Reflection

            I think that in the future the perceptions of distance learning will continue to improve.  As more and more learning institutions are beginning to offer course in a distance learning format it will become the norm.    Society needs distance learning courses to be offered due to the changes in student needs.  Students need to be able to access courses when it is convenient for them and distance learning courses offer this type of flexibility.  In the past, distance learning courses where something new.  As we have learned throughout history new things are often misunderstood.  When people do not fully understand things it is very easy for them to be misinformed.  Perceptions of distance learning have reflected this sort of trend.

            As time goes forward there will be many more distance learning opportunities and more learners who choose to take advantage of them.  These learners will then share their learning experiences with others and aid in the understanding of distance learning.  I know that I have personally cleared up several misunderstandings when it comes to distance learning.  My grandfather thought that my degree would not be recognized because it was online.  As we continue to educate people on distance learning perceptions will become more and more positive.  Education and opportunities will be the key to making positive perceptions of distance learning.

            Instructional designers will be proponents in improving societal perceptions of distance learning.  Instructional designers need to be sure that courses that are being developed are using proper instructional design techniques.  One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice.  If the design is effective, instruction will also be effective. (Simonson, Smaldino, Albright, & Zvacek, 2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. We also want to be sure to perform solid evaluations of distance learning programs and continuously work to improve them.  If instructional designer can make quality distance learning programs then learners will have good distance learning experiences.  These distance learners will in turn share these positive experiences instead of negative ones.  Once people begin to share positive insight into distance learning there will be a trickle down effective that will last for as long as these quality programs continue.

            I will be a positive force in distance learning by both sharing my experiences in distance learning as ensuring that as an instructional designer I design and contribute to quality distance learning programs.  I will continue to share my positive experiences and knowledge about distance learning programs with anyone who is interested.  I believe that my experiences can help to shape positive outlooks on distance learning.  Many of the things we believe come from either our own personal experiences on ones that were shared with us by someone we trust.  This is the effect I intend to have on distance learning.  I will also be sure that each and every distance learning project with which I am involved is done so using sound instructional design principles.  Every bit of effort counts.  20 years from now distance learning will be just as standard as the traditional classroom.

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.

Converting to a Distance Learning Format

I have created a document to use as a quick reference when converting a face-to-face course to a distance learning format.  This is not to be considered an all inclusive step-by-step guide but simply a supplemental reference.  I have given some key point highlights which can be referenced to make sure that certain aspects have been covered in the creation process.  There is also a short list of do's and don'ts included.  One of the most important things to try to remember is that you need to create a learning experience which appropriately reflects the learning platform.  A blended learning course or distance learning course should not be exactly the same as a face-to-face course.
Click Here to view the quick reference guide

The Impact of Open Source

The course that I chose was New Testament History and Literature from Open Culture.   This was based on a class taught at Yale with Dale Martin.  The website to access the course is http://www.youtube.com/user/YaleCourses#p/c/279CFA55C51E75E0/0/dtQ2TS1CiDY.  The version that I used was presented on YouTube in 26 parts.  This course was not designed for the distance learning environment.  It appears to be simply a video tape of the face to face classroom.  The instructor speaks to class and asks questions and receives feedback.  It does not make an effort to include the online learner.  As we learned in previous weeks the key is to create an environment that equivalent to the face to face environment but not exactly the same.  This course serves as a key example of what not to do in online learning.

One of the first things that our text says not to do is to dump a face to face course online.  This class may have been carefully to be taught in the traditional classroom, but it does not follow the recommendations for online instruction listed in the course text.  The term shovelware has evolved to describe the practice of dumping a face to face course online. (Simonson, Smaldino, Albright, & Zvacek, 2009). This class was not meant to be an online course.  This is simply a recording of a traditional face to face class.  It is the same as if you or I had gone into a classroom and used a video camera to record the lectures.  Then each class was simply made into different parts based on what was being discussed that day.  The only thing that they did manage to do properly was to organize the content of the course.

I found the class to be interesting.  This was only because I was interested in the topic that was being presented.  There were some active learning activities in the course but they were not meant for the online learner.  The instructor gave quick in class quizzes on information before presenting the information in order to find out what pre-conceived notions and experiences the learners are bringing to the table.  Most of the class is based on lecture which does not work as well for the only learner.  There were times when I felt myself not really paying attention because something else had distracted me.  This is a problem for an online course.  The instructor in an online course need to keep the learner engaged.  I would not recommend this course for anyone who was looking to be engaged as an online learner.