Distance Education Blog—Final Reflection

“The number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time” (Gambescia, Paolucci, 2009). This trend and increased attendance in college-level online courses will gain momentum in the next 5-10 years and the next 10-20 years.

Distance education has many benefits that we have explored over the last eight weeks in this course. These benefits are why so may students and business have chosen distance-learning platforms to educate students and employees respectively. “There are many reasons for this [increase]: convenience, older and more technologically-savvy students who hold a job and have a family, and students looking for a particular curriculum they can't find locally (What is the Future of Distance Learning, 2011). Growing acceptance of distance education is fueled by several factors as explained in our course resources this week:

·      The Increase in online communication

·      Practical experience with new tools

·      Growing comfort with online discourse

·      Ability to communicate with diverse and global groups (Siemens, n.d.)

Distance education will be impacted by new communication technologies, contributions by experts around the world, and increased used of multimedia, games, and simulations (Siemens, n.d.). If distance learning can continue to grow in these impact areas, and continue to extend its many benefits it can become a key and primary method of educating students of all ages.

An instructional designer can be a proponent for improving societal perceptions of distance learning by assisting in the analysis, design, development, implementation, and evaluation of appealing and effective training. In many cases the work of the instructional designer may not be noticed by the learner, as the learner is not involved in the entire ID process, they typically are only able to observe the work of the implementation and/or evaluation phases.  So in many cases it is the id’s role to ensure their role is done to the best of their ability and their portion is a seamless part of the final product.

I feel the way that I can be a positive force for continuous improvement in the field of distance education is first in understanding the field and all that it entails. The next way that I feel I can be a positive force is in educating my various clients/employers of the pros and cons of distance education, and assist them in creating training that best meets their needs.

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity

            as attributes of university online degree program offerings. Online Journal

            of Distance Learning Administration, 12(1). Retrieved from

             http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Siemens, G. (n.d.). Facilitating Learning. [Video] Available: Laureate Education, Inc.

What is the Future of Distance Learning? (2011). www.waldenu.edu.

Retrieved August 21, 2011 from http://connected.waldenu.edu/curriculum-resources/technology-in-the-classroom/item/772-what-is-future-of-distance-learning

Distance Education Blog—Converting to a Distance Learning Format

This week our application assignment was to consider the following scenario:

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

• With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:
• What are some of the pre-planning strategies the trainer needs to consider before converting his program?
• What aspects of his original training program could be enhanced in the distance learning format?
• How will his role, as trainer, change in a distance learning environment?
• What steps should the trainer take to encourage the trainees to communicate online?

So I created a Best Practices Guide and have a few of the important points/factor outlined below:

1. There is no standard approach to a hybrid course-there is no magic formula or format, the instructor will have to create the course based on the needs of the course, the students, and instructor preference. 

2. It takes time to redesign a traditional face-to-face program into a blended format-the redesign may be very effective but the proper amount of time should be taken to fully design, develop, and implement this new course/platform. 

In addition to the 2 key considerations above the trainer should utilize the following steps:

Click here to read the entire document

Distance Education Post: The Impact of Open Course

This week our application project is to select a course from a free Open Course site and answer the following 3 questions:

1. Does the course appear to be carefully pre-planned and designed for a distance-learning environment? How so?
2. Does the course follow the recommendations for online instruction as listed in your course textbook?
3. Did the course designer implement course activities that maximize active learning for the students?

As our Professor pointed out- do not confuse the terms “Open Course (Open Courseware)” and “Open Source (Open Source- ware)”, they are not one and the same.  Granted Wikipedia is not a scholarly resource, its definition works well here:

Open Courseware (OCW) is a term applied to course materials in a virtual learning environment created by universities and shared freely with the world via the Internet (Wikipedia, n.d.).

Open-source software (OSS) is computer software that is available in source code form: the source code and certain other rights normally reserved for copyright holders are provided under a software license that permits users to study, change, improve and at times also to distribute the software (Wikipedia, n.d.).

So I visited the Open Yale courses and selected an interesting psychology open course titled PSYC 123: The Psychology, Biology and Politics of Food http://oyc.yale.edu/psychology/the-psychology-biology-and-politics-of-food. The content of this course is very interesting, and the information is presented in an interactive fun manner!

Question 1: Does the course appear to be carefully pre-planned and designed for a distance-learning environment?

Yes, this course appears to be carefully pre-planned; however I do not feel it was initially designed as a distance-learning course.  Upon entering the course you are brought to the About the Course and About the Professor, where it details the course structure as follows: “This Yale College course, taught on campus twice per week for 75 minutes, was recorded for Open Yale Courses in Fall 2008”(Brownell, n.d.), this is the primary reason I feel this course was not originally designed to be a distance-learning course. Though the course content appears well designed, it was not created solely as a online learning course. 

Question 2: Does the course follow the recommendations for online instruction as listed in your course textbook?

No, this course does not appear to follow the recommendations for online instruction as listed in our course textbook.  Again, this could partly be due to the fact that the course was not originally designed for an online platform. Our course outlines the following categories for the unit-module topic model for delivered distance instruction:

• Organizational Guidelines
• Assessment Guidelines
• Content Guidelines
• Instruction/Teaching Guidelines

Organizational Guidelines

When course are planned the designer might want to use the Unit, Module, and Topic approach or model (UMT approach) as follows:

Assuming this course is a typical 3 credit course it should contain 3 units, 12 modules, 48 topics, and 48 learning outcomes (Simonson, et al., 2009) however the course appears to simply be comprised of 23 class sessions with no mention of units or modules.

Assessment Guidelines

“Assessment is directly related to learning outcomes. Normally there is at least one learning outcome for each topic...[with] 1 major assignment per unit and 1 minor assignment per two to three modules” (Simonson, et al., 2009).  Though the course does not appear to have specific units and modules the course does contain several assessment components as described by the syllabus.  The syllabus outlines the following components for grading:     

Content Guidelines

The course does a great job in outlining the required readings for each class session and providing streaming video of the professor and/or guest speaker giving lectures. All of the class sessions are available for download as well as two supplements. Students are required to purchase other text, as it is not provided. The Open course does not contain a method to conduct synchronous chats with content experts.  All of the course content appears to be delivered in the same manner, the professor/speaker being recorded while lecturing to the class.

Instruction/Teaching Guidelines

“The pace of instruction for learners is a critical concern to the distance educator” (Simonson, et al., 2009)

The course was not created as an online distance-learning program so many of these guidelines were not followed.

Question 3: Did the course designer implement course activities that maximize active learning for the students?

There appear to be many exercises incorporated into each lecture that causes in class interaction, dialogue, and active learning. It is hard to know if a course designer was involved with this process though.  This Open Course was not designed with the purpose of being an online course so much of the text and activities are unavailable.

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References

Brownell, K. (n.d.). The Psychology, Biology and Politics of Food. Yale.edu. Retrieved July 31, 2011, from http://oyc.yale.edu/psychology/the-psychology-biology-and-politics-of-food

OpenCourseWare. (n.d.). Wikipedia. Retrieved July 31, 2011, from http://en.wikipedia.org/wiki/OpenCourseWare

Open-source software. (n.d.). Wikipedia. Retrieved July 31, 2011, from http://en.wikipedia.org/wiki/Open-source_software

Recommended Guidelines for structuring your online course. (2011, February 8). Valencia Learning Technology. Retrieved July 31, 2011, from http://vcclearningtech.wordpress.com/2011/02/08/recommended-guidelines-for-structuring-your-online-course/

Simonson, M., Smaldino, S., Albright, M., Zvacek, S. Teaching and Learning at a Distance: Foundations of Distance Education. (2009). Boston: Allyn & Bacon/Pearson

Distance Education Blog—Selecting Distance Learning Technologies

This week our blog assignment was to choose one example on which to focus and, in a blog post, identify one to two distance-learning technologies you think provide the best solution for the given challenge. Support your decision with information and rationale from the Learning Resources. In addition, provide examples of the use of these technologies by searching the Internet for two external resources that showcase how these technologies have been successfully used in distance learning.

I selected example 2, the Interactive Tours-
A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the artwork on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance.

Question:

In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

Answer:

Prior to answering the question lets detail below the objectives the teacher would like to complete:

1.     Students to tour museum
2. Students to see displayed artwork
3. Students to interact with curator
4. Students to participate in a group critique on two pieces of artwork

Objectives 1, 2 and 3:

As an instructional designer I would suggest the two-way audio/video communication of videoconferencing. “Videoconferencing programs provide meaningful, interactive learning experiences, connecting the visual arts with all areas of classroom curricula. Videoconferencing lessons are a great way to bring the Museum's collections and special exhibitions into your classroom—as a stand-alone lesson…(Philamuseum.org). In today’s day and age many museums have lessons anywhere from 40-60 minutes for grades K-12 for very little cost (compared to the cost of visiting the facility in person). In contacting the museum the teacher can inquire about pre-recorded lessons that may be helpful in preparing the student for the content presented during the videoconferencing. In addition the teacher can inquire to having a curator available for possible questions later.

A great example of a museum that uses videoconferencing to facilitate distance learning is the Philadelphia Museum of Art, one of my personal favorite museums! The museum offers several lessons that are linked to Pennsylvania standards as well as teacher programs.

Objective 4:

For this objective the teacher will need to advise if they are looking for a synchronous or asynchronous platform for the course discussion. In the case of a synchronous platform it would need to contain a “chat” function that can support a high amount of user traffic and interaction.  I would advise the teacher to speak with the school administration in the use of Blackboard or Desire2Learn as a CMS, more than likely the school will already have an account set up which the teacher could use. In using a CMS the teacher can have an organized location of the materials and other course related item for this particular project that students could use and access as needed (i.e. promoting self directed learning). If an asynchronous platform is acceptable for the course discussion then the teacher could still use almost any available CMS as most of them have forum and blog capabilities. For example EctoLearn claims to be “the world’s first complete Web 2.0 solution for the wired classroom [as well as] the first true online networked personal learning environment” (Ectolearning.com) providing the power to network with classrooms across the hall, across town, or across the world and allowing users to create, collaborate, and learn, plus EctoLearn is a free Web 2.0 tool! With EctoLearn you have the ability to create blog posts in which students can respond, a Q&A section, Assignment section that includes completion dates, a discussion forum, as well as a content section in which you can add materials students should review.

References:

Ecto. Retrieved July 17, 2011, from http://www.ectolearning.com/FlatPage.aspx?p=iinozqvdbi

Philadelphia Museum of Art - Education : Schools : Distance Learning. (n.d.). Philadelphia Museum of Art. Retrieved July 17, 2011, from http://www.philamuseum.org/education/32-128-195.html

Simonson, M. Smaldino, S., Albright, M., Zvacek, S. Teaching and learning at a distance: Foundations of distance education. (2009). Boston: Allyn & Bacon/Pearson.

Week 7: Fitting the Pieces Together

It is the end of Week 7 of my Educational Theory class, we are nearing the end of the class.  This class has proven to be interesting as well as difficult in there are quite a few different theories on how we, human beings, learn and process information.  

This week's learning resources contained suggestions on how to integrate technology into learning based instruction-an important concept for an Instructional Designer to understand. With this week's resources in mind, as well as our analysis of the major learning theories, we were to revisit and reflect upon our initial Week 1 response of "how you learn best"... In that reflection we were to consider the three following questions:

1. Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?
2. What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?
3. What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)

Question #1:

In my Week 1 Class Discussion I stated "In my assessment, I feel that I learn most productively through conventional and traditional teaching methods. I am an auditory and visual learner, with auditory learning being my preferred method. I am 80% auditory, 15% visual, and 5% kinesthetic. Typically I am able to listen to the relayed information, write the information down, and then simply remember it. On rare occasions is it necessary for me to “do” the action in order to understand the theory of how something works".

I still feel that I learn most productively via conventional and traditional learning methods.  I have discovered that I am fairly adaptive and am adjusting non traditional learning such as by utilizing web based applications and forums to increase my knowledge base.  I have also discovered that being an auditory, visual, and kinesthetic learner is a "learning style and intelligence strength". When I initially entered this class I had little experience and knowledge in this field of study and had to research or read the blogs of my colleagues to understand what my Professor was "asking".  Granted I still lack experience, I have gained knowledge in which I can build upon in the future academically as well as professionally.  

I also will admit that learning is much more complicated than I realized as it is an individual process for everyone.  Everyone learns differently, and what works for me, may not work for another person.  This is something that I will need to learn to address as I begin to design learning applications as an Instructional Designer.  The information that I have learned will greatly assist me in that...


Upon further examination I realize that I utilize several of the learning theories that we have studied.  I utilize adult learning theories, connectivism, constructivism, social learning, cognitivist theories, and finally behaviorist theories.  Initially I felt that cognitivism was the way that I learned.  We all adapt as needed on the information, context, and stimulus...

Question #2:

In my initial assessment during Week 1, I stated that the cognitive theory appeared to best apply for my preferred learning method.  I realize now that one learning theory is not necessarily better than the other, but it may be better suited depending on the material, stimuli, and student.  For example the behaviorist learning theory may be useful when students need to learn information that depends on rapid recall-such as basic math or learning historical dates.  To instill analytical and problem solving skills the cognitive or constructivism theory may be better suited or applied.  For a full time professional seeking to further their career by returning to school Connectivism and Adult Learning techniques are better suited.  The key of course is knowing when to apply what theory and to what degree.

I am still confused from a neuroscience stand point exactly how my brain stores information.  I have discovered however that social learning plays a strong role on how I form my opinions and therefore "learn"...

Question #3:

Technology plays a huge role in education in the 21st Century.  With the discovery and development of the Internet and the World Wide Web we are able to learn and communicate from sources outside of our geographical radius-the world is more connected than ever! Research and learning can be done from anywhere there is a Internet connection.  Students are no longer limited to the hours of their local library or their professor's office hours.  

I enjoy using technology to increase my knowledge and understanding.  I utilize RSS Feeds, various Search Engines, Personal Web  (websites such as Diigo and LinkedIn, for example), and Blogs to increase my understanding of subject academically, personally, and professionally.  Online Social Networking, for example, is an excellent way to communicate with people with like interests.  

I was not aware that I was already involved and practicing the learning theory of Connectivism until this course. 

My only fear with this influx of data is how to validate the information that I am receiving.  Without a SME or a professor as a guide it is easy to get on the wrong track and not develop an accurate understanding....

How My Connections Facilitate My Learning

Hello again,

As I mentioned earlier this week, I have returned to complete my assignment for this week.  Part I was to post my mind map.  Based on the mind maps of my classmates, not so sure I achieved the goal of this particular assignment.  I guess I will see when my grade is posted...

Part II is to discuss the questions that I posted to you all earlier this week...many of these questions were addressed in/on my mind map that I posted this week.

1.  How has your network changed the way you learn?

I have discussed this a few times within my discussion group(s), until this class I never considered a formal network as a way to learn.  I have utilized social networks such as www.myspace.com, www.facebook.com, and www.twitter.com as a way to stay in touch with friends and network with others with similar interests to my own.  With my educational theory class, I have realized that these sites, as well as the internet are  full of information that I can use to advance my academic, and professional interests as well. 

2.  Which digital tools best facilitate learning for you?

I utilize many of the available applications on web 2.0 to facilitate my learning.  A particular digital tool that I enjoy is the RSS Feed.  Until this class, I was clueless to the little "orange icon with sound waves"and what it was used for.  Our Professor included a link to a online video that explained RSS Feed, their function, and how they are used.  RSS Feeds in Plain English is a great website for beginners to get an idea on how RSS Feeds work. RSS Feeds are a great way to organize your favorite websites, blogs, professional as well as personal.

I also enjoy following various blogs of fellow instructional designers and others within the field of eLearning.  Again our Professor included a link to an online video that explained Blogs, their function, and how they are used. Blogs in Plain English is a wonderful resource for new bloggers to learn the function of blogs and how they can be used to connect with others.

These are just two examples of digital tools that I use.  In addition to these I utilize the internet's search engines, as well as my Macbook Pro by Apple!

3.  How do you gain new knowledge when you have questions?

When I have questions I first seek the expertise of someone that I feel will have the information.  In some cases this can be a personal acquaintance and in other situations it may be a professional associate.  If I still seek additional information then I also will refer to the various websites, and blogs that I have available in my networks.  Sometimes with having so much information available it is difficult to discern the proper answer as the wealth of information typically leads to more questions...

4.  In what ways does your personal learning network support or refute the central tenets of connectivism?

My personal learning network supports the central tenets of connectivism. I think connectivism is an important concept especially in the 21st century.  In this "digital era" it is easier than ever to connect with  people all over the world from various professions and walks of life.