What do you think the perceptions of distance learning will be in the future?
In order to understand the future of distance learning, we need to understand its past. In the past, distance learning was an isolated learning experience where learning content was printed and distributed in advance. Distance learning took place by correspondence and by the use of television programming. Those are the factors that supported the isolated learning experience. Distance Learning (DL) has become a recognized method for delivering educational content in institutions of higher education. According to Allen and Seaman (2007), improving students’ access to higher education has been cited as a major reason for offering DL courses and programs. Distance Learning involves a student-centered approach in which the instructor takes the role of the facilitator and students engage in peer learning (Maor, 2003; Mitchell et al, 2005). According to Sahin and Shelley (2008) students’ needs and perceptions should be central in the design, development and delivering distance education courses. Overall, the literature suggests that there is a need to understand better the variables that affect student enjoyment of distance learning courses. This may lead to a greater understanding of the benefits and limitations of learning by distance and could be useful to programs considering the implementation of DL initiatives and/ or students planning to enroll in DL.
Today, distance learning takes place from anywhere or anytime by the use of a desktop, laptop, or iphone that is connected to the internet allowing the learner to connect globally in order to discuss ideas and findings with other learners. Today, learners understand that through collaborative practices, distance learners can actively engage in learning experiences with other students, scholars and facilitators of instruction. According to Simonson et al (2009), he defined distance education as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect. George Siemen wrote “connectivist learning theory has the potential to revolutionize education”. Siemen compared how in the early stages of distance learning the goal of distance learning was aimed to serve the economy in its creation, production, and marketing. However, in the 21st century, knowledge is the economy. George supports that learners needs to “unlearn what no longer serves us well”. I support that in the 21st century, we will be able to see the power of connections as we learn to make sense of what we learn as we connect with others in a global web-based learning environment. Connectivism helps to ensure students remain current by facilitating the building of active connections, utilizing intelligent social networking and encouraging student-generated curricula. I think that it is a realistic idea to allow individuals to co-create knowledge in a global, networked environment. George Siemens was correct to make the following distinction in his video stream where he reported “there is an increase of acceptance” (2010). Even though not all learners have learned how to use technology driven tools. Even though, there is an awareness that online courses do exist. Simonson et al reported “Distance education is begging to develop its own rule of thumb” (p.187).
Schmidt et al (2001), reported in Distance Learning: Issues and Concern of Distance Learners article “Students who would be best suited for a distance education course are ones who are self-directed and self- motivated” (p. 4).
In the future, Siemens (2010), supports that what he refers to the “triple helix” will be indicative of how distance learning will be supported as government, education and business will come together for the good of all. In the future, distance learning experiences can be supported via different venues of collaboration in order to effectively communicate a learning experience by the use of cell phones, text chat, Wiki, bookmarking, Facebook, Twitter, Skype, email, instant messaging, web conferencing, YouTube blogs and videos, wikis, and journals.
George Siemens (2004) has captured this mood of connectivity by outlining a new learning theory of the digital age, that of connectivism. Siemens reported that connectivism presents a model of learning “where learning is no longer an internal, individualistic activity” (para #70) and that due to the changes in technology and society and the abundance of knowledge now available, “the ability to plug into sources to meet the requirements becomes a vital skill” (para #69). Siemens (2004) asserts that “Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era” (para #70). In relation to adult distance learning both connectivism and the socio-constructivist approach appear to fit appropriately with the primary set of assumptions that Knowles (1973) outlines in his andragogical model of adult learning. Connectivism enables self-directed learning as opposed to teacher dependent learning and socio-constructivism corresponds well with one of the central assumptions of andragogy, that adults prefer to engage in problem centered, rather than subject centered learning.
Adult distance learners have experienced two major developments in
recent years that can dramatically improve their engagement, motivation and satisfaction of learning. Firstly the improvement in synchronous web conferencing software and secondly the explosion in easy to use, easy to communicate social software tools popularly known as ‘Web 2.0’ (specific examples include blogs, wikis, social bookmarking and social
networking). These two improvements, combined with connectivist and socioconstructivist teaching and learning strategies. What this suggests is that future generations of learners will have an opportunity to enhance distance learning and training experiences. Students nor facilitators of instruction cannot escape the reality that learners and learner needs are changing. Oblinger argues (2003) that “new” students, who have been shaped by world events and technology tools, are entering the education system. These students are not passive consumers of educational resources. Oblinger states “colleges and universities may find that understanding and meeting the expectations of - the “new students” is important to their competitiveness” (p.42). In a similar sense, the activities of corporate training must also be reflective of today’s learners. Effective learning design is no longer a formula process. It’s a rich engagement of learners and their needs. Designers of instruction can no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and to foster their own knowledge. Learners should be able to choose how to learn. Students in distance learning experiences are adults, self-motivated, accountable for their own learning. These are factors that need to be taken into consideration and that need to be respected. Learner-centered design focuses on giving the learner the ability to decide what he/she feels is important and relevant. A more dynamic design approach is more reflective of the types of challenges individuals will face when learning through experience and other informal methods. Saskatchewan Education (undated) provides a useful overview of learner-focused learning: “Independent learning requires that people take responsibility for their own learning. Individual responsibility stems from the belief that learning can be affected by effort, and this belief is the critical factor which leads to individuals' perseverance in the face of obstacles.” Learning has moved to reflect today’s work climate. That is why; control must shift to the learner. Learning is not an isolationist activity without intent or aim. Certain learning experiences build skills; others build attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do or achieve something. In this regard, learning can simply be defined as actionable knowledge. This definition has two components - knowledge: understanding of an implicit or explicit nature, and actuation: Views of knowledge as comprising of “know what” (explicit) and “know how” (tacit) are being combined with doing something contextually with knowledge.
How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
The challenge for educators and instructional designers are to develop web-based distance education courses that are inclusive not exclusive. Educators should monitor student progress and students should communicate with their online teacher as well as with their peers. Teacher time and proper scheduling allows for greater success in meeting with the student, providing assistance with the material, possibly providing external motivation. Communication is very important in the virtual learning community because it is the brick and mortar of the learning community (Schwier, 2001). The online instructor must be conscious of this reality and stay in communication with the learner. As we already know it will be challenging to create and deliver successful inclusive online courses. That is why instructional designers and facilitators of instruction will need to participate in online discussions since this activity will provide credibility to the discussion and/or the distance learning experience.
How will you be a positive force for continuous improvement in the field of distance education?
If as a future instructional designer, I intend to support the theoretical foundations of online learning which are based on cognitive apprenticeship. It will be important that as a facilitator of instruction that I mentor the models to be used regarding proper discussion etiquette and to guide the discussion in a meaningful way. For example, learners should be able to communicate with their instructor to ask questions or to receive feedback. It has been proven in any learning environment, that students will share tacit knowledge when they feel comfortable in a learning environment. That is how instructors will be able to evaluate what information and skills have been internalized or not. That is why, it is important to promote interaction and social presence in distance learning environments. Learners need to feel socially present interacting online (McIssac et al., 1999). As learners complete their educational goals, and begin to engage in their chosen community, they can claim membership to the community and feel socially present when interacting.
References
Laureate Education (Producer). (2010). The future of distance education. [Online]. Retrieved from Walden University eCollege.
Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf
Siemens, G. (2008). A Brief History of Networked Learning. Retrieved February 23, 2009, from http://elearnspace.org/Articles/HistoryofNetworkLearning.rtf
Siemens, G. (2008). Complexity, Chaos, and Emergence. Retrieved February 23, 2009, from http://docs.google.com/Doc?id=anw8wkk6fjc_15cfmrctf8
Siemens, G. (2008). Learning and Knowing in Networks: Changing Roles for Educators and Designers. Retrieved December 27, 2008, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Siemens, G. (2008). New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning. Retrieved December 10, 2008, from http://elearnspace.org/Articles/systemic_impact.htmearners, resources, and instructors” (p. 32). http://sylvan.live.ecollege.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
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Friday, April 29, 2011
Sunday, April 17, 2011
Application: Converting to a Distance Learning Format
The training manager needs to determine why the traditional learning has been ineffective and what the needs of the trainees are. Considering the need to maintain minimum spending, I would recommend the manager would choose between one of these three options: a CMS, a blog site or a wiki site which are all available at no cost.
A CMS would allow trainees to communicate via discussions, surveys and assessments.
A blog site would offer an opportunity to trainees to access information and engage in communication as they share ideas, opinions, and resources.
A wiki site would permit trainees to access and share information that can be used to facilitate group and individual interactions.
The manager would be able to use his training modules and incorporate them to a more conceptualized training. Trainees would be able to learn at their pace within a timeframe and they would be able to exchange ideas with each other and to review the training material as much as they would need too.
The trainer’s role will change in that he or she will monitor student progress in consideration of how content is effectively learned. The course content will be the focus; student learning opportunities will drive and allow for communication through collaborative activities.
To ensure trainee communication online, the trainer will indicate the requirement for trainee participation and offer guidelines for trainee introduction which will be located in the course description and in the syllabus.
The PDF file link is below.
https://docs.google.com/document/d/15WcQcn-mCj__TPLWqw81lSByD_GkGxI0ojGnwivyu_A/edit?hl=en#
A CMS would allow trainees to communicate via discussions, surveys and assessments.
A blog site would offer an opportunity to trainees to access information and engage in communication as they share ideas, opinions, and resources.
A wiki site would permit trainees to access and share information that can be used to facilitate group and individual interactions.
The manager would be able to use his training modules and incorporate them to a more conceptualized training. Trainees would be able to learn at their pace within a timeframe and they would be able to exchange ideas with each other and to review the training material as much as they would need too.
The trainer’s role will change in that he or she will monitor student progress in consideration of how content is effectively learned. The course content will be the focus; student learning opportunities will drive and allow for communication through collaborative activities.
To ensure trainee communication online, the trainer will indicate the requirement for trainee participation and offer guidelines for trainee introduction which will be located in the course description and in the syllabus.
The PDF file link is below.
https://docs.google.com/document/d/15WcQcn-mCj__TPLWqw81lSByD_GkGxI0ojGnwivyu_A/edit?hl=en#
Application: Converting to a Distance Learning Format
What are some of the pre-planning strategies the trainer needs to consider before converting his program?
The training manager needs to determine why the traditional learning has been ineffective and what the needs of the trainees are. Considering the need to maintain minimum spending, I would recommend the manager would choose between one of these three options: a CMS, a blog site or a wiki site which are all available at no cost.
A CMS would allow trainees to communicate via discussions, surveys and assessments.
A blog site would offer an opportunity to trainees to access information and engage in communication as they share ideas, opinions, and resources.
A wiki site would permit trainees to access and share information that can be used to facilitate group and individual interactions.
What aspects of his original training program could be enhanced in the distance learning format?
The manager would be able to use his training modules and incorporate them to a more conceptualized training. Trainees would be able to learn at their pace within a timeframe and they would be able to exchange ideas with each other and to review the training material as much as they would need too.
How will his role, as trainer, change in a distance learning environment?
The trainer’s role will change in that he or she will monitor student progress in consideration of how content is effectively learned. The course content will be the focus; student learning opportunities will drive and allow for communication through collaborative activities.
What steps should the trainer take to encourage the trainees to communicate online?
To ensure trainee communication online, the trainer will indicate the requirement for trainee participation and offer guidelines for trainee introduction which will be located in the course description and in the syllabus.
The training manager needs to determine why the traditional learning has been ineffective and what the needs of the trainees are. Considering the need to maintain minimum spending, I would recommend the manager would choose between one of these three options: a CMS, a blog site or a wiki site which are all available at no cost.
A CMS would allow trainees to communicate via discussions, surveys and assessments.
A blog site would offer an opportunity to trainees to access information and engage in communication as they share ideas, opinions, and resources.
A wiki site would permit trainees to access and share information that can be used to facilitate group and individual interactions.
What aspects of his original training program could be enhanced in the distance learning format?
The manager would be able to use his training modules and incorporate them to a more conceptualized training. Trainees would be able to learn at their pace within a timeframe and they would be able to exchange ideas with each other and to review the training material as much as they would need too.
How will his role, as trainer, change in a distance learning environment?
The trainer’s role will change in that he or she will monitor student progress in consideration of how content is effectively learned. The course content will be the focus; student learning opportunities will drive and allow for communication through collaborative activities.
What steps should the trainer take to encourage the trainees to communicate online?
To ensure trainee communication online, the trainer will indicate the requirement for trainee participation and offer guidelines for trainee introduction which will be located in the course description and in the syllabus.
Sunday, April 3, 2011
Open Source Course Ware
Week Five Application: Open Source Blog Assignment
Open Source course wares are known as a content management system or a collaborative portal system. Open source course ware promises to be reliable, flexible, and of good quality The open source that I selected for this week’s blog assignment was The Massachusetts’s Institute of Technology site in order to review the Introduction to Computer Science and Programming course. This is the URL to access the open source course: http://ocw.mit.edu/index.htm.
In reviewing the open source course, I found that the course appears to be carefully pre-planned and designed for a distance learning environment because the site provided the following resources to support the learning needs of students:
• Course Home Page
• Syllabus Page
• Calendar Page
• Readings Page
• Video/lectures Page
• Assignments Page
• Exams Page
Simonson et al (2009) stated in Chapter Nine “Instructors of online courses must make the course organization, calendar, activities and expectations as clear as possible” (p. 249). The purpose is to recognize the needs of the learners as they will need this type of structure to in order to stay ‘organized and on task’. That is how the course appeared to be carefully pre-planned and designed and it did follow the recommendations for online instruction as listed in our course textbook.
For example, the open source identified for who the course had been designed for, it stated the purpose of the course and its assignments, it provided examples of acceptable topics, it identified the required components of the assignments, due dates and point values, it provided instructions for submitting completed assignments (Simonson et al, p. 249). Moreover, the course provided links to features such as video lectures, assignments (12), transcripts and to an exam and solution section. The course description provided a clear learner analysis and objective. The site offered a Join a Study Group section that invited students to sign-up for free. Its intent was to facilitate Q & A, tutoring services, the ability to collaborate and meet with others who were taking the course. The Home page included a technical requirement section which specified that python software would be required to facilitate the use of some files. Other features that were included were a site map, an RSS feeder link, and privacy and terms of use link. The Home page provided information of what level of learners the course had been designed for and provided the names of the professors who would teaching the course. A site tour video was also provided to teach learners how to navigate the open source course management system and for the introduction of the course a video was created to discuss the following topics: goals of the course, which also included the introduction of what was computation, what were data types, what were operators and variables. I like the idea that a playlist of class room lectures was created, a transcript as provided for each lecture and the managing system allowed learners to download videos. Simonson et al (2009) reported “Student assessments must be designed to reflect the specific behaviors identified in the course outcomes” (p. 250). What this suggests is that if I were to be interested in taking one of the free courses offered by the open source that it would be available to me for free. I would just need to assure that I had accessed to their required software in order to access course content. I and other learners would be able to complete courses anytime and from anywhere. Simonson et al (2009) stated that open source software was intended to be freely shared and could be improved upon and redistributed to others” (p. 256). The open source did implement course activities to maximize the active learning experiences of students by designing and providing the following activity links:
Activities: twelve
A very simple program: entering and printing your name (PDF)
Computing prime numbers, product of primes (PDF)
Diophantine equations (PDF)
Matching strings: a biological perspective (PDF)
Simulating a retirement fund (PDF)
Word games (PDF)
Word games 2 (PDF)
Review problems (PDF)
Dynamic programming (PDF)
Object-oriented programming; graphical user interface for word game (PDF)
Classes and methods (PDF)
Simulating robots (PDF)
Simulating virus population dynamics (PDF)
To conclude, I have learned that Open Source courseware is a production that will allow a community of learners to globally collaborative with multiple learners due to its access and capabilities. Blogs, Wikis and Podcast are other types of open source software that are open to the public and can be modified by users to fit their own learning needs.
References
http://en.wikipedia.org/wiki/Open_source_appropriate_technology
Creative Commons Attribution (2009), Open Source Initiative. Retrieve from http://opensource.org/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Open Source course wares are known as a content management system or a collaborative portal system. Open source course ware promises to be reliable, flexible, and of good quality The open source that I selected for this week’s blog assignment was The Massachusetts’s Institute of Technology site in order to review the Introduction to Computer Science and Programming course. This is the URL to access the open source course: http://ocw.mit.edu/index.htm.
In reviewing the open source course, I found that the course appears to be carefully pre-planned and designed for a distance learning environment because the site provided the following resources to support the learning needs of students:
• Course Home Page
• Syllabus Page
• Calendar Page
• Readings Page
• Video/lectures Page
• Assignments Page
• Exams Page
Simonson et al (2009) stated in Chapter Nine “Instructors of online courses must make the course organization, calendar, activities and expectations as clear as possible” (p. 249). The purpose is to recognize the needs of the learners as they will need this type of structure to in order to stay ‘organized and on task’. That is how the course appeared to be carefully pre-planned and designed and it did follow the recommendations for online instruction as listed in our course textbook.
For example, the open source identified for who the course had been designed for, it stated the purpose of the course and its assignments, it provided examples of acceptable topics, it identified the required components of the assignments, due dates and point values, it provided instructions for submitting completed assignments (Simonson et al, p. 249). Moreover, the course provided links to features such as video lectures, assignments (12), transcripts and to an exam and solution section. The course description provided a clear learner analysis and objective. The site offered a Join a Study Group section that invited students to sign-up for free. Its intent was to facilitate Q & A, tutoring services, the ability to collaborate and meet with others who were taking the course. The Home page included a technical requirement section which specified that python software would be required to facilitate the use of some files. Other features that were included were a site map, an RSS feeder link, and privacy and terms of use link. The Home page provided information of what level of learners the course had been designed for and provided the names of the professors who would teaching the course. A site tour video was also provided to teach learners how to navigate the open source course management system and for the introduction of the course a video was created to discuss the following topics: goals of the course, which also included the introduction of what was computation, what were data types, what were operators and variables. I like the idea that a playlist of class room lectures was created, a transcript as provided for each lecture and the managing system allowed learners to download videos. Simonson et al (2009) reported “Student assessments must be designed to reflect the specific behaviors identified in the course outcomes” (p. 250). What this suggests is that if I were to be interested in taking one of the free courses offered by the open source that it would be available to me for free. I would just need to assure that I had accessed to their required software in order to access course content. I and other learners would be able to complete courses anytime and from anywhere. Simonson et al (2009) stated that open source software was intended to be freely shared and could be improved upon and redistributed to others” (p. 256). The open source did implement course activities to maximize the active learning experiences of students by designing and providing the following activity links:
Activities: twelve
A very simple program: entering and printing your name (PDF)
Computing prime numbers, product of primes (PDF)
Diophantine equations (PDF)
Matching strings: a biological perspective (PDF)
Simulating a retirement fund (PDF)
Word games (PDF)
Word games 2 (PDF)
Review problems (PDF)
Dynamic programming (PDF)
Object-oriented programming; graphical user interface for word game (PDF)
Classes and methods (PDF)
Simulating robots (PDF)
Simulating virus population dynamics (PDF)
To conclude, I have learned that Open Source courseware is a production that will allow a community of learners to globally collaborative with multiple learners due to its access and capabilities. Blogs, Wikis and Podcast are other types of open source software that are open to the public and can be modified by users to fit their own learning needs.
References
http://en.wikipedia.org/wiki/Open_source_appropriate_technology
Creative Commons Attribution (2009), Open Source Initiative. Retrieve from http://opensource.org/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Saturday, April 2, 2011
Citations
Interview Do’s and Don’ts
Job interview tips - Job interview questions and answers
http://www.youtube.com/watch?v=epcc9X1aS7o&feature=autoplay&list=SPDF1BAAC56B7CC29D&inde
x=1&playnext=1
x=1&playnext=1
How to find recession proof jobs
6B7CC29D
Career Path: http://www.careerpath.com/
Monster Board: http://www.monster.com/
Career Mosaic: http://www.careermosaic.com/
Indeed: http://www.indeed.com/
Simply Hired: http://www.simplyhired.com/
Career One Stop Resource:
Build a Skills Profiler:
Direct Employer Contact:
Personnel Staffing Services:
Telephone Communications:
Employment Applications:
Reference Video:
Reference Activity:
Personal Data Record Activity:
Social Networking in Plain English:
Social Networking (Powerful Technique)
Assessment Survey
Insert a check mark for your response selection.
Do you have a resume? Yes or No
Do you have a resume that needs upgrading? Yes or No
How do you assess your marketability? Poor Fair Good Excellent
Are you aware of how to begin the search process? Yes or No
Do you have job references? Yes or No
Has your reference list been helpful? Yes or No
Are you subscribed to any social network? Yes or No
Have you ever completed a job application? Yes or No
Do you have a resume? Yes or No
Do you have a resume that needs upgrading? Yes or No
How do you assess your marketability? Poor Fair Good Excellent
Are you aware of how to begin the search process? Yes or No
Do you have job references? Yes or No
Has your reference list been helpful? Yes or No
Are you subscribed to any social network? Yes or No
Have you ever completed a job application? Yes or No
Procedures
Learner should follow the steps as given in the blog.
Need software to read a Prezi presentation.
Will need access to the Course Management System.
Access to YouTube videos.
Need software to read a Prezi presentation.
Will need access to the Course Management System.
Access to YouTube videos.
Academic Preparation
Learner should have the ability to read and write in Standard English, to be computer literate, (able to use a word processing program and to use the internet).
Objectives:
To create a distance learning experience that guides job seekers through basic and fundamental steps to locate a job.
Essential Elements of an Effective Job Search
Learner Analysis:
This introductory course will act as a guide for distance learners seeking to obtain a job. The age focus is between eighteen to seventy years of age who may be entering the workforce for the first time, re-entering the workforce and those changing careers. This training is geared towards persons who have basic reading abilities, access to a computer with high speed connection, and who will be seeking to enhance their job search experience.
This introductory course will act as a guide for distance learners seeking to obtain a job. The age focus is between eighteen to seventy years of age who may be entering the workforce for the first time, re-entering the workforce and those changing careers. This training is geared towards persons who have basic reading abilities, access to a computer with high speed connection, and who will be seeking to enhance their job search experience.
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