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What they do is they start taking input for the course and start evaluating the content. Plus as the course progresses, they evaluate it along the way.
The team also makes use of both learner analysis and content analysis. More emphasis is put on online learning and giving students some grids to work with, that way they don’t have to run to places to take notes in a lecture.
The interface and rubric is not designed based solely on innovation, it is based on instruction design, best practices and research findings. The input they need to evaluate the course include (but are not limited to) atomization of the course and navigation of the course.
Sometime ago, with the approval of The U.S. Dept. of Education, state authorization was not given to distance learning programs, the idea was to uphold integrity regulation, and not to promote diploma mills.
But distance learning programs were suffering; online education had no authority to issue diploma, but things are getting better now as distance learning is no more a walk in the park, it requires hard work.
The team works with the administration; they give them goals regarding distance learning. For instance here at the school, President Bradley and the Dean of Extended Learning work in coordination to setup goals for this program.
The team needs to be on their toes, they have to know what’s going on in technology. For instance the polygraphic teacher will probably be available to distance leaners very soon, plus they need to know about the evolution of distance education – so a lot of research goes into their procedures. The team also offers faculty development and offers sessions of quality
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