Reflection on Distance Education

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

Distance education has made great strides in the way course content is delivered via the web.  Dr. Siemens pointed out that technology has advanced to where it is not only feasible to create courses that are clean and crisp, and easily seen and heard it is economically advisable, in many cases, to create courses where geographical distance is no longer a factor (Laureate Education, Inc., 2010).   I definitely agree with Dr. Siemens that in the next five to ten years distance learning will increase dramatically.  With the rise of courses being offered through the web and the increase of adults completing programs while working full time and taking care of a family, distance learning will continue to appeal to many students because of the flexibility and convenience.

There are many people who still believe that distance education does not provide as much rigor as the traditional classrooms provide.  I disagree because I have completed many courses online and received a great education in regards to the instructional design program.  I believe that within ten to twenty years that distance education will be the norm for any institution.  Dr. Siemens (2010) stated that distance education will continue to increase in acceptance of society.  Allen & Seaman (2010) provided a wealth of information through their reports in regards to the field of distance education.  They used surveys to obtain information related to online learning.  From their results they indicated that learning outcomes in online courses will equal or exceed that of a face-to-face course within three years.  Also the overall rate for enrollment in online courses is expected to be 20%.

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

As an instructional designer, I plan to continually stay current with the technological trends and relate any of my projects to the most current and effective methods of delivering instruction.  Therefore, I will be a proponent for improving societal perceptions of distance learning by constantly relating the message to others of the importance of distance learning using the most up to date research and methods to convey the message.  I have had this discussion with many people about distance learning and some people have a negative attitude towards this method of learning.  I have always encouraged people to take courses online because some of their interpretations of online learning is incorrect.  There are many things that I have learned through online courses that I could have never learned in a face to face environment.  I have learned how to use many technological tools that will help be useful in any position of instructional design.  I have also had the opportunity to meet and discuss content and different topics with many people across the world.  So for those reasons I believe that the message I continue to pass on to other people will hopefully change the perceptions of others.

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

I will be a positive force for continuous improvement in the field of distance learning by continually improving my skills and remaining current on any new technological tool that is being used in distance learning.  As I develop new skills as an instructional designer I am allowing myself to remain current and flexible so that I can provide the best instruction to distance learners.  I will continue to apply the most effective learning approaches and well-designed instruction, so that learners will benefit and receive the most out of their instruction.  “Well designed courses provide students with engaging learning experiences” (Simonson, Smaldino, Albright & Zvaceak, 2012, p. 194). 

There is a lot of data and research that support distance learning.  As an instructional designer, I plan to search for new and more beneficial learning strategies so that I can strengthen my methods of design and improve the field of distance education.

References:

Allen, I. & Seaman, J. (2010).  Learning on demand: online education in the United States.  Wellesley, MA: Sloan Consortium. 

Siemens, G. (2010). The future of distance education. Laureate Education, Inc. (Producer). Video.

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

Converting to a Distance Learning Format

Summary of Converting a Traditional Course to a Distance Learning Course

Converting a traditional course to an online distance learning course is a difficult task, but creating a plan and providing clear expectations are necessary for the course to be successful.  Planning is an important step in the process in converting courses from one format to another.  In the attached scenario, a trainer is attempting to convert his traditional course to a distance learning course.  I have outlined pre-planning steps that he could implement into his course to make it more efficient.  I have also provided enhancements as well as strategic steps to encourage online communication between the trainer and his trainees. 

Converting a Traditional Course to a Distance Learning Course

The Impact of Open Source

The Impact of Open Source

http://oyc.yale.edu/

Open Yale course provide free access to a variety of introductory courses for anyone who wishes to learn.  All of these courses are taught by teacher and scholars at Yale University.  The goal is to extend access to materials for anyone who is interested in learning.  These courses are designed for a wide range of people around the world.  The courses they offer cover topics such as: liberal arts, humanities, social sciences, physical and biological sciences.  Each course includes class lectures that are produced in high quality videos accompanied by a syllabus and suggested readings (Yale University, 2013). 

Was the Course Pre-Planned for Distance Learning?

The course that I chose was the history course instructed by Keith Wrightson.  This course covers the development of English society between the late fifteenth and early eighteenth centuries.  This course has two sessions a week offered through the open course website or iTunes and YouTube.   The materials that this course supplies are a syllabus, which provides the expectations of the course and the course description, several textbooks and articles that apply to development of English society.  There are two papers learners are required to submit as well as complete a final exam.  This course is self-paced and like other courses taught through distance learning.  The instructor’s role is to supply students with content covering the English society and not guide the students throughout the course.  However, if a learner is interested in submitting any questions or concerns they have the ability to, which the instructor will respond with their own feedback.

Even though Open Yale does not provide many of the components as a credited distance course does at Walden University, it does facilitate learning and includes many different formats for the learner to be successful.  So this course is pre-planned and designed for distance learners in my own opinion.

Does the Course Follow On-line Instruction Recommendations?

The history course that is offered through Open Yale follows some of the recommendations for online instruction that is listed in the course textbook.  Some of the advantages of Keith Wrightson’s class are: the course provides asynchronous learning,  which content is available 24 hours a day, at the learners convenience, and are time zone independent (Simonson, Smaldino, Albright & Zvacek, 2012, p. 125).  He also has learners work at their own pace and offers materials and activities that are available through the web and accessed through different platforms.  There are some limitations of this history course that doesn’t allow learners to fully immerse in a distance learning environment.  This course is offered at no expense, but the availability and guidance of the instructor is not readily available for online learners.  Learners may fill out a feedback form with questions or concerns, but as far as participating in discussions with other online learners or the instructor is not extended to these learners, which is essential.  Also, learners may access any of the sessions through YouTube, iTunes and the website, but they “dump” the information and do not provide much support.  “Online activities for students should have specific pedagogical or course management purposes” (Simonson et al, 2012, p. 134).

Were the Course Activities Designed to Maximize Activate Learning?

There was no indication of any activities that maximized active learning.  On the course syllabus, it specifies that part of the learners’ grade is based on participation through discussions, but they did not provide any online discussion threads that an online learner can access to participate in these forums. There are reading assignments he assigns to his students to complete that are aligned with the video he posts, but there doesn't seem to be any forum for students to reply to questions about the readings.  He does require students to write two papers and complete a final exam by the end of the course, but there is no link for students to submit their work or complete an exam.   If they added a few more links and a discussion forum for online learners, this site would be more effective and students would feel more successful. 

Conclusion

I really enjoyed looking through the different courses that Yale offers to learners free of charge.  I had no idea that universities actually provide these courses at a distance for anyone who is interested.  Since I was so impressed with all of these different programs, I may take this opportunity to explore different history programs in the future.  Open course is a distance learning program that provides opportunity for anyone to complete a course without the burden of leaving their home to commute to a campus or the high cost of tuition.  I think that this is a step in the right direction for distance learning and I think that they still need to improve on a few things within the program to make it more successful for learners.  With constant refinement, open courses can provide information to learners at a distance productively.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Open Yale (Yale University). (2013). Open Yale Courses.  Retrieved from: http://oyc.yale.edu/

Selecting Distance Learning Technologies

Example 1: Collaborative Training Environment
Background:

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

Technology Solutions:

Podcast-podcasts are a compilation of digital files that can be automatically downloaded from the Web each time updated files in the collection they are released (The Technology of Distance Education, 2013).   This tool will allow the staff members to access the course content at times that is convenient for them.  This will also permit the instructional designer to develop and design a training module that lets the staff easily access the content to successfully complete the class.  Also, audio recordings are easy to make and simple to edit and they can easily be uploaded into course management systems (Simonson, 2012, p. 130).   Another advantage of podcasts is that they can be stored on a website for easy access and they are current and updated frequently (Simonson et al, 2012, p. 97). 

Wikis-a wiki is usually thought to be a space designed to be created and edited by groups of persons (Simonson et al, 2012, p. 129).  Since the instructional designer was advised to create a training that included ongoing collaboration between staff members, wikis would be a perfect fit for what they expect as their outcomes for this course.  A wiki can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online resource (Simonson et al, 2012, p. 129).  Another benefit of wikis is that they are available at no cost to educational institutions and would allow the instructional designer to spend money on other components of the course to make it more efficient and user friendly.

Both of these technology tools will help enhance the program for all of the staff members.  These tools will allow the staff to have the flexibility to complete course work within their schedules and communicate with other staff members using the wiki.  Most CMS technologies incorporate many of these tools very easily.  These tools will also allow the corporation to access information about their staff members and give them updated information in regards to staff performance.

	Podcasts	Wikis
Example 1	At the University of Leicestor in 2010, a team of instructors devised two master level courses in Occupational Psychology for distance learning using podcasts.  Their goal was to increase the level of student engagement with materials, improving learner support, creating more flexibility, reducing learner isolation and enabling skills development.  The development team produced more than 100 podcasts in six different categories.  The purpose of these podcasts was to provide an overview of the modules, to explain key concepts, to provide support and clarification, to provide discussion about key concepts, to guide students through the dissertation process, and to provide feedback.  Podcasting made a large contribution on how the course content was delivered.  Many students commented on how personalized the instruction was and many felt they were on the right track and the guidance it provided writing their dissertations.	At COFA online a course coordinator wanted to implement a tool online for his students, so that they would be able to collaborate with one another successfully.  Craig and an academic developer wanted to create an online version of an existing face to face class designed to teach students effective collaboration.  They found that using wikis would be the most effective.  They thought that wikis would provide the most support, feedback and learning opportunities for students taking this course online.  This course has successfully been implemented for four years through the use of wikis.
Example 2	Peter Smitham of the UCL Institute of Orthopeadics and Musculosketal Science and his team developed a series of podcasts. Their theory is that podcasts buids engagement with students in distance learning.  The students in this program are now beginning to create podcasts of their own.  They were given this opportunity tio develop an enhanced distance learning tool consisting of podcasts.  Since distance learning is becoming more essential in education, they wanted to create a way to enhance learning and increase engagement.  The money that they received was spent on website development and technology tools, including podcasts.    This is an ongoing study, but they have seen a lot of improvement in student engagement and performance.	Scardamalia and Bereiter (1994) developed a computer program, that provided a structure to support group knowledge building activity. This program allowed students to set and refine questions for investigation,and share ideas and evidence with one another.  They shared this through the use of wikis.  The use of wikis has provided them with a more collaborative and structured learning environment.

References:

Mcintyre, S.  (2012). Using wikis for student collaboration.  Retrieved from:      

 http://www.academia.edu/613060/Using_wikis_for_student_collaboration_-_Case_study

Grant, L. (2006).  Using wikis in school: a case study.  Retrieved from: http://www.cblt.soton.ac.uk/multimedia/PDFsMM09/Wikis_in_Schools.pdf

Simonson, M., Smaldino, S., Albright, M., Zvacek, S.  (2012). Teaching and learning at a distance: Foundations of distance education (4ed).  Boston, MA.  Pearson

.

Smitham, P.  (2013). Using podcasts for distance learning. Retrieved from: 

 http://www.ucl.ac.uk/teaching-learning/case-studies/e-learning/ortho-podcasts

University of Leicestor.  (2010). Integrating podcasting into two masters’ distance learning programmes

 in occupational psychology.  Retrieved from: http://www2.le.ac.uk/departments/beyond-  

distance-research-alliance/projects/duckling/Podcasting%20for%20OP.pdf.

Defining Distance Learning

Before beginning EDUC 6135, my understanding of distance learning was instruction that was delivered over the internet without the face to face interaction.  I have been enrolled at Walden University for the past year and a half.  I have taken many courses online and find it to be more flexible and interactive.  I have learned about many new programs and implemented these new strategies and ideas into my own classroom.  Before starting courses at Walden, I attended a university, where I took all of my courses in a classroom.  I have realized that as an adult, juggling a career and classes for a master’s program is very difficult.  What makes my life easier is the fact that I can plan when and where I will complete my work for my online courses through Walden University.

Technology has dramatically changed throughout the years.  I can remember attending a community college in Michigan from 1998-2001 and my interaction with the internet or the computer was very minimal.  I took an online course through this community college and most of the assignments were sent to the professor via email and a lot of the programs were very basic.  Technology has come a long way since they have created distance learning through the phone and radio back in the late 1800’s and early 1900’s.  The different platforms has lead out society to a more advanced and synchronized learning environment.  I have learned that through distance learning, many things can still be accomplished just as in a regular classroom.

My thoughts have changed since I began this course about the definition about distance learning.  Before I thought of it as teachers and students interacting through an online platform without the face to face interaction and at the student’s pace.  After reading through the resources this week and posting to the discussion board I would refer to distance learning as:
• The teacher and student are physically separate.
• Distance education uses technology to deliver assignments and to communicate with peers and
   instructors.
• Students are taught, assessed and given guidance by the instructor.
• Instruction must be accomplished through communicating with the teacher and the student.
• Learning may be done individually or in groups.  Learning includes using many different
   technological programs that will help the student accomplish his or her goals.

Distance learning continues to develop over time.  “Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds” (Moller, Foshay and Huett, 2008, p. 66). I can’t help but think of the advancements of distance learning in the future.  As technology continues to develop and grow, so will distance learning.  Providing students with a flexible schedule, interactive and engaging environment and the use of technological resources will continue to enhance learning and also provide convenience to everyone.  With that, technology will play a major factor in everyone’s lives.  Many people will continue to purchase new and improved technological items and integrate it into their personal lives as well as education and careers as well.

I think that distance learning will continually be a part of the educational process in the workforce as well as instructional design.  Educators, learners, trainers and instructional designers will remain current with the technological trends and try to implement them as much as possible into their curriculum, but there will be challenges as well.  “Educators in the distance medium are faced with new pedagogical issues surrounding student interactions, course content design and delivery, multiple levels of communication, defining new types of assignments and performance expectations, and different assessment and evaluation techniques” (Moller, Foshay and Huett, 2008, p. 67).  These challenges will be assessed by educators and learners and new ways of correcting these problems will continue to change as well.

Mind Map:

here is the web address to my mind map.

https://my.examtime.com/mind_maps/6605



References:
Laureate Education, Inc. (Producer). (2009). Distance Education: The Next Generation [DVD].   Baltimore, MD: Author

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, 52(3), 70–75.

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

Introduction

Hello my name is Carmen and I am an elementary school teacher in Arizona.  I am taking EDUC 6135: Distance Learning this semester and am looking forward to learning new ideas of how to create online learning resources for students and how to effectively use them.  I am excited to share new ideas with everyone from class!!