Teacher Education Programs Delivered in Whole or in Part Through Distance Education

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Sydney Taylor
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1 Teacher Education Programs Delivered in Whole or in Part Through Distance Education Specifications Given that professional education programs are increasingly offered (in part or in whole) through distance education, the Comité d agrément des programmes de formation à l enseignement (CAPFE) believes that it is useful, pertinent and necessary to identify specific information or elements to be considered when assessing any teacher training program that a Québec university wishes to deliver in this way. This is in addition to the other criteria developed by CAPFE, particularly program compliance with the ministerial orientations and professional competency development. These elements are based on those developed by organizations offering this type of education. Specific Elements Program Management 1. Research on distance education Describe how the research findings on distance education have influenced program design, configuration and implementation

considered when assessing any teacher training program that a Québec university wishes to deliver in this way.

2 Teacher Education Programs Offered via Distance Education page 2 2. General program management Describe the university s vision of distance learning and its commitment to this type of education. This vision must take into account the university s mission and general objectives Specify the means used to evaluate program implementation and deployment Describe how program coordinators will gather feedback, comments and suggestions from students during the program evaluation process Describe how program coordinators will gather feedback from professors, lecturers and other members of the teaching team, as well as their comments and suggestions during the program evaluation process Educational Approach 3. Course design Make sure the learning model is based on recent pedagogical design theories 4. The ratio of distance education to classroom training Justify the ratio of learning activities delivered via distance education to those offered in the classroom and to hybrid activities (a combination of both types of delivery) Describe the range of learning activities proposed to students Explain this choice with respect to the development of professional competencies If an intensive session of classroom training is planned, explain the objectives and how the session will be carried out 5. The learning community Describe your vision of the learning community, as it applies to the entire program Describe the activities or means used to create and maintain a learning community in each course: between students and the members of the teaching team between fellow students enrolled in the program between students and the school Describe student participation in an existing learning community Describe student supervision by the teaching team

gather feedback, comments and suggestions from students during the program evaluation process Describe how program coordinators will gather feedback from professors, lecturers and other members of

3 Teacher Education Programs Offered via Distance Education page 3 6. Development of professional identity Describe the activities or means used to promote development and consolidation of the student s professional identity Technological Considerations 7. Identity security Describe the activities or methods used to ensure that the student who is enrolled in the program is the one actually carrying out the learning activities, especially the assignments and the exams 8. Computer platform Describe the program s computer platform Describe the troubleshooting services offered to students and members of the teaching team Describe the possibilities for one-on-one interaction for learning purposes 9. Equipment and software Describe the methods used to ensure that the university has adapted, highperformance hardware and software (asynchronous and synchronous) that allows students to complete the program without incident Describe the technical assistance and support service for dealing with breakdowns, solving problems involving software use and ensuring regular site availability Describe the means used to ensure that the members of the teaching team are well versed in the technology and educational approach used Teaching Team 10. Expertise of the teaching team Describe the expertise and experience of the members of the teaching team (professors, lecturers, practicum supervisors, cooperating teachers) with distance education (teaching, evaluation) Describe the means used to allow members of the teaching team to adapt their teaching to the requirements of distance education Describe how members of the teaching team will be evaluated in this type of educational environment

Identity security Describe the activities or methods used to ensure that the student who is enrolled in the program is the one actually carrying out the learning activities, especially the

4 Teacher Education Programs Offered via Distance Education page 4 Student Services 11. Student services Describe the orientation session at the beginning of the program Describe the services offered to students (library and educational software services, assistance in the language of instruction, mathematics, science, etc.) Describe the special services offered to students with disabilities Describe the means used to inform future students about the technologies that will be used and the type of technological skills that will be required of them 12. Other aspects Include here any other element or information that could help with the assessment of a program delivered in part or in whole via distance education Note: This list is not exhaustive. As programs are submitted, CAPFE may identify other criteria it deems important and add them to this list after consultation with the universities.

5 Teacher Education Programs Offered via Distance Education page 5 References Campus Alberta Quality Control < < Norwegian Association for Distance Education Quality Standards, < Ontario College of Teachers Synopsis of College Research: Distance Education in Ontario Programs of Professional Education, Toronto: College, May South Africa Institute for Distance Education Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa, s. l., NADEOSA, s. d. Western Cooperative for Educational Telecommunications < Approved by CAPFE: November 28, 2007 CAPFE.Formation à distance.criteres.eng.doc

com> Ontario College of Teachers Synopsis of College Research: Distance Education in Ontario Programs of Professional Education, Toronto: College, May 2007.

Comité d agrément des programmes de formation à l enseignement. Guide to Writing Vocational Teacher Training Programs

Comité d agrément des programmes de formation à l enseignement Guide to Writing Vocational Teacher Training Programs Version : December 21, 2001 Table of Contents Introduction 1 1 General Presentation