As an instructional designer, I have been assigned the task of working with a high school history teacher who is located on the west coast of the United States. She has decided to incorporate the use of technology by allowing her students to see art exhibits at two prominent New York City museums. She would like to have her students take a tour and interact with the museum curator as well as choose pieces of art for students to critique. As the assigned instructional designer, it will be my job to assist the teacher with providing the best learning experience for her students.
Chickering and Ehrman (1996) provided seven principles for implementingNew technologies in distance education programs. Online distance learning can integrate emerging technologies for either synchronous or asynchronous modes by applying seven principles.
1) Encourage contact between students and faculty
2) Develop reciprocity and cooperation among students
3) Use active learning techniques
4) Give prompt feedback
5) Emphasize time on task
6) Communicate high expectations
7) Respect diverse talents and ways of learning
Using the seven principles as a guideline, my recommendations would be to use video conferencing and blogging as a distance learning technology tools. Video conferencing would provide students with the opportunity to learn in a 2-way communication platform. Video conferencing would allow students to explore, communicate and interact with the museum curator as well as visually explore the pieces of artwork on display. If the museum had an interactive multimedia website, the students would have an opportunity to have a close-up view of the collection of art. My second recommendation would be the integration of a blog, which would promote students to share their critiques of the chosen artwork with the instructor and peers in the class.
As I explored the internet in search of video conferencing and blogging technology tools that had been successfully used in distance learning, I came across an article entitled, “Virtual Field Trips Open Doors for Multimedia Lessons. In this article, electronic virtual field trips had grown because of budget cuts the school district faced, which led to a cut back on off-campus excursions. In a middle school in Los Angeles, a teacher was able to plan a trip to the British Museum without having to leave the classroom. By using the museum’s interactive website, students had the opportunity to see the vast collection of artifacts on display.
When highlighting the successful use of blogging, I cannot help, but think about my own experience at Walden. Before enrolling in the program, I had heard of blogging, but did not utilize it until I started participating in the program. Not only was a taught to use this wonderful tech tool, but I was given the opportunity to share my thoughts and collaborate with my peers about a common area of interest.
These technology tools along with e-mail, instant messaging, social networks, mobile phones, and wikis provide us with an arsenal that will indeed change the world of education, as we know it.
References:
Beldarrain, Y. (2006). Distance education trends: Integrating New technologies to Foster Student Interaction and Collaboration. Distance Education, 27(2),139–153.
Manzo, K. (2009). Virtual Field Trips Open Doors for Multimedia Lessons. Education Week 28(21), 1. Retrieved from www.edweek.org/
Tuesday, September 28, 2010
Sunday, September 12, 2010
The definition of distance learning has evolved, changed, and adapted as the need for learning at a distance and the technologies driving advances in the field continue to grow. Our experiences continue to drive our personal definitions of distance learning based on our technological knowledge, experience or profession. As I ponder my role in the world of distance learning, I need to define what it means to me, how I can apply newly applied knowledge to revise my definition of distance learning, and sum up my vision for the future of distance learning as it continues on a path of progress and transformation.
Distance learning has been defined by the Association for Educational Communications and Technology as being made of four components: institutionally based separation of teacher and student, interactive telecommunications and sharing of data, voice and video resources (Schlossar & Simonson, 2006). Before starting this course, I saw distance learning as a way to add to curricular new and exciting courses that would otherwise not be available to students because of location, lack of instructors, or lack of trained instructors in a particular academic area. In addition, I saw distance learning as a way to replace teachers with technology, because I did not have a clear understanding of the role educators’ play in distance learning.
As I reflect on my personal early experience in education, I remember our foreign language department at our high school provided students with the opportunity to take several courses in the instruction of the Chinese language through teleconferencing. The class was a huge success, but the district did not embrace distance learning as an added advantage for all. Instead, it was embraced only for the students who were high academic achievers. When considering distance learning we are faced with a number of technologies that can provide the delivery of instruction, desktop computers, laptops, cell phones and other mobile learning technologies. Before enrolling in this program, I did not know what huge implications mobile learning had for the field of distance learning nor did I understand how collaboration would take place in such an environment.
How do I see distance learning now? As an elementary educator, I see distance learning as a way for teachers to facilitate learning, coaching and guiding students, and connecting them to resources through technology. I do not see distance learning as a replacement anymore. This type of learning allows for collaboration between teacher / student and student/ student. I see it as a way to bring a new and exciting curricular to students who would otherwise not be exposed to it. The concepts that form the basis of distance education are more than a century old. Certainly, distance education has experienced growth and change recently, but the long traditions of the field continue to give it direction for the future. (Albright, M., Simonson, M., Smaldino, M., Zvacek, S. 2009).
My vision for distance learning in the future is to see an embracing of distance learning for K-6th students. This vision includes providing educators with the tools to assist struggling students in the elementary level. I would like to see distance learning used to improve student achievement through differentiated instruction, providing learning beyond the typical school day, individualized personal instruction and help with supporting response to intervention needs for students. Enhancing opportunities for advanced placement for high achieving students will hopefully be commonplace in all districts across this nation. None of this could take place if students do not have the tools necessary for distance learning to take place. Finally, designers of instruction should be able to distance learning provide equivalent alternatives that provide various ways of learning.
Reference:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Distance learning has been defined by the Association for Educational Communications and Technology as being made of four components: institutionally based separation of teacher and student, interactive telecommunications and sharing of data, voice and video resources (Schlossar & Simonson, 2006). Before starting this course, I saw distance learning as a way to add to curricular new and exciting courses that would otherwise not be available to students because of location, lack of instructors, or lack of trained instructors in a particular academic area. In addition, I saw distance learning as a way to replace teachers with technology, because I did not have a clear understanding of the role educators’ play in distance learning.
As I reflect on my personal early experience in education, I remember our foreign language department at our high school provided students with the opportunity to take several courses in the instruction of the Chinese language through teleconferencing. The class was a huge success, but the district did not embrace distance learning as an added advantage for all. Instead, it was embraced only for the students who were high academic achievers. When considering distance learning we are faced with a number of technologies that can provide the delivery of instruction, desktop computers, laptops, cell phones and other mobile learning technologies. Before enrolling in this program, I did not know what huge implications mobile learning had for the field of distance learning nor did I understand how collaboration would take place in such an environment.
How do I see distance learning now? As an elementary educator, I see distance learning as a way for teachers to facilitate learning, coaching and guiding students, and connecting them to resources through technology. I do not see distance learning as a replacement anymore. This type of learning allows for collaboration between teacher / student and student/ student. I see it as a way to bring a new and exciting curricular to students who would otherwise not be exposed to it. The concepts that form the basis of distance education are more than a century old. Certainly, distance education has experienced growth and change recently, but the long traditions of the field continue to give it direction for the future. (Albright, M., Simonson, M., Smaldino, M., Zvacek, S. 2009).
My vision for distance learning in the future is to see an embracing of distance learning for K-6th students. This vision includes providing educators with the tools to assist struggling students in the elementary level. I would like to see distance learning used to improve student achievement through differentiated instruction, providing learning beyond the typical school day, individualized personal instruction and help with supporting response to intervention needs for students. Enhancing opportunities for advanced placement for high achieving students will hopefully be commonplace in all districts across this nation. None of this could take place if students do not have the tools necessary for distance learning to take place. Finally, designers of instruction should be able to distance learning provide equivalent alternatives that provide various ways of learning.
Reference:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
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