This week’s blog is going to discuss which two distance learning technologies are most suitable for the scenario below:
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.
One distance learning technology that would be beneficial for this scenario is Blogs. Blogs are “online journal sites where individuals, called bloggers, post their entries to express their views” (The Technology of Distance Education, 2010). They are asynchronous, but can include text, images, and links to audio and videos. Blogs can either be open to the public or restricted to a group determined by the creator of the blog, like the instructional designer (Simonson, et al. 2009). First, the instructional designer would start the blog by creating one that entails the material over the new automated staff information system. This can be done through text, links to simulations within the new system, videos, etc. The learners could then utilize the main blog and respond with their insights and share their information such as, screen captures and documents. They would also be able to participate in ongoing collaboration by responding to the main blog and their peers’ comments. All around, a blog would meet the needs of the company, instructional designer, facilitator and the learners.
While searching online, I found a great example that shows how to successfully use a blog in a learning environment. The blog is from Noel Elementary by Mr. Chamberlain (http://mrcsclassblog.blogspot.com/). This teacher posts many different topics that not only include text, but also pictures, video, audio, and links. There aren’t many comments to his post as it isn’t set up exactly like one would need to be for the above scenario. However, it utilizes the same ideas that would need to be incorporated. I was very intrigued by this blog and how well put-together it was. Something I certainly did not have when I was in elementary school. The teacher posts the assignments on there, contact information, videos taken of the students, videos that teach a valuable lesson, educational activities for parents to do with their students, collaboration among the other classes’ blogs, etc. It benefits the viewers in and out of the classroom, which is what a blog for educational purposes should aim to do, much like what I would envision developing if I were the instructional designer for the above scenario.
Another option is using discussion technologies. These are “participatory in nature and require that a number of individuals write and respond to each other’s posts” (The Technology of Distance Education, 2010). This would meet the needs of the corporation wanting the students to participate in ongoing collaboration. The learners would be able to continuously have discussions utilizing this option since the focus is on the discussion topic. A good program for the instructional designer to create the content in is Blackboard as it “integrates discussion technologies such as discussion forum, group collaboration areas, and virtual chat tools” (The Technology of Distance Education, 2010). Blackboard is a course management system (CMS) that focuses on the delivery of the material (Simonson, et al. 2009). The instructional designer would develop the material regarding the new automated staff information system and upload it to Blackboard. The material can be in document form, audio, video, an activity, discussions, and tests. The learners would be able to access this content on their own time, which meets the need for a course where not all of the learners and facilitator need to be there at the same time and location. The discussion threads in Blackboard are where learners can collaborate amongst each other by sharing the required documents and screen captures. The discussion technology used through Blackboard, or most CMS programs, would certainly be beneficial in achieving the goal of the corporation and instructional designer for this course, as well as for the learners in providing tools for them to utilize to enhance their knowledge.
When trying to find a good example of a discussion technology utilized in an educational environment, I immediately thought of Walden University (Current class: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1) or (www.waldenu.edu). So far, all of the courses I have taken at Walden have utilized the discussion technology through our discussion posts, student lounge, etc. The learners are able to attach links, documents, videos, and audio if desired to the discussion threads that they are to complete each week. It is required for the learners to respond to their peers’ discussions as well, which allows for collaboration and better learning as we discuss and debate our knowledge. The learners are from all over, so we do not have to attend at the same time or in the same place. For the instructional designer, they are able to develop content in many different ways. They post reading assignments, have videos facilitating more content, interactive time lines, and assignments to download and complete. The material is presented in a linear programmed instruction strategy where “all content is organized into concepts that are presented into blocks or chunks” (Simonson, et al. 2009). This site would be a resource I would utilize as the instructional designer for the given scenario as it encompasses the ideal set up for the needed training.
Blogs and discussion technologies would be the two most proficient choices in accomplishing a successful training for the corporation. Which one to choose would depend on the length of the course and other stipulations the company may be looking for. Personally, I find that the discussion technology would work better as it is more interactive and provides more tools to help the learners gain the knowledge needed. It most likely wouldn’t be as extensive as the Walden University example as the content doesn’t appear to be that long, but it would provide a more well-rounded training for the employees.
Resources
Chamberlain, W. (2010, September 22). Mr. C’s Class Blog. Retrieved September 23, 2010, from http://mrcsclassblog.blogspot.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.
The Technology of Distance Education [Filmstrip with audio]. (2010) United States: Sylvan.
Thursday, September 23, 2010
Saturday, September 11, 2010
Defining Distance Learning
This current course I am enrolled in is about distance learning and before I read the resources for this week, to me, distance learning was defined as course content presented online, taken when it’s convenient for the student, and at the student’s pace. After reading the resources for this week, I learned that my definition wasn’t too far off.
The resources defined distance learning as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson, Smaldino, Albright, & Zvacek 2009). With that in mind, my revised definition has become more specific to explain distance learning as an educational tool used by learners who are separated by distance, time, etc. and are able to connect via the internet with their course content, other students, instructors, and resources. The meaning and use of distance learning has changed over the years and continues to change.
We can ask ourselves why the definition of distance learning is always changing and what factors drive the change. Well, like all education, it evolves through time with the more technology that becomes available to us. “Distance education has experienced growth and change recently, but the long traditions of the field continues to give it direction for the future” (Simonson, et al 2009). As our economy changes and people are looking to save more money, it is a cost-effective decision to incorporate distance learning into education, the corporate world, etc. The target audience for distance education began with adult learners who were working full time jobs and too busy to attend learning done in a classroom (Simonson). It has continued to be a part of the adult learner’s education, but it has expanded to schools for a younger audience.
So, are these changes based on a person’s profession or by how much technical knowledge he/she has? Good question and for me, they go hand in hand. For instance, if I am a Technical Trainer for a corporation, then my knowledge is going to be built based on my career and the opportunities I am provided. If someone goes to school to be a teacher, then their knowledge is mainly going to surround the teaching environment. So the answer, in my opinion, is that the changes are based on both someone’s profession and their technical knowledge. The profession can be the determination of their technical knowledge and vice versa.
According to the authors of “Teaching and Learning at a Distance”, distance learning has evolved over time due to the changes in education, technology, and people. They break it up into three categories, correspondence study, electronic communications, and distance teaching universities and it’s explained that ”the roots of distance education are at least 160 years old” (36). Universities have incorporated correspondence and electronic communication since the 1800’s. It has changed over time in the details, but the root of distance education is the same – to create education in an environment where it welcomes all on their time.
Keeping these roots as the basis for distance education and the main goal in mind, the future for distance education is endless. Our technology advances so quickly these days that it allows distance education to grow at a tremendous pace. It has been used in universities for years, has migrated into younger education, and today is being used across many corporate businesses (Simonson, et. al. 2009). I see distance education as being the future for college courses and opening a new door for many corporate businesses. I can see it saving many companies money by not having to rent space or pay facilitators to travel resulting in a more reliable company. It also helps the learners by being able to reach more at a time and they can access it on their own time allowing more freedom in their education.
As an Instructional Designer, I am starting to work in the distance educational world and I am quite excited for all it offers now and all it is going to offer in the future.
Resources
Simonson, M. (n.d.). Distance Education: The Next Generation. Laureate Education, Inc. Retrieved September 8, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4th ed.) Boston, MA: Pearson.
The resources defined distance learning as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson, Smaldino, Albright, & Zvacek 2009). With that in mind, my revised definition has become more specific to explain distance learning as an educational tool used by learners who are separated by distance, time, etc. and are able to connect via the internet with their course content, other students, instructors, and resources. The meaning and use of distance learning has changed over the years and continues to change.
We can ask ourselves why the definition of distance learning is always changing and what factors drive the change. Well, like all education, it evolves through time with the more technology that becomes available to us. “Distance education has experienced growth and change recently, but the long traditions of the field continues to give it direction for the future” (Simonson, et al 2009). As our economy changes and people are looking to save more money, it is a cost-effective decision to incorporate distance learning into education, the corporate world, etc. The target audience for distance education began with adult learners who were working full time jobs and too busy to attend learning done in a classroom (Simonson). It has continued to be a part of the adult learner’s education, but it has expanded to schools for a younger audience.
So, are these changes based on a person’s profession or by how much technical knowledge he/she has? Good question and for me, they go hand in hand. For instance, if I am a Technical Trainer for a corporation, then my knowledge is going to be built based on my career and the opportunities I am provided. If someone goes to school to be a teacher, then their knowledge is mainly going to surround the teaching environment. So the answer, in my opinion, is that the changes are based on both someone’s profession and their technical knowledge. The profession can be the determination of their technical knowledge and vice versa.
According to the authors of “Teaching and Learning at a Distance”, distance learning has evolved over time due to the changes in education, technology, and people. They break it up into three categories, correspondence study, electronic communications, and distance teaching universities and it’s explained that ”the roots of distance education are at least 160 years old” (36). Universities have incorporated correspondence and electronic communication since the 1800’s. It has changed over time in the details, but the root of distance education is the same – to create education in an environment where it welcomes all on their time.
Keeping these roots as the basis for distance education and the main goal in mind, the future for distance education is endless. Our technology advances so quickly these days that it allows distance education to grow at a tremendous pace. It has been used in universities for years, has migrated into younger education, and today is being used across many corporate businesses (Simonson, et. al. 2009). I see distance education as being the future for college courses and opening a new door for many corporate businesses. I can see it saving many companies money by not having to rent space or pay facilitators to travel resulting in a more reliable company. It also helps the learners by being able to reach more at a time and they can access it on their own time allowing more freedom in their education.
As an Instructional Designer, I am starting to work in the distance educational world and I am quite excited for all it offers now and all it is going to offer in the future.
Resources
Simonson, M. (n.d.). Distance Education: The Next Generation. Laureate Education, Inc. Retrieved September 8, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4th ed.) Boston, MA: Pearson.
Subscribe to:
Posts (Atom)