Reflection
In both the 5-10 and 10-20 year spans, my perception of the future of distance learning is that both in the k-12 and adult age groups distance learning would be the predominant program in all schools. This could be either in a hybrid form or in a complete online form. This would be because Video conferencing or other synchronous methods could be used to replace the traditional classroom. Traditional classes would become absolute as more of our young learners become more technology savvy as this is the trend of our new baby boomers. Also traditional schools that have barely promoted online courses on their Home pages if at all (Gambescia and Paolucci 2009), would then be one of the prominent features on most school websites and probably even the only thing on most websites. Then those remaining diehard traditional school would be talking about reverse Academic Fidelity and Integrity Attributes. Also the Helix module of education comprising of universities, governments and business (Siemens 2010) would even be more in place as one body.
can as an Instructional Designer serve as a proponent of Distance Education by making sure that I am an integral part of this phenomenon aspect of distance learning in whatever field I am working in. Also I can make sure that Academic Fidelity and Integrity are maintained (Gambescia, S., & Paolucci, R. 2009) in Distance Education.
I would be a positive force for continuous improvement in the field of distance by making sure that the ADDIE model is followed when designing programs, aiming to be as fluent as possible in multimedia technologies and communal learning especially with the expectancy of neomillenial learning styles. According to Dr. Saba, Theory in Distance Learning is a guide or map that would help Instructional Designers plan effectively and we must as designers endeavor to support its continual progress. I also need to consider all aspects of the system, the learner, the content, the method and material and the technology. I would have to remove any extraneous materials to make my work be professional. Basically I would make sure especially if
I am in the Education field that discussion groups and collaboration are all an integral part of online forums. One of the things I have learned especially from my research this week was that persons view online programs as being rigorous but we can overcome it all and still be a positive force for continuous improvement in the field of distance education.
References
Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly. 28(
1), 7-12.
Gambescia, S. , & Paolucci, R. (2009) Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings. University of West Georgia, Distance Education Center.
http://www.westga.edu/_distance/ojdla/spring121/gambescia121.html
Simonson, M. L., Smaldino, S., Albright, M. & Zvacek, S. (2009). Teaching and Learning at a Distance. Foundations of Distance Education. Pearson USA.
Video Program: Simonson (Dr.), & Saba, (Dr,)"Theory and Distance Learning"
Thursday, October 28, 2010
Sunday, October 24, 2010
Application: Converting to a Distance Learning Format
Application: Converting to a Distance Learning Format Summary
In order for the training manager to convert all current training modules to a blended learning format, there are necessary things he will have to consider. For instance in his pre-planning strategies, he would have to make sure that first of all the needs of the learners are met. The content of the courses will need to be changed and how he would use technology.
The aspects of the original training program that could be enhanced in the distance learning format would be use of more technology using synchronous or asynchronous methods like discussion boards, webinars or video conferencing.
The role of the trainer would definitely change as especially in the discussion forms he would take on more or a facilitator role. The learners would depend more on their cohorts for support and so on.
The steps the trainer should take to encourage the trainees to communicate online is by letting them use things like discussion boards, blogs or wikis and technology like video conferencing. Also more visuals would be used.
References
Piskurich, G. (Dr.) & Chauser, J. (2010). Facilitating Online Learning. Video Program.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Check Sheet for Best Practices guide for Trainer
Pre-planning strategies the trainer needs to consider before converting his program?
___ Check with Learners to see needs of Learners.
___ Rethink how much of the course could be retooled.
___ Use of synchronous discussion forums.
___ Use of videoconferencing
___ Remove any extraneous text in content that is not needed.
What aspects of his original training program could be enhanced in the distance learning format?
___ Combined meetings – no longer complete separation.
___ Use of technology – video conferencing etc
___ Combine online and face to face learning.
___ Increase Infrastructure or use more technology
How will his role, as trainer, change in a distance learning environment?
___ Facilitation not teaching in discussion groups
___ Change strategy in teaching – no longer completely face to face
___ Learners depending on cohorts more
___ Use of more technology such as visuals and audio instead of face to face teaching
___ Use assessments and evaluation methods
What steps should the trainer take to encourage the trainees to communicate online?
___ Use of blogs, wikis
___ Use discussion forums and collaboration
___ Emailing
___ Show videos
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
In order for the training manager to convert all current training modules to a blended learning format, there are necessary things he will have to consider. For instance in his pre-planning strategies, he would have to make sure that first of all the needs of the learners are met. The content of the courses will need to be changed and how he would use technology.
The aspects of the original training program that could be enhanced in the distance learning format would be use of more technology using synchronous or asynchronous methods like discussion boards, webinars or video conferencing.
The role of the trainer would definitely change as especially in the discussion forms he would take on more or a facilitator role. The learners would depend more on their cohorts for support and so on.
The steps the trainer should take to encourage the trainees to communicate online is by letting them use things like discussion boards, blogs or wikis and technology like video conferencing. Also more visuals would be used.
References
Piskurich, G. (Dr.) & Chauser, J. (2010). Facilitating Online Learning. Video Program.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Check Sheet for Best Practices guide for Trainer
Pre-planning strategies the trainer needs to consider before converting his program?
___ Check with Learners to see needs of Learners.
___ Rethink how much of the course could be retooled.
___ Use of synchronous discussion forums.
___ Use of videoconferencing
___ Remove any extraneous text in content that is not needed.
What aspects of his original training program could be enhanced in the distance learning format?
___ Combined meetings – no longer complete separation.
___ Use of technology – video conferencing etc
___ Combine online and face to face learning.
___ Increase Infrastructure or use more technology
How will his role, as trainer, change in a distance learning environment?
___ Facilitation not teaching in discussion groups
___ Change strategy in teaching – no longer completely face to face
___ Learners depending on cohorts more
___ Use of more technology such as visuals and audio instead of face to face teaching
___ Use assessments and evaluation methods
What steps should the trainer take to encourage the trainees to communicate online?
___ Use of blogs, wikis
___ Use discussion forums and collaboration
___ Emailing
___ Show videos
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Monday, October 18, 2010
The Impact of Open Source
Application Blog – The Impact of Open Source
http://oyc.yale.edu/
The choice of my Open Source website is as above. The featured course was on Financial Markets with Professor Robert Shuler.
To my mind the course appears at first to be carefully pre-planned and designed for a distance learning environment. This is so because it follows a systematic process and when it does so learning will occur. In other words, it does apply technology to the teaching and learning process. Even though it was recorded in the Yale Classroom, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition to this all the components of the system are somewhat in place, the learner, the content as is seen by the class sessions, the method and materials and the technology which is all part of the environment. These components are in place so as to work efficiently and effectively. Furthermore, a survey is there that is used for evaluation.
The only thing that I see in this Open Source is that the course does not follow the recommendations for online instructions. This course is basically a course that is taught on campus twice per week. It would appear that it was recorded in a classroom so it was not really retooled completely for an online setting as is one of the criteria for teaching online courses even though there are visual presentations to be viewed. Also another negative aspect is that the timings of the presentations were recorded for whole class sessions.
As for the course designer implementing course activities that maximized active learning for the students, I can see there is active learning. However, I would not say that it maximizes active learning in an online setting. For this to be really applicable to distance learning, discussion groups and more student participation among other things need to be included.
Although the course follows a systematic approach and some problem solving is involved, in concluding I would say that it does not maximize learning for all students as it does not include the necessary forums that are used in distance learning.
References
http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
http://oyc.yale.edu/
The choice of my Open Source website is as above. The featured course was on Financial Markets with Professor Robert Shuler.
To my mind the course appears at first to be carefully pre-planned and designed for a distance learning environment. This is so because it follows a systematic process and when it does so learning will occur. In other words, it does apply technology to the teaching and learning process. Even though it was recorded in the Yale Classroom, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition to this all the components of the system are somewhat in place, the learner, the content as is seen by the class sessions, the method and materials and the technology which is all part of the environment. These components are in place so as to work efficiently and effectively. Furthermore, a survey is there that is used for evaluation.
The only thing that I see in this Open Source is that the course does not follow the recommendations for online instructions. This course is basically a course that is taught on campus twice per week. It would appear that it was recorded in a classroom so it was not really retooled completely for an online setting as is one of the criteria for teaching online courses even though there are visual presentations to be viewed. Also another negative aspect is that the timings of the presentations were recorded for whole class sessions.
As for the course designer implementing course activities that maximized active learning for the students, I can see there is active learning. However, I would not say that it maximizes active learning in an online setting. For this to be really applicable to distance learning, discussion groups and more student participation among other things need to be included.
Although the course follows a systematic approach and some problem solving is involved, in concluding I would say that it does not maximize learning for all students as it does not include the necessary forums that are used in distance learning.
References
http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Friday, October 8, 2010
Application: Blog – The Impact of Open Source
Open Source Selected – Open Yale Courses on Financial Markets with Professor Robert Shuller,
http://oyc.yale.edu/
The choice of my Open Blog Source and the featured course is as above.
This course on Financial Markets to my mind appears to be carefully pre-planned and designed but whether or not it is completely for a distance learning environment would be looked into later on. It is preplanned and designed because it follows a systematic process and when it does so, learning will occur. It also does apply technology to the teaching and learning process. However, it was recorded in the Yale classroom. Nevertheless, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition, some of the components of the system we could say are somewhat in place that is the learner to some extent, the content as this could be seen by the class sessions, the method and material and the technology could be described as being part of the environment which would work efficiently and effectively in the regular classroom. A survey is also there that could be used for evaluation.
As for the course following the recommendations for online instruction as listed in our course text books, I would say that it does not completely follow the recommendations. Even though this course is an Open Yale Course and may be following the Linear design for instruction, which allows for a test and then an exam etc., one of the issues I have with it is that this course is geared to be taught in the classroom. As stated in our text, “that courses previously taught in traditional classrooms may need to be retooled”. Even though there are visual presentations that could be obtained, the learners are not completely engaged that is the course specifically designed with them in mind. For instance, I would not say that the activities were particularly planned for student group work, discussion forums and so on. It may have been included a bit but remember as a system, the components must be working both efficiently and effectively and there should be a balance, that is none can take on a higher position than the other. In this case, in my opinion, that was not accomplished. Also the timing of the presentations was recorded for the whole class room in mind from all appearances.
In looking at the course designer implementing course activities, as stated above, the activities does not maximize active learning for the students. This course was specifically designed for a traditional classroom setting and learners are not
In conclusion, even though the course follows a systematic approach and some problem solving is involved, it does not maximize learning for all students as noted in our text. This course was basically taught in a classroom and for a classroom setting and recorded there. As was indicated, this course should be redesigned if it is going to be totally applicable for a distance learning setting.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning
at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
http://oyc.yale.edu
Open Source Selected – Open Yale Courses on Financial Markets with Professor Robert Shuller,
http://oyc.yale.edu/
The choice of my Open Blog Source and the featured course is as above.
This course on Financial Markets to my mind appears to be carefully pre-planned and designed but whether or not it is completely for a distance learning environment would be looked into later on. It is preplanned and designed because it follows a systematic process and when it does so, learning will occur. It also does apply technology to the teaching and learning process. However, it was recorded in the Yale classroom. Nevertheless, it is available in video, audio and text transcript which is appropriate for the distance learner. In addition, some of the components of the system we could say are somewhat in place that is the learner to some extent, the content as this could be seen by the class sessions, the method and material and the technology could be described as being part of the environment which would work efficiently and effectively in the regular classroom. A survey is also there that could be used for evaluation.
As for the course following the recommendations for online instruction as listed in our course text books, I would say that it does not completely follow the recommendations. Even though this course is an Open Yale Course and may be following the Linear design for instruction, which allows for a test and then an exam etc., one of the issues I have with it is that this course is geared to be taught in the classroom. As stated in our text, “that courses previously taught in traditional classrooms may need to be retooled”. Even though there are visual presentations that could be obtained, the learners are not completely engaged that is the course specifically designed with them in mind. For instance, I would not say that the activities were particularly planned for student group work, discussion forums and so on. It may have been included a bit but remember as a system, the components must be working both efficiently and effectively and there should be a balance, that is none can take on a higher position than the other. In this case, in my opinion, that was not accomplished. Also the timing of the presentations was recorded for the whole class room in mind from all appearances.
In looking at the course designer implementing course activities, as stated above, the activities does not maximize active learning for the students. This course was specifically designed for a traditional classroom setting and learners are not
In conclusion, even though the course follows a systematic approach and some problem solving is involved, it does not maximize learning for all students as noted in our text. This course was basically taught in a classroom and for a classroom setting and recorded there. As was indicated, this course should be redesigned if it is going to be totally applicable for a distance learning setting.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning
at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
http://oyc.yale.edu
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