Distance Education Development - Olds College, 1994.

Executive Summary
Distance Education Development Project

Olds College, one of the leading agricultural institutions in Canada, has undergone incredible changes in it's 83 year history. From the early days, as the Alberta Agricultural School, to the modern Olds College, the emphasis on agriculture and institutional change have been the only constants.

Olds College is seeking to develop it's distance education capacity to generate new service levels and offer services in new forms. Established on a solid foundation of hands-on, with college farm, significant laboratories and field experience, distance education will have to fit, juxtaposition to these hallmarks of agricultural learning.

The following data was gathered:

• Audio-visual control room and studio dormant.

• Standardized at VHS video.

• 6 data projection panels on campus.

• 50 Macintosh computers on campus.

• 115 PC computers in laboratories.

• Seven Alphanet Audio-graphic teleconference systems.

• 2 dormant 5 port Westell distance education bridges.

• 4 dedicated telephone lines to Calgary.

• 1-800 number.

• 4 LANs on campus in teaching facilities.

• Fibre optic network planned.

There are four traditional models of teaching employed;

1) Classroom Instruction Model:

Since OC is primarily a campus-based institution, much of the teaching is done in the classroom. This model emphasizes the traditional teaching methods of laboratory work and hands-on instruction.

2) Traveling Show Model:

This has been called Canada's first distance education model. This involved learners taking courses in their local communities with only the instructors moving from location to location.

3) Home Study Model:

This model is similar to the traditional correspondence education. It is characterized by: individual study, self-paced, no prerequisites and some credit/non-credit options.

4) Computer Based Education Model:

This model is based on the computer providing instruction, with the teacher providing coaching as needed. It is based on individualized learning, with each student at a computer work station using course modules, a textbook and other learning materials.

The report then outlines differences between group and individual instruction. It was decided that the Olds College main audience characteristics are:

• Farmers, Ranchers, AG Industry and related land/growing industries
• Rural in nature
• Credit oriented or non-credit oriented
• Interactive delivery
• OC program oriented

The report then reviewed the necessity to transform from traditional operation to dual-mode operation (traditional instruction with distance education).

This transformation is based on the existence of a "Virtual Knowledge Commodity".

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Finally, the review dealt with success in distance education implementation with the model below.

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The technology section reviewed the various technologies.

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1. Print Technology
2. Audio-Graphic Teleconferencing
3. Audio Teleconferencing
4. Computer Assisted Instruction
5. Computer Managed Learning
6. Video, CD and Laser Disc
7. Computer Conferencing, E-mail and BBSes
8. Video Conferencing
9. Satellite Television
10. Teletutoring

This was given as parts of each of the degrees of transformation:

Proposed Characteristics of Transformation Degrees

1st. Degree of Transformation: Technical Consolidation:

• Using existing technologies for distance education
• BBS system on trial on DOS host with modem ports
• Market development
• Basic development with existing audio-graphic systems
• Audio-graphic teacher training
• Established trial course base
• Newspaper courses and information column to Alberta Weekly Newspaper Association Press
• Audio-graphic origination site trial, one platform; three systems
• Initial gathering of machine readable content

2nd. Degree of Transformation: Introspective Expansion and Teacher Development:

• Program and Course targets for distance education
• Modularization of initial course plans
• Audio-graphic agricultural ventures
• Inter-institutional policy development
• Expansion BBS systems
• Video Conferencing development with existing studio (receiving)

3rd. Degree of Transformation: Machine Readable Distance Education Development:

• CD-ROM Database system design
• Internet Node operation for educational brokering
• Experimental design of the Stentor Electronic Highway node
• Course transformation for target areas
• Multi-media access to CD-ROM databases at a distance
• BBS moves to X.400 graphic protocol standard for ASCII and visuals

4th. Degree of Transformation: Direct to Home Emphasis:

• Olds College offers new educational home-study service based on CD-ROM
• Open entry and exit program (open learning) offerings
• Development of the teletutoring services as part open offerings
• Audio-graphic DTH offered in specific appropriate education areas
• Computer conferencing programs online in asynchronous time

5th. Degree of Transformation: Full Implementation Stage:

• Dual Mode distance education model implemented:
  1. Continuation of traditional course offerings
  2. Operation of CD-ROM databases for independent study
  3. Online services through graphics oriented BBS
  4. Video studio operation for videoconferencing as needed
  5. Audio and audio-graphic teleconferencing used as appropriate
  6. Satellite receiving capability maintained for video course input

Each technology was discussed with costs outlined. This resulted in a set of generalizations about costs of production and capital.

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Recommendations are:

** Rest of executive summary omitted -- end of example.