Week 3: Selecting Distance Learning Technologies

For this week's blog assignment I chose Example 1: Collaborative Training Environment. In this example I (as the instructional designer) was tasked with implementing a training workshop for the six regional offices of a major corporation. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. The staff members need to be able to share information in the form of screen captures, documents and also participated in ongoing collaboration.

The distance learning technology that I felt would be most appropriate for this project was some type of discussion technology. Nabble was discussed in our resources for this week. Nabble allows asynchronous and synchronous threaded conversations- discussions in which the postings are related to a specific topic. Users can also add media to their posting (n.d.).

These are basically continuous online discussions forums. Northern Arizona University has used discussion forums for its students since the 90's (Markel, 2001). IBM also uses online communities of coworkers in virtual classrooms where they take part in discussions or tasks facilitated by an expert in the area (Koller, Harvey, & Magnotta, 2008). This type of distance learning technology will allow the staff in the example to be active participants in discussions, exchange information and ideas, and encourage collaboration.

References

Koller, V., Harvey, S., & Magnotta, M. (2008). Technology-based learning strategies. Social Policy Research Associates Inc., Retrieved from http://www.doleta.gov/reports/papers/TBL_Paper_FINAL.pdf

Markel, S. L. (2001).Technology and education online discussion forums: It's in the response. Online Journal of distance Learning Administration. Summer 2001 - Volume IV, Number 2:1/31/02. Retrieved from http://www.westga.edu/~distance/ojdla/summer42/markel42.html

The technology of distance education. (n.d.). Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26url%3D

MINDMAP OF DISTANCE LEARNING DEFINITION

DEFINING DISTANCE LEARNING

For this week's assignment we were to give our own definition of distance learning. My first experience with distance learning was in the late 1980's, it was a correspondence course. I would do my coursework, mail in the completed lessons and my grades would be mailed back to me. Times have certainly changed. While working on my Bachelor's degree I went the traditional route- a classroom. Now I am getting my Master’s degree through the online courses at Walden University.

My previous definition of distance learning was pretty simple. I defined it as learning that is achieved from a distance through telecommunications. But after reading and viewing this week's resources I have come to find out that the definition of distance learning is much more in-depth than my definition. Distance learning can mean so things to so many people.

Distance learning has been defined as an institutionally based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Albright & Zvacek, 2012). This definition basically encompasses what distance learning is composed of. But the definition can be broken down even more. There are four components of distance learning. The components are:  it is institutionally based, there is separation of teacher and student, there is interactive telecommunications, and finally there is the concept of connecting learners, resources, and instructors (Simonson, 2012, et al).

My revised definition of distance learning is: formal education achieved by geographically separated learners via various modes of telecommunications. Today the internet is the most common form of telecommunication regarding distance education. Most classroom communities are now online, students and instructors can email each other, and face to face contact with a fellow student or instructor is readily available through Skype.

To most people distance learning is commonly related to the educational system. In our readings for this week, distance learning was discussed in the areas of industry and training. In my present job, online training is used to get re-certified in various areas pertaining to our job. We do the training at our workstation, which is convenient.

Although distance learning is becoming more and popular Simonson (n.d.) states that it will not replace traditional schools, but that it will become incorporated into most learning environments. Some people prefer the traditional classroom rather than distance learning. As noted by respondents in a study conducted by Schmidt & Gallegos (2001), classmate interaction is important. The sharing of ideas helps in the understanding of the course material. I believe that distance education will continue to be relevant option for learners, but I don’t think it will ever replace the traditional classroom.

References

Laureate Education, Inc. (Producer). (n.d.). Distance education: the next generation. [Video Podcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26url%3D
Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3).
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

 

 

 

Reflections on Course

     What I found surprising about this course was that there were so many theories regarding learning. I was familiar with Socrates, Plato, Aristotle, and Skinner but the others not so much. The Timeline of Learning that we utilized as a resource every week was extremely helpful. Each person that we studied had his own theory on how to achieve effecting learning but they all had one goal---- improving the learning process.

      How has this course deepened my understanding of my own learning process? At the beginning of this course I felt that I was more of a cognitive learner. In the cognitivist’s view learning occurs internally and through the social interactions with others (Kapp, 2006). I still feel I am more of a cognitive learner but I also have traits of the other learning theories.

     As an adult learner attending an online university, I have realized that the way I used to study when I was younger no longer works for me.  I have too many other obligations in my life that I have to attend to, so I have to manage learning now in a different way. Thoms (2002) gives several suggestions when working with adult learners, which I can apply to myself as a student such as: organizing my material into smaller chunks so that it will be easier for me to understand, get plenty of documentation regarding the learning material, and if I don’t understand the material I’ll ask the instructor to explain it thoroughly.

     As stated in the first paragraph all of the theorists had one goal in mind- improving the learning process. Learning styles help us develop our individual learning skills. Educational technology allows us to research, organize, and share our knowledge with other students in our course or the world. The motivation of the student is the glue that holds everything together.

      Motivation is described as an internal state that arouses us to action, pushes us in particular directions, and keeps us engaged in certain activities (Ormrod, Schunk, and Gredler, 2009).  We all have to be motivated either intrinsically or extrinsically to achieve the goal of learning. When taking an online course a person has to stay motivated, if not, he or she will lose interest.

     This course has helped me realize that everyone learns in a different way. This knowledge will help me in my career as a designer by enabling me to produce learning material that doesn’t have a “cookie cutter” feel to it. As noted by (Morrison, Ross, Kalman, & Kemp, 2011) the goal of instructional design is to make learning more efficient, effective, and less difficult. Those are also the goals I hope to achieve in my career as an instructional designer.   

References

Kapp, K. (2006, December 28). Definition: Cognitivism [Blog post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2006/12/in-1980s-several-theories-of-learning

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson

Thoms, K. J. (2002). They’re Not Just Big Kids: Motivating Adult Learners. Retrieved from http://eric.ed.gov/PDFS/ED463720.pdf

Fitting the Pieces Together

     When I first started this course I felt that I was more of a cognitive learner. I like my tools for learning to be arranged in an orderly manner. I like to know what the objectives are and achieve them in a structured manner. James Hartley (1998) defined some key principles of learning associated with cognitive psychology:
• Instruction should be well-organized.
• Instruction should be clearly structured.
• The perceptual features of the task are important.
• Prior knowledge is important
• Differences between individuals are important as they will affect learning.
• Cognitive feedback gives information to learners about their success or failure concerning the task at hand.
      I also felt that some of my learning style was aligned with the humanistic approach. I am a huge proponent of learning. I feel that you are never too old to learn and that with knowledge you can achieve any goal that you set and be any be anything in this life that you want to be.  Now after almost finishing the course I see that I cannot pin myself down to just one learning style.  I think I can gather knowledge by using some form of the seven theories in my learning endeavors.
      Technology plays a major role in my learning and my life. Compared to life a “brick and mortar” classroom online learning has been a godsend. It gives me time to do other things such as spending time with my family and having “me” time.  I take online courses with Walden University which entails weekly discussions and applications. I interact with the other students and if needed I can always email the professor.  I use the web to do research for various topics needed for courses. I can store any information needed for a paper in the “cloud” so that it can’t mysteriously disappear. I can interact with my fellow classmates or instructor thru email and Skype if needed.

References 

Hartley, J. (1998). Learning and Studying. A research perspective, London: Routledge. 

Connectivism

     For this week’s blog assignment we were to post a mind map (above) and write a reflection on how our connections facilitate learning. As a student my networks are my school’s website, which includes the various resources provided by Walden University, and of course my other classmates. My educational network has changed the way I learn by making me more proactive in the learning process. I know that I have to get online, research what is needed and process the information. There are various ways that I use the internet in my learning: Web 2.0, Web 3.0, blogs, social networking sites, Wikis and so on.

     I enjoy reading the blogs by instructional designers and other educators. It gives me a look into their world and how they developed their techniques as designers. How they train and any tips they give can only help me in my career as an instructional designer. Videos are also great because they give me the visuals I need to put with what I have been reading.
     When I have questions during the learning process I can always use the Walden library, search the internet, ask other classmates, or the instructor of the course. Communicating with other classmates and the instructor can be done thru email or Skype. There are so many ways with today’s technology that we can connect with other people to collaborate and share ideas.

     This week we studied the learning theory of connectivism, which is based on the integration of technology, social networks and information (Siemens, 2012). George Siemens (2004) states that the principles of connectivism are:

·         Learning and knowledge rest in diversity of opinions.

·         Learning is a process of connecting specialized nodes or information sources.

·         Learning may reside in non-human appliances.

·         Capacity to know more is more critical than what is currently known.

·         Nurturing and maintaining connections is needed to facilitate continual learning.

·         Ability to see connections between fields, ideas, and concepts is a core skill.

·         Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

     I believe that my personal learning network supports the principles of connectivism. I agree with the concept that learning can be connected to different information sources. Information is always changing. New ways to distribute information through technology is always being developed. Getting knowledge should be gathered from any resource available.

References

Siemens, G. (2012). (Producer).  Connectivism [Video webcast]. Laureate Education, Inc. Retrieved from http://www.courseurl.com

Siemens, G. (2004, December). Connectivism: A learning theory for the digital age. Retrieved February 5, 2012 from http://www.elearnspace.org/Articles/connectivism.htm

Connectivism