SELECTING DISTANCE LEARNING TECHNOLOGIES

From time to time, various classes in the course I am taking at Walden University require me to write blog entries as a way to demonstrate my ability to apply what I am learning to a practical issue. In my current class,”Distance Learning,” I am required to blog about what distance learning tools I might use to solve a hypothetical problem using a distance-learning technology. In the scenario I am solving, a new colaborative information-sharing system was introduced for the purpose of providing a means for staff in a mult-location corporation to participate in ongoing collaboration, sharing screen captures and documents. (“Distance learning technologies: Application”)

The goal of this exercise is to identify the distance learning technologies that might provide the best solution to the challenge. Unfortunately, the hypothetical scenario provides no information about the system that learners will eventually use for their collaborative projects, nor was any information given regarding the number of people involed in the training. These factors would affect the decision on what kind of technology is best suited to the project.

Since the training is for managers, I assume there will be a small number people around a conference room table at each location. Since the goal of the training is to empower learners to collaborate, I believe the solution must include using the new technology in a collaborative manner.

I believe I would begin by using a two-way videoconferencing technology (Simonson, Smaldino, Albright, & Zvacek, 2009, pp. 101-103) to acquaint users with the technology they will be using. I would schedule six individual meetings, one at each regional office. Before the meetings, pre-learning surveys would be emailed  to each participant to be returned prior to training to help guide which topics may need emphasis and possible pre-training.

I would use remote control software such as the open-source  “UltraVNC” (“Remote control for all,” 2008) to operate a remote computer screen running the actual collaboration software as users become aquainted with it. The computer running the collaboration software would be in the conference room with the learners. The instructor would have remote control of the machine and would see the same display. I would use a telephone or voice over IP (VOIP) connection (Simonson, Smaldino, Albright, & Zvacek, p. 153) for two-way discussions between the instructor and the small group of distant learners.

After providing users with an overview of the product, I would assign groups of learners with collaborative projects to explore advanced aspects of using the software. Learners would use the colloborative software to work together to create their own supplements to the software documentation.

A follow-up set of teleconference meetings would provide for face-to-face discussion of learner experiences with the new collaboration software.

Finally, learners would be asked to post a reflection of their experience in the seminar to the collaborative learning system, and post-learning surveys would be sent to each learner to gain insight into the perceived effectiveness of the training and to solicit suggestions for ways to improve continued training.

References:

EDUC-6135-2 Distance learning. (n.d.). Distance learning technologies: Application. Walden University. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6447422&ClientNodeID=984650&coursenav=1&bhcp=1&BrswrOK=1&PrevRef=http://sylvan.live.ecollege.com/ec/crs/default.learn%3FCourseID%3D4603379%26Survey%3D1%2647%3D6447422%26ClientNodeID%3D984650%26coursenav%3D1&submit1=Continue

Remote control for all. (2008). UltraVNC. Retrieved from http://www.uvnc.com/

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

Beall, J. (2007). Videoconference Meeting. http://creativecommons.org/licenses/by-nd/2.0/deed.en. Retreived from http://www.flickr.com/photos/denverjeffrey/710112391/

Defining Distance Learning

Walden University is actually not my first experience with distance learning, although distance learning has changed so much since I first experienced it that it seems entirely different.

The way we define distance learning seems to change with the technologies that make distance learning possible. Michael Simonson defines distance learning in terms of a teacher and a student, separated by time and space. Absense of a teacher defines what Simonson terms “self-study at a distance.” (Simonson) 

I don’t agree with Dr.Simonson, because I think any kind of social-learning element disqualifies the “self study” label, as illustrated by my crude illustration (top left) of a T.A.R.D.I.S. (meaning time and relative dimensions in space). (Rose, 2005) 


As a high school student I participated in a Moody Correspondence School course that defined my understanding of distance learning until very recently. The course required a facilitator and regular face-to-face discussions with other students.

The course consisted of twelve chapters assigned over twelve consecutive weeks. Each chapter had required text to read, and a formative evaluation at the end of each chapter with a discussion preparation assignment. Each week, students would meet together for discussion conducted by the facilitator. Grades were issued based on discussion participation and periodic quizzes.

My next experience with distance learning happened about ten years later. I had a vision to build a business around helping young couples just starting their families to begin a disciplined program of saving and investing. I did not intend to profit directly from the investment business, but rather I intended to market various financial services that would supplement a core of long-term savings and investments.

As part of my strategy, I purchased a distance-learning package to teach me how to become a licensed securities broker. The courses I purchased involved books to study, tapes to play, quizzes to complete and mail in, and finally I had to go to a testing center in Chicago to be tested using a Plato terminal. When I went to take my tests, other people were also at the facility taking various other kinds of tests.

Several years later, as a home-schooling parent, I purchased a rather expensive service for my son’s education. The system consisted of a set of multimedia CD-Rom’s with reading assignments, videos, puzzles, games and quizzes. The service also came with a crude three-way text messaging system between my son, myself, and an online instructor. Most of the text messages from my son involved discussing technical problems with the software, responses from a teacher who obviously felt my son was making excuses, and emails from me explaining the technical problems were real, and required repairs.

In following years, we upgraded our computer equipment and internet service, and purchased a similar service from the same company that cost less, and allowed me to directly monitor my son’s school work from a distance. This arrangement allowed me to view the same screens my son saw, and to clear and reset and override grades when the software failed to recognize correct responses.

Later we purchased an Algebra course on video tape. Each day our children would play a ten-minute taped presentation, and then do a set of exercises, much as would happen in a classroom, but without the interaction of a classroom. This plan worked well with my son, but it was not nearlly as successful when I tried it with my daughters. In hind-sight I realize the plan failed because people learn best in a social setting.

Now that I am taking classes at Walden University, I have a broader perspective of what distance learning can and should be. Each class consists of a variety of learning experiences including assigned reading of textbook chapters, journal articles, and various multimedia presentations. Some of the presentations are interactive. All classes involve asynchronous discussions in which students write a summation applying what they have learned from the assigned materials, and discussing their ideas with other students, providing encouragement, asking questions, and answering questions.

Having experienced traditional lecture-halls with assigned reading and student study groups, I can say my experience at Walden has been just as rigorous, as traditional lecture-hall methods, but my actual learning defined by my ability to use what I have learned is significantly better with the structure I am currently experiencing.

My definition of distance learning is instruction that involves social interaction involving a separation of time and space between those involved in the educational interaction. 

References:

Simonson, Michael. (n.d.). Distance education: The next generation [Video file]. mym.cdn.laureate-media.com/Walden/EDUC/6135/11/downloads/WAL_EDUC6135_01_A_EN-DL.zip 

Rose. (2005). Doctor Who [Television episode] Writer Russell T. Davies, Director Keith Boak, Producer Phil Collinson. BBC, Cardiff.

Reflection on EDUC-6125 Foundations of Research

At the conclusion of each course I am taking at Walden University, I am required to write a brief reflection on the course. This is the reflection I  wrote on the ”Foundations of Research” class I just completed.

Deep learning requires personal commitment from the learner. In the first week of this course, one of the course objectives was to formulate personal learning goals for the course. I wrote as my goal, “to become a better consumer of research,” and “to be able to understand more of what I read in research papers.” I believe I accomplished those goals. I learned to recognise the structure of various kinds of research reports so I can quickly gain an overview of the questions a research project was attempting to answer, and the conclusions that were drawn from the research. I know how to quickly locate and evaluate the available literature, based on evaluation of research methods and controls, the proper presentation of data, and based on the opinions of experts in whatever field the research involves. 

In this course, I created a working hypothesis based on my own professional experience as a programmer, and based on what I have recently learned about social learning theory. I formulated questions to guide my research, and I began the process of looking for peer-reviewed research that could support or disprove my hypothesis in a literature review. To my consternation, I found some research that supported my hypotheses, and other research that appeared to disprove it. I concluded that more research is needed into some specific aspects of my topic, and I focused my literature review on presenting both sides of the controversy, and on the conclusions that all researchers agreed upon.

Then I created a position paper focusing on the aspects of my original hypothesis that are supported by research, presenting both sides of the aspect that needs further focus and study. I concluded with a proposed course of action, based on the facts I uncovered in my literature review.

Toward the end of the course, we focused on ethical standards related to instructional design. It is important for instructional designers to join and support a professional association to contribute to upholding high ethical standards in the profession, to support and hold others accountable for their professional standards, and to be supported and held accountable by others in the field. (Burns, et al., 1999, p. 14) Membership in at least one (and possibly more than one) professional association will help me establish my own professional reputation, and is also a good way to stay current in the field. (AERA, 2000)

As a result of this course, I have experience organizing and implementing a scholarly review of available literature that is an essential step toward aquiring the necessary background to begin an instructional design project proposal.

In conclusion, I think the main benefit I take away from this course is the ability to confidently approach the available literature on any subject. While I may lack the expertise required to gain an in-depth understanding of a particular topic, I will always be able to gain an adequate overview necessary to determine when a project is within my capability, or whether it should be referred to a collegue with experience in the particular field.


References:

AERA. (2000). Ethical standards of the American Educational Research Association. AERA. Retrieved from http://www.aera.net/AboutAERA/Default.aspx?menu_id=90&id=222

Burns, J. Z., Dean, P. J., Hatcher, T., Otte, F. L., Preskill, H., & Russ-Eft, D. (1999). Standards on ethics and integrity. Performance Improvement Quarterly, 12(3), 5-30. Retrieved from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4442078/Week8_StandardsonEthics_PIP.pdf

Stephens, Michael. (2004, October). Tame the Web: Libraries and technology [Image]. Retrieved from http://www.tametheweb.com/ttwblog/archives/unknown.jpg

Reflection on EIDT-6120-4 Multimedia Design and Development

As I reflect on media design and development, the principle that stands out most, is that multimedia is an instructional designer’s “power tool,” which used correctly, can help learners to focus and to build a mental model of a dynamic process, or it can be a distraction, causing cognitive overload, and reduced effectiveness. (Mayer, 2007, pp. 171-184).

Prior to taking this course, I was aware that media is an effective way to motivate and focus learning. I was also aware that technical issues can destroy any positive benefit that might be provided by multimedia enrichment. I had experienced the distraction that can be caused when text references illustrations and graphs that are not on the same page.

Now I know ways to prevent cognitive overload through controlling the proximity of text to illustrations, and in multimedia, of using dual “input channels” to leverage visual and auditory memory to reduce cognitive overload.

What have you learned about how multimedia can be effectively leveraged to design good learning experiences?
Perhaps the most important principle of using multimedia effectively, is know when not to use it, and knowing when animation is appropriate, and when a static illustration would be better. Betrancourt discussed the principle that animation should be used to illustrate a dynamic system, and static images better illustrate static concepts (Betrancourt, 2005, p. 287–296).
Prior to taking this course, I would have generally preferred to use photographs and colored graphics over simple line drawing illustrations, but now I understand that often the simpler illustrations to a better job of focusing the learner’s attention where it needs to be focused. Beautiful pictures might provide better motivation, but line drawings are simple and direct.


What are your thoughts on the future of using multimedia to enhance and deliver instructional content?
It is my opinion that multimedia can enhance learning, but the “core” of a well-designed instructional plan depends on much more than multimedia. It depends on providing learners with the information and the context with which to construct their own understanding, individually, and as part of a group. Learning is enhanced when it involves social interaction, whether that interaction is real, or whether multimedia simulates that interaction.
Different kinds of learners need different kinds of instruction, and multimedia can help provide this necessary variety, but it is not possible to meet the needs of every learner. Learners are ultimately responsible to construct their own understanding, using the resources that have been provided. Multimedia provides resources that can be more effective than text and images alone. 


References:


http://www.bbc.co.uk/doctorwho/comicmaker/. (2010). http://www.bbc.co.uk/terms/#3 [Image]. Retrieved from http://i207.photobucket.com/albums/bb193/joshyfox/Doctor%20Who/Distraction.jpg

Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (p. 287–296). New York, NY: Cambridge University Press. Retrieved fromhttp://tecfa.unige.ch/perso/mireille/papers/Betrancourt05.pdf

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based approach. In S. M. Fiore & E. Salas (Eds.), Toward a science of distributed learning (pp. 171-184). Washington, D.C.: American Psychological Association.

Reflection on EIDT-6110 Advanced Instructional Design

At the conclusion of each course I am taking at Walden University, I am required to write a brief reflection on the course. This is the reflection I  wrote on the Advanced Instructional Design course I just completed.


In the past eight weeks, I have taken a framework that my team of students developed in our previous course, and I revised it significantly to suit the needs of an amazingly diverse group of students. I had the privilege of seeing people benefit from my design work, and the frustration of seeing a plan take twice as long to implement as I had anticipated.


What were the biggest challenges you encountered? How did you work to overcome them?
The greatest challenge I encountered was developing goals and objectives that I could reasonably expect to be able to teach to a group of people with widely divergent backgrounds who did not speak English. I translated my materials into Spanish using Google Docs, and I arranged to have a translator available during the pilot seminar. To work around the communication challenge, I focused on developing manual skills related to using a computer that would not require much communication, however knowing the importance of cooperative learning. I also planned for classroom discussion among the students. I anticipated holding these discussions in English with the help of the translator, but my students had read my Student Guide and they understood from the introduction that they should discuss what they were learning, so they discussed what they had learned with each other, in Spanish. I allowed time for the discussion, and then I made a summary statement which was translated for them.


What insights did you gain about the field of instructional design, the ID process, or the issues and challenges an instructional designer faces on a daily basis?
I had a good understanding of the ID process already. My weak area was in understanding the importance of evaluation to the learning process, and to the instructional design process. My epiphany for this course was understanding the importance of evaluation.


What did you learn about the different skills and dispositions that an instructional designer must possess to successfully deal with the common issues and challenges faced in their daily work?
An instructional designer needs to be aware of people: how they think, what motivates them, and what causes resistance to change. Well-designed instruction enables people to adopt what they are learning into their own thought processes.

How will you apply what you learned in this course to future ID projects?
I will be methodical in my planning. I will take the time to know my learners. I will make their needs and strengths and weaknesses just as much a part of my planning as the course content. I will take the time to consider whether the problems I am solving are actually instructional problems, or whether some other kind of change would solve the problem at hand more directly.

Reflection on EIDT 6100 Instructional Design

Can't see the forest for the trees. (Winny, 2008)

At the conclusion of each course I am taking at Walden University, I am required to write a brief reflection on the course. This is the reflection I wrote on the Instructional Design course I just completed.

Pros and Cons of Systematic Instructional Design

As the instructional design course I have been taking comes to a close, three highlights dominate my thoughts about the course: systematic stages of development, systematic repetition of those stages, and the joys and sometimes the frustrations of working with others on a project.

Negative Aspects of Systematic Design

I must confess I got distracted part-way during the wiki project. Feeling overwhelmed at times by the practical difficulties that can arise while working with others, I was amazed toward the end to recognize how well the work of different individuals had fit together into a comprehensive design. Working in this group, I negotiated and re-negotiated various differences of opinion. Later, work assignments had to be re-distributed as some members dropped out of our course. My teammates and I put a lot of hard work into creating our project which I intend to use with ESL classes in future years.

At the beginning of the course, we focused on concepts of instructional design. We read about a few selected design models out of the hundred or so models in use (Kruse, 2009). We compared and contrasted and discussed assigned models with the generic ADDIE model. I expressed the opinion that the Morrison, Ross and Kemp (MRK) model was impractical and would be better for studying the process of instructional design than it would be for creating an actual course, but as the weeks progressed, we used iterations of the MRK model to design our various courses, and I witnessed and experienced the value of a rigorously structured design.

Benefits of a Systematic Design

The benefits of a systematic design are obvious. Structure keeps us focused on what is important, and makes it easier to identify “rabbit trails” that may seem important to a project, but actually get in the way of a good design. Structure makes us consider aspects of our design that may get overlooked in our enthusiasm to produce quick results.

A structured approach insures we focus on knowing our learners and the learning environment. Characteristics such as age, culture, and social sub-groupings affect how groups of people learn. Environmental factors affect learning. Social “Orienting” context can affect attitudes about the importance of learning.  Instructional context such as lighting, noise, and temperature have a bearing on learning. Transfer context affects the likelihood that learners will have an opportunity to use what was learned. (Morrison, Ross, & Kemp, 2007, pp. 55-67)

An instructional designer is responsible to match learner needs and skills to the breakdown of institutional goals and objectives. A structured task and topic analysis insures that learner needs and institutional requirements are matched appropriately with course goals and objectives, (Morrison & Ross, & Kemp, 2007a) and that instruction is appropriately sequenced to meet those needs and goals. (Morrison, Ross, & Kemp, 2007b)

An instructional designer is responsible to insure that instruction is effective, requiring evaluation before, during and after instruction. Evaluation before instruction can inform the instructor about learner needs and strengths, and provides a basis to gauge the effectiveness of instruction.  Evaluation during instruction can inform the instructor about missed concepts that can be remediated. Evaluation after instruction can be used with a pre-evaluation to sum up individual progress or can be used to confirm that course objectives were accomplished. (Morrison, Ross, & Kemp, 2007c)

Future in Instructional Design

No one knows what the future holds for instructional design, but it seems obvious there is a growing demand for refactoring of traditional forms of instruction into online courses. As our society faces the challenge of reducing dependence on fossil fuels, teleconferencing and telecommuting will likely become increasingly important. I expect that schools will adopt these technologies also.

Virtual classrooms would allow schools to provide wider ranges of courses for their students. If students are absent from school they can continue to participate in classes from home. Virtual classrooms can provide for flexible scheduling for working adults. It is likely that new forms of communication and training will continue to evolve as new technologies make virtual classrooms even more effective. The field of online curriculum development will likely be expanding for a long time.
Some early forms of online instruction that I have seen appeared to have been built by transcribing existing printed materials. Entry fields were designed to guide learner responses and to limit possible answers to facilitate automated grading. The design made creative thought and construction of knowledge nearly impossible. Online instruction needs to be designed by educators, not programmers.

With my background in business, software design, and education and home-education, I envision my future as a person who re-factors traditional instruction, creating new kinds of instruction for K-12 text book publishers or as a consultant to local school districts.

References:

Kruse, K. (2009). Introduction to instructional design and the ADDIE model. Retrieved from http://www.elearningguru

Morrison, G. R., Ross, S. M., & Kemp. (2007). Learner and contextual analysis. In Designing effective instruction (5th ed., pp. 55-67). Danvers, MA: John Wiley & Sons, Inc.

Morrison, G. R., & Ross, S. M., & Kemp (2007a). Task analysis. In Designing effective instruction (5th ed.). Danvers, MA: John Wiley & Sons, Inc.

Morrison, G. R., Ross, S. M., & Kemp. (2007b). Designing the instruction: Sequencing. In Designing effective instruction (5th ed.). Danvers, MA: John Wiley and Sons, Inc.

Morrison, G. R., Ross, S. M., & Kemp. (2007c). The many faces of evaluation. In Designing effective instruction (5th ed.). Danvers, MA: John Wiley and Sons, Inc.

Winnie, D. (2008). Can't see the forest for the trees. http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en. Retrieved from http://www.flickr.com/photos/dwinnie/2766804058/

Videos: How to manage a wiki

Wikispaces Blog » Blog Archive » New Private Label video tutorials