Topic: Defining Distance Education Date: 1980 Course/Subject: Distance Education Studies

Notes Main Idea The paper analyzes existing definitions of distance education and identifies six essential components that should be included in a comprehensive definition. The analysis covers different educational philosophies and institutional contexts for distance education.

Key Definitions and Theorists Holmberg's Definition

Distance education involves the separation of teacher and learner. Requires planned, structured learning materials and institutional support. French Law (Loi 71.556 du 12 juillet 1971)

Defines distance education as learning where the teacher is not physically present, except for occasional tasks. Moore's Definition

Highlights separation of teaching and learning behaviors. Emphasizes the use of technical media and the importance of two-way communication. Peters’ Definition

Describes distance education as an industrialized form of education. Incorporates principles like division of labor, mass production, and mechanization in the teaching process. Six Essential Components of Distance Education Separation of Teacher and Student

Physical and temporal separation in the teaching and learning process. Role of Educational Organization

Planning, preparing, and providing learning materials and support. Use of Technical Media

Communication between teacher and learner facilitated by print, radio, television, or computers. Provision of Two-Way Communication

Opportunities for dialogue between teacher and learner. Possibility of Occasional Seminars

Allowing for some face-to-face interaction for didactic or social purposes. Participation in an Industrialized Form of Education

Incorporates aspects of industrial processes in the delivery of education, such as standardized materials and automated communication. Analysis and Discussion Educational Contexts and Models

Different definitions cater to various levels and types of education (e.g., correspondence, open learning, external studies). Theoretical frameworks like Peters' focus on the structural separation and mechanization of distance education. Challenges and Misconceptions

Confusion over terminology, such as correspondence study vs. distance education. Misunderstanding of the relationship between traditional and distance education models. Proposed Solution

The term 'distance education' is suggested as the most suitable to encompass various forms and philosophies of education that involve separation of teacher and learner. Implications The need for clarity in defining distance education for consistent policy development and theoretical analysis. Importance of recognizing the distinct nature of distance education as an industrialized form of learning. Questions/Cues What are the key differences between Holmberg’s and Peters’ definitions of distance education? How does Keegan's six-component framework help in distinguishing distance education from other forms of non-traditional education? Why is Peters’ view on industrialization important in understanding distance education? Summary The paper provides a detailed analysis of distance education by examining prominent definitions and proposing a comprehensive framework. Keegan emphasizes the industrialized nature of distance education and the necessity for clear terminology to distinguish it from other educational forms.

Reference Keegan, D. J. (1980). On defining distance education. Distance Education, 1(1), 13-36.

Résumé de la vidéo [00:00:11][^1^][1] - [00:48:05][^2^][2]:

Cette vidéo présente des activités intellectuelles pour les jeunes enfants, en utilisant des jeux et des exercices pour évaluer leur compréhension des concepts de taille, de quantité et de conservation des liquides.

Points forts : + [00:00:11][^3^][3] Introduction et jeu des îles * Boris construit des maisons sur des îles * Comparaison des tailles des maisons * Discussion sur la place occupée par les maisons + [00:06:24][^4^][4] Jeu des haricots * Compter et comparer des lignes de haricots * Deviner le nombre de haricots dans la main * Égaliser les lignes de haricots + [00:28:21][^5^][5] Jeu des sirops * Comparer les quantités de sirop dans différents verres * Transvaser le sirop et observer les différences * Discussion sur la conservation des liquides + [00:35:38][^6^][6] Jeu des fleurs * Identifier et comparer des fleurs * Faire des bouquets et comparer les quantités * Discussion sur les catégories de fleurs + [00:41:06][^7^][7] Jeu du train * Identifier les couleurs des wagons * Deviner quel wagon sortira du tunnel * Discussion sur la mémoire et la prédiction

Ces activités aident à développer les compétences cognitives des enfants de manière ludique et interactive.

https://www.derstandard.de/story/3000000224037/eines-der-staerksten-treibhausgase-nimmt-rasant-zu

Goutor, Jacques. The Card-File System of Note-Taking. Approaching Ontario’s Past 3. Toronto: Ontario Historical Society, 1980. http://archive.org/details/cardfilesystemof0000gout

Goutor indicates that "a certain amount of individual in methods is commendable, and indeed necessary." but that "it soon becomes apparent that there are some ways of doing things more efficient and ultimately more productive than others". But he goes on to bemoan that how to manuals offer little help.

(p3, Introduction)

moviepilot.de 6,5/10

Miles Kendig (Walter Matthau) ist CIA-Agent und ein alter Hase in seinem Beruf. Er versteht etwas von seinem Job und schafft es so etwa, auf dem Oktoberfest einen sowjetischen Spionagering hochgehen zu lassen. Doch anstatt ihn mit einer Beförderung zu belohnen, entlässt ihn sein cholerischer Chef endgültig aus dem Dienst. Kendig macht seinem Ärger Luft, indem er seiner Geliebten Isobel (Glenda Jackson) einen Besuch in Salzburg abstattet. Dort trifft er auf den sowjetischen Agenten Yaskov (Herbert Lom), welcher ihn dazu überredet, seine Biografie zu schreiben. Kendig willigt ein und sendet jedes Kapitel sowohl an seinen ehemaligen Chef, als auch an den KGB. Schnell werden zwei CIA-Agenten ausgesendet, um den Fahnenflüchtigen zu finden, doch mit der Cleverness Kendigs hat niemand gerechnet…filmstarts.de

Wenn die Temperaturen bis 2100 um 4 Grad steigen, werden ca. 40% des antarktischen Schelfeises mit hoher Wahrscheinlichkeit kollabieren.

Study of authorship in Philosophical transactions