Media Selection Matrix

Media Selection Matrix

http://www.outreach.psu.edu/de/id&d/media_selection_matrix.html

Media were first divided into three categories ("low tech," "medium tech," and "high tech"). When using the "Media Selection Matrix," one of these categories should be chosen first, based primarily on learners' anticipated access to and familiarity with distance education technologies.

"Low Tech" / "Medium Tech"
(would add...) / "High Tech"
(would add...)
-Paper (via surface mail)
-Video tape
-Audio tape
-E-mail
-LISTSERV postings
-Local resources (e.g. libraries, mentors, local faculty, etc.)
-Phone / -Audioconferencing
-Web-based resources (no plug-ins required)
-FTP
-Newsgroups
-Existing software
-Conference call (e.g. Edify)
-Fax
-Voice mail (e.g. Edify)
-Telnet / -2-way videoconferencing
-Satellite (1-way videoconf.)
-Desktop videoconferencing
-Web-based resources (w/plug-ins)
-Audiographics
-RealAudio
-RealVideo
-New software (e.g. multimedia apps)
-Computer conferencing
-Chats
-Web-based telephony
-Shared workspace
-Digital drawing pads
-Hand-held scanners

A Teacher's Guide to Distance Learning

http://fcit.coedu.usf.edu/distance/chap5.htm

Print
Textbooks
Study guides
Workbooks
Fax / Voice/Audio
Telephone
Voicemail
Audioconferences
Audiotape
Radio
Computer
E-mail
Web-based courses
Videoconferences
CD-ROM
Collaboration software / Video
Videotape
Satellite delivery
Microwave
Broadcast video
Desktop Video

Catalyst Teaching

http://catalyst.washington.edu/method/dltech_choices.html

When choosing technology, keep in mind your students' access to technology, your budget and time, and the goals of your course. Plan to provide the information in multiple formats if you have students with disabilities. Below is a list of technologies to choose from when creating and teaching your distance learning course. Each technology has an action plan with suggestions on how to implement the technology and some planning considerations which describe the advantages and disadvantages of each technology along with some ideas for implementing them.

Web page - A class Web site can be a great way to communicate information in a central location. You may easily update the material and incorporate text, images, interactive Web-based tools, and even video. While the other technologies on this page can stand alone, a course Web page can serve as a portal for the other technologies you use in your distance learning class. Action Plan | Planning Considerations

Print - Print is the most inexpensive and accessible medium for delivering distance learning course content. Distance learning students are comfortable with it, and it's portable. Action Plan | Planning Considerations
Course readings on the Web - Putting course readings on the Web affords students 24-hour access to course materials from any location with an Internet connection, and you can easily modify the reading list.
Action Plan | Planning Considerations

Images - Images can be extremely useful in communicating information that is difficult to explain using just text or audio. You can include images such as charts, graphs, photographs, and illustrations with your print materials, on your Web site, or in a video. Action Plan | Planning Considerations

Audio - Audio can add another dimension and variety to your distance learning course; you may also use the tone of your voice to emphasize certain points. Audio provides flexibility to busy students. There are a variety of fairly simple and inexpensive ways you can make sound a part of your distance learning course. Action Plan | Planning Considerations

Video - Video allows you to communicate to your distance learning students almost as if you were there in person. Using video conferencing, they can interact with you and--if you choose--with their classmates as well. Both learning goals and technical requirements must be taken into consideration when deciding whether to use video in your course. Action Plan | Planning Considerations

Online Discussion - An online message board is a great way for distance learning students to communicate with each other and you. A message board allows students to discuss course topics online, respond to each other's comments, and share ideas. As the message board administrator, you can designate the participants for your message board, suggest topics for discussion, and monitor the participation of individuals on the board. Action Plan | Planning Considerations

Peer Review - Using the Catalyst Peer Review Tool allows distance learning students to benefit from the knowledge of their peers and saves you time in providing feedback. Peer Review allows students to view the same online document and submit comments asynchronously. Setup is easy and comments are stored in chronological order until you remove them. Action Plan | Planning Considerations

E-submit - You can use Catalyst E-submit to allow your distance learning students to turn in files over the Web allowing you to give your students feedback quickly. Students can turn in files of all kinds including Word or text documents, PDFs, and HTML or image files. Action Plan | Planning Considerations

Global Distance Education Net

http://www1.worldbank.org/disted/Technology/technology.html

The communications between learners and instructors in distance education must be provided by technologies. There is a wide variety available. They include broadcast radio and television; audio- and videotapes; interactive audio and video teleconferencing; various computer and Internet technologies, and print technologies. Different devices may be used for courseware delivery and for interpersonal interaction, but the backbone technologies along which the signals travel are often the same. The Technology domain provides information about the varieties of each of these technologies, and describes their different strengths and weaknesses as vehicles for education.

Among features to be considered are the relative merits of recorded technologies for delivering presentations of subject matter and the merits of teleconferencing technologies for facilitating interaction between teachers and learners. Administrators and teachers have to consider the benefits of relatively high cost technologies such as broadcast television and interactive video compared with the lower costs of text, audio recording and telephone conferencing.

Mixtures of technologies will always produce better results than any single technology. Getting the optimum mixture though requires great skill and knowledge. Ultimately it depends more on the quality of course design and the quality of instruction than on technology itself.

Backbone Technologies

· Integrated services digital network (ISDN)

· Microwave

· Coaxial cable

· Communications satellites

· Fiber optics

· The Internet

Broadcast and Computer Based

· Radio

· Television

· Instructional television fixed service (ITFS)

· On-line databases and services

· Hypertext and the Web

· Multimedia

Interactive

· Postal correspondence

· Electronic mail

· Computer conferencing

· Multi-user object-oriented environments (MOOs)

· Audioconferencing

· Audiographic conferencing

· Videoconferencing

· Desktop multimedia conferencing

· Integrated Web environments

Print and Recorded

· Newspapers

· Textbooks

· Correspondence units or workbooks

· Study guides and course guides

· Audiocassettes

· Videocassettes

· Interactive videodisc

Distance Ed Clearinghouse

http://www.uwex.edu/disted/index.html

· Webconferencing

· Videoconferencing

· Audioconferencing

Researcher Sees a Big Role for Virtual Reality in Distance Education

By JEFFREY R. YOUNG

Jaron Lanier, the computer scientist who coined the term "virtual reality," says the technology he helped pioneer will, in the near future, become more prominent in distance education: Students in remote classrooms, for instance, might soon listen to lectures from life-size, three-dimensional images of professors who are hundreds of miles away. And the professors might see similar images of distant students raising their hands and asking questions....

http://chronicle.com/free/2001/12/2001122001u.htm