The Future of Distance Learning - Reflection

As a student of the 80’s my experience during that time has always been experiencing the delivery of education in the traditional form of lecturing face to face. Fast forward to the present. Distance Learning is a growing force in this field of education. Many factors according to Dr. Siemens will assist in not only pushing distance learning to the forefront, but change the perception of distance learning forever.

The points that Dr. Siemens sees as changing factors in the perception of distance learning include:
• The increase of online communication
• Practical experience with new tools
• Growing sense of comfort with online discussions
• Ability to communicate with diverse and global group ( Laureate Education,2010)
As perceptions are improved, the future of distance learning will continue to advance as communication technologies develop which will incorporate the use of multimedia games and stimulations into the world of learning. This will lead to greater contributions of experts around the world extending the reach around the world.

As an instructional designer, I will be in a unique position to help improve the public’s perception of distance learning. The World Wide Web gives all learners the opportunity to see, feel, and interact with the world like never before. As an instructional designer and educator, I can bring the two worlds together to improve learning in the classroom and at home through engagement of increased online communication. This engagement not only touches students who will be future parents, but the parents themselves who may or may not have a sense of comfort for dealing with any of the tools presently being used. As students interact there will be a level of comfort that will surely take root (such as with tools such as the home computer and mobile phone) that will have an effect on distance learning for generations to come.

I hope to be a positive force in the continuous improvement in the field of distance education by continuing to research how distance learning can be accessible to all people with disabilities, especially for people who have cognitive disabilities. Although there has been great advances in improving accessibility to distance learning, there is room for greater accommodations to include all learners (WebAim, 2010).



References:

Laureate Education, Inc. (2010) The Future of Distance Education. Professor George Siemens.

WebAim (October 30, 2010) Retrieved from http://webaim.org/

Converting to a Distance Learning Format

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.

The attached checklist below ( Application for Blog) is a Best Practice Checklist which can serve as a guide to follow when converting a traditional training program into a distance learning format.


Application for Blog

The Impact of Open Source

Open course refers to the sharing of educational materials with minimal restrictions, usually in the context of new digital technologies available through the World-Wide Web. Its purpose is the broadest possible dissemination of knowledge, in keeping with academic tradition and counter to the current trend toward the commercialization of education http://www.opencourse.info/ 2010.

The course I chose to review was the Music and Technology (Contemporary History and Aesthetics) http://ocw.mit.edu/courses/music-and-theater-arts/21m-380-music-and-technology-contemporary-history-and-aesthetics-fall-2009/index.htm course which is a free and open educational resource for educators, students, and self-learners around the world. This website is awesome. As a free service to the public, one cannot help but get excited at the mountain of information on a variety of topics that are available to anyone with internet access.

After carefully analyzing several courses on the website I decided to focus on one course to evaluate to see if the course was carefully pre-planned and designed for a distance learning environment; does it follow the recommendations for online instruction as listed in the course textbook and does the course designer implement course activities that maximize active learning for the students.

This course was not originally planned for a distance-learning environment; however, it contains some of the components necessary for optimal distance learning. According to Dr. George Piskunck and Instructional Technologist Jacqueline Chaser, the planning process is critical to distance learning. Using the ADDIE system as a guide the website contained many crucial elements for online learning.
The syllabus provided the course logistics, which included course, title, textbook and course materials. Instructional activities included course goals and objectives, reading assignments linked to topics and interactive study guide. Even as a free course, the syllabus served as a guide for the student. Even without the help of the instructor, a student would be able to follow the requirements of the course with little difficulty.

The design aspect of the program was lacking the activities for the online learner. Although there were assignments given to students in the traditional class were listed, these assignments were not adjusted for an online environment. The course designer did not take into consideration that this course would be online for further studies by others in an online environment.

Technology considerations were given to students by providing them the technical requirements for using the website, as well as the links for any additional tools that might be needed. This site had an enormous amount of course assets, which included lecture notes, videos, reading and listening links. Additionally, students’ works were provided on the site to share, which provided a music technology case study completed by several students.

The course follows most of the recommendations for online instruction, however if following Zemsky and Massy’s thoughts on e-learning adoption cycles the most notable missing component would be cycle 2, the course manangement system. Open course is a valuable tool on the internet which will impact educational online materials for years to come.

References:
Albright, M., Simonson, M., Smaldino, M., Zvacek, S. (2009) Teaching and Learning at a Distance (4th ed.) Boston, MA: Pearson

Piskurich, George. "Planning and Designing Online Courses" Video Program

Retrieved from http: http://www.opencourse.info/ 2010.

Distance Learning Technologies

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/

Distance Learning MindMap

http://www.mywebspiration.com/view/537659a37128

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

Welcome

Welcome to Introduction to PowerPoint. As per our last class meeting, I have provided above a link to Microsoft Office Online 2007. There you will find a series of PowerPoint Training Lessons. Below you will find the the titles that I would like for you to work on this week. If you have any questions, please feel free to e-mail me at anytime. k32see@yahoo.com Just as a reminder, when you have completed the assignment, please e-mail me with the completed assignment by the date listed on the schedule.

Enjoy


A Road Map to PowerPoint 2007 Training:

1. Slide Show Basics
Title: Create Your First Presentation
Create A Basic Presentation Quickly