Welcome for EDUC-6145

     Well, another eight weeks is under way, and I have a fresh stock of Keurig coffee in the cupboard. I am really looking forward to Project Management in Education and Training. I feel that project management is something that I could see myself doing in the future.  I love to work under pressure and often do my best work when in high stress situations.  Being an extrovert, I feed off of other's ideas and love to collaborate.  However, I also like to have a hand in the management, because I like to know exactly where a project is throughout the whole process.  Looking at project management and how it relates to instructional design really intrigues me.  I look forward to working with all of you over the next eight weeks.  Follow my blog and leave me a message below letting me know that you will be reading.  Have a great eight weeks! Here is a funny video that will start our Monday off right.

The Future of Distance Learning

     Although distance learning is considered by many as a new form of education, it has a long history. The earliest form of distance education took place in Europe through the use of correspondence courses (Valentine, 2002). Over the last century, advancements in technology have had a direct impact on how distance education is delivered. However, nothing has had a greater influence on the delivery of distance learning than the internet. The ability to have instant access to information and experts in the field has given distance learning more credibility and validity. As technology continues to advance, we will see distance learning evolve and expand into a more valued and accepted form of learning.

     In the next 10 years, I see distance learning evolving in many different ways. First, I see the field itself continue to develop through research and the development of best practices. The field of instructional design, specifically in the area of distance learning, is in its infancy. Much of the theory that we as instructional designers use as a foundation for development and design are based on traditional educational theory. As relevant and valid as those theories are, it is evident that distance learning also requires specific consideration. Although there is a wealth of research available through journal articles and literature reviews, it is evident that we still have a lot to learn about what factors directly impact the effectiveness of distance learning (Merisotis & Phillips, 1999). A vast majority of research focuses on how technology effects student learning, while the results show that factors such as learner motivation, learning outcomes, and learner characteristics play a more significant role in the success of distance learning (Merisotis & Phillips, 1999). Continued research will help to shape distance learning as the field moves forward.

     I also see distance learning gaining more acceptance and credibility over the next decade. As more individuals are becoming comfortable with distance communication tools and social networking, they are realizing that relationships can be nurtured through online communication (Laureate Education, n.d.). In the past, isolationism was a major concern directed at distance learning. It was a strong belief that a sense of community could not be fully developed in a distance environment. As social networking tools and distance communication technology continue to evolve, people are realizing that geographical distance is not the determining factor in a strong learning environment (Laureate Education, n.d.). Technology is providing educators with the ability to drastically eliminate the distance between themselves and learners and overcome the isolation that has previously existed (Bernard, 2000). As instructional designers and educators learn to utilize the tools available to their fullest potential, learners will begin to reap the benefits that distance learning has to offer.

     I feel that the best way that instructional designers can act as proponents for improving societal perceptions of distance learning is to follow best practices of design. By designing instruction that is rooted in research based practices we can best meet the needs of our learners and help them to have a positive experience with distance learning. We can begin by getting to know our learners and their specific needs. Knowledge of the learner can help to overcome many barriers that can arise in distance learning, such as separation between instructor and learner, understanding of content, and confusion with technology tools (Simonson, Smaldino, & Zvacek, 2012). When the instructor knows the learner, they can be proactive when addressing any problems that may prevent a successful and positive learning experience. Another way to promote a positive learning experience for our users is by identify the essential content of a course. To encourage learner interaction, it is essential to reduce the amount of information that comes from direct instruction and to increase the need for the learners’ involvement in building their own understanding (Simonson, Smaldino, & Zvacek, 2012). Identifying the essential content of a course helps a designer to outline what information needs to be presented to the learner for them to reach the desired learning outcomes. Finally, it is important to choose the proper technology to present distance learning so that it works best for both the learner and the material. It is important for us to remember that “technology does not teach students, effective teachers do” (Valentine, 2002, p. para. 7). When choosing appropriate technology, the characteristics of the learner and the material being presented should determine how it is presented. When distance learning is designed following best practices, we can help to ensure that learners have a positive learning experience. As learners begin to acknowledge the benefits of distance learning, the perception of society will begin to change.




References

Bernard, R. M. (2000). Collaborative online distance learning: Issues for future practice and research. Distance Education, 21(2), 260-277.

Merisotis, J. P., & Phillips, R. (1999). What's the Difference?. Change, 31(3), 12. Change, 31(3), 12.

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

Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, 5(3).

Best Practices

With the growing trend of integrating technology into the learning environment, many instructional designers and educators are redesigning courses traditionally taught face-to-face so that they can be taught in a blended or distance learning environment.  For example, consider the following scenario:  A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.  Changing a course from a face-to-face environment to a blended learning environment may seem like an easy task.  However, there are many things to consider that will ensure the success of both the course and the learner. 

First, the trainer must plan effectively.  When converting a face-to-face class, it is easy to fall under the assumption that the materials and strategies that have previously been used can fit into the new learning environment.  This is rarely true.  It is essential that, during the planning stage, designers reflect on the specific goals of the instruction.  Moving to a blended environment shifts the focus from the presenter to the learner.   The goal should be to reduce the amount of information that is being presented and increase the level of student interaction (Simonson, Smaldino, & Zvacek, 2012).  The designer must determine what content is essential to meet the learning objective and how that can be presented to the learner in the most meaningful way.  These decisions also require the designer to understand the learner.  They must know who their learners are and how they may interact with the material.  This information becomes important when deciding on the essential content and when deciding what technology to use throughout the training.  Finally, the designer must decide how the material will be presented.  One mistake often made when creating blended or distance learning is that the designer allows the technology to drive the course.  Technology is a tool and should be matched to the content and the objectives (MIller & King, 2003).  What tools and strategies will fit the content and what will the learning environment look like?  In this particular scenario, the trainer needs to decide what part of the training will best be delivered online and what will take place face-to-face.

There are many considerations a designer can make when designing instruction to ensure that the course will meet the needs of the learner.  First, learners must have a clear understanding of the expectations and guidelines for any course (Simonson, Smaldino, & Zvacek, 2012).  This can be presented in a syllabus and project rubrics.  Blended learning requires learners to be more autonomous, but they can only begin to take more control of their learning if they are given the proper tools.  A syllabus helps learners to understand their role in an often new learning environment.  Another key component to successful blended learning is interaction between learners and facilitators.  This can take place in many forms, but one of the most successful activities is through discussion.  For the scenario, the trainer may enhance his training by implementing an asynchronous discussion activity.  Asynchronous discussion gives learners the ability to interact with one another and share ideas while providing more time for reflection and research before responding.  This can often lead to deeper conversations and higher level critical thinking (Kanuka, 2007).  Designers also should use a variety of appropriate technology and media.  There is no magic tool that will reach every learner; it is necessary to present material in multiple ways to best meet the needs of a variety of learners.  However, because technology can make courses expensive and complex, it is important to find a balance between the technology you want and the technology that you need (Simonson, Smaldino, & Zvacek, 2012).

The trainer in our scenario will eventually have to transition from course designer to course facilitator. Making the transition from face-to-face instruction to a blended learning environment requires the trainer to assume a different role.  When interacting with learners in a distance environment, a trainer take a more facilitative role.  Through facilitation, educators allow students to take more control of their learning and become more autonomous. Kanuka (2007) three types of learning activities that can be used by facilitators in distance learning to help encourage autonomy among learners.  Inquiry-based learning gives learners the opportunity to closely examine or investigate a topic and often requires students to find their own external resources to support their findings.  Another type of learning activity is decision-building learning that requires learners to evaluate an issue based on a variety of choices and consequences. Finally, learners can participate in problem-based learning. This is when learners are presented with a problem that they must work, often collaboratively, to explain or resolve.  These types of learning activities put more focus on the learner and leave the trainer in a position to guide and facilitate.  This however does not mean that the trainer can “check out” of the learning experience.  Facilitating distance learning requires constant dialogue between learners and educators.  By actively participating in discussion forums, facilitators can encourage learners to communicate more effectively online.  By asking for clarification or explanation, facilitators can help learners to think more deeply about topics and help them to relay their thoughts more clearly.  Encouraging responses can provide learners with validation that their ideas are not only in line with instruction but also valued and appreciated.  Facilitating a course means providing learners with the confidence, content and skills that they need to master the material being presented.

Technology can provide designers with tools to reach learners in a new and very different way.  However, adapting face-to-face instruction must be done with deliberate consideration and planning.  When using best practices to design and deliver distance instruction, we can help to ensure that our students are receiving what they need to find success.

References

Kanuka, H. (2007). A principled approach to facilitating distance education: The Internet, higher education and higher levels of learning. International Journal of E-Learning & Distance Education, 17(2), 70-86.

MIller, T., & King, F. (2003). Distance education: Pedagogy and best practices in the new millennium. Leadership in Education, 6(3), 283-297.

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

          

Theory and Analysis of a MOOC

            In 1975, Charles Wedemeyer presented a paper at the ICCE Conference entitled Implications of Open Learning for Independent Study (1975).  He outlined the benefits of open learning and predicted its future growth with the advancement of technology.  Before the existence of the internet or mobile learning devices, Wedemeyer saw how technology could influence lifelong learning by providing access to education to all people.  The current trend of Massive Open Online Courses (MOOCs) has brought Wedemeyer’s ideas to life and has given more learners access to quality courses that meet their individual needs.  However, for MOOCs to reach their full potential, they must be built using sound instructional design principles.   Below is an analysis of a MOOC from Open2Study™ (Mordaunt & Clitheroe, n.d.).  I will analyze the use of sound instructional design principles and how Wedemeyer’s ideals have been realized in this modern education trend. 

            The course I chose to analyze is entitled Financial Literacy.  Like most MOOC learners, I chose a subject that I was personally interested in and felt would be valuable.  You can see that the course was carefully pre-planned and addressed the learner, content, and learning environment.  After signing into the course, learners are encouraged to post an introduction that tells a little about who they are and why they are taking the class.  By looking through these introductions, the course facilitator could easily identify the background and experiences of the learners in the course and facilitate the learning experience accordingly.  The course outline provides clear objectives and shows that the information has been divided into four smaller modules that include videos, simulation activities, discussions, and assessments.  Although the course designer made an effort to incorporate learner interaction and engagement through the use of the simulations and discussions, they are not mandatory to successfully complete the course.  Wedemeyer stresses the importance of providing as much freedom to the learner as possible and limiting the restrictions to the learning experience.  By providing choices, it puts more control in the learner’s hands and allows them to participate in the decision making (Wedemeyer, 1975).  This however could limit the amount of learning that takes place if learners choose not to participate in the optional learning activities. 

            Simonson, Smaldino, Albright, and Zvacek outline the fundamentals of teaching online (Teaching and learning at a distance: Foundations of distance education, 2012).  The financial class I analyzed aligned to a majority of the ideas that were suggested by the authors.  First, the walk through helps to orient students to the course and their online classroom.  This helps learners to prepare themselves to engage in the class with limited concern of how the class functions.  Next, the material was adapted to be presented in an online environment.  As opposed to dumping the material in print form, time was taken to create short informative videos.  Although some assessments are multiple choice, simulations are included to ensure that learners can see how the information is applicable to real life situations.  Third, a course description and outline of objectives are available so that students can determine if the course fits their personal needs.  Also, the course designers have effectively applied adult learning principles to the course.  Although the class is open over the course of a four week time period, learners have the flexibility of determining how and when they complete the activities and assessments over the four week period.  A calendar is provide where students can outline how they want to complete the requirements for the course.  This again addresses the flexibility that Wedemeyer sought for open learning.  The course also adequately integrates the power of the Web by imbedding a Twitter widget that also includes a dedicated class hashtag.  The use of discussion forums and the ability to link the course to both FaceeBook™ and Google+™ accounts gives the learner the ability to share their achievements as well as invite others to the learning experience.  Finally, the Open2Study™ learning environment incorporates many ways to interact with both the material and other learners.  Course facilitators post weekly discussion questions for learners to share ideas and answer questions that others might pose.  Because each course is assigned a designated hashtag, it is possible to see what other learners are posting on Twitter™ and other social networking sites.  Finally, the simulations and real life problems allow learners to put their learning into action and learn from doing.

            Free access to quality education should not be limited to K12 learning.  Wedemeyer’s belief that all people should have the freedom to better themselves through education is becoming a reality as technology coupled with sound design practices provide us with open learning experiences.  The designers of the course at Open2Study are helping to make Wedemeyer’s beliefs of open learning a reality. 

References

Mordaunt, P., & Clitheroe, P. (n.d.). Financial LIteracy. Retrieved October 3, 2014, from Open2Study: https://www.open2study.com/courses/financial-literacy

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

Wedemeyer, C. (1975, May 15). Retrieved October 2, 2014, from http://files.eric.ed.gov/fulltext/ED112766.pdf