Example 2: 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 art work 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. 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?
“The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies.” (Simonson, Smaldino, Albright, & Zvacek. p. 115. 2012) There are four steps that need to be considered first: “Assess available instructional technologies; Determine the learning outcomes; Identify learning experiences and match each to the most appropriate available technology; and Preparing the learning experiences for online delivery.” (Simonson, Smaldino, Albright, & Zvacek. pp. 115-120. 2012) The distance learning technologies I would suggest the teacher use to provide the best learning experiences for her student’s would be podcasting, video-conferencing (two-way audio/video) and blogging. Podcasting “is the process of recording and storing audio and/or video content on the Internet for downloading and playback using iPods, MP3 players, computers, and other electronic gear that plays back audio and/or video files.” (Simonson, Smaldino, Albright, & Zvacek. p. 130. 2012) Video-conferencing “allows two or more locations to communicate by simultaneous two-way video and audio transmissions” (Wikipedia. Sept. 2013) bringing people together. Blogging is “a form of online reporting and journaling that gives anyone an opportunity to publish on the Internet.” (Simonson, Smaldino, Albright, & Zvacek. p. 129. 2012)
The teacher would first have to decide and review which New York City museums she would like to “tour” with her students. She would also have to get in contact with the museum’s curator(s) ahead of time so they would be available during the scheduled day / time. I found The Museum of Modern Art (MoMA - http://www.moma.org/) that has a lot of very useful and helpful information pertaining to online exhibits and artwork. The teacher would be able to choose two pieces of artwork from each exhibit. The instructional designer can help the teacher setup a blog for the students and the curator(s) to interact and have the students participate in a group critique of the individual work of art. The instructional designer would be able to also setup the video-conferencing between the selected museums and if there are any podcasts. “It is imperative that educators think about how communication will occur and how to apply experiences that will promote effective and efficient learning experiences for all students.” (Simonson, Smaldino, Albright, & Zvacek. p. 94. 2012)
The two external resources that showcase how these technologies have been successfully used in distance learning would be one, Colonial Williamsburg Museum Project - http://www.history.org/history/museums/murraySisters/ that I was able to experience for myself in a previous Walden University course, EIDT 6120 Multimedia Design Development. This is an interactive website that can help reinforce information and assist in retention. Interactivity also creates a more dynamic learning experience and fosters a learner-centered and learner-driven experience. You had to click on each thumbnail, read the little information piece and you had to navigate through the whole thing on your own by making selections. You could also click on the ‘zoom’ and ‘compare’ icons on the bottom for more visuals. By having interactivity lessons in the classroom, it will give students of all learning styles a chance to see and do. By seeing and doing, students will retain more and enjoy learning. According to Chou, C., “Interactivity - a fundamental aspect of traditional face-to-face teaching - is a central concern in the design of such mediated instructional settings as computer-assisted instruction (CAI), computer-assisted learning (CAL), Internet-based learning, and Web-based learning (WBL)”. (Chou 2003) And two, Roman Open-Air Musem Hechingen-Stein - http://www.villa-rustica.de/tour/toure.html. This is a Roman Villa dating from the 1st to the 3rd Century A.D. You can take a guided tour, an aerial view tour, a 3D-model tour or a video tour.
While researching on the Internet, I came across two pieces of information that would be very useful in the museum world. One is CollectiveAccess (www.collectiveaccess.org), “a highly configurable cataloguing tool and web-based application for museums, archives and digital collections. Available free of charge under the GPL open-source license, it requires little to no custom programming to support a variety of metadata standards, external data sources and repositories, as well as most popular media formats.” (CollectiveAccess. 2013) And two is Ideum, which “develops innovative hardware and software and is keenly focused on the future of Human Computer Interaction (HCI). Our creative and collaborative approach to custom exhibit design produces memorable visitor experiences. Our multitouch tables and touch wall products are known for their original designs, exceptional build-quality, and unbeatable performance.” (Ideum. n.d.)
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.
National Association for Museum Exhibition’s Journal. (n.d.). Vol. 27 no. 2. Open Source Software: New Possibilities for Museums. http://ideum.com/blog/2008/11/open-source-software-new-possibilities-for-museums/
Ideum. (n.d.) http://ideum.com/home/
CollectiveAccess. (2013) http://www.collectiveaccess.org/about/overview
Wikipedia. (Sept. 2013). http://en.wikipedia.org/wiki/Videoconferencing
The Museum of Modern Art. (MoMA). (2013). 11 West 53 Street, New York, NY 10019. http://www.moma.org/
Colonial Williamsburg Museum Project. http://www.history.org/history/museums/murraySisters/. Accessed June 18, 2013.
Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: a technical framework for designers. British Journal of Educational Technology, 34(3), 265–279.
Roman Open-Air Museum Hechingen-Stein. (1995-2013). http://www.villa-rustica.de/tour/toure.html
Monday, September 23, 2013
Tuesday, September 3, 2013
Blog Assignment: Defining Distance Learning (WK1AssignPoppC)
My personal definition and observations of distance learning before starting this course started in January of 2007 at Northampton Community College, PA. I was enrolled in their Elementary Education program. Since my two daughters were elementary school-aged, I decided to try online classes since it was winter, and there would be delays, cancellations and early dismissals. I enjoyed it and continued from then on with distance learning. I transferred after the spring semester at Northampton Community College, PA to the University of Central Missouri majoring in Occupational Education where I received my Bachelors in May 2010. I then transferred to DeSales University, PA to pursue my Masters in Technology Education (until they changed the program) and then transferred to Walden University. I really enjoy the flexibility. Since my daughters (16 and 13 years of age) are still in school, I have the opportunity to sub at the local schools when needed. My 2 daughters are cyber-schooling (3rd year) again this year. Since I have distance learning experience with myself, this is a great opportunity for them.
I am very tech savvy – software / hardware. My background is in Business Computer Programming and Web Designing. I have had all good experiences with all my distance learning classes (since Jan. 2007). I have nothing bad to say or complain about. My only thing is when I have DSL issues with Verizon due to weather.
Every student / individual is different in learning whether it be in-person or via the WWW. Each student is unique and learns differently. Some students may get it right away and others may not. The ones that don’t may have to reread, research, and ask for help / questions. Some students may feel funny by asking questions for fear that the instructor may think negatively of that individual. No one wants to admit they do not know or understand something. Some will just ignore it and move on and will never understand it. Instructors need to make the students feel welcome and that they can come to them about anything. The instructors are there for the students and really want them to understand the topics and to walk away confident and knowledgeable in the area(s) taught. We can still build the relationships' necessary to successful distance learning in K-12 with regard to Learner/Content and Learner/Technology. Building Learner-Technology and Learner-Instructional Content relationships can be quite difficult at first. Once you develop a plan / strategy, all will come together. One must first start out simple / basic and then move on to adjust / make changes once one is more familiar w/ the students.
Establishing a sense of classroom community in distance learning is both essential and challenging. Distance education in the K-12 arena is often referred to as “virtual schooling” and learning through virtual schooling is one of the fastest growing areas for K-12 schools. (Huett, Moller, Foshay, & Coleman. 2008) The most important elements upon which to focus, I would have to say are personal commitment, motivation and communication skills. The biggest challenges would be personal support systems and technology. Some hints, tips, strategies or notes of caution I would offer / suggest is to read, ask questions, not fall behind and try to learn as much as possible. Social presence in face-to-face K-12 classrooms is not difficult to establish and is, in fact, a norm in the process of teaching and learning in that environment. However, establishing this same presence at a distance without physical contact certainly presents challenges. Students in online classes do have a social presence in the K-12 learning environment. Some participate daily for about 30 minutes to 1 hour in a class w/ their teacher and classmates. The teacher teaches the appropriate lesson for the day w/ the students online. The teachers ask questions that the students need to respond to either by typing or speaking. The students also do all their work – quizzes, tests, assignments – online. Some may have to be submitted via email, mail or fax depending on the assignment. This is all possible from what I stated above and how by what I stated above. This would be based on the states Department of Education’s website and guidelines for K-12 education. A more controversial example of K-12 online learning is virtual charter schools, which offer distance education to public school students while operating independently of local school districts. (Huett, Moller, Foshay, & Coleman. 2008) My daughter’s did a cyber charter school 3 years ago and our local school district was not happy about that since they (the local school district) have to pay for it. This can work and it does work. My 2 daughters are Cyber-Schooling again this year. I see it.
The nature of higher education is changing. The traditional four-year brick and mortar institution is no longer applicable. (Siegle, 2011) For a high school graduate, attending college for four years is no longer the norm. Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds. (Moller, Foshay, & Huett. 2008) By the year 2020, students will be taking over half of their courses online. (Siegle, 2011) Organizations that desire to succeed in today’s global environment, by facilitating changing educational demands, will require learning agility and leadership from instructional design leaders. (McBride, 2010)
The delivery of instruction in institutions of higher education is currently in a state of restlessness; distance education models differ greatly and change often. (Beaudoin, 2002) In order for higher education to meet the needs of the future student, high-quality courses will need to be designed to meet the needs of the online learner. Effective leadership during a transition from traditional to distance education can lead to institutional success. (Beaudoin, 2002) Instructional designers are able to provide expertise and leadership that are required to move an organization into the future of online teaching and learning. (Irlbeck, 2011)
Technology has forever changed education and society expects institutions of higher education to provide high quality educational options through distance learning. In order to provide robust learning opportunities, institutions of higher education need to look towards instructional designers to provide the necessary vision and framework to move institutions of higher education into the 21st century. Regardless of the size of the program, ID professionals (regardless of philosophical bent) are needed to create a clear framework outlining the goals, delivery, and structure of the e-learning program with clear benchmarks for success. (Moller, Foshay, & Huett. 2008) Instructional designers will play a key role in the transition of instructional delivery. The designers will not only assist in the design of courses but also provide much needed leadership.
References:
Siegle, D. (2011). The changing nature of universities: Going online. Gifted Child Today, 34(3), 56-61. Retrieved from http://journals.prufrock.com/IJP/b/gifted-child-today
Beaudoin, M. F. (2002). Distance education leadership: An essential role for the new century. The Journal of Leadership Studies, 8(3), 131-144. doi:10.1177/107179190200800311
Irlbeck, S. (2002). Leadership and Distance Education in Higher Education: A US Perspective. The International Review Of Research In Open And Distance Learning, 3(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/91/170
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 3: K-12. Techtrends: Linking Research And Practice To Improve Learning, 52(5), 63-67.
Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 2: Higher Education. Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0
*****************************************************************************
Defining Distance Learning Mindmap
I am very tech savvy – software / hardware. My background is in Business Computer Programming and Web Designing. I have had all good experiences with all my distance learning classes (since Jan. 2007). I have nothing bad to say or complain about. My only thing is when I have DSL issues with Verizon due to weather.
Every student / individual is different in learning whether it be in-person or via the WWW. Each student is unique and learns differently. Some students may get it right away and others may not. The ones that don’t may have to reread, research, and ask for help / questions. Some students may feel funny by asking questions for fear that the instructor may think negatively of that individual. No one wants to admit they do not know or understand something. Some will just ignore it and move on and will never understand it. Instructors need to make the students feel welcome and that they can come to them about anything. The instructors are there for the students and really want them to understand the topics and to walk away confident and knowledgeable in the area(s) taught. We can still build the relationships' necessary to successful distance learning in K-12 with regard to Learner/Content and Learner/Technology. Building Learner-Technology and Learner-Instructional Content relationships can be quite difficult at first. Once you develop a plan / strategy, all will come together. One must first start out simple / basic and then move on to adjust / make changes once one is more familiar w/ the students.
Establishing a sense of classroom community in distance learning is both essential and challenging. Distance education in the K-12 arena is often referred to as “virtual schooling” and learning through virtual schooling is one of the fastest growing areas for K-12 schools. (Huett, Moller, Foshay, & Coleman. 2008) The most important elements upon which to focus, I would have to say are personal commitment, motivation and communication skills. The biggest challenges would be personal support systems and technology. Some hints, tips, strategies or notes of caution I would offer / suggest is to read, ask questions, not fall behind and try to learn as much as possible. Social presence in face-to-face K-12 classrooms is not difficult to establish and is, in fact, a norm in the process of teaching and learning in that environment. However, establishing this same presence at a distance without physical contact certainly presents challenges. Students in online classes do have a social presence in the K-12 learning environment. Some participate daily for about 30 minutes to 1 hour in a class w/ their teacher and classmates. The teacher teaches the appropriate lesson for the day w/ the students online. The teachers ask questions that the students need to respond to either by typing or speaking. The students also do all their work – quizzes, tests, assignments – online. Some may have to be submitted via email, mail or fax depending on the assignment. This is all possible from what I stated above and how by what I stated above. This would be based on the states Department of Education’s website and guidelines for K-12 education. A more controversial example of K-12 online learning is virtual charter schools, which offer distance education to public school students while operating independently of local school districts. (Huett, Moller, Foshay, & Coleman. 2008) My daughter’s did a cyber charter school 3 years ago and our local school district was not happy about that since they (the local school district) have to pay for it. This can work and it does work. My 2 daughters are Cyber-Schooling again this year. I see it.
The nature of higher education is changing. The traditional four-year brick and mortar institution is no longer applicable. (Siegle, 2011) For a high school graduate, attending college for four years is no longer the norm. Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds. (Moller, Foshay, & Huett. 2008) By the year 2020, students will be taking over half of their courses online. (Siegle, 2011) Organizations that desire to succeed in today’s global environment, by facilitating changing educational demands, will require learning agility and leadership from instructional design leaders. (McBride, 2010)
The delivery of instruction in institutions of higher education is currently in a state of restlessness; distance education models differ greatly and change often. (Beaudoin, 2002) In order for higher education to meet the needs of the future student, high-quality courses will need to be designed to meet the needs of the online learner. Effective leadership during a transition from traditional to distance education can lead to institutional success. (Beaudoin, 2002) Instructional designers are able to provide expertise and leadership that are required to move an organization into the future of online teaching and learning. (Irlbeck, 2011)
Technology has forever changed education and society expects institutions of higher education to provide high quality educational options through distance learning. In order to provide robust learning opportunities, institutions of higher education need to look towards instructional designers to provide the necessary vision and framework to move institutions of higher education into the 21st century. Regardless of the size of the program, ID professionals (regardless of philosophical bent) are needed to create a clear framework outlining the goals, delivery, and structure of the e-learning program with clear benchmarks for success. (Moller, Foshay, & Huett. 2008) Instructional designers will play a key role in the transition of instructional delivery. The designers will not only assist in the design of courses but also provide much needed leadership.
References:
Siegle, D. (2011). The changing nature of universities: Going online. Gifted Child Today, 34(3), 56-61. Retrieved from http://journals.prufrock.com/IJP/b/gifted-child-today
Beaudoin, M. F. (2002). Distance education leadership: An essential role for the new century. The Journal of Leadership Studies, 8(3), 131-144. doi:10.1177/107179190200800311
Irlbeck, S. (2002). Leadership and Distance Education in Higher Education: A US Perspective. The International Review Of Research In Open And Distance Learning, 3(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/91/170
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 3: K-12. Techtrends: Linking Research And Practice To Improve Learning, 52(5), 63-67.
Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 2: Higher Education. Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0
*****************************************************************************
Defining Distance Learning Mindmap
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