Definitions ran course to every form of discourse and writing, so much so that in this case, the word “distance learning” be defined in the most concise but meaningful way. The fact that it is a recent phenomenon juxtaposes the individual to present its definition in terms of its academic connotation. The things involved in distance learning is but a magnifier of the whole phenomenon, a strategy of focus (which elements are to be given more credence in a specific situation.
This is more of a prescription rather than a protocol in composing outlines dealing with recent topics (Tulloch & Sneed). The potential benefits of distance learning from the view of the students should be structured in a way that elements of class discourse are given consideration (Lindsay & Howell). Benefits themselves, are nothing without examining the context to which they were derived. Nonetheless, the range of possibilities is expanded (i. e. in communication, class participation) whenever the situational contingencies are analyzed.
Nonetheless, the concept of maximal time utilization should be included in the outline for it provides some “hint” as to what differentiates distance learning from other modes of teaching (Guide to Distance Learning Programs, 2002). Included here is the examination of intervening factors that can adversely affect the facilitation channel. The benefits of distance learning in terms of communication are but a spectrum of achieving the wide range of possible academic inquiries of students (“Distance Learning”, 2006).
A critical assessment and of course, preparatory training programs should be included in the outline as legitimate subtopics; this is to make the participants (students) know their limitation (in this case, students and teachers fearful of the idea of distance learning) and the things demanded of them.
Distance Learning. (2006). Retrieved October 16, 2006, from http://cops. uwf. edu/tutorials/technolo/distance/distance. htm Guide to Distance Learning Programs. (2002). ): Thomson Peterson’s. Lindsay, N. K. , & Howell, S. L. The Study of Distance Education by Distance Education. Retrieved October 16, 2006, from http://www. itdl. org/Journal/Sep_04/article03. htm Tulloch, J. , & Sneed, J. (Eds. ). Quality Enhancing Practices in Distance Education: Teaching and Learning (Spring 2000): Instructional Technology Council. Effective Opening in Presentations Here are some ways of preparing an effective presentation:
1) The opening statement should have the element of confidence and positive outlook. 2) The impression of the presenter towards the audience should be positive and decisive. 3) The presenter should be able to capture the attention of the audience by premeditating on possible and appropriate types of gestures to be used 4) Expectations should be set so as to make a good headway. 5) It should be brief; short narratives, jokes, and the like can be enticing so long as it is brief and comprehending to the audience.
6) Speaking with clarity and sense of freedom can well improve the listening ability of the audience. 7) Words should be used in the most appropriate and convenient to the audience. 8) The mode of presentation should be suited to the audience’s characteristics (what presentation the audience wants should have been thought of prior to the presentation). There are examples of an effective opening statement. Take for example a seminar lecture series where the audiences are teacher and students.
In this case, the invited speakers (with good credentials) use the academic language (technical words associated to examples) for the audience to understand first the whole theme of the seminar (seminars in the academe are usually technical in every aspect). Gestures should not be the usual day-to-day manners; it should be academic for formality’s sake. In this way, the invited guest will be able to exact the confidence and attention of the audience. Nevertheless, fluency in speaking may awe the audience so much so that in this case, the audiences are intellectuals.