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Holly Denney, MDE

University of Maryland University College

Course grades are based on written assignments and class participation. Following these introductory comments is a chart of the courses taken with selected assignments from each course. I followed the process of "collect, select, and reflect" (Neiman, 1999), advice that enabled me to step outside personal feelings and view the assignments as a collective whole that will represent the journey I've taken en route to the MDE. One of the advantages of online study is that discussions are written. Two of my optional courses provided me with the experience of guiding the discussions. Once I've received permission from the participants, I'll post those threaded discussions. My capstone project is being considered for publication, so it is not currently available through this site. APA style permits listing only references that are cited within the work. I disagree with that restriction. Anything I write will reflect other reading that I've done, and I believe a reader should know about as many of those resources as possible. Therefore, I've linked an annotated bibliography to the capstone area.

The MDE program is designed to develop our abilities to write on topics that we might not choose and to complete the assignments within time and word or page limitations. Topics were not announced in advance. When specified as a requirement, word counts are a part of the identification block at the beginning of the paper. While preparing the papers for inclusion in this site, I verified the links to Internet sites. If an address changed, I retained the original address and added the new address with a notation of the date of the change.

Selected assignments are available online by clicking on the titles. Most of the papers are in html. There are a few that are in Adobe's pdf (portable document format) because of the graphics. The designation "(pdf)" after a title is both an indication of the paper's format and a link to download the Acrobat Reader. You need download the Acrobat Reader only one time. The documents were created using Acrobat 5.0. If you have an older version of the Reader, some of the graphics may not open properly.

The MDE program is comprised of seven required courses, four optional courses, and a capstone course. In the chart, the course numbers are linked to full course descriptions; likewise, the course number in front of each description is linked back to the chart. All the text is on this page to permit reading down the page.

In addition to the MDE, I earned two certificates -- Foundations of Distance Education and Distance Education in Developing Countries. Information about the certificates is available on this page, after the full course descriptions. Either click on the links or scroll down to read about them.

Reference

Neiman, L.V. (1999, October). Linking theory and practice in portfolio assessment. Retrieved September 12, 2002, from the World Wide Web: http://www.weac.org/Resource/1999-00/oct99/focus2.htm

The descriptions on this page were in effect while I was in the program. Because descriptions and requirements may change, I am also providing links directly to the University of Maryland University College web site. If a link doesn't open when clicked, copy the address and paste it into your browser window.

To visit the University of Maryland University College: http://www.umuc.edu

To visit UMUC's Master of Distance Education home page: http://www.umuc.edu/grad/mde/

For course descriptions: http://www.umuc.edu/grad/mde/omdecat.html

For certificate descriptions and requirements: http://www.umuc.edu/grad/certificates/dist_ed.html

Core Courses (required of all students in the MDE program)
 
OMDE 0601 - Foundations in Distance Education (Summer 2000)
  
Potential of Information Technology
Extent of Change from Distance and Net-Based Learning

OMDE 0602 - Systems of Distance Education (Fall 2000)
  
Distance Education System (pdf)
 
OMDE 0603 - Technologies of Distance Education (Summer 2001)
  
A Critical Look at Technology in Distance Education
A Critical Analysis of Three Distance Education Technologies
 
OMDE 0604 - Management of Distance Education (Spring 2001)
 
Management Theorist: W. Edwards Deming - summary (pdf)
Management Theorist: W. Edwards Deming - application (pdf)
 
OMDE 0605 - New and Emerging Media (Fall 2000)
  
Proposal: eLearning for Forinstance Inc.
 
OMDE 0606 - Economics of Distance Education (Spring 2001)
  
Cost Analysis (pdf)
Design Scenario: On-line teacher education program (pdf)
 
OMDE 0607 - Instructional Design (Fall 2001)
  
Syllabus for COMM 0300 (pdf)
Management Issues in Distance Education Course Development at Mauch Chunk University
 
Elective Courses (my selections)
 
 OMDE 0614 - Intellectual Property (Fall 2001)
  
Distributed Learning Copyright Policy Critique
Fair Use
Analysis of the TEACH Act
Limitations on Fair Use in Digital Distance Education
 
OMDE 0624 - Student Support in Distance Educatio (Spring 2002)
  
Strategic Planning for On-line International Student Success at MCU
 
OMDE 0625 - Distance Education in Developing Countries (Spring 2002)
 
Conference: Schooling: The Door Is Ajar (pdf)
Project: Re-inventing the One-room Schoolhouse
 
OMDE 0626 - Technology for Distance Education in Developing Countries (Fall 2002)
 
Conference: Nomads and Refugees (pdf)
Project:
 
Capstone Course (required of all students in the MDE program)
 
OMDE 0690 (Fall 2002)
 
Project: Re-inventing the One-room Schoolhouse (pdf)
Annotated Bibliography (pdf)

Core Courses (required of all students in the MDE program)

OMDE 601 Foundations of Distance Education (3)

The goals of the course are to provide the student with: a foundation of knowledge, skills and attitudes that are required by a competent practitioner of distance education. Students explore the critical concepts and issues identified in the distance education literature and critically examine the history and theories of the field. The course has been developed by Ulrich Bernath (Germany) and Eugene Rubin (USA) in collaboration with Börje Holmberg (Sweden) and Otto Peters (Germany).

OMDE 602 Distance Education Systems (3)

Distance education functions within the organizational structure of educational institutions, businesses, non-profit organizations and government will be examined. Students analyze operational, logistic, and regulatory systems within distance education and training organizations. A range of theories pertaining to systems in general, systems in education, systems needs in distance education, and systems approaches to organizational development are introduced.

OMDE 603 Technology in Distance Education (3)

This course explores the role of technology in the design, development and delivery of distance education. Students critically examine the relationship between technology and the goals of the educational/training organization. Various uses of technology are explored in the areas of course development, asynchronous and synchronous distance course delivery, and management/administration. The relationship of information technology and distance education is explored, and special emphasis is placed on computer-based technologies.

OMDE 604 The Management of Distance Education (3)

This course introduces the student to the organization, management, and administration of distance education systems. Specific issues include roles (both traditional and unique), leadership, human resource management, employee relations, the role of information technology, student support services, faculty/staff development, inter-institutional collaboration, funding, delivery systems and policy. Both the education and business environments are explored in this course, and students gain an understanding and skills that allows them to function effectively in either type of organization.

OMDE 605 New and Emerging Media in Distance Education (3)

Students think critically about the use of digital media in a variety of educational settings and identify properties, strengths and weaknesses of multimedia in different learning contexts. The course introduces the students to basic psychological processes of perception, understanding, and learning. Multimedia and instructional design for online learning systems, such as Web-based training, are a special focus of the course. Hands-on experiences with several multimedia and online learning and information systems are provided. Additional topics covered include groupware and collaborative learning technologies, intelligent systems, instructional simulations, and virtual reality systems. The module has been developed by Joachim Hasebrook (Germany).

OMDE 606 The Economics of Distance Education (3)

The course places the economics of distance education in the larger context of economics of education. A variety of methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. A variety of costing techniques and economic models are explored and applied to different institutional forms and levels of distance education. The module has been developed by Thomas Hülsmann (Germany).

OMDE 607 Instructional Design and Course Development in Distance Education (3)

This course examines the process of instructional design and development in a distance education and training context. Students critically evaluate the relationship between instructional design and technology. Various models of instructional and course development are considered (e.g. large vs. small scale course development, centralized vs. decentralized course development, individual faculty/author vs. team course development.) Students apply the instructional development process by developing a small instructional unit. Special emphasis is given to web-based instructional design and delivery.

Elective Courses (my selections)

OMDE 614 Intellectual Property and Copyright (3)

This course will provide an overview of intellectual property issues that impact digital distance education. As both creators and users of copyrighted information, educators are affected by the rules surrounding ownership and use of information. Most distance educators are not aware of the implications of copyright law and digital delivery of materials and make preventable mistakes. This course will provide educators with a general framework for addressing issues such as ownership of electronic course materials, determining whether a work is in the public domain, proper use of copyrighted works at a distance and licensing mechanisms and processes. Prevention of plagiarism in the digital environment will also be addressed. Finally, participants will discuss whether recent legislation that has amended the Copyright Act of 1976 achieves the goal of advancing knowledge and learning.

OMDE 624 Student Support in Distance Education (3)

Students are introduced to a variety of tutoring and student support systems, and explore various issues and critical concepts. Theories and frameworks related to tutoring and student support systems for different contexts are explored. Students learn and use a systems approach to problem solving to evaluate existing tutoring and student support systems. Functions such as recruitment, registration, tutoring, advising, counseling, study centre models, planning and management, and access to library and information systems are explored. Students examine various systems of hiring, training, supervising, evaluating, and remunerating faculty, tutors, and student support personnel. Issues such as the use of local, regional and central offices and study centers are discussed. The module has been developed by Jane Brindley (Canada) and Alan Tait (UK).

OMDE 625 National and International Policies for Distance Education in Developing Countries (3)

This course is an exercise of stock taking. It will examine the purposes for which distance education has been used and the audiences reached. It will analyze the roles played by international agencies including bilateral and multilateral funding agencies, the UN family, regional bodies, and the specialist agencies will be discussed. The goal of the course is to develop and use typologies in order to examine the advantages and disadvantages of a range of organizational models for distance education at various educational levels, relating to audience, educational purpose, and choice of technologies.

OMDE 626 Technologies for Distance Education in Developing Countries (3)

This course is explorative in character. It examines the range of educational technologies that assist institutions in reaching various off-campus audiences (from print, through broadcasting to satellite links and computer-based systems). The course will examine the use of computers in school for (a) information science and computer studies (b) application to the general curriculum (c) access to internet (d) school linking. It will give an assessment of current and planned ventures including emerging rich-country policies and institutions, the changing role of the private sector, the role of conventional universities in relation to e-learning and the new international players (e.g. African Virtual University).

Capstone Course(required of all in the MDE program)

OMDE 690 Distance Education Portfolio and Project (3)

(required of all Master of Distance Education program students)
This capstone course requires students to engage in two significant tasks:

Create a personal distance education portfolio which will serve as an ongoing professional resource, as well as a useful job search tool.
Develop and document a case study/project for an organization in the area of distance education and training. The purpose of this is to provide the student with an opportunity to display and practice a variety of skills and knowledge in the area of distance education and training.

Certificates in Distance Education

Distance Education in Developing Countries

The certificate program 'Distance Education in Developing Countries' is a certificate program within the MDE program offered by UMUC and Oldenburg. It consists of four online courses: Foundations of Distance Education, Economics of Distance Education, National and International Policies for Distance Education and Technologies for Distance Education in Developing Countries. It will examine the purposes for which distance education has been used and the audiences reached in developing countries. It allows the student to explore organizational models for distance education at various educational levels. It will analyze the roles played by international agencies. It will enable the student to evaluate the range of educational technologies that assist institutions in reaching various off-campus audiences. It will explore the changing role of the private sector, the role of conventional universities in relation to e-learning and the new international players.

Total Semester Hours: 12

Required Courses

OMDE 601 Foundations of Distance Education (3) (prerequisite for all other courses)
OMDE 606 Economics of Distance Education (3)
OMDE 625 National and International Policies for Distance Education in Developing Countries (3)
OMDE 626 Technologies for Distance Education in Developing Countries (3)

Foundations of Distance Education

This certificate helps a learner develop in-depth knowledge to prepare for a management position in distance education. Learners will master concepts and build skills in four core knowledge areas that are essential to successful management: history and theory, media and technology, economics, and student support. Ideal for professionals currently working in distance education, the program also offers excellent training for those preparing to enter the field.

Total Semester Hours: 12

Required Courses

OMDE 601 Foundations of Distance Education (3) (prerequisite for all other courses)
OMDE 605 New and Emerging Media in Distance Education (3)
OMDE 606 Economics of Distance Education (3)
OMDE 624 Student Support in Distance Education (3)

Last updated: February 19, 2003.
This site is maintained by Holly Denney.
Questions or comments: holly@utep.edu