
Designing and using a broadcast studio for distance education
Issues for administrators, instructors, and learners in distance education
Style of Instruction
A variety of instructional styles and technologies suitable for inclusion in distance learning
programs are modeled in the delivery of this course. These include Internet and CD-ROM-based
instruction, technology-enhanced studio presentations, and online communications. In addition,
group discussions, research and analysis, small group team activities, and student presentations
using presentation and Internet technology are all required.
A major resource for this course is an online course site, located on the Internet at the OSU
Desire2Learn (D2L) online community site. This course site is used extensively during the course
for communication and instruction; you will be required to access and use this site frequently and
proficiently. Your instructor will help you enroll in the course online and show you how to use the
Internet site.
You will also be required to use the Internet for sharing information, posting assignments, and
participating in online discussions. Some of this will be done on D2L; some will be done on a
sample wikispace.
Please be assured that the Internet technology required in this course is very straightforward and
easy to use. You will receive the necessary instruction and technical assistance to ensure your
success in using this distance technology.
General Course Requirements and Expectations
General course requirements and expectations include:
 Regular attendance and active participation
 Interchange and sharing of diverse professional experience and expertise relevant to
the course content and concepts
 Emphasis on synthesis and application of course knowledge, skills, and concepts
 Completion of all activities, projects, and assignments by the designated due dates
and developed within general guidelines and standards supplied by instructor
 Individual flexibility and personal negotiation with instructor in developing Learning
Contracts for projects to ensure each is meaningful and useful in the context of
individual participants’ “real-world” needs and interests
 Preparation for class sessions as directed by instructor
 Access to, and use of Internet, as directed by instructor
 Use of appropriate technology in preparation and presentation of course projects and
assignments
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University Policies
The following university policies apply in this course:
Academic dishonest or misconduct: University policies will be followed. Please refer to the
University catalog for a detailed description of these policies.
A note about academic integrity and plagiarism: Academic integrity is extremely important at OSU
and in the OCED Studies program. Plagiarism of any sort is a serious violation of academic
integrity and represents serious academic misconduct. Plagiarism is the copying of someone
else’s work and representing it as your own. Plagiarism is stealing! Plagiarism includes failure to
give proper citation and referencing credit to another author, so be sure you understand how and
when to cite a source using APA guidelines, format, and style. Plagiarism also includes copying
the work of anyone else, including your classmates, from any source (journal, book, Internet,
notes, unpublished manuscripts, class assignments, etc.) and passing it off as your own work.
Plagiarism of various types is increasing in colleges and universities. It is a violation of OSU and
OCED policies and will be dealt with harshly if discovered in this class.
Dropping or Withdrawing from a course: Please be sure you understand the difference
between these options and the current University timetable before you take any action, or ask me
for a copy of current timetables.
Special accommodations: According to the ADA, it is the responsibility of each student with a
disability to notify the University of his/her disability and to request accommodation. If you feel
you have a qualified disability and need special accommodation, please notify me and then
request verification of eligibility for accommodation from the Office of Student Disability Services,
326 Student Union. Please advise me of such disability and desired accommodation before,
during, or immediately after the first scheduled class period.
Course Assessment: Projects and Assignments
General Information
This course emphasizes not simple acquisition of facts and theories, but the application of
information and concepts studied in class and through your independent study and research
activities.
You can expect to complete several general assignments designed to help you acquire the
knowledge and skills needed to support and facilitate effective distance teaching and learning.
You will also do a highly individualized course project that demonstrates your grasp of course
concepts through their direct application to your “real world” distance learning activities. Your
individual project will serve as your major course assignment. It will be completed in accord with a
personal Learning Contract negotiated between us.
Since you have different distance learning needs and challenges in your “real-world” work and
responsibilities, it follows that you will also have different interests for your personal class project.
While your project will be subject to a set of general guidelines and standards, you will have a
great deal of flexibility in developing a distance learning activity that is meaningful to you.
For all assignments, I want you to do things that have value to you in the context of your reality.
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You will be encountering and using a considerable variety of learning resources as the course
unfolds. You’ll leave the course with access to a collection of resources that I hope you will find
useful and intriguing for some time.
Class Preparation & Contribution (10 points available)
I expect you to attend class meetings, to come to classes well prepared to engage each other –
and me – in lively dialogue, and to actively participate in each class meeting’s discussions and
activities.
We will spend in-class time discussing, analyzing, and applying information and concepts. To
prepare for this, I expect you to review all assigned resources (chapters in text, handouts,
assigned readings, Internet sites and activities, etc.) before each class and come well prepared to
participate actively.
Since you will be learning from each other as well as from me, absence from class meetings
means a significant loss of learning opportunity. However, I realize that busy adults have many
obligations and responsibilities, so if you encounter an attendance problem, please contact me to
make suitable arrangements.
Online Work and Assignments (20 points available)
You will receive several online, Internet-based assignments and activities during the course.
These may include online research, and exploration completion of online instructional programs,
submission of online activities, and posting of information at your own online personal site. These
will include:
Online “quiz” (just to practice of this technology) on history
of distance learning
Online discussions of Horton book
Online discussions on wikispace
Online discussion of journal article postings
Online survey on distance learning tools
2 points
5 points
5 points
5 points
3 points
You will receive complete instructions for completing and submitting these Internet-based
activities as they come due. If you need assistance with any technical aspects of this work,
please be assured that all necessary help will be available to you.
Research Report (Journal Article) (10 points available)
Because distance learning is a constantly and rapidly evolving field, keeping up with current
issues and trends requires a commitment to on-going review of the professional literature. One of
your course requirements is to read and report on a current article relating to any distance
learning issue or technique that interests you. Please focus your research on current issues and
information.
Feel free to do your research either in professional journals or on the Internet. Also feel free to
choose distance learning topics that are relevant to your personal needs and interests.
You will receive instructions for reporting your research finding.
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Team Distance Education Design Project (20 points available)
You will participate as a team member in a project applying the principles of sound distance
instruction to the design of a mini-course for ad-distance delivery. Your team will complete this
project by working together at distance and will then present the results of your work to your
classmates.
Contracted Distance Learning Project (25 points available)
You will negotiate with me to identify your major course project work. The instrument for this
negotiation will be a personal Learning Contract.
Your major project will be completed in accordance with your negotiated personal Learning
Contract.
We will work together to negotiate a project that meet both our expectations. Your Learning
Contract will set out precisely what you will do for your project work. Your contract will include:
 A title and general description of your project, and
 A list of your project products or deliverables.
(NOTE: A copy of the course Learning Contract form is posted on the course D2L site)
Distance Learning Resources Portfolio (15 points available)
In this portfolio, you will collect what you feel to be the most valuable resources in distance
learning that you locate during this course. Your portfolio will both represent your efforts and your
learning during the course AND serve as your personal resource collection for use in developing
distance learning projects after you complete the course. Your portfolio can contain any
resources you locate during the course: class materials, articles from any source, Web sites and
materials, etc. Please make your portfolio YOURS; it should represent resources YOU feel will be
valuable to YOU as a future developer of distance learning environments.
If you find good resources that you would like to share with your classmates, please do so. This
portfolio collection activity is NOT competitive. Its purpose is to help everyone learn as much as
possible about distance learning and have opportunity to see as many resources as possible.
Sharing of good resources is not only permitted, it is ENCOURAGED.
Assessment Point Values and Grading Scale
Class preparation & contribution
Online Work
Research Report (Journal Article)
Team course design project
Learning Contract Project
Distance Learning Resources Portfolio
10 points
20 points
10 points
20 points
25 points
15 points
TOTAL 100 points
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Grading Scale
Grade
A
B
C
D
F
92 – 100 points
82 – 91 points
72 – 81 points
62 – 71 points
Below 62 points
Please don’t hesitate to visit with me at any time is you have questions or
concerns.
Thank you for taking my Principles of Distance Learning course. I hope you
enjoy the experience and discover some new ideas for teaching and
learning at-distance.
Dr. Lynna Ausburn
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