New Journey

I am starting a new journey in my Walden University Instructional Design and Technology Master's degree. For the next eight-weeks, I will be exploring instructional design project management. This course has direct application to my current job, and I am looking forward to the challenge.

The Future of Distance Learning

      During the past eight weeks in the Walden University, EDUC 6135-1, Distance Learning course, I learned about best practices for designing distance learning as well as various technologies that can be used to enhance the learning experience. I explored and critiqued various theories about distance learning and practiced using these theories in creating a course project. The course project involved implementation of an online orientation course in a course management system. I used CourseSites by Blackboard® to host my project.  I analyzed ways to support distance learners’ unique needs, and explored the various ways those needs may be met through effective instructional design. I learned the importance of using learning theory and conducting evaluations to ensure the course is meeting the intended outcomes. Finally, I conducted interviews and discovered differing perceptions about the effectiveness of distance learning as compared to brick-and-mortar institutions. I discovered that people are biased based on their personal experiences with distance learning. More recent distance learners reported positive learning outcomes compared to those who experienced distance learning 10 years ago.
      Schlosser & Simonson define distance learning as an “institution-based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources, and instructors (p. 1).” One thing that this definition does not address is intentionality of design to ensure learners receive the same quality of instruction that they can receive in a brick-and-mortar institution. Consequently, distance learning is perceived by many as a less than desirable method of learning. If designed properly, distance learning is an opportunity for learners to get their education at anytime and anywhere in an accessible and convenient manner that they might not be able to achieve otherwise (Simonson, Smaldino, Albright, & Zvacek, 2012). Courses in the early 2000s appear to have been primarily shovelware courses that were converted from brick-and-mortar institutions with little or no intentional instructional design to change them into a distance learning format (Simonson, Smaldino, Albright, & Zvacek, 2012).  They simply put the existing brick-and-mortar course online in an electronic format and called it distance learning.

      Because of the previous rush to get courses online, and consequently their poor design, many people experienced ill-designed courses and have the perception that distance learning is not as effective as brick-and-mortar. However, today we are seeing more online courses designed specifically for the distance learning environment. In 5-10 years, the overall perception that distance learning is less effective and prestigious than brick-and-mortar will disappear, largely due to the fact that people are conducting business and life increasingly online and more courses are being designed to meet course outcomes in the distance learning environment (Simonson, Smaldino, Albright, & Zvacek, 2012). In 10-20 years, I believe distance learning courses will become an accepted means of education that will leave the brick-and-mortar environments reserved for specialty fields requiring more hands-on education.

      Those who have experienced positive outcomes of distance learning can become an impetus for changing perceptions about distance learning. One good way to change perceptions is to talk to others about the advantages of distance learning. Subject can include how distance learning caters to the adult learner by providing a quality education that is accessible to adults with families and full time jobs. Another way to become an advocate is to show employers by doing quality work and being professionals as graduates of distance learning institutions. A third way is to become a recruiter of distance education and help potential learners to choose the right program. Finally, as instructional designers, we can become a positive force for continuous improvement in academic fidelity by being involved with effective distance learning design (Gamescia and Paolucci, 2009). As a graduate of a distance learning program, I can more easily determine what works and what does not. I can also use my experience as a recipient of distance learning to further enhance the effectiveness of distance learning courses that I design.

      The EDUC 6135-1, Distance Learning course at Walden University has opened my eyes to the possibilities for distance learning. I would whole heartedly recommend this course to any person involved with distance learning design, although, it is only the foundation. Instructional designers need to go further in professional development and finding ways to make the distance learning environment active and engaging for the distance learner. Distance learning should be designed in ways that build on the personal and professional experiences of adult learners (Simonson, Smaldino, Albright, & Zvacek, 2012). If we as instructional designers intentionally design and create effective distance learning courses, this will further promote academic fidelity and the positive perception of distance learning (Gamescia and Paolucci, 2000).

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Schlosser, L., & Simonson, M. (2009). Distance education: Definition and glossary of terms (3rd ed.). Charlotte, NC: Information Age Publishing.

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

Converting to a Distance Learning Format

This week in my Walden University Master of Science in Instructional Design and Technology Distance Learning class, I was asked to develop a best practices guide for converting a face-to-face training class to a blended learning environment. The scenario is that a training manager is frustrated with his face-to-face training and wants to try something new. He has received his supervisor’s permission to convert the class to a blended learning format to provide trainers and trainees the ability to interact in both face-to-face and online environments. In the best practices guide, we are to include tips that could assist the trainer in facilitating communication and learning among his students. My best practices guide is attached here.

Open Course Evaluation

Open Course Evaluation

          This week for my Walden University Master’s Degree in Instructional Design Distance Learning EDUC 6135-1 class, I am asked to evaluate an open course for good distance learning design. Open courses are now available at major universities, such as Yale, Massachusetts Institute of Technology, and Harvard, and include many of the typical college course subjects. Upon completion, many of these courses award learners a signed certificate. The advantage of these open courses is that they offer learners an excellent way to achieve personal learning goals in a noncompetitive grade free environment. Coursera© is an example of an open course site that advertises itself as an education platform that partners with top universities and organizations and offers free courses with the goal of improving lives, families, and communities (Coursera©, 2014).

          Many universities and colleges have chosen to create their own open course site rather than partner with a learning platform or community in order to have greater control over their course content. Stanford is offering some of its most popular engineering classes free of charge to anyone around the world anywhere at any time (Stanford, n.d.). Stanford Engineering Everywhere (SEE) is available by clicking the Get Started link on their welcome page. The courses are protected under a Creative Commons 3.0 license which allows others to copy, redistribute, remix, transform, or build upon the existing materials for any purpose including commercial use (Creative Commons, n.d.). However, if the materials are revised or repurposed in any way, attribution must be given. Correct attribution, under Creative Commons 3.0, will include the name of the creator, copyright notice, license notice, disclaimer notice, and finally a link to and the title of the original materials (Creative Commons, n.d.). The specific course I am going to evaluate is Introduction to Computer Science, Programming Methodology located at http://see.stanford.edu/see/courseinfo.aspx?coll=824a47e1-135f-4508-a5aa-866adcae1111 and offered by SEE.

          Before delving into an evaluation of the course, it is important to first frame the course by learner audience and the context of its use. For effective distance learning course planning, it is important for the instructor to know the number of students, technologies available to them, and cultural, social, and economic backgrounds so they can effectively and carefully plan the types and levels of interaction that may be implemented to ensure quality learning experiences (Simonson, Smaldino, Albright, & Zvacek, 2012). Since the Programming Methodology course is a first year introductory course to all other computer programming courses offered at SEE, the audience of the original classroom instructor-led course was typical first-year college students in their late teen or early twenties. However, as a distance learning course that is offered anywhere and anytime, learner age is not limited. The audience will be individuals interested in pursuing knowledge about basic principles of computer programming. Their culture, social, and economic background as well as the technology available to them will also vary widely. Learners may or may not be interested in continuing computer programming beyond this particular course. The audience will most likely be self-directed adult learners who are pursuing or already involved in careers that require some knowledge of computer programming principles (Knowles, 1970). They may choose the open course format as a way to refresh themselves on basic programming principles, as a personal goal for general knowledge, or as a career enhancer. Completion may lead to further interest and pursuit of an accredited degree from the university.

          Given the potential for widely varied learner technology backgrounds, it was necessary to make the course available at the lowest technology accessible level. Though not specified, SEE appears to have intentionally kept the access requirements low and easy to achieve. All that is required to access the course is an adequate internet connection, modern computer and browser, PDF reader, audio/listening capability, and the ability to view videos in YouTube©, iTunes©, WMV, or MP4 formats. The course is extremely well structured flowing from basic introductory programming principles to a fully developed computer program assignment. After listening to several lectures, I decided that it would be personally beneficial and would provide a good understanding of basic computer programming methods. The instructor is very engaging and well-organized. The course syllabus follows a calendar schedule and outlines expectations of the adult learner to facilitate a readiness to learn (Knowles, 1970). Additionally, handouts are available for every lecture to provide examples, further information, and assignment instructions. Examinations are offered as a form of self-assessment; however, again there is no formal grade for this course. From a perspective of taking an instructor-led classroom and placing it online for access anywhere and anytime, they have provided a well-structured and accessible online course. However, from a good distance learning design perspective, much improvement is needed.

          Learners will access this course in both time and space-shifted manner, which is advertised as a benefit in the course introduction; however, this makes course design difficult since designers cannot adequately predict who will take the course (Simonson, Smaldino, Albright, & Zvacek, 2012). The course is very pedagogical by design - meaning that it is designed for instructor delivery. It does not include good design principles for distance learning. As a distance learning product, there are no statements of course outcome, no activity based learning, no learner interaction opportunities, and no learner support system. The course is simply not designed with the distance learner in mind. The class is designed to be interactive in the instructor-led classroom with designated section leaders helping learners in small groups to grasp concepts. According to Graham, Cagitlay, Lim, Caner, and Duffy (2001), online instruction should provide clear guidelines for interaction; cooperation among students; opportunities to participate in course projects; informative and acknowledgement feedback from instructors; course deadlines to keep learners on task; tasks that challenge learners; and choices for course projects. The instructor-led class may have potential for these qualities, but it is not possible in the online version since the format is video lecture with handouts only and no chance of collaboration or learning activities within the online learning environment. Finally, the course is not contained within any type of course management system. This prevents the learner from tracking their progress and the institution from the benefit of any course evaluation tool. A CMS could have been used to host course communication, topic discussion, and group projects as a minimum. However, as a free product, it is understandable that the expense of these improvements would not allow for their inclusion in the course.

          In final evaluation of the Computer Science distance learning course at SEE, I have noted that the course is engaging and well-designed as an instructor-led course. It does serve the purpose of providing education to anyone, anywhere, and at any time. However, as a distance learning course it is missing some very specific design elements to assist online learners. First, it should be placed into a learning management system. To further enhance the distance learning experience, course outcomes, opportunities for interaction, course projects, feedback from instructors, deadlines, challenging tasks, and more learner choices should be incorporated. The first principles in creation of a distance learning system is the system itself, and the creation of successful courses requires a system’s approach (Simonson, Smaldino, Albright, & Zvacek, 2012). The system is missing in the course from SEE, but this fact does not negate the course’s value in presenting information online. It accomplishes its goal in presenting information to a wide audience much in the same way as online reference manuals and other internet resources.

References

Coursera.org. (2014). About. Retrieved from https://www.coursera.org/about/

Creative Commons.(n.d.). Attribution 3.0 United States (CC by 3.0 US). Retrieved from http://creativecommons.org/licenses/by/3.0/us/

Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T. M. (2001). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source, 30(5), 50.

Knowles, M. S. (1970). The modern practice of adult education (Vol. 41). New York: New York Association Press.

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

Stanford.edu. (n.d.).Welcome to Stanford Engineering Everywhere (SEE). Retrieved from http://see.stanford.edu/default.aspx

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.