E-mail
Electronic mail or e-mail is both an informal and formal method of communication. The message began with professional courtesy, which is important in business communication. Even though the message conveyed importance and urgency, the tone was respectful of the recipient’s schedule. This again, is a requirement of effective written communication. Jane’s e-mail stated a clear purpose and situation. It also included a possible solution or suggestion, which involves Mark sending the data in a separate email.
Phone
Voicemail is a very common means of communicating by telephone within the company and other businesses or clients. I believe that the phone conversation seemed a bit urgent in Jane’s tone. Furthermore, I believe that making phone calls can emphasize the importance of the issue in a different manner to other forms of communication, such as e-mails, text message, IMs, etc. The caller is able to use inflection in their voice and overall tone to convey additional meaning to the message. It is also used as a follow-up if there is no response to an e-mail. For instance, in my classes, I usually would email the instructor, and if I don’t get an immediate response, I’ll send another email. But if it is a particularly urgent issue, and I don’t receive an e-mail response, I would make a call.
Face-to-Face
Face-to-face communication involves addressing the message directly to another person. Jane’s face-to-face communication with Mark included the informal tone that Dr. Stolovitch suggested. Jane spoke to Mark in a friendly and polite manner. Her face did not suggest anxiety, even those she expressed urgency. Jane also demonstrated that effective communication is not exclusively in words, but in the spirit, attitude, tonality, body language and timing. One of the main advantages of face-to-face communication over telephone and e-mail communication is that the individuals have the ability to speak to each other in real time, whereas with the other methods, there may be delayed delivery of the message. Jane has kept the tone of all of her communications business-friendly and respectful. This is again important in effective business communication.
Conclusion
Dr. Stolovitch’s video combined with this exercise was very informative and useful, and I intend to apply this information to my communication in general. It helped to emphasize the importance of effective communication, whether it is e-mail, telephone, or face-to-face. Additionally, the exercise reinforced that it is vital to avoid ambiguity but to be specific, straightforward, and respectful.
References:
Laureate Education, Inc. (Producer). (n.d.). Communicating with Stakeholders [Video webcast]. Retrieved January 24, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2099917_1%26url%3D
Laureate Education, Inc. (Producer). (n.d.). The Art of Effective Communication [Multimedia program]. Retrieved January 24, 2013 from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html
Thursday, January 24, 2013
Thursday, January 17, 2013
Learning from a Project “Post-Mortem”
In my undergraduate degree I took an IT course for object-oriented design, which pertains to the C++ language and the coding used in computer programs. Although I was aware that this was one of the progressively difficult courses in my major, I felt confident in my ability to obtain a good grade. But it turned out to be the exact opposite. This was not a successful course for me. Even though I tried to stick with the course throughout the semester, I received a D grade. It was probably the hardest course that I have had in my academic career which included other programming and advanced math courses. It seemed that I had a mental block in understanding C++ language and how to transfer the coding on paper. I also had difficulty getting the programs to work. I tried to get help from the instructor and from Internet resources. But my understanding and performance on tests did not show much improvement. Therefore, by the final exam, I attempted questions to the best of my ability, but I really didn’t know many of the answers.
Especially in the light of my graduates studies about learning processes and instructional design, I can think of some reasons why I did not have a successful outcome in the course. As a learner I could have applied myself in a more structured and consistent way to the course content and instruction. Had I implemented some of these processes and activities I believe that I could have obtained a better grade. For instance, early in the course I could have devoted more time to reviewing the course outline, the available resources and the objectives. This would have given me a more realistic understanding about what the course entailed. I also could have invested more time reading the text, practicing coding and reviewing completed projects. Now from an instructional design perspective, in my estimation, the analysis, design, and development phases were not fully developed for this course. It was designed and presented at an advanced level aimed at learners who were experienced with coding and working in IT. The course should have been created to accommodate learners of different levels of experience. The beginning of the content should have covered the basics before moving on to more difficult concepts. Also, the equipment, materials, and support provided were insufficient (Greer, 2010). The textbook was not structured with learning aids such as worked examples and guided tutorials. It would have also been logical to provide extra resources such as video and audio especially with such a complex subject. With regards to the instructor, he was a good lecturer but he did not provide in class demonstrations of work, and was not receptive to communication outside of class.
References:
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.
Especially in the light of my graduates studies about learning processes and instructional design, I can think of some reasons why I did not have a successful outcome in the course. As a learner I could have applied myself in a more structured and consistent way to the course content and instruction. Had I implemented some of these processes and activities I believe that I could have obtained a better grade. For instance, early in the course I could have devoted more time to reviewing the course outline, the available resources and the objectives. This would have given me a more realistic understanding about what the course entailed. I also could have invested more time reading the text, practicing coding and reviewing completed projects. Now from an instructional design perspective, in my estimation, the analysis, design, and development phases were not fully developed for this course. It was designed and presented at an advanced level aimed at learners who were experienced with coding and working in IT. The course should have been created to accommodate learners of different levels of experience. The beginning of the content should have covered the basics before moving on to more difficult concepts. Also, the equipment, materials, and support provided were insufficient (Greer, 2010). The textbook was not structured with learning aids such as worked examples and guided tutorials. It would have also been logical to provide extra resources such as video and audio especially with such a complex subject. With regards to the instructor, he was a good lecturer but he did not provide in class demonstrations of work, and was not receptive to communication outside of class.
References:
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.
Friday, December 21, 2012
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
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
Monday, December 17, 2012
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:
Full Link:
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/
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-ShoesKruse, 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.
Sunday, December 2, 2012
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.
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.
Sunday, November 18, 2012
Selecting Distance Learning Technologies
As the instructional designer, I would first assist the teacher with researching museums with the technology for navigating online tours and other visitor interaction. Next I would suggest that the teacher select from blogs, wikis, or discussion boards to provide the students with meaningful and appealing learning experiences (Beldarrain, 2006).
Weblogs (or blogs) are a collection of writings that can serve as student portfolios that keep record of an individual’s progress, serve as excellent tools for the students’ critiques, in addition to evaluation of performance and reflection of course content (Simonson, Smaldino, Albright, & Zvacek, 2012). It is a good source of online collaborative learning (Beldarrain, 2006). Instructors use blogs to document the student’s personal and intellectual growth throughout the course. Some blogs are student-controlled while others are instructor-managed. For instance, a student can post a blog assignment stating their analysis on each piece of artwork, which one that student preferred, and their rationale for choosing it.
Discussion boards can be used by the teacher to post questions and discuss responses pertaining to the topic, along with readings, audio, and video clips. (Simonson et al., 2012). Discussions can be facilitated using online learning tools such as Blackboard and WebCT. Students would then have the ability to post comments and/or questions on the discussion board, and it serves as another good assessment tool of student performance and knowledge.
Wikis are useful tools for collaborative online writing assignments and group activities, in addition to building relationships among learners (Beldarrain, 2006). They can successfully promote collaboration among instructors, staff, and students. Students could create their own collaborative or individual wiki to share their opinions of the artwork.
References:
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Weblogs (or blogs) are a collection of writings that can serve as student portfolios that keep record of an individual’s progress, serve as excellent tools for the students’ critiques, in addition to evaluation of performance and reflection of course content (Simonson, Smaldino, Albright, & Zvacek, 2012). It is a good source of online collaborative learning (Beldarrain, 2006). Instructors use blogs to document the student’s personal and intellectual growth throughout the course. Some blogs are student-controlled while others are instructor-managed. For instance, a student can post a blog assignment stating their analysis on each piece of artwork, which one that student preferred, and their rationale for choosing it.
Discussion boards can be used by the teacher to post questions and discuss responses pertaining to the topic, along with readings, audio, and video clips. (Simonson et al., 2012). Discussions can be facilitated using online learning tools such as Blackboard and WebCT. Students would then have the ability to post comments and/or questions on the discussion board, and it serves as another good assessment tool of student performance and knowledge.
Wikis are useful tools for collaborative online writing assignments and group activities, in addition to building relationships among learners (Beldarrain, 2006). They can successfully promote collaboration among instructors, staff, and students. Students could create their own collaborative or individual wiki to share their opinions of the artwork.
References:
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Sunday, November 4, 2012
Defining Distance Learning
The Attributes of Successful Distance Learners
From my experience and understanding, distance
learning is an interactive, flexible, and accessible instructional delivery
system. It incorporates a way of learning that delivers content online so that
class members and instructors can interact with each other over the Internet.
Distance learning also facilitates cooperative learning, collaborative
projects, and interactivity within groups of students. It also provides the
benefits of readily available multimedia online tools, such as audio, video,
CDs, email, etc. Furthermore, these tools are facilitated on technologies such
social networking sites, blogs, wikis, podcasts, and virtual communities
(Wikipedia, 2012). Many of my previous projects required self-study, while
others involved group collaboration to complete assignments. Therefore, I was
able to apply the needed discipline, intellectual ability and perseverance to
do the required research and analysis. This not only contributed to my academic
success, but also to my personal growth.
Several of my projects involved Internet research and group
collaboration. Additionally, my class projects that included group
collaboration provided me with the opportunity to cooperate and interact with
other learners as a team to complete assignments on time.
Distance learning can be adjusted to fit available
personal time for students, which is a benefit. However, this flexibility can
also be a weakness. Because distance
learning is largely self-directed and offers some flexibility, there is
potential for procrastination and a lack of self-discipline, along with
insufficient preparation for the course material (Morrison, Ross, Kalman, &
Kemp, 2011). This is something that I
have experienced on occasion when taking online classes. In fact,
procrastination is a problem that I still fight against even today. I believe
that some of this can be prevented if instructors and instructional designers
provide proper organizational conditions to allow flexibility, time, and
incentives to experiment with new instructional methods. However, it is
ultimately up to the student to exercise discipline and determination when
taking distance learning courses. Students have to address these courses with
the same level or perhaps even more attention than on-site courses.
In this course, I was able to learn that distance
learning also uses technology to provide two-way communication between teachers
and students to facilitate the necessary educational process (Simonson,
Smaldino, Albright, & Zvacek, 2011). Benefits for students include the
availability of instructional resources such as books, audio, video, and
graphic displays. Distance learning is also offered on media such as tablets,
cell phones, and e-mail. Online learners are also afforded the ability to
access course material and complete course assignments, without the time
constraints of classroom attendance. Instructors can benefit by having
potentially greater contact with students who are not as typically
communicative in face-to-face learning (Moller, Foshay, & Huett, 2008). As
an online student, I have experienced more productive and helpful interaction
with my instructors than I received in some of my on site classes. There is
also an enhanced sense of communication with fellow students.
Distance learning has to be effectively presented to
learners of every level to accommodate different types of learners while
adequately addressing their learning needs. Even though traditional
institutions can benefit from using electronic delivery methods, the new ways
of using technology have to be completely and efficiently employed and
understood by educators. It is also important to ensure that the technology
involved with course delivery not be difficult with regards to access and
navigation for users. Adult learners typically deal with time constraints and
various issues in their personal and working lives, and also have established
learning patterns and opinions. They may not always be particularly receptive
to this type of learning. Because distance learning is largely self-directed,
IDs and instructors have to efficiently engage all learners in decisions about
their learning, including the ability to communicate and collaborate with
unfamiliar colleagues and peers.
Colleges and universities have increasingly employed
technology for delivering instruction, and viewing distance learning as an
efficient way of sustaining enrollment growth (Moller, et al., 2008). Distance
education has become a mainstream educational delivery method, evidenced by
most colleges and universities providing a majority of their educational
offerings in web-based formats. They are using tools such as Wikis and blogs to build successful learning experiences and
projects for online education. Web conferencing tools such as Elluminate
and Skype are further important technolgies, since they can enable students,
instructors, workers, and others to communicate over long distances across the
globe.
It is clear that the future of learning on every
level, from grade school to universities and corporations, will increasingly
employ distance learning technologies for delivering instruction. My experience as a distance learner began
during my undergraduate studies. Although most of my classes involved onsite
attendance, I had the opportunity to take some online courses. For the distance
learning courses, I utilized learning management systems such as Blackboard and
Elluminate, where I communicated and interacted with instructors and students.
In the virtual classes we were able to participate in real time discussions and
listen to lectures. I found that online instruction is compatible with my
learning style, and it produced successful results for me. Distance learning
has become a popular choice in particular for people that are continuing
professional education and/or mid-career degree programs. Therefore, I was able
to relate to this since I chose the Instructional Design and Technology program
at Walden University. I believe that completing this master’s degree will
provide me with the professional knowledge, technical skills, and experience
that I need to be successful in the field of instructional design. The program
has also helped to motivate me to be an active part of the learning and
development community by participating in discussions, researching new
instructional methods and gaining knowledge about advancements in distance learning.
DISTANCE LEARNING MINDMAP (CLICK TO ENLARGE)
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.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Wikipedia (2012). Web 2.0. Retrieved September 12, 2012 from http://en.wikipedia.org/wiki/Web_2.0
Subscribe to:
Posts (Atom)