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!!