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. 

Selecting Distance Learning Technologies

The Problem

Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

The Solution

My solution to this problem would be through the use of interactive media technology.  Interactive media would allow the employees to view media and interact with it in order to keep them engaged.  I would have an interactive quiz in which they would have to demonstrate their learning.  By using interactive media the safety training modules can be access over the web at any time so people on the different shifts would be able to access the materials at their convenience.  In our course on Multimedia we learned about interactive learning and its abilities to engage learners and present materials.


According to Kearsley and Schneiderman (1999), it is the responsibility of the instrutor to mazimize student interaction.  One of the main needs in the scenario is that the employees be engaged in the learning process.  By choosing to use an interactive media format the employee will be egaged directly in the learning process.  By engaging the employee there is a much larger chance that they will retain the information which presented.  This will reinforce the information that was presented because they will have to put it into use.  By employing the use of text, picture and video along with the use of interaction many different types of learning are engaged.  Visual, auditory and kinesthetic learning will be employed.  This increases the likelihood of attracting the different types of learners.  

In my search on the web I found that NASA has developed a learning technology project in order to educate people on space exploration.  Even the Mayo Clinic has developed interactive learning.  You can learn about stress on their website and complete and interactive quiz in order to learn your own stress levels.  Interactive media would be very effective in presenting the training materials in a manner that employees can easily understand.  I would use text, video and pictures.  These techniques have been very successful with other large organizations.  This will take the learning process beyond the traditional safety videos that employers have their employees watch and make it into one with which the employees can interact.

References:

Mayo Clinic. (2010). Stress Management. Retrieved from http://www.mayoclinic.com/health/stress-assessment/SR00029

NASA. (2010). Interactive Features. Retrieved from http://www.nasa.gov/multimedia/mmgallery/index.html

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498.

Brian Hunt, Patrik Burvall, & Toni Ivergard. (2004). Interactive media for learning (IML): assuring usability in terms of a learning context. Education & Training, 46(6/7), 361-369.  Retrieved September 26, 2010, from ABI/INFORM Global. (Document ID: 711342011).

Defining Distance Learning MindMap

Defining Distance Learning

My personal definition of distance learning has changed several times within the past two years. Prior to becoming an employee or student of Walden University I didn’t have a very good idea of exactly what it consisted of. I also had a bad opinion of distance learning itself. I believed distance learning to consist of online learning where students would meet online to discuss things and get and their assignments from their instructors. I felt this type of learning to be disconnected and boring. This was due to my previous experiences with distance learning. I had attempted two online classes with my local community college about four years ago to brush up on some skill for my previous position. I withdrew from the classes before finishing because I didn’t feel like I was getting anything out of it.

After I became an enrollment advisor with Walden University my definition changed of distance learning. As a part of our initial training we learned about many distance learning formats and some of the history of distance learning. This changed my definition to become any form of a learning in which there was some separation between the learners and their instructor. This was to include correspondence, online, synchronous, asynchronous, television and video. In speaking with some of the students who were attending Walden University I also began to change my perspective on distance learning being boring and disconnected. I spoke with students who were very enthusiastic about the learning process and spoke highly of the level of interaction they had with their instructors.

Once I decided to pursue my masters degree and became a student at Walden University my opinion changed yet again. I did not feel the same way that I did in my previous experiences. I enjoyed the online learning format. I liked the flexibility that I was being offered to include education in my life without becoming a disruption from my other duties. This made my definition change to a type of learning that is provided with a degree of separation from the instructor which allowed the learner more flexibility to attend school while not having to completely change from the current schedule and responsibilities.

Then finally my definition has changed yet again. A few months ago I started my position with Laureate Education, Walden University’s parent company, as an Instructional Support Specialist. It is through my current position and what we have learned so far during this course that has led me to my newest definition of distance learning. This week we have learned so much more about the history of distance learning than I had ever known before. And in learning my new position I am getting an opportunity to see firsthand all that goes into planning and providing a distance education learning opportunity. I know see distance learning as a learning opportunity where there is separation between the instructor and learner but they are connected through some form of technology in a manner that is consistent with sound instructional design principles.

I believe that as more and more technology tools are created distance learning will continue to grow and evolve. Educational programs in which students and the instructor are separated by place and often time are currently the fastest growing form of instructions both in the United States and throughout the world (Gunawardena & Mclsaac, 2004). Technology has led to so many conveniences in our everyday life. It is only natural that we would want to utilize it in our learning processes. The technology that was available yesterday may not have been right for someone but the technology that releases tomorrow may create just the opportunity they needed in order to attend school. Distance learning is providing opportunities for so many people to attend school that normally would not have been able to otherwise. Distance learning is able to provide great learning experience with the ability to make it fit into your life instead of having to change your life to fit it. This is something that will appeal to everyone in one way or another.



References

Tracey, M., & Richey, R. (2005). The Evolution of Distance Education. Distance Learning, 2(6), 17-21. Retrieved from Education Research Complete database.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.

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