Week 1 - Topics, Readings, Tasks

Topics 1. Origin of DE

2. Contextual factors influencing growth

3. Significant advances

4. Changes in conceptualization/practice

5. Defining DE: Constituent elements

Readings

Holmberg, B. (2005). Concepts and terminology - Student bodies. The evolution, principles, and practice

of distance education. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg (pp.

9-11). Available from http://www.box.com/shared/y97qyc7m0t

Garrison, D. R. & Cleveland-Innes, M. F. (2010). Foundations of distance education. In M. F. Cleveland-

Innes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a

new era (pp. 13-25). New York and London: Routledge.

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (Chapter 1,

pp. 1-22). USA: Wadsworth-Cengage Learning. [eReserves].

Peters, O. (2004). Growing importance of distance education in the world. In O. Peters, Distance

education in transition: New trends and challenges (4th edition) (pp. 13-24). Oldenburg, Germany: BIS-

Verlag der Carl von Ossietzky Universität Oldenburg. Available from

http://www.box.com/shared/5x3tpynqqf

RECOMMENDED READING

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (pp. 23-43).

USA: Wadsworth-Cengage Learning.

Tasks

LEARNING ACTIVITIES 1. Navigate classroom

2. Begin readings

3. Discuss posted questions in classroom

SKILL BUILDERS 1. Post biographies/profiles and complete pre-course survey

2. Complete Plagiarism (APA) tutorial and review and library research module

Week 2 - Topics, Readings, Tasks

Topics 1. DE as a "revolutionary" and divergent form of teaching and learning (Peters)

2. Industrialization/mass production

3. Contextual factors leading to development of DE

4. DE as a unique form of education

Read/Watch

Bernath, B., & Vidal, M. (2007). The theories and the theorists: Why theory is important for research.

Distance et saviors, 5(3), 427-458. Available from: http://www.box.com/s/fsgilnj1zxsnlbjqzi0b

Peters, O. (2011, December 2). Industrialization theory and distance education, Parts 1-4. [Video

interviews.] Haag, Germany. Available from:

Part 1: http://vimeo.com/33107755 (Transcript: http://www.box.com/s/76m3lv2baa3n63vm0bjn)

Part 2: http://vimeo.com/33523216 (Transcript: http://www.box.com/s/q3f6nuh98mtdydti8b92)

Part 3: http://vimeo.com/33525745 (Transcript: http://www.box.com/s/8jzx6qm65lgj8kt0aep7)

Part 4: http://vimeo.com/33109477 (Transcript: http://www.box.com/s/cnl0nmio1je707iaekmx)

Peters, O. (2010). The theory of the "most industrialized education". In O. Peters, Distance education in

transition: Developments and issues (5th edition) (pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl

von Ossietzky Universität Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct

Peters, O. (2010). The revolutionary impact of distance education. In O. Peters, Distance education in

transition: Developments and issues (5th edition) (pp. 43-56). Oldenburg, Germany: BIS-Verlag der Carl

von Ossietzky Universität Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct

RECOMMENDED READING

Peters, O. (2010). The iceberg has not yet melted: Further reflections on the concept of industrialization

and distance teaching. In O. Peters, Distance education in transition: Developments and issues (5th

edition) (pp. 33-42). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg.

Available from: http://www.box.com/s/ktx7ipccetotqrr11mct

Tasks

LEARNING ACTIVITIES 1. Continue with readings

2. Watch and discuss videos of interview with Otto Peters (Topic: DE as an industrialized form of teaching and learning)

3. Q&A with Distinguished Visiting Scholar (Professor Otto Peters)

4. Complete skill builder 3 (Twitter)

SKILL BUILDER 3

Join Twitter and follow our OMDE601 course, as well as a DE scholar. During the course, retweet at least

one article and/or tweet from the DE scholar.

Week 3 - Topics, Readings, Tasks

Topics 1. Orientation to the MDE program

2. How and why to build an e-portfolio

3. MDE E-portfolio requirements

4. E-portfolio best practices

Tasks

LEARNING ACTIVITIES 1. Continue with readings

2. Join the MDE Orientation classroom to learn about and discuss MDE e-portfolio requirements and platform options

3. Post e-portfolio best practices to class wiki

4. Begin the e-portfolio task (due at the end of next week)

GRADED ASSIGNMENTS 1. Submit 1st assignment: Write a brief (500 words) essay that identifies and quotes a definition of

DE that most closely matches your own and provide a rationale for the choice of author.

2. Choose a platform and set up personal e-portfolio and post reflections on first weeks of course.

SKILL BUILDER 4

Create a mind-map in a shared virtual space using key words from personal definition of DE.

Week 4 - Topics, Readings, Tasks

Topics 1. History and evolution of DE

2. Early forms of distance education (correspondence/ independent study)

3. Didactic conversation and the empathy approach

4. Asynchronous communication

5. Education for the masses: Democratization of education

6. Student-instructor interaction

7. The dual-mode institution

8. Major writers/theorists

Read/Watch

Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F.

Cleveland-Innes & D. R. Garrison, An introduction to distance education: Understanding teaching and

learning in a new era (pp. 46-66). New York and London: Routledge.

Holmberg, B. (2004, September). The empathy approach to distance education. [Lecture video].

Available from http://marconi.umuc.edu/ramgen/GSMT/omde/2004holmberg.rm (RealPlayer is needed

to play this file http://www.real.com/). Transcript: http://polaris.umuc.edu/mts/MDE/Holmberg-

transcript.doc

Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 13-36).

Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from

http://www.box.com/shared/y97qyc7m0t

RECOMMENDED READING

Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 37-88, 104-105).

Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from

http://www.box.com/shared/y97qyc7m0t

Tasks

LEARNING ACTIVITIES 1. Continue with readings

2. Discuss posted questions (early history and development)

3. Watch and discuss video on empathy from Börje Holmberg

4. Join group and choose a shared virtual space for the collaborative skill builder

GRADED ASSIGNMENT o Choose a platform and set up personal e-portfolio & post reflections on first weeks of course

o Post reflections on the early evolution of DE in e-portfolio

o Post the link to your e-portfolio (see description of e-portfolio task from Week 3 for more information): E-Portfolio Platform

SKILL BUILDER 5

Small group activity: Design a timeline grid in a shared virtual space that depicts the various dimensions

of the evolution of DE (theories, forms, technologies, writers) and begin to fill in with what is known

about the first wave of DE.

Week 5 - Topics, Readings, Tasks

Topics 1. Contextual factors leading to second wave

2. Rise of single mode institutions, open universities, and consortia

3. Systems approach

4. Theories and theorists: andragogy, constructivism, transactional distance

Read/Watch

Bates, A. W. (2011, November). The second wave of distance education and history of the Open

University United Kingdom [Online video]. Available from http://vimeo.com/32292234 (Transcript:

http://www.box.com/s/cvygk4334sub0i6atrn8)

Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th

conference on the International Council for Open and Distance Education, Birmingham, UK. Available

from http://www.box.com/s/ap4nq2zf1jujkyo65pz0

Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and

computer-mediated communication in distance education. The American Journal of Distance Education,

9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd

Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an

international perspective< (pp. 28-54). London & New York: RoutledgeFalmer.

Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R.

Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new

era (pp. 26-45). New York & London: Routledge.

Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters,

Distance education in transition: Developments and issues (5th edition) (pp. 57-81). Oldenburg,

Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from:

http://www.box.com/s/ktx7ipccetotqrr11mct

Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. Cleveland-Innes & D.

R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new

era (pp. 91-107). New York & London: Routledge.

RECOMMENDED READINGS

Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance

Learning, 2, 727-733. Available from: http://www.box.com/s/51sbixtccnccfxboh1uk

Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning (pp. 209-214).

USA: Wadsworth-Cengage Learning. [Reserved Readings.]

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA:

Wadsworth-Cengage Learning (pp. 45-71).

Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an

international perspective (pp. 183-240). London & New York: RoutledgeFalmer.

Rekkedal, T. (2012, January). Distance education researchers and research trends. [Video]. Available

from: http://vimeo.com/35560179

Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The

American Journal of Distance Education, 13(1), 60-75. Available from:

http://www.box.com/s/fsq1r8xmyd6ehqf8oq28

Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes &

D.R. Garrison, D. R. (Eds.), An introduction to distance education: Understanding teaching and learning

in a new era (pp. 113-114). New York & London: Routledge. Peters, O. (2004). Learning and teaching in

distance education: Analysis and interpretations from an international perspective (pp. 183-240).

London & New York: RoutledgeFalmer.

Tasks

LEARNING ACTIVITIES 1. Readings

2. Watch and discuss video from Tony Bates (Topic: emergence of the open university)

3. Begin work on second wave on revolutionary grid (small group)

SKILL BUILDER 6

Using the UMUC Library, research a topic that describes ones of the key influences, theories, or other

aspect of the second wave of DE (literature search). Choose 10 key articles with which to create a

bibliography. Post the topic and bibliography in APA format to your e-portfolio on a page called

"Resources," and to the classroom in a space marked for this purpose.

Week 6 - Topics, Readings, Tasks

Topics 1. Contextual factors leading to second wave

2. Rise of single mode institutions, open universities, and consortia

3. Systems approach

4. Theories and theorists: andragogy, constructivism, transactional distance

Read/Watch

Bates, A. W. (2011, November). The second wave of distance education and history of the Open

University United Kingdom [Online video]. Available from http://vimeo.com/32292234 (Transcript:

http://www.box.com/s/cvygk4334sub0i6atrn8)

Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th

conference on the International Council for Open and Distance Education, Birmingham, UK. Available

from http://www.box.com/s/ap4nq2zf1jujkyo65pz0

Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and

computer-mediated communication in distance education. The American Journal of Distance Education,

9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd

Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an

international perspective< (pp. 28-54). London & New York: RoutledgeFalmer.

Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R.

Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new

era (pp. 26-45). New York & London: Routledge.

Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters,

Distance education in transition: Developments and issues (5th edition) (pp. 57-81). Oldenburg,

Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from:

http://www.box.com/s/ktx7ipccetotqrr11mct

Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. Cleveland-Innes & D.

R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new

era (pp. 91-107). New York & London: Routledge.

RECOMMENDED READINGS

Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance

Learning, 2, 727-733. Available from: http://www.box.com/s/51sbixtccnccfxboh1uk

Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning (pp. 209-214).

USA: Wadsworth-Cengage Learning. [Reserved Readings.]

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA:

Wadsworth-Cengage Learning (pp. 45-71).

Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an

international perspective (pp. 183-240). London & New York: RoutledgeFalmer.

Rekkedal, T. (2012, January). Distance education researchers and research trends. [Video]. Available

from: http://vimeo.com/35560179

Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The

American Journal of Distance Education, 13(1), 60-75. Available from:

http://www.box.com/s/fsq1r8xmyd6ehqf8oq28

Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes &

D.R. Garrison, D. R. (Eds.), An introduction to distance education: Understanding teaching and learning

in a new era (pp. 113-114). New York & London: Routledge. Peters, O. (2004). Learning and teaching in

distance education: Analysis and interpretations from an international perspective (pp. 183-240).

London & New York: RoutledgeFalmer.

Tasks

LEARNING ACTIVITIES 1. Discuss posted questions in the classroom from Week 5

2. Q&A with Distinguished Visiting Scholar Alan Tait

3. Submit mid-term status report and self-assessment of skill builder (1-6) completion

SKILL BUILDER 7

Within your group, complete the evolutionary grid with what has been learned about the second wave

(systems approach/institutions) of DE.

Week 7 - Topics, Readings, Tasks

Topic

Institutional developments in the second wave of DE

Tasks

LEARNING ACTIVITIES 1. Continue to post in response to the Weeks 5 and 6 discussion questions

2. Write and post Assignment 2 (essay)

3. Post reflections to your learning journal

GRADED ASSIGNMENTS 1. Write an essay (5-6 pages/ 1250-1500 words) as follows: Choose two institutions or training

providers from two different countries—one from a developed country and one from a developing country. (Example institutions were provided during Week 5.) Compare and contrast the institutions on the following dimensions: mission and population served, history/reason for existence, values espoused/inherent to the institution, organization/systems of operation, model of teaching and learning, and technologies used. Make sure to address how practice is influenced by context for each of the organizations.

2. Post reflections on the second wave of DE evolution in your e-portfolio.

Week 8 - Topics, Readings, Tasks

Topics 1. Contextual factors leading to the third wave

2. New forms of teaching and learning afforded by the Internet

3. New uses of the Internet and other technologies

4. Theories and theorists: Communities of inquiry, equivalency of interaction

5. Changes in teaching and learning

6. Learner as constructer of knowledge

Read/Watch

Anderson, T. (2011, November). The third wave of distance education. [Online video]. Edmonton, AB,

Canada. Available from http://vimeo.com/32596395 (Transcript:

http://www.box.com/s/e8ylcfx3h6fjv4qim3px)

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction.

International Review of Research in Open and Distance Learning (IRRODL), 4 (2). Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view/149/230

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International

Review of Research in Online and Distance Learning (IRRODL), 12(3), 80-97. Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view/890

Garrison, R. (2009). Implications of online learning for the conceptual development and practice of

distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from

http://www.jofde.ca/index.php/jde/article/view/471/889

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:

Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105.

Retrieved from

http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf

Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters,

Distance education in transition: Developments and issues (5th edition) (pp. 141-153). Oldenburg,

Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from

http://www.box.com/shared/ktx7ipccetotqrr11mct

Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes &

D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a

new era (pp. 108-134). New York & London: Routledge.

Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An

introduction to distance education: Understanding teaching and learning in a new era (pp. 165-178).

New York & London: Routledge.

RECOMMENDED READINGS

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning, 3rd edition.

United States: Wadsworth-Cengage Learning. [Reserved Readings].

Morgan, T. (2011). Negotiating teaching presence: Implications for online teaching, course design, and

the Community of Inquiry Framework. CIDER Session. Athabasca University. Available from

http://cider.athabascau.ca/CIDERSessions/sessionarchive/

Peters, O. (2010). A pedagogical model for using virtual learning spaces. In O. Peters, Distance education

in transition: Developments and issues (5th edition) (pp. 119-139). Oldenburg, Germany: BIS-Verlag der

Carl von Ossietzky Universität Oldenburg. Available from

http://www.box.com/shared/ktx7ipccetotqrr11mct

Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.) (pp. 26-60). New

York & London: Routledge. [Reserved Readings].

Tasks

LEARNING ACTIVITIES 1. Readings

2. Discuss posted questions in classroom

3. Watch and discuss video interview with Terry Anderson (key influences and aspects of the third wave)

4. Begin work on the third wave in the (r)evolutionary grid (small group)

SKILL BUILDER 8

Choose one of the articles from the bibliography created in Week 5 about the second wave of DE, review

it, write a critical annotation, and share it with the class by posting it to the OMDE 601 Diigo group.

Week 9 - Topics, Readings, Tasks

Topics o Theories and theorists

o Changes in teaching and learning

o Learner as constructer of knowledge

Tasks

LEARNING ACTIVITIES o Discuss posted questions in classroom

GRADED ASSIGNMENT

Post reflections on the evolution of the third wave of DE in e-portfolio

SKILL BUILDER 9

In small groups, complete the revolutionary grid with what has been learned about the third wave

(internet/ web-based) of DE

Week 10 - Topics, Readings, Tasks

Topics 1. New developments in DE

a. Use of social media

b. Learning moving out of institutions

2. Theories and theorists: Connectivism and heutagogy

Read/Watch

Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging

technologies in distance education (pp. 23-40). Canada: Athabasca University Press. Retrieved from

http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010-

Emerging_Technologies_in_Distance_Education.pdf

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from

http://pandora.nla.gov.au/nph-

wb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Schwier, R. (2011). Connectivism. 30 minute video interview with George Siemens. Retrieved from

http://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism/

RECOMMENDED READINGS

Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved

from http://www.elearnspace.org/Articles/connectivism.htm

Tasks

LEARNING ACTIVITIES 1. Readings

2. Discuss posted questions in classroom

3. Watch and discuss video interview with George Siemens (Connectivism)

SKILL BUILDER

In your study group, complete the (r)evolutionary grid with what you have learned about current trends

in DE.

Week 11 - Topics, Readings, Tasks

Topic

Current trends and developments in DE (in Week 10 conference).

Tasks

LEARNING ACTIVITIES 1. Continue to post in response to the Week 10 discussion questions.

2. Write and post Assignment 3 (essay).

3. Post reflections to your learning journal.

GRADED ASSIGNMENTS 1. Write an essay (5-6 pages/ 1250-1500 words) as follows: Discuss how earlier distance education

theories such as transactional distance, andragogy, and/or industrialization have influenced current ways of understanding current DE practice. Alternatively, find and use at least 3 journal articles about connectivism, social presence, community of inquiry, or heutagogy. Explain the theory and its application within DE.

2. Post your reflections on current trends in DE and final reflections on your understanding of DE in e-portfolio.

Week 12 - Topics, Readings, Tasks

Topics 1. Evolution of the MDE in the context of the evolution of DE

2. Curriculum and career paths in the context of the future of DE

3. Predictions on the future of DE

Remember: This will be one of your final opportunities to improve your participation grade, so be sure

to take advantage of it by engaging in conversation about these topics.

Read/Watch

Bernath, U., & Rubin, E. (2003). The online master of distance education (MDE): Its history and

realization. In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and learning in an online master

program: A case study (pp. 9-50). Oldenburg: Bibliotheks- und Informationssystem der Universität

Oldenburg. Available from http://www.box.com/shared/2m5j941mub

Evans, T., & Pauling, B. (2010). The future of distance education. In M. F. Cleveland-Innes & D. R.

Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new

era (pp. 198-223). New York & London: Routledge.

Thornton, N. (2011). Reflecting on history and pondering the future of distance education. 45 minute

video interview with Tony Bates and Michael Simonson. Retrieved from

http://media.capella.edu/CourseMedia/ED5804/ReflectingOnHistory/index.htm

Tasks

LEARNING ACTIVITIES 1. Readings

2. Discuss posted questions in classroom

3. Watch and discuss video interview with Tony Bates and Michael Simonson

4. Discuss MDE curriculum paths and implications of path choices

5. Complete end-of-course survey and other housekeeping tasks

6. Complete Skill Builder status report for all skill builders and submit to Assignments area

SKILL BUILDER 11...AND SKILL BUILDER STATUS REPORT

Discuss and critique each other's DE (r)evolutionary grids. Tweet something.

Once you have completed this final skill builder, you should complete your Skill Builder status report and

self-evaluation of skill builder completion. Submit the completed status report to your Assignments area

Sunday, August 11.

GRADED ASSIGNMENT

Submit the link to your e-porfolio project to your Assignments area by Thursday, August 8.