User:DLubin/sandbox

LubsEduTime Distance Education Model
Distance education or learning is the teaching of students who may not always be actually in attendance at a learning establishment. This embraces correspondence courses and online education. Courses can be termed hybrid, blended or 100% distance learning. Distance education could also mean distributed learning, e-learning, online learning, etc. Hence the LubsEduTime Distance Education model has features of all of these. Our distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning. In general synchronous learning requires all persons involved to be "present" simultaneously. Therefore, it looks like traditional classroom teaching even if students are far away from one another. It goes according to a timetable that is planned. Web conferencing, videoconferencing, educational television, instructional television, internet radio, live streaming, telephone, and web-based VoIP are examples of synchronous technology. The LubsEduTime Distance Education model uses some of these technologies. In looking at asynchronous learning, individuals utilize course content at any time on their own schedules. Students are not obligated to be together at the same point in time. Examples of asynchronous delivery technology include mail correspondence, message board forums, e-mail, video and audio recordings, print materials, whatsapp, voicemail and fax. The LubsEduTime Distance Education model uses more of these kinds of technologies. Hence, the model encompasses a mixture of both learning deliveries and is called blended learning. This includes both distance education and face to face. The model also looks at edutainment which is media designed to educate through entertainment. It uses games, poems, songs, art and microworlds to teach or reinforce concepts. Synchronous learning falls under paced model delivery which learners begins and finishes a course at the same time. Whereas, asynchronous learning falls under self paced model delivery which learners begins and finishes a course at his or her own pace or time.

Some type of visual that identifies the model; Below is a concept map depicting the structure of the distance education model.

Summary of edutainment games These games produced by mr Lubin with the help of students can be found and downloaded from the website LubsEduTime.com and also email to students. The game above for example reinforces the timetables by students answering questions and if they get them correct they have an opportunity to shoot down an alien ship for points.

Summary of interactive microworld This can be used for peer tutoring or individual practice. The program developed not only allows students to practice their skills in solving equations but also allows students to create and manipulate their own equations which can then be solved. The program is interactive and facilitates a step by step procedure for solving of equations. Additionally, students receive immediate feedback from the program as well as their scores as they progress through the worksheet. Research indicates that student learning is improved when they are actively involved in creating their own learning. In this program students being tutored were able to solve given equations as well as create their own equations for solving. There are hundreds of possibilities to create.

Information about the person or people who developed the model
There are many people who developed various “versions” of the distance education model. The first distance education course was provided by Sir Isaac Pitman in the 1840s, who taught a method of shorthand by mailing texts and getting responses. The University of London was the first university to offer distance learning degrees, developing an External Programme in 1858. There were many other universities that followed. Notorious persons who contributed to distance education include; Börje Holmberg was born in 1924 and has written a lot on distance education in Swedish, German and English. He has been given honorary doctorates by Deakin University in Australia and the Open University in the United Kingdom. Dr. Keegan's Doctoral thesis was published by Groom Helm named Foundations of Distance Education in 1986. He has published over ten books on distance education and related subjects. Dr. Otto Peters born May 6, 1926 has made contributions to the conceptual development of distance education. His primary theory was named The Industrial Model. In one of his works entitled "Distance education and industrial production: a comparative interpretation in outline” he viewed distance education as the most industrialized form of teaching and learning. Dr. Michael Grahame Moore is known for his great contributions to the field of distance education. In 1972, he published his first statement of distance learning theory, and it stated that "distance education is not simply a geographical separation of learners and teachers, but, more importantly, is a pedagogical concept.” Retta Guy and Gerald Marquis (2016) flipped classrooms, Ruby Lynch-Arroyo and Joyce Asing-Cashman (2016), Numb3rs, Craig D. Cox, et al. (2017), Amal Dandashi, et al. (2015), Trish L. Varao Sousa, Jonathan S. A. Carriere, and Daniel Smilek (2013) ; they all conducted studies on edutainment. Dwayne Lubin is the owner and founder of LubsEduTime.com and has created the LubsEduTime Distance Education model which is a combination of distance education and edutainment. He is currently a teacher with over eighteen years of teaching experience. He has taught the primary, secondary and tertiary levels. Presently Mr. Lubin is a Mathematics and Business teacher at the Ciceron Secondary School in St.Lucia. He was the head of the Mathematics department at the school for some years and is currently the head of the Business department. Also he is actively involved in the creative arts being the recipient of many awards including: The M&C Fine Arts Main literature award for 2000; The M&C Fine Arts Poetry award 2001; The M&C Fine Arts Graphic award 2002 and 2003; The award for research in curriculum development at the Sir Arthur Lewis Community College in service Teaching division class of 2008 and other awards for song writing. Mr. Lubin is an accomplish poet and song writer with over 2000 published songs and poems online. He is the main author of this website with all poems and songs except those under the heading ‘submissions’ are written by him. He is also a music producer, graphic artist and animator who wants to integrate music, art and animation with education.

Pertinent research on the model (what does the research say about it)
Summary of Behaviorism, Cognitivism, and Constructivism In looking at the past three ancient learning theories they play a role in distance education. The specific learning task is significant for a good quality designer who does not just apply only one theory when designing. Jonassen supports behaviorists and cognitivists approaches when looking at introductory knowledge acquisition in distance education. Whereas, a transition to a constructivist approach needs to take place as learners master more difficult problems and acquire higher-level thinking skills (as cited in Ertmer & Newbie, 1993). The Dick and Carey systems approach model for designing instruction materials is a famous instructional model that utilizes tools and strategies that are based on these three learning theories (Dick, Carey, & Carey, 2004).

Summary of other approaches Objectivism is another theory that supports distance education. The primary stage in creating a distance education program, according to the objectivist, would be content analysis. This stage can be decreased further. During analysis, major skills are defined so the learner is able to finish the course. Connectivism (George Siemens, Stephen Downes) is another learning theory that supports distance education. It explains how Internet technologies have shaped new opportunities for people to learn and share knowledge across the World Wide Web and among one another. Such technologies consist of social networks, YouTube, web browsers, email, wikis, online discussion forums, and any other means which empowers the users to learn and share knowledge with other people.

Other theoretical approaches to distance education aiming at understanding the theory include Otto Peters’ (1973), view of industrialisation as its basic characteristic, Michael Moore’s (1993), Moore & Kearsley (1996), Saba (1989), (and Farhad Saba’s) theory of transactional distance elucidating the roles of autonomy, dialogue and structure, Desmond Keegan’s (1993b), description of its main task as re-integrating the teaching acts (regarded as divided by the very nature of distance education) and Holmberg (1997) of empathy as the optimal condition for the effective presentation of learning matter and helpful student-tutor interaction. Varied models on distance education may include; 1.	The "examination preparation" model 2.	The correspondence education model 3.	The multiple (mass) media model 4.	The group distance education model 5.	The autonomous learner model 6.	The network-based distance teaching model 7.	The technologically extended classroom model

Edutainment and Mr Lubin’s research Here are some benefits of edutainment for kids based on research. Engaged learning: This approach facilitates teachers to make kids engaged throughout the learning process. This is better than keeping them busy for long hour classes, just a little period of edutainment can be fruitful for them. Real world exploration: Kids are physically programmed to create their own innovations and creations. Experiential education: This is a type of experiential learning in which kids would keenly play while studying new ideas or concepts. This is a type of hands-on learning. Improves positivity: There are many positive images featured in videos and online games which kids can by far relate to. Intellectual stimulation: Instead of unexciting classroom teaching and rote memorization, kids give more positive response to game and video contents. Educational games: There are all types of games that arouse various types of learning among kids. Enhanced attention: Getting a child’s attention and maintaining it can be a challenging when it comes to teaching and edutainment helps to catch that attention. Portable learning: The job of online videos makes learning achievable regardless of the locality of kids. So the learning is not bounded to the classroom and parents or guardians can make an attempt to explore the potential of edutainment at home or outside. Improved social skills: online play increases social interaction which is very important for their survival and growth in the society.

In Mr. Dwayne Lubin’s award winning research at the Sir Arthur Community College he stated; An effective avenue to get the students interestingly involved in their learning is by using games for instruction. Games; like “computer tutorials have been found to be particularly effective in the natural and social sciences”, (Kulik, 2003). (Cited in Slavin, 8th edition p.g.297).

Publications related to the model
Distance Education Related Publications include; •	Holmberg, B. (2003). Distance Education in Essence. An overview of theory and practice in the early twenty-first century. Oldenburg: Bibliotheks-und Informationssystem der Universitat Oldenburg. •	Holmberg, B., Hrsg. Bernath, & Busch, F. W. (2005). The evolution, principles and practices of distance education (Vol. 11). •	Keegan, D. (1994) (with Keith Harry and Magnus John) Distance education: new perspectives. London and New York; Routledge. •	Keegan, D. (1994) The industrialisation of teaching and learning: Otto Peters on distance education. London and New York; Routledge. •	Moore M. G. and Anderson, W. G. (Eds.) (2003). Handbook of distance education, Mahwah, NJ: Lawrence Erlbaum Associates. •	Moore, M. G. (Ed.) (20013). Handbook of Distance Education (3rd ed.), New York: Lawrence Erlbaum Associates, 2013. •	Otto Peters on Distance Education. Edited by Desmond Keegan. London: Kogan Page, 1994.

Edutainment Related Publications include; •	Hatch G. (1998) A rationale for the use of gamers in the Mathematics Classroom, Topic Issue 19 (spring 1998) NFER •	Jean P. Wyn, (2003), The Development of a game to reinforce the teaching of equivalent fractions to grade four students at a Primary School in District 3. •	Lubin Dwayne (2008), Developing of curriculum materials to integrate songs and poems in the form of a game into the teaching of the concepts of sets to form two students at a school in district 4 •	Owen, Katharine; Murray, Sylvia & Sanders, Richard I. Playing to learn: Science Games in the Classroom, Science Scope: Vol. 20 n5 p 31 – 33, Feb 1997