Blog Assignment - Reflection (Wk8AssignPoppC)

What do you think the perceptions of distance learning will be in the future (in 5 - 10 years; 10 -  20 years)? 

The perception of distance learning has changed significantly over the years.  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)   More and more people, young and old, are taking distance learning courses.  Some are taking courses towards degrees and others are just taking them for fun and to keep up with the times and technology.  There is a “growing acceptance of distance education” according to Dr. Siemens.  “Distance education is fueled by:

• The increase in online communication
• Practical experience with new tools
• Growing comfort with online discourse
• Ability to communicate with diverse and global groups”  (Laureate Education, Inc., Producer.  Siemens)

With all the technology available today, “distance education benefits corporations by allowing them to interact with different offices around the world.”   (Laureate Education, Inc., Producer.  Siemens)  Distance learning is growing in universities, government and businesses.     

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning? 

As an instructional designer, regardless of the size of the program, 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.  If learning outcomes in any distance education course are to be maximized, transactional distance needs to be minimized or shortened.  There are components that have to work together to shorten the transactional distance and provide for a meaningful learning experience:  dialog, or interaction between learners and teachers, structure of the instructional programs, and autonomy, or the degree of self-directedness of the learner. 

Many times, instructional designers must work to accommodate a variety of learner and contextual characteristics.  The group to be trained may vary greatly in age, experience and level of interest.  This variety can cause an additional challenge however if they characteristics are considered in advance, accommodations can be made.  As instructional designers we have to decide the best method to design the objective based on the needs assessment of the target audience.  We can reach into our “toolbox and determine the best tool or tools” (Morrison, Ross, Kalman, and Kemp, 2011) to identify the need for instructions, define problems, conduct the learner and contextual analysis, conduct a task analysis and define the instructional objectives.  These tools could be the performance-content models created by Mager and Beach, Gronlund, Merrill, and Bloom.  Each instructional designer should choose the tool that best suits their needs.   An instructional designer should understand the types of objectives and the reason for having objectives during training.  “Objectives are based on the results of the task analysis and provide a refinement and implementation of the needs of and / or goals for a project” (Morrison, Ross, Kalman, and Kemp, 2011).

How will you be a positive force for continuous improvement in the field of distance education?

I will be a positive force for continuous improvement in the field of distance education by designing, creating, implementing the future.  “Teaching at a distance requires planning and organizing.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical.  “Correct instructional design, ……….. if the design is effective, instruction will also be effective.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 171. 2012)   Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses") 

“The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012)  Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek.  p. 159. 2012)  The instructor will need to incorporate media into the training program.  Also, visual information will need to be created.  “Visuals also help learners by simplifying information.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 160. 2012)  The use of charts and diagrams are great for understanding course content.  The use of technology, equipment use and resources available to / for students available at a distance.   

The ADDIE model states, “during analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills.  The design phase documents specific learning objectives, assessment instruments, exercises, and content.  The actual creation of learning materials is completed in the development phase.  During implementation, these materials are delivered or distributed to the student group.  After delivery, the effectiveness of the training materials is evaluated.”  (Kruse, K 2009)  The ADDIE model provides a step-by-step process that helps training specialists plan and create training programs.  In the transcript, Stories from the Field, J. Ana Donaldson, Ed.D. states, “Things are constantly changing, the technology is - every day is evolving.  We're now going into the world of social networking and the web numbers are just starting to grow for us.  And I think the field, it's wherever you want to take it, and we're really going into uncharted territories.”  (Stories from the Field.  Transcript)  ADDIE “has many advantages when it comes to the creation of technology-based training.  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical.  In the planning process, there is the syllabus which is the instructional plan which is provided by the instructor, designing an online course which includes conducting analysis, writing objectives & developing evaluations. 

Also, technology considerations – when to use and when not to use and finally, choosing a delivery method which can be classroom based, instructor-led synchronous course, instructor-led asynchronous course, learner-led synchronous course or learner-led asynchronous course.  Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses")  Technology considerations, “ensure that the learners and facilitators have access to the technology selected and ensure that the learners will know how to use whatever technology is selected”  (Laureate Education, Inc. "Planning and Designing Online Courses") story board (maps out flow of course into weeks / days & by assignments) (Laureate Education, Inc. " Developing Online Courses") & sitemaps (shows how students will move through the course).  (Laureate Education, Inc. “Developing Online Courses”)  The field of instructional design and all technology is forever changing.  It’s changing daily.  We, as instructional designers, have the skill to create better and bigger ideas for the next generation to use.  We have the skill to open new doorways to the future.  The time is now to start designing, creating, implementing the future.

 

 

References:

Instructional Design Interactive Media. Stories from the Field.  Retrieved April 26, 2013 http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html.  [transcript]

Kruse, K. (2009) Introduction to Instructional Design and the ADDIE model. Retrieved from http://www.transformativedesigns.com/id_systems.html

Laureate Education, Inc. (Producer). (n.d.) "Developing Online Courses".  [Multimedia Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer). (n.d.) The Future of Distance Education. George Siemens. [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer) (n.d.) Theory and distance learning. [Video] [with Dr. Saba] Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebap                  %3D

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

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.

Blog Assignment - Converting to a Distance Learning Format (Wk7AssignPoppC)

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.

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

“Teaching at a distance requires planning and organizing.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical.  “Correct instructional design, ……….. if the design is effective, instruction will also be effective.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 171. 2012)   Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses") 

What aspects of his original training program could be enhanced in the distance learning format?

“The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012)  Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek.  p. 159. 2012)  The instructor will need to incorporate media into the training program.  Also, visual information will need to be created.  “Visuals also help learners by simplifying information.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 160. 2012)  The use of charts and diagrams are great for understanding course content.  The use of technology, equipment use and resources available to / for students available at a distance and face-to-face.

How will his role, as trainer, change in a distance learning environment?

Interactivity leading to dialogue between teachers and students can serve to reduce what Moore (1993) describes as "transactional distance."  Moore used this term to describe the distance between teacher and learner not in terms of geography but the psychological distance that results from highly structured approaches to teaching that result in reduced dialogue.  There is “the provision for two-way communication (dialog) and the extent to which a program is responsive to the needs of the individual learner (structure).”  (Simonson, Smaldino, Albright, and Zvacek.  p.45. 2012)  Teachers and instructional support specialists must consider both differentiated instruction and universal design.   It is "a distance in the relationship of the two partners in the educational enterprise" (p. 155).  Attitude Factors apply to the distance learning setting.  This pertains to classroom culture at a distance and etiquette.  “It is essential to take the time to create opportunities for social interaction.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 222. 2012)  Not only do students need to have interaction among their classmates; they also need to know how to act properly online when communicating.  Since there is “a more diverse population, students must become sensitive to all members of the class.  It is the responsibility of the instructor to establish the protocols for communication within the course.”  (Simonson, Smaldino, Albright, and Zvacek.  p. 223. 2012) Not everyone has had experience with distant learning.  Some may be experiencing this for the first time.  There are elements for success that need to be considered.  They are general ability (cognitive), prior knowledge (background), and learning styles (unique characteristics).  The instructor must “become familiar with the students in the class and to address their needs as they have identified them.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 227. 2012)  Not only do the instructors have to show responsibility, but the learners must also take part in their own responsibilities.  Students will need to know what is required of them and what they need to do in order for their distant learning to be a success.

What steps should the trainer take to encourage the trainees to communicate online?

Communication, attendance and class participation go hand-in-hand in distance learning.  Instructors and students need to have an open line of communication.  The instructors must stay on top the students / learners with communication.  The student / learner must also keep contact with their instructors.  Everyone must fully participate 100% in order for distance learning to work and be effective.  There is “the provision for two-way communication (dialog) and the extent to which a program is responsive to the needs of the individual learner (structure).”  (Simonson, Smaldino, Albright, and Zvacek.  p.45. 2012)    Establishing a sense of classroom community in distance learning is both essential and challenging.  Classrooms, in any form, are places organized to promote learning among a community of people whose learning goals are similar (Palmer, 1998).  These places are deliberately created and can be either very lonely or very social and interactive.  In distance learning, a learning community is created when teachers and students come together in an environment in which everyone is actively involved in a collective effort of understanding through which to expand both the collective and the individual knowledge and skills.  Community-centered learning environments recognize the social aspects of learning and that interaction is critical to the learning process.  Community-centered learning environments also integrate students’ experiences with new information, set theory in practice and build both social and content area skills (Hanna, 2000).  Attendance and class participation are also essential for distance learning.  Just like a traditional class, one must be present and participate.  Interaction in distance learning can be designed to increase participation, develop communication, receive feedback, enhance retention, increase motivation, negotiate understanding and support team-building.

 

Wk7AssignPoppC

 

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.

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Hanna, D. (2000) Approaches to learning in collegiate classrooms. Higher Education in an era of digital competitions: Choice and challenges, Hanna. D. ed. Maidson, WI: Atwood Publishing.

Palmer, P. (1998) The courage to teach: Exploring the inner landscape of a teacher's life.  San Francisco: Jossey-Bass.

Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles of Distance Education. New York: Routledge.

Blog Assignment - The Impact of Open Source (Wk5AssignPoppC)

According to Chapter 4 in Teaching and Learning at a Distance: Foundations of Distance Education, open source software is intended to be freely shared and can be improved upon and redistributed to others.  (Simonson, Smaldino, Albright, & Zvacek.  p. 141. 2012)  Also, more than half the course management systems currently available are open source or otherwise made available to educational institutions without charge.  (Simonson, Smaldino, Albright, & Zvacek.  p. 142. 2012)

I chose Harvard Open Courses: Open Learning Initiative - Bits: The Computer Science of Digital Information with Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University, The Internet and the Web - HTTP and cookies for this weeks blog assignment.

• Harvard Open Courses: Open Learning Initiative (Bits: The Computer Science of Digital Information.   Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University.  http://www.extension.harvard.edu/open-learning-initiative/bits); The Internet and the Web - HTTP and cookies http://oli.extension.harvard.edu/cscie2/2009/spring/lectures/cscie2-L09-20090218_9-3-4.mov?download

After viewing the QuickTime video, the course does not appear to be carefully pre-planned and designed for a distance learning environment.  I was not able to really see and learn from it.  I saw half screen shots of what Dr. Lewis was discussing.  He seemed to be talking in circles.  Whoever videotaped this class focused more on Dr. Lewis than on the smartboard. 

The course does not follow the recommendations for online instruction as listed in the course textbook.  Teaching at a distance requires planning and organizing.   (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (sync & async elements) is very important and the planning process is very critical.  Dr. Lewis does not truly explain HTTP and cookies in his QuickTime video.  The focus was more on him and not on the smartboard and the content.  Correct instructional design, ……….. if the design is effective, instruction will also be effective.  (Simonson, Smaldino, Albright, & Zvacek.  p. 171. 2012)  This was poorly designed and presented.  I am very computer literate and know about the topic presented, and it did not cover or explain HTTP and cookies.  Someone who is not familiar with the topic will be confused.

The course designer did not implement course activities that maximize active learning for the students.  The course seemed more like an overview or just a brief introduction about HTTP and cookies.  The course was very vague.  Dr. Piskurich states activities should provide ample opportunities for online learners to explore on their own.  (Laureate Education, Inc. Planning and Designing Online Courses)  This course did not have any activities. 

After viewing Harvard Open Courses: Open Learning Initiative - Bits: The Computer Science of Digital Information with Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University, The Internet and the Web - HTTP and cookies for this weeks blog assignment, I would have liked to see more information and examples on the smartboard and much longer (length too short) and less of Dr. Lewis speaking. 

 

References:

Harvard Open Courses: Open Learning Initiative (Bits: The Computer Science of Digital Information.   Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University.  http://www.extension.harvard.edu/open-learning-initiative/bits); The Internet and the Web - HTTP and cookies http://oli.extension.harvard.edu/cscie2/2009/spring/lectures/cscie2-L09-20090218_9-3-4.mov?download

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D