Abstract

The University of Wisconsin-Stout Asynchronous Learning Network (ALN) project, funded by the Alfred P. Sloan Foundation, represents an effort to expand the boundaries of the traditional campus. The purpose of this project was to offer learning opportunities to both traditional students and industry professionals either on campus or away from the campus. The asynchronous method of delivery will allow learners to participate from any place at any time. This paper will review how the University of Wisconsin-Stout is using technology to remove learning barriers and provide students with learning options. The focus of this paper is to provide a detailed explanation of the process the University of Wisconsin-Stout used to implement an Asynchronous Learning Network. It will describe the history and background of the project, design and development issues, results and proposed next steps for this campus.

Highlights

  • The focus of this paper is to provide a detailed explanation of the process the University of WisconsinStout used to implement an Asynchronous Learning Network

  • The UW-Stout has been involved in developing its Asynchronous Learning Network (ALN) since March 1995

  • Diploma IV by Brownstone Technology, to create self-assessment test banks that were distributed to students on a diskette

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Summary

The Campus Mission

The University of Wisconsin-Stout (UW-Stout), as a special mission institution, serves a unique role in the University of Wisconsin System. UW-Stout is characterized by a distinctive array of programs leading to professional careers focused on the needs of society. These programs are presented through an approach to learning that involves combining theory, practice, and experimentation. Extending this special mission into the future requires that instruction, research, and public service programs be adapted and modified as the needs of society change. The University works to serve other populations throughout the state, including business and industry These populations need access to learning activities ranging from credit generating courses through certification and professional development

The Project
Purpose
Design Objectives
History of Asynchronous Learning on Campus
Enrollment in Asynchronous Courses
Learner Profiles
Developing the Infrastructure
Course Design and Structure
Assessment and Evaluation
Learning Tools
Organization and Evolution
Next Steps
RESULTS
Success Factors and Barriers
Synchronous and Asynchronous Comparisons
Providing Options to Remove Learning Barriers
Full Text
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