Collaborative Training Environment

Collaborative Training Environment

As a part of the Walden University, Distance Learning Master’s Degree class, I am tasked with creating a collaborative training environment for a major corporation. The task involves implementing a workshop to train employees about a new automated staff information system and identifying at least one information technology tool that will facilitate asynchronous sharing of screen captures, documents, and allow ongoing collaboration. Asynchronous means facilitators and learners will be participating in the training at different places and at different times (Simonson, Smaldino, Albright, & Zvacek, 2014). This method of instruction allows employees to login to the system at various time during the workday and participate in the training. I found many capable collaboration and information sharing technologies; however, Blackboard Learn and Blackboard Collaborate stand out as premier solutions. Blackboard Learn integrates discussion boards and social learning technologies to support asynchronous ongoing collaboration (Blackboard.com, 2014). Blackboard Learn can now be extended with Blackboard Collaborate which includes various synchronous collaboration tools that could support collaboration of screen captures and documents.

Blackboard Collaborate is specifically designed to support online learning and collaboration in higher education, K-12, professional, corporate, and government environments (Blackboard.com, 2014). Learning outcomes and rubrics to measure learning behaviors within the course are built into the technology (Simonson, Smaldino, Albright, & Zvacek, 2014). Blackboard Collaborate is both a telecommunications technology and a learning technology. It allows direct communication between learners and facilitators while offering media rich options for online instruction which includes sharing of verbal and visual symbols, pictures motion pictures, real-time video, and recorded or edited video (Simonson, Smaldino, Albright, & Zvacek, 2014). According to Blackboard.com (2014), the goal of Blackboard Collaborate is to assist clients in delivering an “effective learning experience through blended and mobile learning online collaboration tools (p.1).” This is achieved through web conferencing, mobile collaboration, instant messaging, voice authoring, and seamless integration with various course management systems such as Moodle and Saki. Blackboard Collaborate facilitates both asynchronous and synchronous learning. If the facilitator needs to bring the learners together online at the same time, the capability is available; however, classroom sessions can be easily recorded and published as standalone interactive recordings (Blackboard.com, 2014). A unique aspect of this option is the ability to collaborate and learn via mobile applications.

The Masters of Nursing Cancer/Palliative Care distance education students at La Trobe University has reported success with Blackboard Collaborate as a synchronous learning technology (Karasmanis, 2013). Florida Virtual School uses Blackboard technology extensively as its online learning technology and specifically Blackboard Collaborate (Kraschinsky, 2013). Blackboard Collaborate is a solution that can support synchronous or asynchronous collaborative learning within Blackboard Learn as well as other course management systems. With Blackboard Learn and the addition of Blackboard Collaborate, the task of asynchronous sharing of screen captures, documents, and ongoing collaboration is possible while achieving course outcomes and measuring learning behaviors.

References

Blackboard.com. (2014). Online Collaboration Tools That Engage Everyone, Every Time, Everywhere. Retrieved from http://www.blackboard.com/Platforms/Collaborate/Overview.aspx

Blackboard.com. (2014). Products. Retrieved from http://www.blackboard.com/Platforms/Learn/Products/Blackboard-Learn/Features.aspx#collaborate-integration

Karasmanis, S. (2013). Evaluation of virtual classroom technology - Blackboard Collaborate. Retrieved from http://www.slideshare.net/smkarasmanis/ctlc-colloquium-2013

Kraschinsky, S. (2013). The Florida Virtual School Professional Learning Department Wins Blackboard Catalyst Award. Retrieved from http://www.flvs.net/areas/aboutus/NewsArchives/Press%20Releases/PR%202013%20The%20Florida%20Virtual%20School%20Professional%20Learning%20Department%20Wins%20Blackboard%20Catalyst%20Award.pdf

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

Defining Distance Learning

My first experience with distance learning was in 1987 when I signed up for a philosophy class at a large university. I was so excited to receive my first distance learning package containing my book, workbook, and video tape. The only requirement for a grade was a test after each section and a final test at the end of the semester. I thought it would be easy, but it was not. The studies were not difficult, but it became very boring in a short time, and I lost interest after a semester. There was no interaction, only me sitting alone reading a book and listening to the VHS video tape. I now realize that some very important aspects of learning were missing, i.e. interaction and application. Otherwise, it was really no different than sitting in the lecture. This learning environment was not an active learning environment. There was no impetus for learning. I realize that some of the impetus should have been internal, but I was provided no means for interaction, individual or small group activities, or student projects to help motivate me to learn at a deeper level (University of Minnesota, 2013). I don’t remember very much that I learned in that environment. Even though I had a bad first experience with distance education, I am dedicated to distance education because of occupational, social, and family commitments (Simonson, Smaldino, Albright, & Zvacek, 2012).  It requires a firm commitment and a lot of time, but it affords me the opportunity to study at my own pace within certain weekly guidelines.

Prior to undertaking online classes with my first master’s degree, my definition of distance education was bleak. I had experienced a drab version of distance education which essentially equated to reading a book, listening to a lecture, and taking a test. It did not incorporate the opportunity for two-way communication and some form of individualized instruction which are utilized in a good interactive distance learning program (Simonson, Smaldino, Albright, & Zvacek, 2012). In the video tapes, I received the instruction in only one method, which was a very rigid pedagogical lecture. There was no variation in the teaching method as described by Charles Wedemeyer’s Theory of Independent Study (Simonson, Smaldino, Albright, & Zvacek, 2012). The information was dispensed, but it was a one way street.

I learned this week from studying the various distance learning theories that there is more than one definition of distance learning. Charles Wedemeyer proposes that distance learning is characterized by the independence of the student and by placing greater responsibility of learning on the student (Simonson, Smaldino, Albright, & Zvacek, 2012).  Michael Moore emphasizes learner autonomy and the distance between the learner and teacher. He analyzed the degree to which learners have autonomy by asking if selection of learning objectives, selection of resources, and decisions about the learning method is the responsibility of the learner or the teacher (Simonson, Smaldino, Albright, & Zvacek, 2012). Otto Peters sees distance learning in context of the industrialized age and links it to production of goods. His ideas include rationalization, division of labor, mechanization, assembly line, and mass production to name a few. He concludes that division of labor was imperative for effective distance learning (Simonson, Smaldino, Albright, & Zvacek, 2012).  Börje Holmberg describes distance learning as a guided didactic conversation. He views distance learning as a component of communication theory that includes feelings of belonging and cooperation to be considered successful. He believes distance learning should include exchange of questions and arguments in a mediated form of communication Simonson, Smaldino, Albright, & Zvacek, 2012). Malcom Knowles’ major emphasis is adult learning with learner participation in the learning environment (Simonson, Smaldino, Albright, & Zvacek, 2012). Hillary Perraton introduces the idea of feedback as a necessary part of the distance learning system (Simonson, Smaldino, Albright, & Zvacek, 2012). Desmond Keegan proposes that successful distance learning materials must be specifically designed with the distance learner in mind and that the teaching aspect must be subjectively crafted through interaction so that the learner obtains maximum benefit (Simonson, Smaldino, Albright, & Zvacek, 2012).

According to Simonson et al., distance education encompasses four components: it is institutionally based; it is characterized by a separation of student and teacher; it includes some type of interactive telecommunication; and it includes some means of connecting learners, resources, and teachers (p. 33). These ideas encompass what I think make up the best online learning environment. In addition, I have borrowed concepts from each of the theories to formulate my own well-rounded definition of distance education. For a successful learning environment, there must be a system that allows independence and autonomy of the student. The subject should relate to a learner’s job so that concepts learned can be applied. It needs to incorporate a means of communication between students and instructors so that a sense of belonging is maintained. Feedback is also important in supporting or scaffolding the learner to achieve a greater degree of knowledge, skills, and abilities. Finally, instruction and the environment should be specifically designed to meet the needs of online learners. My online classes at Walden University incorporate all of these ideas.

Distance learning has evolved incredibly over the past 30 years from home viewing of videos, completion of workbooks, and taking of tests to fully immersive online environments where true adult interactive learning can thrive. More people are teleworking than ever before, and they are discovering that a credible education can also be obtained at home on a more flexible schedule allowing them to successfully manage occupational, social, and family commitments while they earn their degrees. With the influence of a growing number of instructional designers producing intentional distance learning products geared toward the adult distance learner, I believe the number of learners completing their degrees through distance education will double in the next 10 years. The quality of instruction through distance learning will also increase due to the dedicated efforts of educators and instructional designers subjectively crafting online products that maximize the benefit to online learners (Simonson, Smaldino, Albright, & Zvacek, 2012).

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.

University of Minnesota. (2013). What is active learning? Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/index.html

 



Definition of Distance Learning Concept Map

 

I'm back...

This is my first blog in a long time! I will be adding more information from my Walden University ECUC-6135-1 Distance Learning class in the near future. If you are from Walden University Distance Learning student, please let me know if you are following my blog. Also, I would like to know what you like best about ID in general? For me, I am excited about the opportunity to create something that will facilitate learning.