Reflection

Reflection

            Distance learning is going to continue to be a growing force in education.  Universities and public school systems are adding funding to meet the needs of their students to offer a more convenient and bigger selection of courses available online.  This does not have to be done in a complete online format.  Many universities are offering hybrid or web-facilitated courses.  The Instructional Technology Council in 2009 cited a 53% increase in hybrid courses and a 77% increase in web-facilitated courses.  (Lokken, 2010).  The continued growth of distance education seems to align with the thought that online education will become commonplace for all ages of students.  In the next 5-10 years, I believe we will see the public perception begin to change and start to embrace the idea of online learning without the apprehension that may be felt by some today.  It will also be a time for boundaries to be established within the K-12 setting.  There are issues that still remain as far as funding and truancy below the university setting.  I think more defined policies will start to become a precedent for many to follow.  Following that period, online learning will provide education to almost everyone in some format.  Students may start to think of colleges not just as traditional campuses but looking deeply into the options that could allow them to stay home and work throughout their education.  The future of distance education will be a strong factor in the future education of a great number of learners. 

            My role as an instructional designer will not only be in the design of courses but to be a proponent of distance education.  By making courses that people can benefit from and have access to will greatly assist in this cause.  Currently now as an administrator in a Virtual Academy, I have been bringing a great amount of quality courses to my students.  But one area that I felt also needed addressed was the community.  Our district partnered with the National Education Foundation this year and I have been able to bring a multitude of courses to our parents, teachers, and community for free.  A Teacher Academy has been set up for teachers to get training in areas of their choosing as well as being able to receive professional development credit which is required in our state.  I have also built a Parent Academy for community members to take courses ranging from core courses to technology certifications.  Once people begin to see the value, they can share their experiences to help change societal perception into a positive point of view.   

           I will continue to be a positive force for continuous improvement in the field of distance education by staying informed and continuing my own education within this field.  I will stay current on the new technology that provides a better distance learning experience.  It is important to continue to evaluate each course to make sure that the needs of the students were met and examine data to see if students applied the new learning by enrolling in additional courses or going into the work force.  One method of evaluation that could be used is the AEIOU approach.  This evaluation process details a framework that allows for key questions to be asked in order to be effective (Simonson, Smaldino, Albright, & Zvacek, 2012).  Through evaluation and continuous educational growth, this will allow me to work for continuous improvement in the field of distance education. 

            It is also important to change the viewpoint of skeptics.  According to a study from the Association of Public and Land-Grant Universities its states, “that 70 percent of the 10,000 faculty members surveyed believe that online courses are either "inferior" or "somewhat inferior" to traditional ones. Professors who have taught online are more positive about the approach, but 48 percent of them are likewise convinced that online courses are not as good as face-to-face teaching.” (Benton, 2009).  This is an eye-opening reality that many do not feel an online education is comparable to a traditional one.  In order to work with these people, especially the ones surveyed, whom are educators, it is important they see the value.  This can be accomplished through blended or web-facilitated learning.  Working with an online format will allow the positives to come through that may change their outlook. 

            Distance education is a worth-while field that I will continue to work in throughout the remainder of my career.  I also feel that this is the future of education and eventually society will accept and embrace it. 

           

Blended Learning

Converting to Distance Learning Format

Pre-Planning Strategies to Consider:

What aspects of his original training program can be enhances in the distance learning format?

            Through the blended learning model, communication will be a highlight as well as the easy access to resources.  Students will be able to communicate with both the instructor and students easily through discussion boards and e-mail.  This will allow for more in-depth review of the content and allow for easy access to questions that could be answered not just by the instructor but by fellow students.  Also, another highlight of blended learning is the resource availability.  The instructor can post all materials to the course for the students to access at any time for reference or completion.  This will include all assignments and resources. 

How will his role as trainer change in the distance learning environment? 

The trainer will become more of a facilitator of learning rather than the direct line of knowledge.  Students will have vast amounts of resources available to them that the trainer can guide and supervise them through the activity and be a resource as well. 

What steps should the trainer take to encourage the trainees to communicate online?

            The trainer needs to set expectations and guidelines for the students regarding online communication.  For example, a beginning of the course “get to know you activity” should be a pre-requisite so the learners can make connections with their fellow classmates.  Also, discussion boards should be mandated for student use guided by the trainer as far as what the requirements will be for the course.  Since this was an area of concern previously, then students must be held accountable.

Additional Resources:

 

Blended Learning Instructional 

Strategies and Activities

References:

Bersin & Associates. (2003). Building the blend. Retrieved from http://keithtylersmith.files.wordpress.com/2010/08/blended-options.gif      

Cognitive Design Solutions. (n.d.). Blended learning instructional strategies and activities. Retrieved from http://img.docstoccdn.com/thumb/orig/121386887.png

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The Impact of Open Source

The Impact of Open Source

            Throughout the last year in my job I have been amazed at the immense amount of organized classes available at your fingertips on the Internet.  Learning is now available to so many people and at no cost.  A computer and an Internet connection are bringing courses from some of the best universities throughout the world to anyone interested today.  Learners are social networking and are active participants throughout the learning process.  They are actively evaluating and having real world experience with others across the globe in open source learning environments (Preston, 2012).  What a remarkable age to live in, information is available and free to those who want to learn. 

            I selected the Stanford Engineering Everywhere open course site.  This site allows the learner to choose a course of their interest easily through the list of course they have offered.  Each course is designed utilizing the Hypercontent-designed instruction.  The content is grouped into modules of related topics.  The topics are presented using a variety of materials and assessment activities which are created to make sure the learner understands the material presented and is ready to go onto the next sequenced module (Simonson, Smaldino, Albright, & Zvacek, 2012 pag 170-171).  However, the learner has the ability to move through the course as they see fit. 

            Once a course is selected, it gives background information on what the course will cover and any prerequisite information needed.  I really like that it details the knowledge base you should have to be successful in the course.  Then the course is divided into lectures (which are video files), handouts, assignments, and exams.  Each course has its own online community for the learners to discuss topics and communicate with one another throughout the course.  This is the best way to get a question answered since you will not receive any feedback from the instructor.  All materials can be downloaded.  The videos will have to be downloaded singularly while the other documents can be downloaded all together in a zip file.  There are also files and resources to help with any tech issues that may occur while working through this course.  One particular aspect of their programming that I liked was a survey option that was available to students after they finish the course.  The information gathered from this really allowed the university to get to know their learners and their backgrounds.  This aligns with guidelines given in our textbook with understanding the learner’s characteristics.  The materials given were the same from the face-to-face class.  This does not align with the information from our current Distance Learning course.  Online learning should never just copy a face-to-face course and stick it online.  There needs to be more added to engage the learner for some more active learning.  Although I do believe this course does give detailed information about the topics and practice for the learner.  The online community allows for possible feedback and discussion. 

            Open source learning allows for knowledge to be obtained by any who want it.  Professors today can reach thousands to millions of people with one course rather than the select few who purchase it to get the accreditation. 

Course Chosen: Artificial Intelligence/Machine learning – Stanford Engineering Everywhere  http://see.stanford.edu/see/courseinfo.aspx?coll=348ca38a-3a6d-4052-937d-cb017338d7b1

References:

            Ng, A. (n.d).Artificial intelligence/machine learning. Retrieved from http://see.stanford.edu/see/courses.aspx

            Preston, D. (Performer) (2012). Open source learning [Web]. Retrieved from http://tedxucla.org/open-source-learning/

            

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

Week 3 Application Assignment

Week Three Application - Interactive Tours

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

The availability to access learning materials are now available worldwide.  Although, for the lesson to work the teacher would have to work with the museum curator closely so that the curator will be able to share the art pieces the teacher wants to focus on.  Museums have websites that depict many pieces of art and additional activities and information.  One New York City museum called The Whitney Museum of American Art provided Gallery Talks which were recorded events on specific artists and their work.  They also had a Talk Back page that allowed students to type in their views and comments to different art questions posed.  Now to focus on ways for the museum curator and the classroom to interact her are a couple of tools to enable that moment.  One solution for this type of interaction is videoconferencing (Videoconference - H.323 - Polycom, Cisco/Tandberg, LifeSize, etc...).  The school will need to have the videoconferencing equipment to see and speak with the host.  However, another option is available that does not demand the high cost of the videoconferencing tools and that is web conferencing which can be done with a computer and telephone connection.  One free online conferencing tool available is mikogo (www.mikogo.com).  Another web conferencing technology is BlackBoard Collaborate which allows an image to be presented while also seeing the presenter.  It allows for questions and dialogue to happen throughout the conference.  I was impressed with all that BlackBoard Collaborate had to offer and believe that this is a great way for people to connect internationally to share and learn from one another.  

The following links will take you to sites that detail the above ideas:

http://www.fenimoreartmuseum.org/fenimore/for_teachers/distance_learning - Fenimore Art Museum

http://www.mikogo.com/ - Mikogo Web Conferencing

http://www.blackboard.com/Platforms/Collaborate/Resources/Recorded-Demos.aspx - BlackBoard Collaborate

One drawback noted in our reading to web-conferencing is that the telephone component can be costly (Simonson, Smaldino, Albright, & Zvacek, 2012).  I am sure we will see ways to provide this technology without the burden of the telephone cost.  One way already is through the usage of Skype.  We used this technology to conference as a group with people from all over the U.S. and even from Kenya.  Just make sure to get the time right so that it works with everyone no matter where they are located.

References:

Blackboard Inc. (2013). Blackboard collaborate in action. Retrieved from http://www.blackboard.com/Platforms/Collaborate/Resources/Recorded-Demos.aspx

Fenimore Art Museum. (2013). For teachers/distance learning. Retrieved from http://www.fenimoreartmuseum.org/fenimore/for_teachers/distance_learning

Mikogo. (2013). Retrieved from http://www.mikogo.com/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education fifth edition. (5th ed., p. 184). Boston: Pearson.

Distance Learning Definition and Vision

Education today is changing based on the technological advances. I have been involved in the public educational profession as either an instructor or administrator for 14 years. In that time there have been changes in the way educators teach and how that material is given to students. Educators that have been around a long time sometimes don't always jump on the new fad in the belief that this will too change. However, technology is here to stay and if the public educational system does not embrace it, it too will be left behind. Which brings me to the need for distance learning in public education today, public schools need to take the steps required to bring distance education to their schools and available to their students.

I took my masters five years ago through Duquesne University in a blended format. I took classes online and collaborated with my classmates and spent several weeks on campus in the summer completing coursework face-to-face with my colleagues and instructors. I enjoyed working with students from various areas to collaborate and share ideas. In my job as a teacher I knew we had students taking language courses by “beaming” in the teacher to our high schools across the county at a specific time. So distance education has meant what it still currently means to me today. It is providing education through the means of technology. On the other hand, I now have a better respect for what it can do.

Today I have a new respect and acceptance for distance learning. This year I have taken a new position as the Principal in charge of all online education for our school district. This encompasses all of our cyber students. I know see the true importance of the quality of an online education. It can provide remediation for all of our credit recovery students and yet provide enrichment for our gifted. I have worked hard with students who are not motivated to be independent online learners, eventually requiring that they return to the regular classroom so as not to get further behind in their credits and studies. The online learner has to consistently be monitored and evaluated on their progress and attendance since the public school system still abides by state truancy laws. It is hard to find the perfect balance because each student is different and has different needs and circumstances around why they have chosen a virtual environment for learning. But distance learning provides the benefits of being available at anytime and anywhere. I have worked with teachers to show them the value of some resources online and the ability to access courses for their students to enhance their classroom experience. There is a great value in distance education but there needs to be acceptance of this value for public teachers of today to embrace it and not be threatened by it.

The future of distance learning weighs heavily on my mind since I have been trying to find a better way for our district to run it. In the past, we outsourced all of our distance learning for our cyber students. Also, we have lost many students to outside cyber charter schools. It is hard to compete with the marketing budget these entities have. The way to compete for us is to provide a better, quality education to all students. So next year our district will be looking to use our own teachers to back courses that have been aligned to our district and state standards. I believe this will allow us to keep a better connection with students and keep them involved in all elements of the school environment including field trips, sports, and daily interaction with a teacher. Also, as stated in The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web Part 3 K-12, “Teachers benefit by having potentially greater contact with students who are not normally communicative in a face-to-face classroom.” (Huett, Moller, Foshay, & Coleman, 2008). There are many benefits in distance education and this is just the first step to reach our students who are not in the brick and mortar school environment.

Distance learning provides opportunities for educational growth in many formats. I have explored the ideas within K-12 education already as well of the university setting within my own personal experience. Distance learning is also a benefit to many work environments. It can provide job and skill training to make sure employees have the knowledge required to remain safe and productive in their jobs. Also, distance learning provides the ability for conferences and for people to collaborate and network. Another benefit is that it is cost effective, since the other type of training is more expensive and involved to get to employees (Moller, Foshay, & Huett, 2008). Regardless distance learning will continue to evolve for the world and those in it, either be part of it or be left behind.

References:
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 3: K-12. Techtrends: Linking Research And Practice To Improve Learning, 52(5), 63-67.
Huett, J., Moller, L., & Foshay, W. R. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 1: Training and Development. Techtrends: Linking Research And Practice To Improve Learning, 52(5), 71.

Distance Learning Web

Hi!  My name is Misty and this is my first experience blogging.  I am from northwestern Pennsylvania and work in the education field.  I look forward to learning with some great new people.