Distance Education

June 24, 2012

Summing It All Up: Distance Learning Reflection

Reflection

Teaching at a distance can sometimes be taken for granted. The instructional designer needs a lot of preparation and time to fully create an online environment. Over the course of eight weeks, I have learned many elements to teaching at a distance. It’s not as simple as universities make it out to be. Creating a webpage is simple, but developing a format that supports learners from all walks of life can be difficult. Learning in a traditional or distance setting has many benefits and drawbacks, but nevertheless, these methods of learning has shaped the way many people approach education.

People’s perception can be insightful or damaging. With any change or differences from the norm brings hesitation and concerns for the future. Although distance education isn’t new, its acceptance in the world has grown since it was first introduced to society. Even with the growing number of people venturing into distance education, there are still those who have negative perception of this learning environment, most are individuals in the job market. According to Richard Bayer, mentioned in Employers’ Perception, he advises clients not to mention it if they earned degrees online, because such degrees are often seen as less prestigious (Seibold, 2007, p. 9). This sheds a disturbing outlook for graduates receiving a degree online. It is definitely time for some changes. There is no way to keep people from experiencing education at a distance. As long as technology continues to advance, so will the multitude of outlets for learning at a distance. The question then becomes how can employers’ perception of online degrees change?

Since distance education is a growing trend, I can see the perception of distance learning gaining more acceptances in the future. Although employers feel that student-instructor or student-student interaction is important, they will also find benefits to having flexible workers. According to Farhad Saba (2005), since 1990 distance education has been mainstreaming education in K-12 schools, higher education, business, and government practice. In the next 5-10 year, distance education would probably introduce a forum similar to discussion boards. It would be called voice board. Its purpose would be similar to discussion boards, except the learners will speak instead of text typing. “With a simple voice recording program and headphone-and-mic sets it is possible for students to add audio clips to these message board postings” (Lotbinière, 2011). According to Max de Lotbinière, this concept has been piloting in a program called Duckling (Delivering University Curricula: Knowledge, Learning, and Innovative Gains). If this is proven to have a positive effect on online learners, this would be a great addition for the future of distance learning. Predicting past ten years can be difficult. So much has changed in the past ten year already that I did not foresee coming. The only thing I can hope to witness is a 3 dimensional hologram approach to education.

As an instructional designer, there are a lot of positive opportunities for distance education to have a great perception of learning. To improve people’s perceptions the average corporate leaders have to see the benefits of approaching learning or training from a distance. One thing instructional designers can continue to do is make sure the academic portion of the environment is rigorous. The perceive notion that learning online is easy, because of access to text, does not mean distance education is a failure compared to traditional learners. It just requires the instructional designer take into consideration of all possibilities.

Reference

            Lotbinière, M. D. (2011). The future of distance learning is calling. Guardian Weekly, Retrieved from http://www.guardian.co.uk/education/2011/mar/08/online-voice-messages-tesol-delotbiniere

            Saba, F. (2005). The future of distance education: Research, conceptual development and practice. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_29.pdf

           Seibold, K. (2007). Employers' perception of online education. (Doctoral dissertation, Oklahoma State University)Retrieved from http://digital.library.okstate.edu/etd/umi-okstate-2378.pdf

                                                                  June 18, 2012

Converting to a Disctance Learning Format

Effective distance learning programs takes time to develop. Converting from a face-to-face (F2F) program to distance learning can have the developer thinking of the best ways to implement. The designer has to consider all the differences and experience level that each person brings to the environment. In this assignment, there are a variety of ways to consider as best practices for converting one learning format to another. One thing for sure, this change will not occur over night. It takes time changing a familiar way of learning to one that can be difficult to others. To identify the best practices, the designer should engage in pre-planning strategies, ways to enhance interactivity, online communication, and the role of the trainer.

****PDF will not upload to blogger as requested by instructor. I have submitted the necessary information below for this assignment.****

June 18, 2012

Best Practices: Distance Learning Format

for Converting to a Distance Learning Format

Training Manager

April Hughes

June 17, 2012

Walden University

EDUC 6135 Distance Education

Introduction

Change is something that will occur at one point or another. When it does happen, knowing the reasons behind the change will be helpful throughout the process. Let’s face it; implementing change in any setting can be very challenging. It requires a great deal of planning and time. This paper will provide tips on converting a training program from a face-to-face session to a distance learning format. Based on the following scenario, the paper will discuss pre-planning strategies, ways to enhance the learning format, online communication, and role changes.

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 the scenario in mind, the trainer has to focus on a few aspects from the company to ensure all changes are effective. These aspects consist of what is and is not working within the company’s communication skills. Once the trainer has determined the reason for the necessary changes, formulating a plan will be the next stop.

Pre-Planning Strategies

According to Simonson, Smaldino, Albright, & Zvacek, (2012), there are pre-planning strategies for instruction to be effective in a distance learning format. These strategies consist of six elements:

         1.    Instruction shifts to visual presentations, carefully timing, and engaging the learner.

          2.    Formulating other resources to represent key concepts through the use of charts, tables, figures, and graphs.

         3.    Encourage interactivity

         4.    Constructs a supportive social environment.

         5.    Develops alternative ways to solve technical issues.

         6.    Has consideration of time constraints

Implementing the elements also requires for the trainer to have a good understanding of who their target learners are. “Knowledge of general learner’s characteristics can inform the instructor of the nature of the student at origination and distance sites” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 154). There are several ways the trainer can become familiar with the learners. The trainer can

        1.    analyze the general abilities of the participants,

        2.    analyze potential for interactivity,

         3.    understand participants characteristics, and

         4.    help participants understand the context of the training.

Pre-Planning Tips for the Trainer

To help the trainer throughout the planning process, the trainer will need to make use of several tools. These tools can consist of a Course or Learning Management System (CMS or LMS) Storyboard, and/or Mind map Each one can lay the foundation to solving the company’s problems by breaking issues apart to simple entities. After the foundation is placed together, the trainer can begin looking for a platform (CMS or LMS) for the online training and develop tools, such as software and evaluation plan to get the sessions rolling. Once the trainer has all the components within planning together, it is now time to conduct a trail run for any errors.

Ways to Enhance the Distance Learning Format

At first glance, participants or trainee within the company may feel that learning in a traditional setting is the better than switching to a distance approach. These bumps in the change process occur often. To ease confusion and hesitation, the trainer should implement a newsletter detailing why changes are made and how the changes will be implemented. It takes time getting familiar with a format that is different, but it can be done and have successful results. In Facilitating Online Learning, Piskurich (n.d.) encourages us to integrate the use of significant activities since these make the content come alive. To present information in a more virtual setting, the trainer has to connect learning with technology as a way of receiving informative information that engages learners. In Strategies for enhancing student interactivity in a learning environment (200 6), to encourage high student interactivity in an online setting, the learning environment must be supportive, open, and respectful. Discussion forums, online video and tutorials, and announcement boards can easily enhance the traditional way to approach the companies training program. These forums alone will continue to promote openness, respectful, supportive, and meaningful communication. Since the company has problems with quality communication among its trainees, the trainer should implement an interactive simulation activity. “A classroom simulation is a method of teaching/ learning or evaluating learning of curricular content that is based on an actual situation” (Chilcott, n.d., p. 2). The simulation would provide trainees real life experiences with a variety of possible solutions. The trainer would have to determine the complexity of the simulation, so it would reflect the learner’s ability. The trainees should select the best way to effectively communicate. There are two types of simulation to consider. Below is a table illustrating their differences, its focus, and its use through technology.

Type of Simulations	Definition	Its Focus	Why Technology?
Role-Playing Simulation	To provide students a chance to learn through playing a role in a scaled-down real-life situation in which the participants assume real world roles as they solve problems and make decisions.	The focus is learning by doing. The choices the participants make follows a short or long term consequence within the simulation system.	Computers allows for you to store and retrieve information in multiples of medias. Computer simulations keep the participants engaged and thinking about the choices they will or will not make.
System Dynamics Simulation	To help participants experience a real-life situation as it plays out over time.	The focus is mathematical numbers; A model of interrelated quantities that numerically describes the situation. Depending on how the numbers are put in the systems, determines the outcome.	Computer use in this system allows for you to store the underlying model that holds the information about the situation. The audience input will then show as data. Based on the information, student’s new decisions can bring upon a new set of numbers or graphs.

(Information provided by Chilcott, n.d., p.4-6)

Online Communication

There are many communication outlets that are beneficial to have a successful online training. Stimulation can offer engaging and collaborative advantages through the use of discussions and group interaction. Discussion allows each person in the company to get a better understanding of varies topics that promote quality communication within the company. Group interaction gives participants the opportunity to build a sense of community. The purpose for the group interaction is to have others assist when problems occur. To ensure communication continues to flow, the trainer needs to

       ·         Encourage trainees to take part in the discussions and group interaction,

       ·         Encourage trainees to use a respectful and positive tone when communicating,

       ·         Encourage trainees to be supportive and open to others opinions and thoughts,

       ·         Encourage trainees to follow expectations, guidelines, and deadlines.

Communication can be effective in all settings, but finding the best medias can be hard. According to Subrahmanyam and Greenfield (2008), the table below list forms of communication, functions, and supported medias.

Table 1. Online Communication Form, Electronic Hardware That Supports It, and Function of the Communication Form

Communication Form	Electronic Hardware That Supports It	Functions Enabled
E-mail	Computers, cell phones, Personal Digital Assistants (PDAs)	Write, store, send, and receive asynchronous messages electroni­cally; can include attachments of word documents, pictures, audio, and other multimedia files
Instant messaging	Computers, cell phones, PDAs	Allows the synchronous exchange of private messages with another user; messages primarily are in text but can include attachments of word documents, pictures, audio, and other multimedia files
Text messaging	Cell phones, PDAs	Short text messages sent using cell phones and wireless hand-held devices such as the Sidekick and Personal Digital Assistants
Chat rooms	Computers	Synchronous conversations with more than one user that primarily involve text; can be either public or private
Bulletin boards	Computers	Online public spaces, typically centered on a topic (such as health, illnesses, religion), where people can post and read messages; many require registration, but only screen names are visible (such as www.collegeconfidential.com)
Blogs	Computers	Websites where entries are typically displayed in reverse chronologi­cal order (such as www.livejournal.com); entries can be either public or private only for users authorized by the blog owner/author
Social networking utilities	Computers	Online utilities that allow users to create profiles (public or private) and form a network of friends; allow users to interact with their friends via public and private means (such as messages, instant messaging); also allow the posting of user-generated content such as photos and videos (such as www.myspace.com)
Video sharing	Computers, cell phones, cameras with wireless	Allows users to upload, view, and share video clips (such as www.YouTube.com)
Photo sharing	Computers, cell phones, cameras with wireless	Allows users to upload, view, and share photos (such as www.Flickr.com); users can allow either public or private access
Massively multiplayer online computer games (MMOG)	Computers	Online games that can be played by large numbers of players simul­taneously; the most popular type are the massively multiplayer role playing games (MMORPG) such as World of Warcraft
Virtual worlds	Computers	Online simulated 3-D environments inhabited by players who interact with each other via avatars (such as Teen Second Life)

Changing Roles 

The trainer’s role in a distance learning environment will change a lot, depending on how his or her previous roles were within the company. If the trainer were the only one providing information about the company, then the trainer’s role in the company will become more of a facilitator. The facilitator is the person who oversee the activities, whether discussion, simulations, or group interaction. The facilitator guides the interaction so that it continues to be productive and connects the participants with the learning experiences. There are several roles a facilitator can have. According to Jack Gilding (2003), facilitation skills include:

               · engaging the learner in the learning process, particularly at the beginning,

              · appropriate questioning, listening and feedback skills,

              · the ability to provide direction and support to learners,

              · skills in managing online discussion,

              · ability to build online teams,

              · a capacity for relationship building, and

              · motivational skills.

Conclusion

Although the company faces many changes with the implementation of a virtual interface, it is still going to take time. Change is scary and requires full participation to show its full potential. As the company begins to blend their approach to training, the trainer has to keep in mind important skill that would make the transition successful. Learning in an online environment can be engaging and beneficial for a growing company. The company’s main goal is to improve the quality of communication. This can be done through discussions, project interactions, and simulations.

Reference

            Chilcott, J. (n.d.). Effective use of simulations in the classroom. Retrieved from http://clexchange.org/ftp/documents/Implementation/IM1996-01EffectiveUseOfSims.pdf

            Durrington, V., Berryhill, A., & Swafford, J. (2006, March 18). Strategies for enhancing student interactivity in a learning environment. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

            Gilding, J. (2003, February 23). Effective online facilitation. Retrieved from http://flexiblelearning.net.au/guides/facilitation.html

            Piskurich, G. & Chauser, J. (n.d.). Facilitating online learning. [Video]. Laureate Education, Inc.

            Subrahmanyam, K., & Greenfield, P. (2008). Online communication and adolescent. Future of Children, 18(1), 119-146. Retrieved from http://futureofchildren.org/futureofchildren/publications/docs/18_01_06.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2012). Teaching and learning at a distance: Foundations of distance education (5^th ed.) Boston, MA: Pearson.

June 3, 2012

The Impact of Open Source

Preparing students for their future endeavors has a lot to do with teaching them how to use the resources already available. The Internet has become our biggest source of information. The key will be our ability to find, evaluate, and use the information so that growth and knowledge will continue to blossom. One way information is being distributed over the Internet is through open course websites, which is also known as open source. “Open source is intended to be freely shared and can be improved upon and redistributed to others” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 141). What this means is learners do not have to purchase knowledge or information with the use of this program. Open sources are connected to distance learning in so many ways. Just like distance learning, open sources allow you to participate in coursework. The learners have the ability to take a course, receive material, and interact with an instructor through completed coursework. With the biggest similarity being that it is done completely online. The major difference between distance learning and open source is that, with open source, the learners cannot get credit for taking the courses provided through open course websites. Some open course websites that have been into play are Massachusetts Institute of Technology (MIT), Stanford U, Open Yale, and Open Culture. This has made a significant impact on the way people continue to view education. We are constantly finding new ways to improve the way people learn. Learning has flowed from a traditional mortar and brick setting to a distance education setting where learning can take place anywhere at any time.

The open course website I will be reviewing is from MIT. It is a Media Arts and Sciences course called Computational Camera and Photography, which can be found at http://ocw.mit.edu/courses/media-arts-and-sciences/mas-531-computational-camera-and-photography-fall-2009/index.htm. After reviewing this course, the course seems to be planned and designed in a way for a distance learning environment, but which one. The course provided the learner with access to all information needed to complete the course. The course included a syllabus, reading materials, lecture notes, assignments, projects, study materials, and related resources. Of the three distance education environments discussed in our studies, the one that fits this environment is Web-facilitated course.

The course makes use of several formats to deliver instruction. The course uses audio through iTunes U and slides and/or notes linked through PDFs. The open course website does not seem to be connected to a course management system (CMS). As a result, the learner does not have access to a discussion forum or an area that offers help. The most problematic issue with this open course website is there is no open flow of communication between the learner and instructor.

MIT’s Computational Camera and Photography follow some of the fundamentals of teaching an online course. The course is organized so the learners would be able to navigate through assignments at ease. The learner knows what is required, and assignments are detailed enough for the completion of assignments. However, the course still left out some key components that are helpful to the learners. The course did not avoid dumping face-to-face course materials onto the web, and the course cannot keep the learners informed constantly via announcements and reminders (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 134-135) of any changes or upcoming deadlines.

MIT’s Open Courseware is an excellent site to learn about varies topics. The course materials available give you step-by-step instruction to make sure learners have clarity of what is expected. The learners are engaged in hands-on learning that will stimulate the mind. The course designer implemented course activities that maximize active learning for students. The course assignments and projects required the learners to investigate a camera to understand its function, usage, and explore how other functions mix together. Learners had to assess their abilities to combine different lighting, explore varies optics, track human computer interaction using flash, and testing a variety of colors or background with images. The assignments show a sequence of simple task first and more difficult task as each assignment is completed.

Reference

            Raskar, Ramesh. MAS.531 Computational Camera and Photography, Fall 2009. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 01 Jun, 2012). License: Creative Commons BY-NC-SA

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

May 21, 2012

Blog: Selecting Technology for Distance Learning

In week three, we are exploring how distance learning and technology can both play an essential role in education. As you look back to how people used to learn, you would imagine a traditional setting where it is teacher centered. Now, technologies presence has changed the way people interact with the world. History has proven that change is inevitable and with technologies integration, the way people learn has proven to be an effective and an efficient part of education. With this in mind, the chosen example was number two. This scenario requires for the use of technologies help in presenting and interacting with students to enhance learning.
Scenario 2:

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 an instructional designer for the district, there are many suggestions that would allow the history teacher to make this learning experience a reality. The best way to accommodate this experience is to have the teacher look into discussion technology. These technology ranges from discussion forums, chat applications, and web conferencing. “Discussion technologies provide a way to participants to communicate virtual both in real-time or delayed communication (Media Presentation, 2012).” In a way, the teacher can use all outlets of discussion technology for this lesson. These resources can allow students to interact, discuss, and help clarify the lesson. The history teacher can explore these outlets and devise a plan that would make this interactive tour successful. Each resource will actively engage students in the learning environment.

To fulfill the first part of the lesson, the teacher has to ensure that the two museums both have the virtual tour capabilities. This can be done by checking with the curator as the planning of the lesson takes place. Virtual tours will allow the history teacher to connect the students from one side of the world to the other side of the world, while being in the classroom. This will give the students the ability to view the various exhibitions the museums have to offer.

As the students explore the exhibitions, the teacher can encompass one of the discussion technologies, web conferencing, with the curator. This can be done with programs such as Skype, WebEx, or Elluminate. The communication between the curator and students will allow for great description and feedback of the artwork in the exhibition. The web conference can be done with audio or visual input. As the lesson continues to unfold, the teacher can use a blog site or a discussion forum to keep the interaction with the student’s going. Blog sites such as Blogger or Wordpress can be effective. “Blogs provide a space for writing that is two parts online journal and one part class discussion tool (Bull & Kajder, 2003).” The teacher can use these discussion mediums for students to interact with the teachers and their peers, both towards the artwork and as peer feedback.

Reference

             Bull, G., & Kajder, S. (2003). Scaffolding for struggling students. Learning & Leading in Technology, 31(2), 32-35.

            The Technology of Distance Education. [Media Presentation]. Laureate Education Inc. Retrieved May 18, 2012

 

May 6, 2012

Education has played a major role in the success of many individuals. From becoming a lawyer or a doctor or even a teacher or a photographer, education has paved the way for more individuals in society to expand their knowledge as well as live a better life. When you look at education, you will notice that there has been a shift in the way people learn. For some time, people used the traditional learning environment to learn, which is going to an institute, sitting in a class for hours, listening to the instructor and peers. However, that learning environment is not the only one. In recent years, distance education has evolved and change the way people obtain an education. “The idea of the virtual school has become popular and is often used when referring to distance education in school (Albright, Simonson, Smaldino, & Zvacek, 2012, p. 37).

When I first entered college, I wondered what distance learning was. As I ventured into my first distance learning environment, I soon realized what distance education meant to me. It meant a learning environment where I become the teacher and the student. I had to facilitate my own learning, but furthermore, it was a learning environment that did not require much of me. “The original target groups of distance education efforts were adults were adults with occupational, social, and family commitments (Albright, Simonson, Smaldino, & Zvacek, 2012, p. 39).” My first two distance learning courses made it easier for me to continue to work, but I left the course as if I did not learn anything. It was not until recently I experienced distance education in a different way.

When I enrolled in my master’s program, distance education took a different approach to the way I begin to view and think of it. I no longer felt as if I had two roles. The environment became similar to a traditional environment minus the face-to-face interaction. I was now required to actively input my thoughts within the environment, receive instructor and peer feedback, and partake in projects that had or have meaning within the scope of my degree. Distance education for me became a learning environment were communication is an important factor. It’s an environment where learners use technology to collaborate with others from around the world to learn the content from the safety of our homes. It’s an environment where instruction guides you in the right direction to uncovering the mystery of learning. My experience and love for distance education continues to grow with every opportunity.

“Distance education opportunities are quickly growing through the use of computer-mediated communications and the Internet (Albright, Simonson, Smaldino, & Zvacek, 2012, p. 40).” As I read Teaching and Learning at a Distance, there were four main parts that connected the meaning of distance education. Those “four main components are

institutionally based, which consist of traditional and nontraditional schools that offers education at a distance,

separation of teacher and student, which allows the teacher and student to be at different locations at different times,

interactive telecommunications, which the setting can be synchronous (same time) or asynchronous (different time) while using a telecommunication system, such as telephone, television, internet, to communicate,

and learning experience, which relates the concepts of connecting learners, resources, and instructor. The content is connected through the sharing of data, voice, and video (Albright, Simonson, Smaldino, & Zvacek, 2012, p. 33).

As I saw the words correspondent study as a distance education, I wasn’t sure I understood what that meant. Correspondent study has been around for a long time. It started back in the 1800’s. As I read more, I realized I, too, had participated in a correspondent course study my senior year in high school; that was when I wanted to be a photographer. The institute mailed the materials and assignments to me. I was responsible for completing the assignments and returning them for a grade.

As the week closes, the information presented about distance education allowed me to view it in so many ways. My own thoughts and opinion of distance education has changed over time as I continue to explore and engage in distance learning. While reading the material, I notice that there were so many individuals that developed or twisted what they believe distance education meant as well. Distance education did not have a central definition.” In 2006, the U.S. Department of Education’s Office of Educational Research and Improvement defines distance education as the application of telecommunications and electronic devices which enable students and learners to receive instruction that originates from some distant location (Albright, Simonson, Smaldino, & Zvacek, 2012, p. 35).”

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

April 30, 2012

Hello All,

My name is April Hughes. Technology has always played a special role in the way people communicate. Through this media, I continue to be impressed by the advancement technology brings. It has been somewhat of a struggle keeping up with the variety of technology resources out there. With all the social networks and resources, technology has proven to its place for a very long time. Although it has been a minute, I am familiar with blogging. I do understand the whole concept behind blogging and enjoy linking with others to gather and gain more information. I have been away from blogging, but looks forward to adding another steping stone to entering the world of blogging again with my new course, Distance Education.