Selecting Distance Learning Technologies November 22, 2010

 In Example #1: “The Collaborative Training Environment,” the instructional designer (ID) is tasked with developing a training workshop on the company’s new automated information system for staff members in six regional offices. In addition, to the training, staff members must share information and participates in ongoing collaboration.

 Although, used primarily for listening to news and music, a distant learning technology the ID should keep in mind when developing this training program is Podcasting. Educational Podcast is an .mpg file of a single idea that can be explained verbally, or if necessary with audio and appropriate still or motion pictures (Simonson, Smaldino, Albright, & Zvacek, 2009). The authors go on to say, a Podcast is part of a series, with each single event related to others. A Podcast can be stored on a Web site or other Internet location for easy access. Lastly, a Podcast is current and changed or updated frequently.

Educational Podcasting is a great way to reach a large number of people without having to put out too much time or money. Everyone is not required to be online at the same time to access the instructional materials. Many learning styles can be accommodated by utilizing Podcasting. Some people must hear information over and over again in order to absorb it. Staff members who are provided with a good Podcast lecture can use this tool as often as they need to get a working grasp of the material. Features of Podcasting such as the automatic subscription feature ensure subscribers receive the latest files without having to go to each site that hosts media files check to see if there have been updates. Using an aggregator, all Podcasts from the training program will automatically be “delivered” to the staff members’ computer. Podcasting allows for flexible learning opportunities. The staff member can listen/watch at any time. Podcasting can be valuable to that staff member who has difficulty understanding what was said during a “live” class. An accompanying transcript of the Podcast allows the staff member to read along and listen at the same time. The staff member is able to learn through more than one modality (listen to audio files/watch video on content as well as read course materials). It will not be necessary for the staff member to own a mobile audio player, or MP3 player. Nearly 80% of downloaded Podcast are viewed on a personal computer. Once the Podcast is downloaded, it can be started anywhere, paused, restarted and stopped at the staff member own pace. The resources for the educational Podcast training can be posted on the company’s URL.

The second distant learning technology the ID should consider using and will compliment this training program is a blog site. The audio files can be uploaded to the course blog site. Blogging allows the staff members to generate, share, and keep up with class information. Blogging solicit feedback and foster two-way communication. One of the objectives the ID had to meet included staff member sharing information and participating in ongoing collaboration. A blog site will accomplish this objective.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson

Distance Learning November 8, 2010

Personal definition of distance learning

Distance learning has as many definitions as it does names.  It is also referred to as online-learning or electronic-learning (e-learning).  For me initially, I had no idea what online or distance learning entailed.  I thought distance learning meant instead of sitting in a traditional institute classroom, I could be at home in my pajamas, as a commercial on television described, accessing my classroom using a computer.   I had the notion distance learning meant my classmates, the instructor, and I were online at the same time; or that I could access a taped lecture when it was convenient to me.  When it came to assignments, I thought I could work at my pace to complete the readings, do additional research and turn in completed assignments.  Since I was use to institutional environment, I did not know how mid-term or final exams were handled.   

From this week readings, I have learned distance education is an evolving field that is not limited to learning institutions, colleges or universities.   How do I now define distance learning?  I can say that it is organized educational process where the instructor, who is in one location, facilitates self-directed students in other locations and everyone is connected through the use of technical media.   Simonson, Smaldino, Albright and Zvacek (2009) cited Hilary Perraton (1988) who said “Distance education is an education is an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner.”

Observation of distance learning

I have seen distance learning move from magazines offering mail courses, to mail-in correspondence courses to on-line computer-conferenced courses.   When I was a teenager, I saw an ad in a magazine that asked “Can you draw this picture?”  I thought at the time I was a fair artist, so I drew the picture and sent it in.  I never enrolled in the class.  Later, advertising for learning skills such as a mechanic or accountant at home began showing up in magazines.  I often wondered about the courses but was never curious enough to see what the courses were about.  When I was in the Air Force, to be competitive for promotion, I had to complete certain military courses either by correspondence or in residency.  If you did not attend a residency program (greater than 200:1odds), I, as well as every officer was expected to at least complete the courses by correspondence.   A set of instructional material was mailed to your home.  We were given a year to complete the entire course.  At the end of each modular, I contacted the designated testing center where I scheduled the end of modular exam.  Upon successfully passing the exam, the next modular of material was mailed to my home.  This process continued until the course was completed.

With the advancement of technology, distance learning has taken different avenues.  For example, in the late 90’s, I was taking a college course in research.  The class was held in one location with the instructor lecturing.  Technology was used to connect students in two other cities to the site where the instructor was lecturing.  The students could see the instructor and ask questions.  At my current place of employment, distance learning has ranged from simultaneous web educational offering.  While the educational offering is being telecast, you can view it from your work station on your computer.  Audio-teleconferences are where our state agency calls in and are connected via telephone to a system the federal government uses to disseminate educational information.   With the popularity of YouTube, the federal government is now using this method to provide distance learning.

Vision for the future of distance learning

I believe the future of distance learning is linked with the continued growth of new technologies.  As more of us baby boomers begin to retire and the generations after us who grew up with technology begin to take our places, I expect to see distance learning used more.  My daughter who is in her second year of college tells me all the time, “You can find everything on the internet.”   For example, Simonson, Smaldino, Albright & Zvacek (2009) stated, “Computer conferencing increases the potential for interaction and collaborative work among the students.  This type of collaboration among students was difficult with previous forms of distance education.”  The computer network makes it easy for instructors to disseminate course materials to students world-wide and for students to turn in assignments.   This contains mailing costs.  A real option where distance learning could make a big difference is areas where there is no funds to build new schools or there is a teacher shortage.  Smaller schools by combining with others can therefore provide rich and varied options normally available only at larger schools (Moller, Foshay, & Huett, 2008).

References:

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

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

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

 Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009).  Teaching and learning at a distance: Foundations of distance education (4^th ed.) Boston, MA: Pearson

Definition: Distance Learning