Reflection

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

It is clear that distance learning and digital education is an emerging trend in education, on its way to prominence (Cohen, 2012). Distance education will become a mainstream educational delivery method, evidenced by most colleges and universities already providing a majority of their educational offerings in web-based formats. There is clear value and advantage in incorporating new technologies in education. In the global brain-based economy of the 21st century, our workforce requires ever greater levels of education and constant learning. However, there are educators who maintain a cynical reaction to distance learning, and others are vehemently opposed to the technology involved. For instance, I had an online course with an instructor that strongly did not believe in distance learning technology for literature research, and my ideas for the project were constantly rejected. Nevertheless, there is a growing shift towards a “triple-helix”, in which universities, corporations and government agencies prominently use distance learning in their operations and training (Laureate Education, n.d.). Innovative use of technology can make acquisition of education and knowledge more available and flexible. This advancement is widely expected by experts to increase the amount of education available throughout the world. On social level, students will increasingly utilize distance learning as a means to building connections and friendships that valuable to a successful professional career.

Distance education also benefits corporations by allowing them to interact with different offices worldwide (Laureate Education, n.d.). Connecting with their global offices they are able to standardize training by offering online courses, archived instructional videos and access to learning management systems. Tools such as wikis and blogs are expected to continue to build successful learning experiences and projects for online education.  Web conferencing tools such as Elluminate and Skype are among the technologies that increase instructional delivery and access for distance learners across the globe. Furthermore, there are other important developments with use of technology devices such as iPads and smart phones. These communication tools are now be equipped with instructional applications to enable students, instructors, workers, and others to interact with each other over long distances.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

Online learning is viewed as a convenience because students stay at home and attend school, and set their own time and pace to complete their assignments. However, this can be quite perilous, because there is the risk of procrastination. This situation can cause students to become overwhelmed with assignments and projects that will be done hurriedly and submitted at the last minute. But with proper planning and discipline such problems can be avoided. Distance learners have the responsibility to review and work in accordance with the curriculum and assignment schedule that is posted online at the beginning of each semester. Another area of difficulty exists with some learners being turned off by the lack of face-to-face interaction with the instructor or other students. This is why interaction has to be an essential part of the distance education setting. It is important for me as an instructional designer to engage in communication such as phone conversations, e-mails, or synchronous chats or online meetings.  Each student has the opportunity to easily interact with other students to talk about what they are learning. It is also imperative for the student to be able to contact the teacher with questions, concerns, or general feedback. I would provide timely feedback on assignments, via chats, discussion posts, and e-mails. Students are likely to lose motivation if they feel isolated. Therefore, it would be required of me to develop and create these opportunities for collaborative learning which also helps to build intrinsic motivation.

How will you be a positive force for continuous improvement in the field of distance education?

During the analysis phase, I would ensure that I obtain critical data on characteristics of the target audience, such as learning needs, learning styles, and expectations of the instructional project. This would be accomplished by discussion board posts, chats, and surveys. Because online learning is largely self-directed, I would encourage learners to engage in decisions about their learning including the ability to communicate and collaborate with unfamiliar colleagues and peers (Morrison, Ross, Kalman, & Kemp, 2007). Instructors and instructional designers have to be able to provide proper organizational conditions to allow flexibility, time, and incentives to experiment with new instructional methods. Therefore, I would maintain allowances for several distance education delivery modes, such as blended, mobile, and video game-based simulation (Nash, 2005). Increased use of these tools is critical to the growth of distance education (Laureate Education, n.d.). By doing this, I am enabling multiple instructional and component materials in a manner that effectively conveys the information to learners (Morrison et al., 2007). Additionally, it not only enhances understanding of the particular subject, it also provides the motivation for learners to remain engaged in all aspects of the course.

Another very important factor of distance education that I would need to figure out is the use of technology to deliver instruction (Fendel, n.d.). In order to keep the distance learner motivated, it is important that the learner is comfortably using the technology required for the instruction. In my orientations, I would detail how the course will be conducted, as well as the various media that will be used, along with the platform or learning management system that should be used. My overall goal is to always evaluate how effective course development, instructional methodology and use of technology achieve successful learning outcomes. I would also maintain professional growth by taking advantage of related seminars, webinars and research of best practices in the instructional design field.

References:

Cohen, S. (2012). Distance Learning and the Future of Education. Retrieved December 20, 2012 from http://www.huffingtonpost.com/steven-cohen/distance-learning-and-the_b_1928535.html

Laureate Education, Inc. (Producer). (n.d.). The Future of Distance Education [Video webcast]. Retrieved December 20, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959715_1%26url%3D

 Fendel, B. (n.d.). Instructor Strategies for Motivating Students in Distance Education.
Retrieved November 19, 2012 from http://itec.sfsu.edu/wp/860wp/F06_860_fendel_motivating_students.pdf

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

Smith Nash, S. (2005). Learning objects, learning object repositories, and learning
theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1. Retrieved December 17, 2012 from http://www.ijello.org/Volume1/v1p217-228Nash.pdf

Converting to a Distance Learning Format

Summary

The ADDIE model is a versatile instructional design model that the instructor can apply to this project. It employs a systematic, step-by-step framework to ensure that course conversion and development occurs in a structured manner (Kruse, n.d.). Analysis, the first phase in the process is where determination is made with regards to learner needs, knowledge and skills gap (Reigeluth & Donaldson, n.d.). The trainer has to consider and remember the user capabilities and needs early in the planning and implementation of the course (Simonson, Smaldino, Albright, & Zvacek, 2012).  Putting the course online provides students with the flexibility to access course material and complete assignments, without the time constraints of class attendance. The instructor can also benefit by having potentially greater contact with students who are not as typically communicative in face-to-face learning (Moller, Foshay, & Huett, 2008). Trainers in a distance environment will take on a role as facilitator. The facilitator role has many “hats”, such as instructor, social director, program manager, and technical assistant (Hootstein, 2002). Online learning has to be effectively presented to learners of every level to accommodate different types of learners while adequately addressing their learning needs, through public-based learning, or PBL (Durrington, Berryhill, & Swafford, 2006). One common way of communicating problem-based learning is through discussion boards, or threaded discussions.

Full Link:

http://www.scribd.com/doc/117515557/WK7AssgnMillerD

 References
 

 Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student

interactivity in an online environment. College Teaching, 54(1), 190–193.
Retrieved December 10, 2012 from
http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Hootstein, E. (2002). Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators.

Retrieved December 11, 2012 from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2002/Wearing-Four-Pairs-of-Shoes

Kruse, Kevin (n.d.). Introduction to Instructional Design and the ADDIE Model. Retrieved November 28, 2012 from http://www.transformativedesigns.com/id_systems.html

Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137–143.

Reigeluth, C. & Donaldson, A. (n.d.). Instructional design: A new paradigm. Retrieved

November 28, 2012 from http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html

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

The Impact of Open Source

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

The open course site that I selected was from the Massachusetts Institue of Technology (MIT). On MIT, the course that I chose was called 6.00SC Introduction to Computer Science and Programming (MIT Open Courseware, 2011). This course appears to be carefully pre-planned, organized and designed. It contains the important elements of a prototypical and effective online distance learning course. Instructional material is organized in 3 units. Unit 1 has 9 sessions, Unit 2 has 10 sessions, and Unit 3 has 7 sessions. Quizzes are presented for completion in 90 minutes with open book. Accessibility is enhanced with links to the syllabus, software, references, units, and course materials that can be downloaded.

Does the course follow the recommendations for online instruction as listed in your course textbook?

This course follows several of the recommendations suggested in Chapter 5 (Simonson, Smaldino, Albright, & Zvacek, 2012). Three unit quizzes are offered, with the final covering all of the material, including lectures, recitations, and problem sets (MIT Open Courseware, 2011). There are self-assessment tools such as lecture questions with answers and unit quizzes with solutions. Also available are links to archived video lectures (which was fairly extensive), assignments, exams, recitiation videos and solutions. There is a course study group in which students can post questions related to the topics. Usually, there are immediate responses (75% of the questions asked are said to be answered in 5 minutes).

It is important to note that not all of the recommended learning strategies are followed in this course. For instance, the threaded discussions do not appear to be graded. Although the course is structured in units, it does not quite follow the Unit-Module-Unit guideline (Simonson, Smaldino, Albright, & Zvacek, 2012). Furthermore, unlike most distance learning courses, there is no requried course textbook. Much of the course reading is derived from online sources, along with additional optional references.

Did the course designer implement course activities that maximize active learning for the students?

I believe that this course provides many opportunities for students to engage in active learning. The course material that is offered helps students to actively participate in their own undertanding of the course (Simonson, et al., 2012). There is a set of lecture videos, along with supporting resources for each lecture, along with handouts, PDF slides, and code files (MIT Open Courseware, 2011). The course study groups involve freqent collaboration and interaction among the students. The recitation videos are developed by course teacher’s assistants (TA's), and they allow students to review content and problem solving techniques. In the homework problems, there are sample student solutions. According to the syllabus, the course is aimed at students with little or no prior programming, but the acquired experience should help them to understand computational approaches to problem solving.

References

MIT Open Courseware (2011). Introduction to Computer Science and Programming. Retrieved December 2, 2012 from http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-00sc-introduction-to-computer-science-and-programming-spring-2011/index.htm

MIT Open Courseware (2011). Syllabus. Retrieved December 2, 2012 from http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-00sc-introduction-to-computer-science-and-programming-spring-2011/Syllabus/

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