What Should You Expect?
By now, you may be wondering, “OK. I understand that I need to have objectives, know the audience, know what the content is, and even have an understanding of the technologies involved. But how do I put all of this together?” Good question. This section will provide you with some tips on tying the course together. Please note that this section should be tackled after you have evaluated the instructional design, interaction, technological, and assessment needs detailed in Distance Education Instructional Design, Interaction and Technologies, and Assessment and Evaluation.

Course Content and Delivery
Keep in mind that the three major components of any distance education-delivered course are the following: content, interaction, and assessment. Interaction and assessment are covered in other sections. Course content will be the focus here.

When developing content for a distance education course, it is best if you set up the course in modules (see “Modularize” the Course below.) Each module will have knowledge skills or concepts associated with it. For each module, develop competencies and outcomes.

Select your course readings. These can be online or print materials. One suggestion would be to prioritize the readings into these categories: critical (must be read), important (should be read), and nice (could be read). This guides students for what you deem is important. Select related Web sites and provide these links on your course’s Web page.

You have a number of choices in delivering content to students. Please see Interaction and Technologies for a detailed description of the technologies available. You also may want to include some of the following methods:

• Printed readings.
• Online readings.
• Links to other sites on the Web.
• Audio (either live or recorded that students can download).
• Video on the Web that students can download (also called “streaming video”).
• Videotapes mailed to students.
• Videoconferencing.
• Chat rooms, bulletin boards, and e-mail.

“Modularize” The Course
 A good idea to manage your distance education course is to set it up in modules or topics, with each module as a separate content area. Your course may have from five to 10 modules. And for each module, you may choose to have a quiz. The modules may be organized vertically, so that additional modules will be more advanced, and you will see a progression in modules (for example, beginning microbiology, intermediate microbiology, advanced microbiology). The modules also could be set up horizontally. For example, someone learning basic skills in one area may also need to learn some basic skills in another area. So instead of moving to an “advanced” level, the person will approach learning in a more “what’s next?” sequence.

Setting up the course in a modular way also helps you prioritize and organize the content more easily. Whatever does not fit in the overall concept of a particular module should not be included in that module. The content that doesn’t fit could be included in a different module or excluded completely. Modules help you focus. And remember, the more planning, the better.

Timeline for Distance Education Course Development
The following is a suggested timeline for the development of a distance education academic course. By beginning the process a year in advance, the increased work load demanded by distance education can be distributed over a period of time to reduce the burden on all concerned, particularly the instructor. The timeline below is primarily for a videoconference class, but it can be adapted for those teaching Web courses. The operative idea is to plan way in advance.

One year in advance
Instructors submit distance education course proposals. Click here for a form.

Eight months to one year
Course is selected for delivery via distance education. A meeting of the instructor, instructional designer,  and technology specialists is called to discuss promotion and development of course along with the most appropriate media for delivery.

Eight months
Instructor develops written outline of course, including course objectives, lesson objectives and learning activities; instructor and teaching assistant (TA) begin preparation or adaptation of course materials in conjunction with instructional designer and/or technology specialist.

Six months
Site facilitators are contacted, if instructor needs services other than those provided by facilitators already in place (e.g. teaching a lab or conducting on-site exercises.)

Five months
Progress of presentation media and course material preparation is checked in a meeting with instructor, TA, instructional designer, technology specialist and Associate Dean. ICS consults with instructors on particular marketing considerations for each course.

Four months
Instructors for all courses of upcoming semester meet with site facilitators, discuss roles and expectations, receive input. Instructional designer and the Dean will participate. This meeting may be by videoconference.

Three months
Web page design and content is discussed by instructor, instructional designer and graphic designer/computer support person. Responsibilities are assigned and work begun.

Two months
Media promotion and pre-registration begins. Site facilitators are involved in these activities at their sites. One month Presentation media, Web page, course materials and syllabus are completed. Instructor meets production staff, becomes familiar with facilities, equipment and techniques to be used.

Three weeks
A run-through is done on the delivery system selected for the course. All equipment, networks, etc. to be employed are tested.

Two weeks
First wave of course materials sent to sites. Site facilitators are contacted again to resolve any questions or concerns. Producer/technology specialist meets with production staff involved in actual delivery of course (e.g. computer specialists for Internet course, director for satellite or videoconference course, etc.

One week
Last minute details attended to, problems or delays addressed, everyone on production team prepared for beginning of course.

Prior to Day No. 1
Developing and posting online a course syllabus at least a week before the class helps students understand what the course is about. Your syllabus should have the following information:

• Your contact information (name, phone, e-mail, address).
• Technical and software requirements for the course.
• Course goals and objectives.
• Outline of the course content (topics or modules).
• Schedule for interaction sessions (chats, discussions, forums).
• Any class “ground rules.” (See Teaching Strategies in this section.)
• Your expectations of the students for the course.
• You may also wish to list course readings and links to related Web sites.

It’s also suggested that you rehearse your presentation before the first day of class. If it’s a totally online course, you may want to walk through a trial discussion forum with some selected students. Ask them for their input about how the interaction felt. For a videoconference or videotape course, you may want to put yourself in the videoconference classroom and practice your presentation to an empty classroom. Instructional designers will assist you in your rehearsals.

First Class Day
The first day of class is the most important one for the course, regardless of which technology you will use as your primary delivery medium (videoconference or online). A good first impression goes a long way. If the first day goes well, you are off to a good start. If it goes poorly, you have damage control. Of course, you can’t control the technical side if difficulties occur, but you can control how the content is delivered. Here are some suggestions:

• Recap the course goals and objectives. Begin by telling people what will happen in the course.
• Solve problems, as best you can. Direct students to appropriate technical or administrative help. Students may need help registering for the class, setting up e-mail accounts, or securing course materials. Heading off problems on the first day does much to establish a good first impression.
• Invite interaction immediately. As soon as you can, invite your students to participate and contribute.
• Give them your best stuff. Don’t wait until the second week to start your presentation. Start off strong the first week, so jump right into the content. The first module should be as strong or stronger than the rest of the course.

• Compliment students when they ask questions. It’s sometimes difficult for students to open up and ask questions online or in a videoconference. When they do, tell them they did a good job.
• Allow others to respond to questions and make comments. Keep the discussion moving; don’t shut it off.
• Look for connections among comments. Try to connect several students’ comments or questions, citing similarities or differences among them. This encourages conversation.
• Build confidence in insecure learners. Don’t be condescending. Instead keep the insecure student’s desire to learn alive.
• Offer rewards. It could be a positive comment or an information “gift,” such as a link to a new Web site. Rewards should be positive reinforcements.
• Encourage shy students. In an online environment, these shy students sometimes are called “lurkers.” Some like to be quiet and learn that way, but there are times when teachers must draw out shy students, possibly through group assignments. One thing to avoid here is embarrassing reserved, shy students.

• Written text. If you incorporate a lot of writing, be sure break up the text as much as possible with graphics, photographs, or just “blank” space.
• Visual graphics. Create pictures, graphs, and charts. Use clip art. Most people are visual learners. Let visuals carry some of the content.
• Audio. A videoconference allows you to talk with students. Students also can hear your voice with prerecorded messages or lessons over the Web. Your students can listen again to specific lessons they have downloaded.
• Video. Again, a videoconference provides a forum for live interaction. Video also can be used to present information through the use of videotapes and over the Web, through “streaming video.”

• Lay down "ground rules" at the beginning of the semester and follow them throughout the semester. For example, in a videoconference a ground rule may be that participants state their name and site each time before they speak. In a chat room, everyone should know each others’ online name before everyone starts chatting. In e-mail correspondence, you may wish for students to have a descriptive “subject” line when you’re sent an e-mail message so you know exactly what the message is about before opening it.
• Build in enough time for course materials sent in the mail to get to their intended destinations. Not everything can be done over videoconferencing or over the Internet. Make sure you build in enough time for students to receive faxes and mailed items.
• Develop strategies for student reinforcement. In a videoconference class, use several minutes at the beginning of class to review material from the previous week, and use electronic mail as a reinforcement tool. For a Web-based or WebCT course, you may include materials that reinforce content you’ve gone over.
• Organize content. Because of the logistics involved, content presented at a distance must be organized. You may have been able to do last-second preparation for a face-to-face lecture once or twice, but you don’t have that luxury or flexibility in a distance education environment. The content should be structured so that students know exactly what you’re going to cover and where the course is going.
• "Chunk" it. Teach in "chunks." (This concept is similar to the “module” design of the content.) In a videoconference setting, don't spend more than 15 minutes lecturing without some type of break, such as showing a short segment from a videotape, using computer graphics, having a panel discussion, or initiating a question-and-answer period. Breaks allow students to process what they have just been exposed to.

In a chat room or bulletin board environment, here are some tips:

• Keep your comments short. A good rule is six to eight lines of text in a written comment.
• Include only one thought per comment. Don’t string thoughts. Keep each comment focused.
• Get it out. Don’t worry about developing a well-constructed paragraph online or checking your spelling. Get out your ideas.
• Use highlighting techniques, such as boldface, different colors, and underlining to place emphasis on certain words and phrases.

Please keep in mind, though, that IFAS Communication Services and the College of Agricultural and Life Sciences have information about distance education courses on the Web at http://disted.ifas.ufl.edu/info/info.htm. You should contact ICS and the Distance Education Coordinator as you market your distance education course.

The consideration of marketing a program should come on the very heels of the idea for the program itself. When identifying the audience, you should think how you can inform your target audience about the distance education program. The first question you should ask yourself is "Who cares? Who wants this content?" The answer will direct you to the group or groups who would be most willing to take your course or attend your instructional program. By answering, "Who cares?" you'll be on your way to focusing where you should spend time and money advertising the program. Courses must be advertised so people will know what's offered and how it will benefit them.

Advertising for distance education means letting the people who care about the content know about the instructional program. Here are some ways to do that:

• Word of mouth/direct contact -- Sometimes the direct way is the best way. Ask people to spread the word. Call people who meet the criteria of your target audience.
• Industry/trade magazines and newspapers -- These usually have a "What's Up?" section that you can get your course or program advertised in. Make sure the program you're trying to promote fits in some way with the overall scope of the industry magazine or newspaper.
• Partners -- If you're partnering with other organizations on a distance education program, ask them to help advertise. Let information be distributed to the organizations' members.
• Paid advertising -- If there's a budget for paid advertising, you may want to buy time on radio or television stations or space in magazines and newspapers.
• Newsletters and fliers -- Newsletters and fliers can be effective means of getting out information to a specific audience. If there's a special-interest group, there's a newsletter for it. Get on mailing lists. Find out about their readers. Ask to advertise your course or program.

• Ask colleagues who have done distance education courses what their successes and problems have been. It's important to build a network of people who have taught with distance education technologies and who can serve as mentors. Do your homework.
• Avoid waiting until the last minute. Prepare way in advance. This can't be emphasized enough. Professors say that this is the one area that affects them the most. A person needs several weeks or months to prepare a successful distance education course.
• Learn what resources (information, library, online) are available to you. Find out who are the professional expertise of educational technologists and instructional designers. And then use these resources.
• Make arrangements for textbooks and other course materials to be provided at college bookstores at remote sites.
• Make yourself available for "virtual" office hours. Allow students to call you during regularly scheduled blocks of time at your office.
• Be prepared for technical glitches. Have a backup plan in case something goes wrong.
• Incorporate several media into your presentations (pictures, video, audio, chat rooms, electronic bulletin boards, e-mail). And then take these same materials to your regular classroom when you're done.
• Pause more than in a traditional class. Give the distant students time to ask questions.
• Rehearse the class before it’s taught.
• Plan interactive techniques and encourage interaction.