Perceptions of Online Degree Programs

Despite many concerns and resistance, the integration of some form of distance learning in the future in almost every educational avenue is inevitable. Perceptions of distance learning range from; it is an expectable method of learning to it doesn’t produce the same quality of learning as traditional face-to-face environments, not as rigorous.

Let’s first consider mindsets of distance learning just 5 years ago. In a discussion group pertaining to distance learning, Literacy Information and Communication System (2007), documented participants contemplated the types of informal, ongoing assessments teachers routinely use in classrooms (e.g., "reading" students to determine comprehension, redirecting or expanding discussions, group activities, quizzes, etc.) frequently aren't available in a distance setting. They went on to consider that once we have students in the distance-learning door, how can we use progress measures and informal assessments to help keep them engaged? (Literacy Information & Communication System, 2007) Today one must wonder if their discussions considered the many great forms of technological tools used to engage students with technology, teacher, peers, and content; such as Wikis, blogs, discussion forums, discussion threads, virtual classroom, etc.

Perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)

Many technological advances have assisted in the current increases of distance learning programs today and will continue to improve in the future. Five to ten years from now I foresee distance learning becoming much more of an acceptable mode of delivering quality education. Also, these technological advances will result in using devices in distance learning familiar to what learners use in everyday socials media, communication, or entertainment. For example, electronic readers to deliver distance learning courses’ content or other resource material will enable learners the ability to access information on various devices anywhere at any time. Another device that will enhance the perceptions of distance learning in the future is the use of audio feedback in discussion boards. Using audio in distance groups will a feel of a face-to-face conversation, where students will add a sense of emotion along with the post. According to Max de Lotbiniere, of Guardian Weekly (2011), Leicester University, where this technique is being used, indicated that research revealed that students appeared more willing to listen to feedback via audio than to commit time to reading written comments. The "voice board" also allowed students to interact among each other in new ways. They indicated that the students really enjoyed listening to one another and that they read more widely because they could hear their peers express enthusiasm for texts. (Lotbiniere, 2011) Holograms in distance learning, ten to twenty years from now, will be common place in distance learning. Holograms are being used for concert purposes and can be used to enhance the acceptance of distance learning. The process goes a step beyond video conferencing in that the hologram teacher appears to be in the classroom, and can see and speak to the pupils as if they were all in the same room (Ghuloum, 2010).

An instructional designer as a proponent for improving societal perceptions of distance learning

One key aspect of an instructional design that will aid in improving societal perceptions of distance learner is continuous professional development of the designer.  According to The Free Library (2012), Rothwell and Kazanas felt that instructional designers should continuously "strive to build professional knowledge, maintain awareness of new developments and approaches and preserves adherenceadherence

immune adherence
to ethical standards." Instructional designers can also support improving societal perceptions of distance learning by designing effective instruction that meets course objectives using learner-instructor, learner-learner, and learner-content interactions. I will ensure my ability to provide a versatile learning design does not become stagnate by my inability to stay abreast of new ideals in distance learning; always considering the power and flexibility of new technologies. As an instructional designer, I want to ensure I design learning systems that consider the technologies of the new generation of learners with the most current and feasible technology. 

Being a positive force for continuous improvement in the field of distance education

As an instructional designer becoming that force of continuous improvement in the field of distance education, not only includes the professional development, but the awareness that there are questions of the validity of education within the online environment. There is growing acceptance, but there are also those that have yet to understand where online learning can take education. I must respect the opinions of those who may oppose distance education and gradually introduce new technologies that can be integrated with technologies that are common to them. Also, with growing acceptance of distance learning, as stated by Siemens, the instructor designer must be that bridge of comfort between universities, government, and business (Laureate Education, Inc., n.d.).

References:

Ghuloum, H., (2010), Informing Science & IT Education Conference (InSITE), 3D Hologram Technology in learning environment, Retrieved on April 22, 2012, from http://proceedings.informingscience.org/InSITE2010/InSITE10p693-704Ghuloum751.pdf 

Laureate Education, Inc. (Producer). (n.d). EDUC-6135-2: Distance Learning [Video webcast]. The Future of Distance Education. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8910814&ClientNodeID=984650&coursenav=1&bhcp=1

Literacy Information and Communication System, (2007), Assessment in distance learning, Retrieved on April 21, 2012, from   http://lincs.ed.gov/lincs/discussions/assessment/07assess_distance.html

Lotbiniere, M., (2011), The Guardian, The future of distance learning is calling, Retrieved on April 22, 2012, from http://www.guardian.co.uk/education/2011/mar/08/online-voice-messages-tesol-delotbiniere

The Free Library, (2012), Professional development of instructional designers: a proposed framework based on a Singapore study. Retrieved on April 22, 2012, from http://www.thefreelibrary.com/Professional+development+of+instructional+designers%3a+a+proposed...-a0143618060

Converting to a Distance Learning Format

Scenario: 

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

There are several elements to be considered when converting from a face-to-face training session to blended training. According to Skillsoft.com (2011), blended learning can be defined as a mix of learning modalities: online courses, instructor-led classes, books, videos, simulations and job aids. These blends can be very simple or quite complex–but the goal is to create a more effective and efficient learning experience than can be achieved with a single type of learning (Skillsoft.com, 2011).

Aspects of the Original Training Program that could be enhanced in the Distance

Learning Format:
Blended learning offers several advantages for the learner. For this scenario, learners can learn basic content material online and continue with follow-up activities and discussion in the face-to-face environment. Learners can then have more meaningful communication in the face-to-face environment because of their familiarity with the content. Having the convenience and comfort of the distance learning environment (the ability to study at their desired places and times) allows the learners to work at their own pace, so they can spend less time on concepts they quickly understand and more time on challenging matters. Their enhance understanding of the content may also decrease needed face-to-face training time in the classroom. (Sparks, 2007)

Pre-Planning Strategies:

Planning the design for the development of a blended learning course is probably the most important aspect in the success of the course. According to Simonson, Smaldino, Albright, & Zvacek (2012), “if the design is effective, instruction will also be effective, (pg. 171).”

The chart below displays a checklist of pre-planning strategies.

Tasks/Resources to Consider	Complete
Learner Needs Analysis
Clear/concise Objectives
Storyboard
Learning Activities
Technology/Resources
Site Map
Syllabus
Course Shell
Alpha Test
Beta Test

 -  Learner Needs Analysis: data-gathering element of the system. According to The Stairway Consultancy, (2012), this is where managers, consultants, trainers, and other HR professionals assemble information about the development need. Within this scenario, the need for training has been assessed which has resulted in the development of the blended learning program.

- Objectives: learner-identified objectives or learning  outcomes are those observable, measurable behaviors that are the consequence of online instruction. They need to be clear and concise. Also consider the assessment of the objectives; whether formative or summative.

   - Storyboard: shows the sequence of the training from beginning to end.

   - Learning Activities: activities used to enhance and assess the online learning experience. Ideas from the subject matter expert/great resource in suggesting activities that meet the needs of the objective. Activities can include group projects, games, discussion forums, content research, etc.

 -  Technology: Ensure needed technology is available to the facilitator and learners, and that the technology is appropriate for the learning experience. The facilitator and learners need to be familiar with the technology.

-  Site Map: determines how learners will maneuver through the course, to include course assets such as graphics, links, worksheets, sound clips, etc.

-  Syllabus: According to Simonson, Smaldino, Albright, and Zvacek, (2012), this is the single-most important document a facilitator can prepare. A syllabus is the primary communication with students at a distance enabling them to understand the structure of the course, expectations, and assignments, and the assessment process (pg. 199).

-  Course Shell: consider the web software, Course Management System (CMS) or Learning Management System (LMS), Wikis, or HTML/Dreamweaver, etc.

-  Alpha Tests: an early test of the new or updated software or hardware conducted by the developers or manufacturers. This test provides feedback that can be corrected prior to implementing the beta test.

-  Beta Tests: final testing of the course by a controlled group of learners the course was designed for. This test is conducted prior to implementing to the whole group.

(Laureate Education, Inc., n.d)

How Trainer Role changes in a Distance Learning Environment:

The trainer’s role will evolve or change in the distance learning environment compared to the face-to-face environment. According to Barbie Carpenter of eHow.com (2012), the trainer will now be responsible for building an engaging lesson plan that encourages students to interact through the computer.

Ø  As manager: maintains the class website to ensure that students have access to the tools they need to learn. The manager also answers student inquiries, uses online teaching tools, such as video, chat, and discussion boards, to maximize interaction among with students.

Ø  As communicator: manages discussions and learning activities to make sure students understand and can discuss the content. As communicator, he or she will monitor the class discussion, keep students on track and related to course content.

Ø  As judge: similar to an educator in a traditional classroom setting, the online trainer will ensure that students are academically honest ensuring students understand the consequences of plagiarism and cheating.

Ø  As mentor: supports students’ academic and professional goals, conferencing with them using chat, discussion boards or email. (Carpenter, 2012)

Some other trainer skills, according to Jack Gilding (2003), as listed below are the ability of:

Ø  engaging the learner in the learning process, particularly at the beginning

Ø  appropriate questioning, listening and feedback skills

Ø  the ability to provide direction and support to learners

Ø  skills in managing online discussion

Ø  ability to build online teams (ensure learners feel free to participate)

Ø  a capacity for relationship building

Ø  motivational skills.

How to Encourage Trainee’s to Communicate in a Distance Learning Environment:

As stated, the syllabus is a key source to providing significant communication from the trainer to the learners. Within the syllabus, the trainer should address the importance of learner participation, informing the learner of their responsibility for their own learning and participation requirements.  Essential to the success of the active learning paradigm are such things as clearly articulated goals, timelines, essential questions, and authentic assessment practices (Simonson, Smaldino, Albright, and Zvacek, 2012). Active learning/communication can take the form of:

Ø  small group discussions

Ø  presentations (students may evaluate/discuss peers’ work)

Ø  structured discussions

Ø  case study analysis

Ø  virtual field trips (Simonson, Smaldino, Albright, and Zvacek, 2012)

Trainer also must create a learning environment in which the learner feels free and comfortable to actively participate. In order to ensure learner participation the trainer must plan prior to the start of the course and understand the importance of being flexible in the online learning environment.

 

References:

Admin, (2010), Blended Learning: Getting the mix right, [photo], Retrieved on April 15,

2012, from http://www.mobl21.com/blog/20/blended-learning-getting-the-mix-right/

Carpenter, B., (2012). eHow.com. What is the role of a facilitator in an online classroom?

 Retrieved on April 15, 2012, from http://www.ehow.com/info_7756795_rolefacilitator-online-              classroom.html                                                                                                                                   Gilding, J., (2003), Flexible Learning, Effective Online Facilitation, Retrieved on April 15,2012 from                        http://pre2005.flexiblelearning.net.au/guides/facilitation.html

King Abdulaziz University – Deanship of Information Technology, (2012), Blended learning

 [photo], Retrieved on April 15, 2012, from http://elearning.kau.edu.sa/Pages-bl.aspx

Laureate Education, Inc. (Producer). (n.d). Developing online courses [Video webca     Retrieved on April 15, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8910814&ClientNodeID=984650&coursenav=1&bhcp=1

Skillsoft.com, (2011), Effective blended learning, Retrieved on April 13, 2012, from

http://www.skillsoft.com/infocenter/effective-blended-learning.asp

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Sparks, N., (2007), e-Articles, Advantages of blended learning, Retrieved on April 14,

2012, from http://online-education.e-articles.info/title/Advantages-of-Blended-Learning/

The Stairway Consultancy, (2012), Learning needs analysis, Retrieved on April 15, 2012,

 From http://www.thestairway.co.uk/publications/learning-needs-analysis.html

Impact of Open Source

Open courseware websites provide great opportunities for anyone who desires to gain skills and knowledge in a variety of subject areas anywhere at any time. As stated by Simonson, Smaldino, Albright, and Zvacek, (2012), open source courseware is to be freely shared and can be improved upon and redistributed to others. According to Jamie Littlefield, of About.com (2012), open courseware is class material such as syllabi, reading lists, lecture notes, and other documents that were once used in an actual classroom and are now available to the public for free. As a service to the public, universities put their course materials on the internet.

Websites for open courseware began in 1999, when the University of Tübingen in Germany published videos of lectures online.  The open courseware movement really took off with the launch of the Massachusetts Institute of Technology (MIT) Open Courseware in October 2002. MIT's reasoning behind open courseware was to "enhance human learning worldwide by the availability of a web of knowledge."  MIT also believes that it would allow students to become better prepared for classes so that they may be more engaged during the class. (Wikipedia, 2012)                                                                 

In reviewing the MIT courseware website, the homepage is very organized with sections on “getting started” for new learners, highlight information for school students, various announcements, as well as a donation box where donations can be made to the organization.  Within the MIT courseware website, the distribution of course materials is easily arranged making the over 30 course department very accessible. One course I reviewed beneath the Writing and Humanistic Studies department was the Writing on Contemporary Issues Imaging the Future course. This course focus on having the learners read and write about how some writers and filmmakers have responded to the present as a way of imagining—and warning about—possible worlds to come. The course description has a very inviting introduction capable of sparking a learner’s interest.  The content information is easily displayed along the side of the course page as well as the posting of the course syllabus, calendar, lecture notes, assignments, and project information. Recommended readings that can be purchased online through Amazon are also are listed in the course area. These recommended readings are not necessary for the understanding of the information, but to further your knowledge. (Faery, 2007)

There was careful pre-planning and design considerations given to the courseware, in the fact that there is “exemplary student work” section under the assignments that offers examples of prior students’ work. To implement course activities that maximize active learning for the students, the courseware has projects such as writing workshops and activities listed within each course where discussion forums are established.  Because the courses are not for credit, there is no method of uploading an assignment or for grading, although test and answer sheets are available for learner inactivity. The course was created to include both online and in-class activities, but the material could easily be planned into an online course. (Faery, 2007)

Overall the Writing on Contemporary Issues Imaging the Future course within the MIT is a well thought-out open course that offers a great opportunity for self-educators, educators, and anyone else who is interested in expanding their understanding of contemporary writing. The increase in the development of courses such as this one within CMS’s is encouraging improvement their quality, which in turn increases their evolution.  

References:

Faery, Rebecca Blevins.  (2007), Creative Commons BY-NC-SA, 21W.730-5 Writing on Contemporary Issues: Imagining the Future, Fall 2007. (Massachusetts Institute of Technology: MIT OpenCourseWare),  Retrieved on March 6, 2012, from http://ocw.mit.edu

Littlefield, J., (2012), About.com, What is open courseware? Retrieved on March 31, 2012, from http://distancelearn.about.com/od/isitforyou/a/opencourseware.htm

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

Wikipedia, (2012), Open courseware, Retrieved on March 31, 2012, from http://en.wikipedia.org/wiki/OpenCourseWare

Getting Started with MIT Open Courseware

Reference: Massachusetts Institute of Technology: MIT OpenCouseWare, (2012), License: Creative Commons BY-NC-SA, MIT Getting Started Video,Retrieved on April 1, 2012, from http://ocw.mit.edu/help/get-started-with-ocw/G]

Museum Virtual Tour using Slide Share

Museum Metaverses

View more PowerPoint from Richard Urban

Urban, R., (2007), Slide Share, Museum Metaverses, Retrieved on March 21, 2012, From http://www.slideshare.net/musebrarian/museum-metaverses

Selecting Distance Learning Technologies

Interactive Tours Scenario

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

As an instructional designer, there are some specific needs of the novice distance learning teacher in this scenario that should be addressed. First of all the fact that he or she is a novice indicates that the technology needs to be a simple and easy to understand application. Something a novice teacher can maneuver, but still look professional. Another key factor is the teacher wants his or her students interacting with each other and the museum curator. The technology tool needs to allow for such interaction where the students can also comment on various art works.

A technology tool that would provide the most effective learning would be the slide share tool. Slide share is an excellent technology tool to provide content that can reach students no matter where they are. Remember that is this teacher is a novice distance learning teacher and in not wanting to be overwhelming with the many possibilities available, PowerPoint is a very common tool used in presentation and will make the use of slide share very relatable. The basic slide share service is great for uploading a PowerPoint or other presentations, but for the need this novice teacher, the slide share pro would be the best option. Although there is a small fee for this service, the teacher is able to upload a virtual tour of the museum to share with his or her students. Students can also interact with the museum curators through instant messaging. According to, Simonson, Smaldino, Albright, and Zvacek (2012, pg. 275), “Instant messaging works well for individual interactions and has the added advantage of allowing several simultaneous conversations to occur, each a private exchange between the teacher and one student.” Wiki Classroom 2.0 (2012) states that Instant Messaging (IM) is a tool for connecting students/teachers in real time. It goes on to say IM uses any of a variety of freely available clients and servers from MSN Messenger, to AOL Instant Messenger, to Yahoo, to Skype (Wiki Classroom 2.0, 2012). Instant Messaging is a excellent for including student-to-student, student-to-teacher, or even teacher-to-teacher collaboration.

Skype is another interactive tool that can be used to make video calling of an engaging tour of the museum. According to Skype.com (2012), Skype is a free, downloadable software package that uses the internet to provide a real-time interactive environment designed for use in distance communication. The novice teacher and the students can Skype into video calling which can display a virtual tour of the museum narrated by the curator. Within Skype as stated before, students can use Instant Messaging to interact with the curator. Skype is easy to join and navigate; it is possible to video conference directly from Skype to Facebook.

A voice thread is another possible technology tool the novice teachers can use to connect collaboration between the students. Voice Thread.com (2012) states that with a  VoiceThread, group conversations are collected and shared in one place from anywhere in the world. This can be done with no software to install. Also a VoiceThread is a multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam) (Voice Thread, 2012). The novice distance learning teacher can upload the various pieces of art to be evaluated by the students. Students are able to comment choosing one of the 5 ways mentioned.

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.

Skype.com, (2012), Group video calling, Retrieved on March 16, 2012, from http://www.skype.com/intl/en-us/features/allfeatures/facebook/

Voice Thread (2012), Voice thread overview, Retrieved on March 17, 2012, from http://voicethread.com/about/features/

Wiki Classroom 2.0 (2012), Instant messaging, Retrieved on March 16, 2012, from http://wiki.classroom20.com/Instant+Messaging

Voice Thread Virtual Tour

Shook, C., (2008), Voice Thread.com, Virtual Tour of Battell Park in Mishawaka, IN, Retrieved on March 20, 2012, from https://voicethread.com/?#q