Week 8 reflection

In the discussion forum this week the class was asked to conduct a very informal poll of people they knew concerning their attitudes about distance learning.  The results of my poll showed a growing acceptance of distance learning as an option.  Many of my classmates also reported results that this as well.  After reflection on the discussions of my peers I feel distance learning is currently approaching a tipping point that will alter its perception among learners over the next 5-20 years.

Currently distance learning options seem to be the favored way of continuing education among educators I know.  Some of these programs are completely online and others are a hybrid model.  The most likely attraction of distance learning for working professionals is probably convenience.  Distance learning allows professionals to continue working and balance family and other personal obligations with educational goals.  Technology is a major factor in making distance learning convenient.

By looking at entertainment, we can see how convenience has become a driving force in technology.  In a recent news article, streaming music services have moved music sales past CD’s.  (http://www.dailyherald.com/article/20120818/business/708189963/)  Movies and TV shows are watched at an increasing rate through services like Netlfix or through on demand features of cable and satellite services.  The more these services are used, the less novel they are and the more part of everyday life they become.  As our expectations for convenience in entertainment increases, it is logical that it will spill over into other areas of our lives.

This is why distance learning is approaching a tipping point of acceptance.  According to Dr. Siemens in the resources for week eight online communication is increasing.  As a society we are becoming more comfortable with and demanding the convenience online communication offers.  As this movement continues to build and move through society, other areas will adapt it such as businesses and government.  Perceptions are changing and will continue to change and evolve. 

One clear way to be a positive source of continued improvement in distance learning and a proponent of distance learning is adopt the right method or tool for the task at hand.  General criticisms of distance learning have to do with rigor or a lack of interaction.  And to be honest, they are right to a degree.  If you look hard enough, you will find instances that seem to prove that point.  But this is where choosing the right tool or implementing the appropriate method comes into play.  Distance learning will be seen as positive solutions to training and educational problems because of its convenience that people are coming to expect and because it is the right implementation.  Distance learning will continue to grow in use and acceptance because it is convenient and because it delivers what it promises.  As it delivers positive results to more people, it will continue to grow.

Twenty years into the future is a long time and difficult to predict.  But it is safe to assume that distance learning will assume an equal status to traditional methods as long as it is implemented effectively using the best research as a guide and it meets the needs of its learners.  Being considered equal does not mean it will replace.  There will always be a place for traditional learning, but in the future there will be more options for specific needs.   

Summary of Week 7 Application Assignment

In week 7 the application asked us to create a guide that would be used to transfer a face to face learning program to a blended, or hybrid, learning situation.  In my guide I focused on pre-planning, enhancements, communication, and the role of the facilitator.

In the pre-planning section I tried to stress that the face to face program needed to be modified for a distance learning situation.  The enhancement section noted how visuals, interactivity, and activities enhance the experience for distance learners.  For communication I focused on online etiquette over communication tools since communicating online is different than face to face.  The role of the facilitator changes in a blended situation since the facilitator needs to focus on building the learning community and interactions without being physically present. 

The full document is below.

 

A Guide to Convert a Face to Face Learning Program to a Blended Learning Format

I.  Introduction-What is blended learning?

                Blended learning, or hybrid learning, refers to learning that mixes face to face learning with learning that takes place outside of normal constraints of time and place using technology.  A course is considered blended when 30%-79% of the content is delivered online (Simonson, Smaldino, Albright, & Zvacek, 2012).  There are many important things to consider before converting a face to face learning program to a blended learning format.  A common mistake is to “shovel” the content from your face to face learning program into an online format.  Not only will this tactic decrease the likelihood of success for your learners, but it also fails to take advantage of features of blended learning that could help improve the chances of success for your learners (Simonson, et al. 2012).  This guide will help you prepare a blended learning course and provide you with some general guidelines to consider while making the transition.

II.  Pre-Planning Strategies to Consider

                Throughout this guide an important consideration to keep in mind is that blended learning requires the same thoughtful approach to instruction that face to face learning requires.  You should use the following checklist to avoid trial and error mistakes during the pre-planning process of converting to a blended format.

ü  What are the objectives and outcomes from your face to face program?  Keep these in mind because you are not changing your outcomes, just how you deliver the instruction.

ü  What content does the program currently use and how can it be transferred to a blended course?  All of your content does not need to go online since you are working in a blended format, but deciding which portions can be accessed online is a consideration.

ü  How will the online portion of the class be managed?  You will need to have access and knowledge of how to use a CMS (course management system) in order to organize and manage the online content.

ü  How will your audience, the learners, connect to the online portions of the course?  The nature of your program will influence this greatly.  For example, if this is part of professional development time and resources will need to be provided. 

ü  How will you know your learners have accomplished the objectives or outcomes of your program?  It is possible your current method of assessing success will need to be modified or changed.

ü  What is the plan when technical problems occur?  Identify key people to contact and have alternate plans ready to keep the program on track.

III.  Enhancements

                This section is designed to help you make decisions regarding your current face to face program and revise it to incorporate strategies that are more effective in a distance learning environment.  Here are three areas to consider-interactivity, visuals, and activities.  Look at your current face to face program and decide what needs to be modified or revised in order to incorporate these concepts.

Interactivity

What can be done to make sure the learner is connected to the learning process?  A problem with blended learning situations is that the learner can feel isolated and disconnected form the learning community during the distance portions of the class.  Increasing the level of interaction often leads to a higher level of student satisfaction (Simonson, et al. 2012).  There are a number of technology tools such as discussion forums, blogs and wikis that can be used to increase the level of interaction between distance learners.  Communication is an important part of interactivity and this is discussed in more depth in section three.

Activities

Most people learn best by doing something.  Decide what activities from your face to face program will be transferred to the online portion of the class.  Many of the technology tools that increase interaction can be used to create something.  For example, if your face to face program had the participants make a poster showing their learning, that activity can be translated to creating a wiki.

Visuals

Undoubtedly your face to face program incorporated visuals of some kind.  While transferring your program to a blended format you need to not only consider if and how you will transfer those visuals to the online portion, but what else can be added.  Long sections of text can become tiresome to the learner and you can cue learners about essential information by adding a simple visual.  An example of this is above where this section was started with a simple diagram noting three areas of enhancement for distance learning. 

Visuals can also refer to video or animations.  If there was video in your original face to face program it is possible that it can still be utilized in a blended program.  There is also the opportunity to take key information from lectures and record it so your learners can access it anytime as well.  Be careful to not shovel your recorded lectures into the blended course format without considering length and if it is essential to the objectives.

III.  Communication

                Without communication there is no interaction between you and your learning community.  Because a substantial portion of the course will take place outside of the classroom communication is an important.  There is a wide variety of communication tools that you can choose from and that you will be working with.  Instead of discussing the types of communication tools available, it might be more effective to discuss how to communicate online since it is essential for learners to understand how to communicate effectively in an online environment (Simonson, et al. 2012). 

                Before starting the online portion of your blended course take the time to inform your learners of the expectations and differences involved with communicating online.  Some of your learners may have experience working online, but others may be more familiar with informal online etiquette or have no experience at all.  A key thing to remember is that distance learning situations are devoid of the cues we come to recognize from face to face interactions.  Care needs to be taken to make sure that ideas are not only communicated properly, but that communication is also done in a respectful way. 

                The following link, http://www.bucks.edu/old_docs/online/dlresources/etiquette.htm provides an online quiz with some general guidelines for good online etiquette.  You can share this with your learners or adapt it to your course.  Either way communicating expectations at the start of your course is a positive step towards building a successful learning community.         

IV.  Role of the facilitator

                Facilitating any learning experience does not simply mean being a fountain of content knowledge.  You will find that in a blended learning situation your role as a facilitator will expand or change to include areas not present in the face to face learning environment.  In a blended learning situation a facilitator will,

·         Encourage a high level of interactivity. 

·         Provide clear instructions and guidelines for activities and assignments.

·         Respond to questions in a timely matter.

·         Encourage participation by responding to students personally and incorporating thought provoking questions.

·         Choose topics of discussion that encourages discussions.

·         Use rubrics to guide assessment.

·         Use grouping strategies to better organize and respond to students.

·         Create a positive learning community by creating guidelines and expectations.

The above list is adapted from the article “Strategies for Enhancing Student Interactivity in an Online Environment” (Durrington, Berryhill, & Swafford, 2006).

Conclusion

                At this point you should be ready to approach converting your face to face program to a blended learning program.  Here are some final tips to summarize the process.

·         Do not dump your face to face content into a blended model and expect it to work.

·         Blended learning requires the same care and planning that face to face learning requires.

·         Remember to create positive interactions for and with your learning community.

·         Communication online is different than communication face to face.

·         Your role as a facilitator will change and expand in order to support a blended learning environment.

References

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

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Week 5 assignment-Review of an Open Course

History 210:  The Early Middle Ages, 284-1000

Professor Paul Freeman

http://oyc.yale.edu/history/hist-210

Open Yale Courses (OYC) provides lectures and materials from selected Yale courses free of charge to the public.  No credit or certificate is earned by taking the course.  The purpose of the program is to encourage learning and to allow Yale students to audit a course before taking it.  For the application this week I chose the course The Early Middle Ages, 284-1000 and analyzed its effectiveness for distance learning.

Before analyzing the course, it is important to note in the introduction that OYC has two objectives, encourage learning and to serve as a course audit.  The fact that many students are auditing the class becomes very clear in the first few minutes of the introductory lecture when Freeman notes scheduling of study groups will depend on how many students return for the next session.  Because this course is serving as an audit, and not an actual class taken for credit, there is a definite feel that this course has been shoveled into an online format with little consideration for distance learning.

Freeman’s lecture portion of the class is very well thought out and structured.  There is a logical structure to his lectures as he discusses the major themes of the time period.  The introductory lecture provides a good overview of what the class will cover.  The syllabus and course reading files provide a wealth of content that is referenced in the course.  After skimming several of the recorded lectures it is obvious that Freeman knows a lot about the early Middle Ages.

Although the content is solid, there is little evidence of thought being given for the course to be used effectively by distance learners.  The recorded lectures are informative, but feature a static camera on Freeman as he lectures continuously for the full class period of forty minutes.  The lectures are thoughtfully divided into sections so a viewer can skip to a topic of interest, but the length and lack of any editing makes the experience very dry and not engaging.

The course ignores many of the recommendation for online instruction as listed in chapter five of the text.  For starters, the course takes Freeman’s lectures “off the shelf” and shovels them into an online format.  Freeman’s lecture may be appropriate for a face to face course that utilizes study groups, but they do not translate to a distance learning environment because they are not engaging because Freeman is not thinking visually in his delivery.  Names and dates written on the board are not clear because of the camera and Freeman is delivering his lecture to his class and rarely makes eye contact with the camera.  Finally, there is no thought given to access of course materials.  Although they are listed, it is up to the distance learner to find them and based on the lecture they would provide considerable insight for the learner and increase their ability to follow the lectures.

There are no course activities provided to enhance the learning.  The course simply provides a syllabus, course readings list, and the video of his lectures.  The fact that this course has been put online to serve as a course audit helps explain the lack of course activities.  Still, with a minimum of work an activity could have been designed.  A simple example would be a series of reflection questions on each lecture that the learner would answer.  Although this is not interactive, it would help learners auditing the course to understand the level of difficulty the course had.  If the course was being offered for credit online, this idea could be translated to a discussion forum where learners view the lectures and then respond with their own insights and questions.  The discussion forums functioning asynchronously would serve as a learning activity that increases active participation in the course.

In conclusion this particular course through OYC does not follow good practice for online learning.  It would be valuable to a Yale student considering taking the course by saving them the trouble to audit it in person.  A student taking the course for credit may also find it beneficial as a supplementary resource since they would have the ability to go back and review portions of the lecture if needed.  The structure of the course exists in the syllabus, reading list, and Freeman’s lectures.  An ID working for Yale could take this framework and mold it into a course that involves more interactivity.  One example mentioned was using discussion forums to follow up lectures.  Other possibilities an ID could pursue would be to make an advance organizer using Prezi to create a visual learning map of the themes the course will cover before viewing the lectures.  A final suggestion would be to take the massive course reading list and trim it down to essential readings that the learner could access online.

Week 3 assignment-Distance Learning Technologies

A high school history teacher on the west coast wants to showcase her students new exhibits being held in New York.  Are there distance learning technologies available to provide her students a quality learning experience?

The advancements in technology allow students the opportunity to experience things without leaving their classrooms.  This has evolved and changed.  At one time a teacher may have prepared a slide show and that has progressed to using video.  While informative, options like these are not truly hands on.  Today, technology can allow students to virtually tour facilities in a way that is much more interactive than video or still shots.  

An example of a virtual tour can be found here http://www.tenement.org/.  The Tenement Museum of New York City provides a virtual tour that incorporates audio and visuals.  Another example is from the Guggenheim,  http://www.guggenheim.org/new-york/interact/watch.  The options here have a number of videos related to content in the collection.  For younger learners, most major museums have a page similar to this http://www.amnh.org/ology/, which have activities and lessons on general subjects the museum focuses on.  The scenario described mentioned works of art and most major museums provide visuals of some of their major pieces in their collection, like the Metropolitan Museum of Art provides here http://www.metmuseum.org/collections/browse-highlights. 

These options would give a teacher a variety of options in the classroom.  Benefits of working through museum web sites include learners can work on at their own pace in a medium that is relatively easy to use, web activities are available across multiple platforms, and available to anyone with web access.  (Simonson, Smaldino, Albright, Zvacek, 2009)  This can be a bonus for teachers that need to deal with students who miss the virtual field trip and need to access the content outside of class.  Museum sites also provide support for teachers to use their resources effectively.  Still, they are still mostly images and audio and do not fully substitute being able to walk through and view content in a free flowing manner.  I was initially surprised I could not find a free form, virtual walk-through at any of the sites in New York, but all the museums provide a wealth of information that could be used in a lesson.

There are a number of ways to dress up the presentation as well using resources not found on museum web sites.  A teacher could use Google maps set to street view and virtually walk to the door of the museum.  This is a technique I used preparing students traveling to London.  We “walked” our route virtually before we left from our train station to our hotel and we also viewed our routes staring at Tube stations to area certain attractions.  A final option would be to search YouTube for videos that might provide some insight into what the museum looks like to walk through.

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

Description of the evolution of distance learning

Description of the evolution of distance learning as it relates to my experience

Before starting this course (more accurately my experience with Walden) my personal definition of distance learning was any kind of learning that did not involve physically being in a classroom.  In my mind, a student involved in distance learning was most likely an adult with professional career experience who had already earned at least one degree at a traditional brick and mortar school.  The type of learning involved would be primarily be in a read and respond format.  Communication would be primarily limited between the facilitator and the student.  Learning would be done in isolation and much of the responsibility to learn would fall on the learner.

The resources this week provided a chance to revise and update this personal definition.  One major change is that distance learning does not necessarily mean a student is not in a classroom.  My experience at Walden has also shown that distance learning does not mean working alone in a vacuum.  Read and respond style assignments are still part of distance learning, but there are many ways to make the experience more interactive and reflective.  My revised, personal definition of distance learning would be as follows.   

Distance learning is any learning experience where the student is separated completely, or in part, from peers, materials and/or the instructor.  The separation is often physical, but it can also be through time.  A class can meet in at a predetermined spot with a facilitator, but still be involved in distance learning because of a separation from the course materials.  This definition greatly expands the types of experiences that can be considered distance learning compared to my initial definition.  Because of this expanded definition, there is a wide range of possibilities for distance learning in the future as it continues to change and evolve.  See mind map link at bottom.

First, distance learning is changing the economics of education and training by adjusting the scale.  (Moller, Foshay, & Huett, 2008)  Literally thousands of students can work from a module delivered through distance learning that was created by one instructor.  Instructors can design and facilitate distance learning without having to actually travel to an area to implement it.  This fact means that learning can become very focused and specialized to address special needs and unique areas of study.  The scale also means that learners have a wider variety of courses and subjects available to them.

Although these ideas are attractive, distance learning is not a solution to an educational or training problem.  It is merely an alternative that can be chosen to be implemented.  Care must be used to make sure that distance learning suits the needs of the learners.  For example, the creation of virtual high schools has increased over the past few years.  Often times these online schools are chosen as an alternative for students that have not been successful in a traditional high school.  While it is true that a certain population of students choose online high school programs due to special needs or concerns, there is still the question of at-risk teen learners.  Research has shown that this population does not thrive in a distance environment (Moller, Foshay, & Huett, 2008).  

The greatest challenge to distance learning in the future is to overcome the stigma that it is not as rigorous as traditional face to face learning.  Current assessment of distance learning indicates that often times the current approach does not realize the potential of distance learning or assure high quality.  (Moller, Foshay, & Huett, 2008)  To overcome this, practitioners of distance learning need training in proven best methods and to stay current with the evolving technologies of distance learning.  Consumers of distance learning must also demand higher quality, while also practicing the necessary skills to be successful in the distance learning environment.    

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). TechTrends.

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.

Mindmap link:  http://prezi.com/ndrbnu_vsmnv/distance-learning-definition-mindmap/

My name is Aaron Ashley and this blog is used for course work for Walden University's Instructional Design Program.  This blog was used for a previous course, but is now being used for EDUC 6135 Distance Learning.

Course reflection

For the past ten years I have worked as a high school teacher.  On a daily basis I have been challenged to apply learning theories to my instruction.  It has been some time since I have had to focus extensively on the theory of learning and I have learned a number of things that I hope to incorporate into current and future learning experiences I will design.

      Although I have taken classes in the past on learning theory, it was an enjoyable experience to revisit some of the theories and to expand my awareness of newer theories.  The concept of connectivism stands out as being new and striking about how people learn.  I appreciated the concept that people learn through the networks they are connected to since learning does not take place in a vacuum.  (Davis, Edmunds, & Kelly-Bateman, 2008)  In the past ten years since I did my undergraduate training to prepare me for a career in education much has changed regarding technology.  Connectvism describes how many learners get their information from many different areas of their learning network and then create meaning.  As a future instructional designer I feel that learning how to connect to learners through their technological networks will be an important and marketable skill in education.

      Connectivism also has made an impact on my own learning process by creating a framework that explains how I learn has changed.  My previous learning experiences often have centered on going to someone or somewhere and then have information imparted to me.  The concept of a learning network made a lot of sense because it defined something that I was already using in more concrete terms.  In future learning experiences I take part in I will be more conscious of the different parts of my own personal learning network.

      Motivation is a key aspect of learning.  Regardless of the learning theory or learning style of the learner, motivation needs to be taken into account.  If motivation is not addressed it is possible that the learning outcomes will not be met regardless of theory or style of the learner.  For adult learners, previous experiences and usefulness of the material is important.  (Conlan, Grabowski, & Smith 2003)  I was struck by how similar adult learners can be to teen aged learners in these two regards.  Although teen aged learners may not have the same depth of previous experiences, they come into a classroom with many preconceived notions about topics that can be used to scaffold further learning on, although in some cases the previous knowledge they have is incomplete or incorrect.  Like adults, teens become more motivated when learning is tied into things they find useful.

      In the future this course can serve as a base of knowledge to design future learning experiences around.  I have always felt that the benefit in learning theory is to be able to apply it seamlessly in a transparent nature.  An instructional designer needs a solid framework in how people learn in order to create learning experiences.  In my experience as a high school classroom teacher, it is not the content that is necessarily the challenge to deliver, but the delivery itself.  This class will be useful in helping decide how to teach material and to who it is being taught, since the “what” to teach can change from job to job.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2011 from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2011from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.