Reflection on the Future of Distance Education
What do you think the perceptions of distance learning will be in the future (in 5-10 years; 10-20 years)?
In this Distance Education course we are faced with a decision to use current technological advancement for learning and then teaching. This week after reflection on discussion posts, dialogue on the internet, and reading research articles I find that the decision is not difficult to make. It is most obvious to me that distance learning is here to stay (not just a consideration but a must). In the next 5-10 years we hopefully will have established access to the internet by all nations and all people and capable of providing global standards. After the various issues and problems have been resolved from numerous practices and research each learner will have many more experts that ensure learning institutions are “providing the students with the best possible scenario where learning outcome will be maximized in course development” (Schmidt, E.K. & Gallegos, A., 2001) The internet will be a source of communication that draws us together in a mutual global community of collaboration. In the next 10-20 years various technologies will allow us to solve medical problems such as cancer, heart disease through this global interaction. People who are often intimidated by technology will find computer a familiar part of living and find ease with the use and availability of each connection. At any time during a 24 hour day then we can know the answers for crucial questions. This has shown true with the success of various distance learning universities such as Walden. After interviewing friends and strangers I find that most people want to participate in some type of online learning community. Whether it is in combination, with some face-to-face, synchronous, or asynchronous there are different levels of application of skills and learning.
The multimedia selection given in week eight, “The Future of Distance Education” Dr. Siemens talks about the growing acceptance of distance learning. The reasons he articulates are also written in graphics and text which support his ideas. The importance of online learning has been already experienced in the business world with training modules at the universities, with e-college and undergraduate and graduate course planning, and with the technical communications require for government operations. The “growing sift” in communication technologies has enable learning at a distance convenient and affordable to anyone. Society is much more open then days past and skeptics will soon find that their prophecies of technological doom are more a promise of technological boom!
How can an instructional designer be a proponent for improving societal perceptions for distance learning?
To accomplish this I can continue with studies online by becoming globally informed and nationally wise. If that means learning different approaches using technology then I welcome the change agent needed to realize the promise in my own life and in the lives of those I serve, love and know. Having an open mind and patience to persist with some unknown factors will build the a 21st century character with an expansive mind that embraces cultural and educational differences. I want to bring the Cycles of Distance learning to highest levels of application where all schools are engaged in using technology. As a designer I can be systematic and creative using sound principals of planning and design. With a wide range of references, theories, strategies and methodologies I will have the experiences of many learning, psychological, philosophical and instructional designers to stand on.
According to “Teaching and Learning at a Distance 4 ed. Foundations of Distance Education” (Simonson, Smaldino, Albright, & Zvacek, 2009) I believe that learning is now where learning has shifted from “Teacher Centered to Student Centered” and my challenge is to bring education full circle by accepting the “challenge to select methods and teaching that provide learners with enough interaction to keep them on task while encouraging them to explore their learning experiences. Strategies such as problem based learning, collaboration, and discussions work well with asynchronous setting.” (Hung, Tan, & Chen, 2005)
How will you be a positive force for continuous improvements in the field of distance education?
The word “force” is a concept of change. By making a commitment to explore the possibilities, to speak to the immediate needs, and investing my personal time and resource with sound research and design, I can spread a message of hope that reaches beyond my own communities. Through writing, teaching, time and design I can continue with instructional design and education to rebuild new structures of learning through collaboration and continued experiences. Meeting my present level of understandings with future possibilities I can use technology to sustain learners in this 21st century. As written in the Carnegie Commission report from 1986 “Advance technology and the changing terms of international trade which are remolding the basic structure of international economic competition We believe educational systems must be rebuilt to match drastic changes needed in our economy if we are to prepare our children to lead productive lives in the 21st century” (Hochlermer, J., 2001)
As we become comfortable as a result of clever engineering creations and careful educational planning, the thought of separation by teacher and student is not so separate. Siemens comments “We don’t have to be face to face-geographic distance is not that significant.” (Siemens, 2010) With the increase use of media, the” triple helix model quality of interaction have increase in government, universities, and in business. (Laureate, Inc., 2010) Because of my growing interest in computer technologies with applications in distance learning and personal experience with online games, simulations and social networking I find that society has grown in acceptance and I now have the opportunities to collaborate, associate and communicate with other students as well as friends, family, scholars with increase personal and professional interactions. Life is good today, but it can absolutely get better. With technological advancement and acceptance, learning restrictions are removed and with some precaution we can proceed to invent new products, invite online interactions, and enter into a new world with global connections. As the government uses technology to bridge the border of peace, and the universities bridge the gaps of knowledge, the public school sector instills the comfort and plants the beginnings, while business world expands to learn from other worlds and share our worldly resources with connectivity, we can see a brighter day for future growth and possibilities.
Siemens, G. (2010) The Future of Distance Education Laureate, Inc. Baltimore, MD
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009) Teaching and Learning at a Distance 4th ed. Foundations of Distance Education Pearson Publications New York, NY
Schmidt, E.K. & Gallegos, A. (2001) Distance Learning: Issues and Concerns of Distance Learners National Association of Industrial Technology www.nait.org
Hochhermer, J. (2001) Reading the World Through the Word: The Power of Literacy in a New Media Age College Literature 28 1 (Winter, 2001)
Blog Beginning 2-Maureen Gorman
Depths of Learning
Sunday, December 26, 2010
Monday, December 20, 2010
Best Practices Guide to Distance Education-Maureen Gorman (Review )
December 19, 2010
Teaching and Learning at a Distance 4th Ed.-Foundations of Distance Education Application 7
Distance Education -6135 Dr. Mark Clauburg
(Simonson, Smaldino, Albright & Zvacek, 2009)
Practice & Policy Issue
ADDIE
Academic-Faculty Issues Compensation & Support
ANALYZE
Know who and where the learner are located.
Know each learner ( general abilities of the class)
Analyze the potential for learner interactivity
Understand Learner Charateristics
Analyze the content and context
Qualifications-teacher and student
Intellectual
Course Integrity, Accreditation, Curriculum and Standards, Course Rigor, Calendar, Schedules
DEVELOP
Create an overview and prepare goals and objectives
Find Resources
Remember “12 Golden Rules” ( Bates, Foley 2003)
1.Good teaching matters
2.Each medium has its own aesthetic
3.Educational technologies are flexible
4.There is no “super-technology”
5.Make all four media available to teachers and learners.
6.Balance variety with economy
7.Interaction is essential
8.Student numbers are critical
9.New technologies are not necessarily better than old ones
10.Teachers need training
11.Teamwork is essential
12.Technology is not the issue.
How and what we want the learners to learn is the issue and technology is a tool (p. 833)
Student Support
Access to Resource, Special Services, Fiscal Governance, Geographic Service Area
DESIGN
Determine the media processes
Select appropriate media
Visualize and consider legibility, font, size, color
Define Learning Environment
Choose a Course Management System
Proprietary or Open Source
Legal Issues
Copyright
IMPLEMENT
Plan for the learner and the environment
Use threaded discussions
Provide research along with citations
Use synchronous, asynchronous, or blended environment.
Inventory the context and technology tools
Create a location for assignments, questions and answers, informal discussion, webliography, data sharing by use of a dropbox.
Technical Policies
Reliability of Resources, Technology Requirements
Evidence of Quality in Distance Education Programs Drawn from Interviews with the Accredition Community
•Mission Statement
•Faculty oversight in curriculum
•Regular faculty involvement in course design
•Strong active faculty development process
•Instructional Design support
•24/7 technology support
•Academic advisors
•Systematic Approach with growth/management
•Clear plans for distance future education
•Evaluations of distance education courses and programs
•Input from faculty and student use for program improvement
RED FLAGS
•Separate approaches
•Two target populations
•Two course approval processes
•“Cookie Cutter Approaches”
•Direct conversion to traditional approaches
•Two course evaluation systems
•Some student services for distance education accessed face to face
•Student confusion over contact people
•History of starting and stopping
•Few know about distance education
•Large student drop-out rate
•To many complaints
EVALUATE
Align assessment with objectives, goal and expectations.
Consider formative and summative evaluations
Coordinate standards through a portfolio system
Define grading systems
Describe rubric grading system
Set up a gradebook to record assignments
Provide feedback on assignments
Acquire input about the course and the programs through interviews, questionnaires, or survey.
Theories of Distance Learning
Preplanning and Preparation
Strategies, Applications, and Methods
Aspects of Instruction
THEORIES OF DISTANCE LEARNING
Theory of Independent Study-Charles Wedenmyer
Organize the Course
Prepare a Syllabis
Wide range of multimedia and instructional methods
Student Centered
Theory of Independent Study and Transactional Distance-Michael Moore
Create the Learning Community
Synchronous
Asynchronous
Threaded Discussions
Theory of Industrialization of Teaching Otto Peters
Facilitate Active Learning Practices
Engaged learners
Wikis
Blogs
Social Networking
Threaded Discussions Learners
Ease of access/usability
Accurate instructions
Intuitive navigation
Well integrated tools
Theory of Interaction and Communication-Borje Homeburg Plan Assessment
Prerecorded Media
Podcasting
Faculty
Ease of instruction
Consistent standards
Intuitive/customize management system
Androgony-Malcolm Knowles KISS-“Keep it Short and Simple” Divide information into short units Models
Linear-designed instruction
Branch-designed instruction
Hyper-content
Designed instruction
Learner directed design Administration
Compare rigor to non-distance classes
Increased enrollment
Good reputation
Synthesis of Existing Theories-Hilary Peraton Look at Academic Issues-Faculty support, compensation, needed qualification Two way audio
Two way audio and graphics
Equivalency Theory Michael Moore Academic Ownership
Accreditation
Curriculum and Standards
Course Rigor
Calendar/Schedule
Student Support
Access to Resources
Special Services
Technical Support One way video
Two way audio, One way video
Two way audio/Two way video
Two way video/audio classrooms
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009) Teaching and Learning at a Distance 4th Ed. Pearson Publishing New York, NY
December 19, 2010
Teaching and Learning at a Distance 4th Ed.-Foundations of Distance Education Application 7
Distance Education -6135 Dr. Mark Clauburg
(Simonson, Smaldino, Albright & Zvacek, 2009)
Practice & Policy Issue
ADDIE
Academic-Faculty Issues Compensation & Support
ANALYZE
Know who and where the learner are located.
Know each learner ( general abilities of the class)
Analyze the potential for learner interactivity
Understand Learner Charateristics
Analyze the content and context
Qualifications-teacher and student
Intellectual
Course Integrity, Accreditation, Curriculum and Standards, Course Rigor, Calendar, Schedules
DEVELOP
Create an overview and prepare goals and objectives
Find Resources
Remember “12 Golden Rules” ( Bates, Foley 2003)
1.Good teaching matters
2.Each medium has its own aesthetic
3.Educational technologies are flexible
4.There is no “super-technology”
5.Make all four media available to teachers and learners.
6.Balance variety with economy
7.Interaction is essential
8.Student numbers are critical
9.New technologies are not necessarily better than old ones
10.Teachers need training
11.Teamwork is essential
12.Technology is not the issue.
How and what we want the learners to learn is the issue and technology is a tool (p. 833)
Student Support
Access to Resource, Special Services, Fiscal Governance, Geographic Service Area
DESIGN
Determine the media processes
Select appropriate media
Visualize and consider legibility, font, size, color
Define Learning Environment
Choose a Course Management System
Proprietary or Open Source
Legal Issues
Copyright
IMPLEMENT
Plan for the learner and the environment
Use threaded discussions
Provide research along with citations
Use synchronous, asynchronous, or blended environment.
Inventory the context and technology tools
Create a location for assignments, questions and answers, informal discussion, webliography, data sharing by use of a dropbox.
Technical Policies
Reliability of Resources, Technology Requirements
Evidence of Quality in Distance Education Programs Drawn from Interviews with the Accredition Community
•Mission Statement
•Faculty oversight in curriculum
•Regular faculty involvement in course design
•Strong active faculty development process
•Instructional Design support
•24/7 technology support
•Academic advisors
•Systematic Approach with growth/management
•Clear plans for distance future education
•Evaluations of distance education courses and programs
•Input from faculty and student use for program improvement
RED FLAGS
•Separate approaches
•Two target populations
•Two course approval processes
•“Cookie Cutter Approaches”
•Direct conversion to traditional approaches
•Two course evaluation systems
•Some student services for distance education accessed face to face
•Student confusion over contact people
•History of starting and stopping
•Few know about distance education
•Large student drop-out rate
•To many complaints
EVALUATE
Align assessment with objectives, goal and expectations.
Consider formative and summative evaluations
Coordinate standards through a portfolio system
Define grading systems
Describe rubric grading system
Set up a gradebook to record assignments
Provide feedback on assignments
Acquire input about the course and the programs through interviews, questionnaires, or survey.
Theories of Distance Learning
Preplanning and Preparation
Strategies, Applications, and Methods
Aspects of Instruction
THEORIES OF DISTANCE LEARNING
Theory of Independent Study-Charles Wedenmyer
Organize the Course
Prepare a Syllabis
Wide range of multimedia and instructional methods
Student Centered
Theory of Independent Study and Transactional Distance-Michael Moore
Create the Learning Community
Synchronous
Asynchronous
Threaded Discussions
Theory of Industrialization of Teaching Otto Peters
Facilitate Active Learning Practices
Engaged learners
Wikis
Blogs
Social Networking
Threaded Discussions Learners
Ease of access/usability
Accurate instructions
Intuitive navigation
Well integrated tools
Theory of Interaction and Communication-Borje Homeburg Plan Assessment
Prerecorded Media
Podcasting
Faculty
Ease of instruction
Consistent standards
Intuitive/customize management system
Androgony-Malcolm Knowles KISS-“Keep it Short and Simple” Divide information into short units Models
Linear-designed instruction
Branch-designed instruction
Hyper-content
Designed instruction
Learner directed design Administration
Compare rigor to non-distance classes
Increased enrollment
Good reputation
Synthesis of Existing Theories-Hilary Peraton Look at Academic Issues-Faculty support, compensation, needed qualification Two way audio
Two way audio and graphics
Equivalency Theory Michael Moore Academic Ownership
Accreditation
Curriculum and Standards
Course Rigor
Calendar/Schedule
Student Support
Access to Resources
Special Services
Technical Support One way video
Two way audio, One way video
Two way audio/Two way video
Two way video/audio classrooms
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009) Teaching and Learning at a Distance 4th Ed. Pearson Publishing New York, NY
Application7-Gorman.M.
Scenario
A training manager has been frustrated with the quality of communication among trainees in his face-to-face training session and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current 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 materials 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. (Claiburg, 2010)
This scenario reveals a dilemma that is current and requires consideration and planning. With the cost of higher education and the limits on learner time and money, online distance is a most practical choice. So in making the decision to consult the supervisor with a different plan is essential. The present plan is not working and communication within the face-to-face environment is limited. Moving forward in action combining face-to-face with online distance education will create multidimensional learning that engages the trainers and trainees in both worlds. Although some changes to the course will be needed and there will be some variation, but the program will require equivalence to the original program. The trainer will now facilitate instruction and there will be some separation from the learner. Communications will give the trainee directions, references and an organized structure that captures the content required from traditional methods. Having the server replicate the original messages in a multimedia fashion in which access is allowed at varying times places the information in the hands and within the minds of his learners. Control has been released to the participant and now these practices are very familiar and the communication is authentically expressed. The functionality of these models will enhance production and mastery of work skills. At this point of need and change, it is here a suggested plan of sound instructional design is called for. By formulating a best practices guide the trainer will then have a manual to refer to and use as a guide for instruction. This guide will include definitions and theories of distance learning for reference, preplanning and preparations considerations, systematic stages of planning using ADDIE, strategies and methods, and best practices. Using Teaching and Learning at a Distance-4th ed. –Foundations of Distance Education as a major resource, this guide will direct further learning experiences for the Instructor and the participants.(Simonson, et.al, 2009) Other references will be cited along with the primary source of information.
Empowering teachers and students with current technology has proven to be successful. Reflecting on research results and applying the “best practices” while supplying the trainer or the instructor with the tools of equipment and training is also a promise to improving 21st century learning for all ages. An example of this immersion is given with a study in Texas where the Texas Education Agency selected three vendors as providers of Technology packages (Dell Computer, Inc., Apple Computer Inc., and Region 1 Education Service [ESC]. With a select group of computer companies, support tools were given and the following conclusion can be used as proof and motivation to change and create design for success. The positive changes with target schools are examples of the possibilities for other training and classroom models. “Teachers reached significantly higher levels of classroom technology immersion if they worked in schools with colleagues who embrace innovation and shared understandings about technology’s value for student learning, received ongoing profession development and in-class instructional support.”(Shapley, Sheehan, Malloy, Walker, 2010) With support and best practices a quality instructional models can build the levels of communications that this scenario requires. Using the manual and the charts given in this application it is my intention to share information in order for the training manager to establish practices for the trainees and for future programs.
References:
Clauburg, M., (2010) Distance Education Scenario Instructional Design and Technology Walden University Baltimore, MD
Shapley, K., Sheehan, D., Maloney, C., & Walker, F. (2010) Effects of Technology Immersion on Teachers’ Growing in Technology Competency, Ideology, and Practices Journal of Educational Computing Research Vol. 42 (1) 1-33, 2010
Simonson, M., Smaldino, S., Albright, M., & Zvecek Teaching and Learning at a Distance 4th ed.-Foundations of Distance Education Pearson Publishing Company New York, NY
Scenario
A training manager has been frustrated with the quality of communication among trainees in his face-to-face training session and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current 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 materials 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. (Claiburg, 2010)
This scenario reveals a dilemma that is current and requires consideration and planning. With the cost of higher education and the limits on learner time and money, online distance is a most practical choice. So in making the decision to consult the supervisor with a different plan is essential. The present plan is not working and communication within the face-to-face environment is limited. Moving forward in action combining face-to-face with online distance education will create multidimensional learning that engages the trainers and trainees in both worlds. Although some changes to the course will be needed and there will be some variation, but the program will require equivalence to the original program. The trainer will now facilitate instruction and there will be some separation from the learner. Communications will give the trainee directions, references and an organized structure that captures the content required from traditional methods. Having the server replicate the original messages in a multimedia fashion in which access is allowed at varying times places the information in the hands and within the minds of his learners. Control has been released to the participant and now these practices are very familiar and the communication is authentically expressed. The functionality of these models will enhance production and mastery of work skills. At this point of need and change, it is here a suggested plan of sound instructional design is called for. By formulating a best practices guide the trainer will then have a manual to refer to and use as a guide for instruction. This guide will include definitions and theories of distance learning for reference, preplanning and preparations considerations, systematic stages of planning using ADDIE, strategies and methods, and best practices. Using Teaching and Learning at a Distance-4th ed. –Foundations of Distance Education as a major resource, this guide will direct further learning experiences for the Instructor and the participants.(Simonson, et.al, 2009) Other references will be cited along with the primary source of information.
Empowering teachers and students with current technology has proven to be successful. Reflecting on research results and applying the “best practices” while supplying the trainer or the instructor with the tools of equipment and training is also a promise to improving 21st century learning for all ages. An example of this immersion is given with a study in Texas where the Texas Education Agency selected three vendors as providers of Technology packages (Dell Computer, Inc., Apple Computer Inc., and Region 1 Education Service [ESC]. With a select group of computer companies, support tools were given and the following conclusion can be used as proof and motivation to change and create design for success. The positive changes with target schools are examples of the possibilities for other training and classroom models. “Teachers reached significantly higher levels of classroom technology immersion if they worked in schools with colleagues who embrace innovation and shared understandings about technology’s value for student learning, received ongoing profession development and in-class instructional support.”(Shapley, Sheehan, Malloy, Walker, 2010) With support and best practices a quality instructional models can build the levels of communications that this scenario requires. Using the manual and the charts given in this application it is my intention to share information in order for the training manager to establish practices for the trainees and for future programs.
References:
Clauburg, M., (2010) Distance Education Scenario Instructional Design and Technology Walden University Baltimore, MD
Shapley, K., Sheehan, D., Maloney, C., & Walker, F. (2010) Effects of Technology Immersion on Teachers’ Growing in Technology Competency, Ideology, and Practices Journal of Educational Computing Research Vol. 42 (1) 1-33, 2010
Simonson, M., Smaldino, S., Albright, M., & Zvecek Teaching and Learning at a Distance 4th ed.-Foundations of Distance Education Pearson Publishing Company New York, NY
Thursday, December 9, 2010
Sunday, December 5, 2010
OpenCourse Learning
The website produced by the Massachusetts Institute of Technology (MIT) was the first open course management system that I observed this week. What came to mind was the movie “Goodwill Hunting” with Matt Damon in which a janitor solves complicated mathematical coding while doing routine maintenance in one classroom. This story may not be a factual representation of the realities of MIT but the events in this fictional scenario are not that much removed from the truth. The connections I see between the movie and the website are ones of a real human outreach. Because this website is free it is also “open” to anyone with the interest to pursue many noncredit learning experiences including traditional lecture style information seekers and mathematical problem solvers. The idea of free course which appears to mean “freely given”. With the generosity of many supporters and educators I found open learning inviting. In the text “Teaching and Learning at a Distance-4th ed.” the potential of open learning is defined as “Open source software is intended to be freely stated and can be improved upon and redistributed to others. The code in which the software is written is free and available to anyone to do just about anything with it, as long as the uses are consistent with a 10-part definition maintained by the Open Source Initiative (OSI)”. I was impressed by the commitment to learning exhibited with each page. The only real requirements are the internet, a computer and abilities to navigate a course management system. The authors do expect proper format when using the sight which included citing “MIT OpenCourseWare”.
The simplicity and thrifty logo and the subtle colors with magenta highlights limit the extraneous information and allow me to read black text on a pure white professional background. The personal stories reveal daily practical learning for many in remote areas of the world. Donations of time, money, and teaching are given with thoughts of empowering the learning mind and of equalizing learning barriers. In support of the MIT Opencourse Gurda Sandhu a US student remarks “OCW is a “boundary breaker”-and a means to spread equality and build a better future.” This comment is also a testimonial to the purpose of online learning
To begin with, I observed the expansive first step with realizing the RSS feed available for viewing. Many departments from A-Z starting with Aeronautics and Astronautics and ending with Writing and Humanistic Theory allow communications with audio, video, scripted text and closed caption. Some courses also have language translations. The date at the bottom of page indicates this site has been in use for over eight years from 2002-2010 after first announcements in the “New York Times”. OCW began publishing courses in 2002 with 50 courses and proceeded till today with 2000 courses. The statistics indicate that there have been over 103 million hits from every country with 73 million worldwide viewers. http://ocw.mit.edu/about/site-statistics/. The majority of the viewers are students and self learners with a “wide range of purposes”. As a viewer I appreciated the clarity of text and the global visionary process that was in place. A great example of analyzing the learner was included in a PDF copy of analysis and evaluations. (MIT 2005) Here is a comment from a physicist Wendy Ermold who appreciates the availability of opencourse learning. “It puts a previously untouchable subject within reach for anyone who is interested.”(MIT, 2010)
My final impressions were imprinted by a letter written by MIT President Susan Hockfield accompanied by her picture with outreached hand. Her message of gratitude and hope for globalized learning was very inspiring. As she encourages learners with this message “There is no limit to the power of the mind” a sense of wanting to participate evolves along with an invitations to participate. (MIT OpenCourseware, 2010) This was a very real example of the instructional design purpose of change to the world around us. When the idea was proposed in 2000 many committed teacher (90%) took on the challenge to share teaching materials and participate in this innovative field of information sharing. I am not at all surprise to know that TIME Magazine selected MIT as one of the 50 top Websites of 2010. Media coverage is astounding with press releases that list some of the rewards and accomplishment that surpasses the RSS feed listings.
One drawback to this sight was the distance between teacher and student and noncredit status to the courses. I understand that some may not need credit but with most learners learning also involves career choices. I didn’t notice student participation, like we have at Walden and believe that students require feedback and the chance to learn from each other. In the article “Open Courseware: How You Can Take Classes at MIT, Stanford, and Harvard for Free” the pros and cons have been listed with far more advantages but the limits are given with a reminder “OpenCourseWare is a phenomenal information-sharing trend, but it’s not a magic bullet.” The limits are then noted as a degree, money, and attention from professors which are extremely important aspects of education and instructional design. There is always the potential of fraudulent use others charging fees for materials that were not intended for individual profit. (Williamson, J. 2007)
Also as I observed some of the videos, they were more like a videotaped lecture rather than a constructive process. This component of the importance of the learner can’t be left aside. The content was strong and the benefits of MIT will touch many, near or far in an open equitable way. I often think of those learners often removed from the mainstream. For one reason or another they can’t participate in the group learning experiences but need regular intellectual stimulation. In open learning students can absorb and accommodate materials choosing what and where they are to learn.
Overall I was inspired with this week’s resources at Waldenu.edu. and believe this is another example of resources given to us with the Wow factor!! This website has captured many lessons in time through basic and subtle colors and carefully planned organizations. The given examples from this week sessions provided a specific example of a multimedia learning sight. Although, an assessment of the learners was assumed, the learner with self-analysis skills, which include many, can reserve this step more as a personal choice. The choice for me as an educator is to know the learner! Through direct and indirect contact I change and grow also. This summary defining the learner is what I plan to continue to use.”Assessing learners’ attributes is essential to reaching anticipated learning outcomes. Smith and Ragan (1999)categorize learners’ attributes within four categories: cognitive characteristics such as aptitude for learning, reading level, language development, and learning processing styles; physiological characteristics such as age, health and sensory perception; affective characteristics such as interests, motivation to learn, attitude toward subject matter, and academic self-perceptions; and social characteristics such as tendency toward cooperation or competition, moral development, socioeconomic background, ethnic affiliations, and role models.” There is so much more to designing instruction than lecturing. Dr. Michael Simonson says it best when he talks of distance as a two sided coin. (Simonson, 2010) Both sides define the learning process in the code and the equation. Open-course learning is an opportunity to extend learning but not a replacement.
Hockfield, S. (2010) President’s Message MITOpenCourseWare Massachusetts Institute of Technology http://ocw.mit.edu/index.htm
Sandu, Gurda, (2010) MITOpenCourseWare Massachusetts Institute of Technology http://ocw.mit.edu/index.htm
Simonson, M. , Smaldino, S., Albright, M., & Zvachek (2009) Teaching and Learning at a Distance-4th Edition Pearson Publishing New York, NY
Williamson, J., (2007) Open Courseware: How You Can Take Classes at MIT, Stanford, and Harvard for Free Distance Education.Org
http://www.distance-education.org/Articles/Open-Courseware--How-You-Can-Take-Classes-at-MIT--Stanford--or-Harvard-for-Free-45.html
The simplicity and thrifty logo and the subtle colors with magenta highlights limit the extraneous information and allow me to read black text on a pure white professional background. The personal stories reveal daily practical learning for many in remote areas of the world. Donations of time, money, and teaching are given with thoughts of empowering the learning mind and of equalizing learning barriers. In support of the MIT Opencourse Gurda Sandhu a US student remarks “OCW is a “boundary breaker”-and a means to spread equality and build a better future.” This comment is also a testimonial to the purpose of online learning
To begin with, I observed the expansive first step with realizing the RSS feed available for viewing. Many departments from A-Z starting with Aeronautics and Astronautics and ending with Writing and Humanistic Theory allow communications with audio, video, scripted text and closed caption. Some courses also have language translations. The date at the bottom of page indicates this site has been in use for over eight years from 2002-2010 after first announcements in the “New York Times”. OCW began publishing courses in 2002 with 50 courses and proceeded till today with 2000 courses. The statistics indicate that there have been over 103 million hits from every country with 73 million worldwide viewers. http://ocw.mit.edu/about/site-statistics/. The majority of the viewers are students and self learners with a “wide range of purposes”. As a viewer I appreciated the clarity of text and the global visionary process that was in place. A great example of analyzing the learner was included in a PDF copy of analysis and evaluations. (MIT 2005) Here is a comment from a physicist Wendy Ermold who appreciates the availability of opencourse learning. “It puts a previously untouchable subject within reach for anyone who is interested.”(MIT, 2010)
My final impressions were imprinted by a letter written by MIT President Susan Hockfield accompanied by her picture with outreached hand. Her message of gratitude and hope for globalized learning was very inspiring. As she encourages learners with this message “There is no limit to the power of the mind” a sense of wanting to participate evolves along with an invitations to participate. (MIT OpenCourseware, 2010) This was a very real example of the instructional design purpose of change to the world around us. When the idea was proposed in 2000 many committed teacher (90%) took on the challenge to share teaching materials and participate in this innovative field of information sharing. I am not at all surprise to know that TIME Magazine selected MIT as one of the 50 top Websites of 2010. Media coverage is astounding with press releases that list some of the rewards and accomplishment that surpasses the RSS feed listings.
One drawback to this sight was the distance between teacher and student and noncredit status to the courses. I understand that some may not need credit but with most learners learning also involves career choices. I didn’t notice student participation, like we have at Walden and believe that students require feedback and the chance to learn from each other. In the article “Open Courseware: How You Can Take Classes at MIT, Stanford, and Harvard for Free” the pros and cons have been listed with far more advantages but the limits are given with a reminder “OpenCourseWare is a phenomenal information-sharing trend, but it’s not a magic bullet.” The limits are then noted as a degree, money, and attention from professors which are extremely important aspects of education and instructional design. There is always the potential of fraudulent use others charging fees for materials that were not intended for individual profit. (Williamson, J. 2007)
Also as I observed some of the videos, they were more like a videotaped lecture rather than a constructive process. This component of the importance of the learner can’t be left aside. The content was strong and the benefits of MIT will touch many, near or far in an open equitable way. I often think of those learners often removed from the mainstream. For one reason or another they can’t participate in the group learning experiences but need regular intellectual stimulation. In open learning students can absorb and accommodate materials choosing what and where they are to learn.
Overall I was inspired with this week’s resources at Waldenu.edu. and believe this is another example of resources given to us with the Wow factor!! This website has captured many lessons in time through basic and subtle colors and carefully planned organizations. The given examples from this week sessions provided a specific example of a multimedia learning sight. Although, an assessment of the learners was assumed, the learner with self-analysis skills, which include many, can reserve this step more as a personal choice. The choice for me as an educator is to know the learner! Through direct and indirect contact I change and grow also. This summary defining the learner is what I plan to continue to use.”Assessing learners’ attributes is essential to reaching anticipated learning outcomes. Smith and Ragan (1999)categorize learners’ attributes within four categories: cognitive characteristics such as aptitude for learning, reading level, language development, and learning processing styles; physiological characteristics such as age, health and sensory perception; affective characteristics such as interests, motivation to learn, attitude toward subject matter, and academic self-perceptions; and social characteristics such as tendency toward cooperation or competition, moral development, socioeconomic background, ethnic affiliations, and role models.” There is so much more to designing instruction than lecturing. Dr. Michael Simonson says it best when he talks of distance as a two sided coin. (Simonson, 2010) Both sides define the learning process in the code and the equation. Open-course learning is an opportunity to extend learning but not a replacement.
Hockfield, S. (2010) President’s Message MITOpenCourseWare Massachusetts Institute of Technology http://ocw.mit.edu/index.htm
Sandu, Gurda, (2010) MITOpenCourseWare Massachusetts Institute of Technology http://ocw.mit.edu/index.htm
Simonson, M. , Smaldino, S., Albright, M., & Zvachek (2009) Teaching and Learning at a Distance-4th Edition Pearson Publishing New York, NY
Williamson, J., (2007) Open Courseware: How You Can Take Classes at MIT, Stanford, and Harvard for Free Distance Education.Org
http://www.distance-education.org/Articles/Open-Courseware--How-You-Can-Take-Classes-at-MIT--Stanford--or-Harvard-for-Free-45.html
Sunday, November 21, 2010
Distance Learning Scenario
Distance Education and Learning
In the text-“Teaching and Learning at a Distance” distance education has summarized varied tools to apply to problems that may arise during planning instruction. Part of Instructional Design is knowing what internet tools provide a solution for a learning problem. The targeted tools in media this week were podcasts, concept maps, discussion threads, and blogging. Considering these tools and this idea I can recommend the best match for many solutions. Web 2.0 leaves us with an expansive selection with minimal training many can soon navigate the web for information with a chosen suitable website, an interactive tool and then follow-up with continued threads using blogs. Dr. Michael Simonson states this with a quote:
“What we can see in the Web’s evolution is a new focus on innovation, creation and collaboration, and an emphasis on collective knowledge over static information delivery, knowledge management over content management, and social interaction over isolated surfing. The jargon laden stars of the second-generation Web-wikis, blogs, and social networking, and so on-all encourage a more active, participatory role for users.”(Maloney, 2007)
Following is a typical scenario for an instructional designer.
A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits 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 instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?
Before making any suggestions, I want to inquire about the teacher’s experiences with distance education and previous mastered competencies. Then I want to know more about the learners, the original context of the learning, the intended connections to existing proficiencies and the specific measurable objectives. In that way I could have a better understanding of what his or her expectations are for each student. With prior meetings and collaboration then we could proceed to make decision for a course management system to meet the specific needs. The two most effective web2.0 tools to start with immediate consideration could be the podcast and the blog. Since museums and libraries are using the guided iPod tours, allowing personal iPods to serve for individualized attentions the students could coordinate with the pictures.
After exploring two New York Museum sites and participating in a trial virtual walk through, I could then suggest that the students download an audio tour and begin to form personal reflection about the pictures. Using a blogsite the teacher could initiate an original blog and then have the students create their own after practice with the class blog students could journal ideas along with other classmates in an asynchronous environment. Allowing time for the students to navigate the websites and following up with a face to face class discussion could gradually mainstream distance educations while monitoring and assisting in the process. Beginning interactions would be with audio from podcasting and basic correlations made with picture and text. Through individual critiques on the class blog and compared decision making then further technology instruction could continue once the basic writing connections have been established. Once the novice teacher and her students have a common ground to communicate with then variations with more advanced web technology could include a synchronous medium with webcams and tours. A group process can take place with a blog site and an initial brainstorming session. If the school has a computer lab with laptops on a wireless network then allowing individual exploration with face to face may be the best combinations.
As a start I would have the teacher prepare an Introduction using the concept mapping technique. Two of the main modules would include “The Metropolitan Museum of Art” and the other “The American Folk Art Museum”. Two sights “Freemind” and “Bubble.us” could outline the components of Discovery with labels such as TITLE DATE GEOGRAPHY CULTURE MEDIUM DIMENSIONS CLASSIFICATION CREDIT LINE AND ACCESSION NUMBERS. From there using a different smart object map from Windows I would have the students use a sequential map to learn the vocabulary to use when critiquing a work of art. This first step would require the use of internet, laptops, and the URL address http://www.folkartmuseum.org/ and http://www.metmuseum.org/. I want to emphasize that each museum has a way to interact with the website. One uses podcasting and another uses a calendar and text only approach. Both directional museums can be accessed by “mobile devices”. With the use of podcasting, the Metropolitan Museum of Art has effectively provided some podcasting with audio while the American Folk Art Museum has provided rich picture and text in graphic form on a calendar pod which creatively organizes the current and past artists and works of art.
Once they have found the homepage to each website then the teacher facilitator should assist with the navigation of the Interactive tour. Feature of each sight could be recorded with nodes of different actions that the viewer should understand when observing works of arts and reading text displays. After having each blogger subscribe to the RSS feed the daily Artworks information could be sent to the classroom and individual blog. From there the class is free to explore the museums by entering through the museum door by clicking on enter. From there groups assigned to different selections provided could take responsibility for the most recent previewing selections. By choosing that picture and clicking on the titles of a group the experience can lead to follow the available complete collection. It is here the podcast has provided downloading to match some of the groups with a curator who lectures in regards to the selections. Interactions in asynchronous environment and then face to face sharing could lead to information compilation and creative extensions.
Planning with individualization, small groups, and then feeding back to full group report out is a selection which makes the most from a limited amount of time. With the teacher as a facilitator of prior planned goals the class will then participate in a search and find interaction with the teacher, the museum curator, each other, and works of art created by artist from any time period to the present. The two primary sources of learning in this scenario are the guided tour through the internet, and podcasting that communicates idea through audio. Then secondary sources of methods with concepts mapping could capture the historical information is a visual/text mode.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, (2009) Teaching and Learning at a Distance-Foundations of Distance Education Pearson Publishing, New York, NY Chapter 9, p.236-246
http://bubbl.us/
http://freemind.sourceforge.net/wiki/index.php/Main_Page
http://www.folkartmuseum.org
http://www.metmuseum.org/
In the text-“Teaching and Learning at a Distance” distance education has summarized varied tools to apply to problems that may arise during planning instruction. Part of Instructional Design is knowing what internet tools provide a solution for a learning problem. The targeted tools in media this week were podcasts, concept maps, discussion threads, and blogging. Considering these tools and this idea I can recommend the best match for many solutions. Web 2.0 leaves us with an expansive selection with minimal training many can soon navigate the web for information with a chosen suitable website, an interactive tool and then follow-up with continued threads using blogs. Dr. Michael Simonson states this with a quote:
“What we can see in the Web’s evolution is a new focus on innovation, creation and collaboration, and an emphasis on collective knowledge over static information delivery, knowledge management over content management, and social interaction over isolated surfing. The jargon laden stars of the second-generation Web-wikis, blogs, and social networking, and so on-all encourage a more active, participatory role for users.”(Maloney, 2007)
Following is a typical scenario for an instructional designer.
A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits 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 instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?
Before making any suggestions, I want to inquire about the teacher’s experiences with distance education and previous mastered competencies. Then I want to know more about the learners, the original context of the learning, the intended connections to existing proficiencies and the specific measurable objectives. In that way I could have a better understanding of what his or her expectations are for each student. With prior meetings and collaboration then we could proceed to make decision for a course management system to meet the specific needs. The two most effective web2.0 tools to start with immediate consideration could be the podcast and the blog. Since museums and libraries are using the guided iPod tours, allowing personal iPods to serve for individualized attentions the students could coordinate with the pictures.
After exploring two New York Museum sites and participating in a trial virtual walk through, I could then suggest that the students download an audio tour and begin to form personal reflection about the pictures. Using a blogsite the teacher could initiate an original blog and then have the students create their own after practice with the class blog students could journal ideas along with other classmates in an asynchronous environment. Allowing time for the students to navigate the websites and following up with a face to face class discussion could gradually mainstream distance educations while monitoring and assisting in the process. Beginning interactions would be with audio from podcasting and basic correlations made with picture and text. Through individual critiques on the class blog and compared decision making then further technology instruction could continue once the basic writing connections have been established. Once the novice teacher and her students have a common ground to communicate with then variations with more advanced web technology could include a synchronous medium with webcams and tours. A group process can take place with a blog site and an initial brainstorming session. If the school has a computer lab with laptops on a wireless network then allowing individual exploration with face to face may be the best combinations.
As a start I would have the teacher prepare an Introduction using the concept mapping technique. Two of the main modules would include “The Metropolitan Museum of Art” and the other “The American Folk Art Museum”. Two sights “Freemind” and “Bubble.us” could outline the components of Discovery with labels such as TITLE DATE GEOGRAPHY CULTURE MEDIUM DIMENSIONS CLASSIFICATION CREDIT LINE AND ACCESSION NUMBERS. From there using a different smart object map from Windows I would have the students use a sequential map to learn the vocabulary to use when critiquing a work of art. This first step would require the use of internet, laptops, and the URL address http://www.folkartmuseum.org/ and http://www.metmuseum.org/. I want to emphasize that each museum has a way to interact with the website. One uses podcasting and another uses a calendar and text only approach. Both directional museums can be accessed by “mobile devices”. With the use of podcasting, the Metropolitan Museum of Art has effectively provided some podcasting with audio while the American Folk Art Museum has provided rich picture and text in graphic form on a calendar pod which creatively organizes the current and past artists and works of art.
Once they have found the homepage to each website then the teacher facilitator should assist with the navigation of the Interactive tour. Feature of each sight could be recorded with nodes of different actions that the viewer should understand when observing works of arts and reading text displays. After having each blogger subscribe to the RSS feed the daily Artworks information could be sent to the classroom and individual blog. From there the class is free to explore the museums by entering through the museum door by clicking on enter. From there groups assigned to different selections provided could take responsibility for the most recent previewing selections. By choosing that picture and clicking on the titles of a group the experience can lead to follow the available complete collection. It is here the podcast has provided downloading to match some of the groups with a curator who lectures in regards to the selections. Interactions in asynchronous environment and then face to face sharing could lead to information compilation and creative extensions.
Planning with individualization, small groups, and then feeding back to full group report out is a selection which makes the most from a limited amount of time. With the teacher as a facilitator of prior planned goals the class will then participate in a search and find interaction with the teacher, the museum curator, each other, and works of art created by artist from any time period to the present. The two primary sources of learning in this scenario are the guided tour through the internet, and podcasting that communicates idea through audio. Then secondary sources of methods with concepts mapping could capture the historical information is a visual/text mode.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, (2009) Teaching and Learning at a Distance-Foundations of Distance Education Pearson Publishing, New York, NY Chapter 9, p.236-246
http://bubbl.us/
http://freemind.sourceforge.net/wiki/index.php/Main_Page
http://www.folkartmuseum.org
http://www.metmuseum.org/
Monday, November 15, 2010
Sunday, November 7, 2010
Distance Learning-“Yesterday, Today, and Tomorrow” Evolution with Technology
My personal definition of distance learning has been influenced mostly by computers. I am a “digital immigrant" and have received most of my instruction through books, face-to-face traditions and libraries. The lessons of my life have been influence by doing, or constructing understanding through experiences. Learning from this week’s timeline helps to place online learning upon the timeline of history. My definition of distance learning looks over my shoulder to the past while I stand here learning with computers with promising methods to engage today and tomorrow. This definition is one that is aligned with Dr. Simonson when he states that distance education has to have a component of teaching and learning. (Simonson, 2008). The four aspects of distance education include a) an institution b) separation of teacher and student c) Interactive telecommunications and d) sharing of data, voice and video (learning experiences). (Simonson, 2008 p.32)
Knowing this history, makes me stop and reflect on my personal history and how technology has impacted my life. My first thoughts of distance learning appeared as art courses advertised in the newspaper. Although my education circumstances did not require distance learning I have reaped the benefits mostly through television, public broadcasting, NASA and now mobile technology. The book Teaching and Learning at a Distance summarizes my memories and growth to where I am today “The contemporary period is often characterized as one of unpredictable change. Globalization, brought on by supersonic air travel, satellite television, computer communications, and societal changes, has inspired new ways of looking at distance education.”(Simmonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2008) The communications on TV were always exciting especially the conversations from satellite space. Radio and broadcasting are free technology avenues to learning. Although I have not participated in learning through mail correspondence, I find the internet a great line for immediate input/output with text expressions. About the time that computers were mainstreamed and expected in the classroom in the late 80’s progress continued while gradually integration, educators began seeing computers as a great potential for designing and delivering instruction. In the 90’s the internet was a source and connection to the browsing community and the kinks of geographical communications across time and space felt the frustrations along with the promise. Knowing that distance learning began in Europe around 1833 with European newspapers does not necessarily surprise me but reinforces my desire to find a position in that timeline. Language and civil service examination courses have historically succeeded in time through mail correspondence. In the USA mail correspondence classes with Anna Eliot Ticknor addressed woman’s education through the Society to Encourage Studies at Home in Boston, Massachussets. That was in 1873-1892 which indicates that we “have come a long way”! Degrees have been awarded to students from New York with Chautauqua Institute, and courses designed through mail correspondence from the University of Chicago. Great Britian joined the progression with the wireless telegraphy as well as Swedish educator H.S. Hermod establishes Hermods one of the world’s largest distance teach organizations. These countries along with Ticknor’s Society include women with limited educational experiences. (Simonson, 2008)
The early 20th century learning applied learning through radio and then television communications. The USA expands the distance learning territories with Pennsylvania State, the State of Iowa Universities. while capitalizing on technology using both TV and radio. Scholarships were then awarded by the Ford Foundation to pursue and develop studies using a broadcasting system. Taking hold in the 60’s the telephone channeled studies for physicians using statewide studies from the University of Wisconsin and the telephone. The U.S. Department of Defense closes the decade of the 60’s with the Advanced Research Project Agency network (ARPANET) which sparks the discovery of the internet.
From there on we begin the 70’s with our very own Walden University and graduate studies through modular mediums. Instructional technology has taken root with available resources of computers, videos, satellite TV, the fabulous internet and a reference book called the “Bears Guide” directory listing video materials and courses available. Appearing to take the lead in the evolution The University of Mid-America then engaged nine universities to provide video courses. Not to forget the impact of the south, Duke University and the University of North Carolina had Tom Truscot, Jim Ellis, and Steve Bellovin Usenet for discussions online. The noted world- wide internet is internationalized with UNIX and UUCP. As technological information and communication multiplies in number with other U. S. organizations and universities spawning blended learning to where it is today. The other note-able organizations timeline are listed below. (Simonson, 2008)
1982-1983 Satellite Television and learning, National University Teleconferencing Network
1984 The Electronic University Network courses with DOS and 64 Commodore computers
1987 Mind Extension University, MBA Colorado State University, Glenn Jones (cable pioneer)
1989 2/3 U.S. engage in distance learning, founding of IUC International University College
1993 Virtual Summer School (VSS) access blended learning methods; CAL Campus is created with complete online learning which establishes the Quantum Link Tutoring Center.
1996 Duke University-Global Executive MBS learning format
1997-2001 Learning Management System (LMS), Murray Goldberg WebCT 1.0 and the creation of the WebCT Educational Technologies Corporation
Learning Portal-eCollege, HungryMinds, Learn2, Click2Learn, Blackboard plus other emerge
Aviation Industry Computer-Based Training Committee (AICC) Java Script, SCORM, APE applications forum interface
2007-2009 MUV multi-user virtual environments expand along with Web 2.0 which include wiki’s, blogs, podcasts
By the year 2000 wireless phones, computers were advancing and adding to a great technological explosion. Attending graduate school online, at a distance through the Walden University Portal, I find learning the next step in the evolutionary learning process. By linking past experiences of teaching and learning with computer operations I understand the forum of distance learning. Attending school online in 2009, was a possibility that I realized last Fall with Instructional Design and Technology at Walden University. From there “life- long learning” can stretch beyond a book or a specific place, time or location. My definition of distance learning does not forget the past few centuries but knows these years as the “roots” of distance education. The definition is not restricted to the here and now but joins forces with yesterday and tomorrow. The vision for the future will definitely include what we have plus what innovative technology scientist can develop with the learner in mind. My original definition-Distance learning is the learning process made possible through the technology of computers, and all telecommunication that allows connections through time, space, location either in a blended atmosphere or an asynchronous/synchronous platform. In the past few weeks this definitions has grown to embrace the past and continue to envision the future. Using the internet invites us to participate in a “high definition” classroom which virtually adds depth and perspective to understanding globalization. The world will require a connection to the masses of people on every continent, within each classroom, and part of all organizations and institutions.
Simonson, M., Smaldino, S., Albright, M., & Zvaceck, S. (2008) Teaching and Learning at a Distance Foundations of Distance Education Pearson Publications New York, NY
Simonson, M., Video Program: “Distance Education: The Next Generation” [Retrieved from Walden University Nov. 2010]
My personal definition of distance learning has been influenced mostly by computers. I am a “digital immigrant" and have received most of my instruction through books, face-to-face traditions and libraries. The lessons of my life have been influence by doing, or constructing understanding through experiences. Learning from this week’s timeline helps to place online learning upon the timeline of history. My definition of distance learning looks over my shoulder to the past while I stand here learning with computers with promising methods to engage today and tomorrow. This definition is one that is aligned with Dr. Simonson when he states that distance education has to have a component of teaching and learning. (Simonson, 2008). The four aspects of distance education include a) an institution b) separation of teacher and student c) Interactive telecommunications and d) sharing of data, voice and video (learning experiences). (Simonson, 2008 p.32)
Knowing this history, makes me stop and reflect on my personal history and how technology has impacted my life. My first thoughts of distance learning appeared as art courses advertised in the newspaper. Although my education circumstances did not require distance learning I have reaped the benefits mostly through television, public broadcasting, NASA and now mobile technology. The book Teaching and Learning at a Distance summarizes my memories and growth to where I am today “The contemporary period is often characterized as one of unpredictable change. Globalization, brought on by supersonic air travel, satellite television, computer communications, and societal changes, has inspired new ways of looking at distance education.”(Simmonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2008) The communications on TV were always exciting especially the conversations from satellite space. Radio and broadcasting are free technology avenues to learning. Although I have not participated in learning through mail correspondence, I find the internet a great line for immediate input/output with text expressions. About the time that computers were mainstreamed and expected in the classroom in the late 80’s progress continued while gradually integration, educators began seeing computers as a great potential for designing and delivering instruction. In the 90’s the internet was a source and connection to the browsing community and the kinks of geographical communications across time and space felt the frustrations along with the promise. Knowing that distance learning began in Europe around 1833 with European newspapers does not necessarily surprise me but reinforces my desire to find a position in that timeline. Language and civil service examination courses have historically succeeded in time through mail correspondence. In the USA mail correspondence classes with Anna Eliot Ticknor addressed woman’s education through the Society to Encourage Studies at Home in Boston, Massachussets. That was in 1873-1892 which indicates that we “have come a long way”! Degrees have been awarded to students from New York with Chautauqua Institute, and courses designed through mail correspondence from the University of Chicago. Great Britian joined the progression with the wireless telegraphy as well as Swedish educator H.S. Hermod establishes Hermods one of the world’s largest distance teach organizations. These countries along with Ticknor’s Society include women with limited educational experiences. (Simonson, 2008)
The early 20th century learning applied learning through radio and then television communications. The USA expands the distance learning territories with Pennsylvania State, the State of Iowa Universities. while capitalizing on technology using both TV and radio. Scholarships were then awarded by the Ford Foundation to pursue and develop studies using a broadcasting system. Taking hold in the 60’s the telephone channeled studies for physicians using statewide studies from the University of Wisconsin and the telephone. The U.S. Department of Defense closes the decade of the 60’s with the Advanced Research Project Agency network (ARPANET) which sparks the discovery of the internet.
From there on we begin the 70’s with our very own Walden University and graduate studies through modular mediums. Instructional technology has taken root with available resources of computers, videos, satellite TV, the fabulous internet and a reference book called the “Bears Guide” directory listing video materials and courses available. Appearing to take the lead in the evolution The University of Mid-America then engaged nine universities to provide video courses. Not to forget the impact of the south, Duke University and the University of North Carolina had Tom Truscot, Jim Ellis, and Steve Bellovin Usenet for discussions online. The noted world- wide internet is internationalized with UNIX and UUCP. As technological information and communication multiplies in number with other U. S. organizations and universities spawning blended learning to where it is today. The other note-able organizations timeline are listed below. (Simonson, 2008)
1982-1983 Satellite Television and learning, National University Teleconferencing Network
1984 The Electronic University Network courses with DOS and 64 Commodore computers
1987 Mind Extension University, MBA Colorado State University, Glenn Jones (cable pioneer)
1989 2/3 U.S. engage in distance learning, founding of IUC International University College
1993 Virtual Summer School (VSS) access blended learning methods; CAL Campus is created with complete online learning which establishes the Quantum Link Tutoring Center.
1996 Duke University-Global Executive MBS learning format
1997-2001 Learning Management System (LMS), Murray Goldberg WebCT 1.0 and the creation of the WebCT Educational Technologies Corporation
Learning Portal-eCollege, HungryMinds, Learn2, Click2Learn, Blackboard plus other emerge
Aviation Industry Computer-Based Training Committee (AICC) Java Script, SCORM, APE applications forum interface
2007-2009 MUV multi-user virtual environments expand along with Web 2.0 which include wiki’s, blogs, podcasts
By the year 2000 wireless phones, computers were advancing and adding to a great technological explosion. Attending graduate school online, at a distance through the Walden University Portal, I find learning the next step in the evolutionary learning process. By linking past experiences of teaching and learning with computer operations I understand the forum of distance learning. Attending school online in 2009, was a possibility that I realized last Fall with Instructional Design and Technology at Walden University. From there “life- long learning” can stretch beyond a book or a specific place, time or location. My definition of distance learning does not forget the past few centuries but knows these years as the “roots” of distance education. The definition is not restricted to the here and now but joins forces with yesterday and tomorrow. The vision for the future will definitely include what we have plus what innovative technology scientist can develop with the learner in mind. My original definition-Distance learning is the learning process made possible through the technology of computers, and all telecommunication that allows connections through time, space, location either in a blended atmosphere or an asynchronous/synchronous platform. In the past few weeks this definitions has grown to embrace the past and continue to envision the future. Using the internet invites us to participate in a “high definition” classroom which virtually adds depth and perspective to understanding globalization. The world will require a connection to the masses of people on every continent, within each classroom, and part of all organizations and institutions.
Simonson, M., Smaldino, S., Albright, M., & Zvaceck, S. (2008) Teaching and Learning at a Distance Foundations of Distance Education Pearson Publications New York, NY
Simonson, M., Video Program: “Distance Education: The Next Generation” [Retrieved from Walden University Nov. 2010]
Thursday, October 7, 2010
Saturday, October 2, 2010
Sunday, July 11, 2010
Wednesday, June 30, 2010
Tuesday, June 8, 2010
Wednesday, June 2, 2010
Saturday, May 1, 2010
Wednesday, April 28, 2010
A Healthier World a Better You
Check out this SlideShare Presentation:
A Healthier World a Better You
View more presentations from Walden University.
Friday, April 2, 2010
Thursday, March 25, 2010
Wednesday, March 24, 2010
Tuesday, March 23, 2010
Monday, March 22, 2010
Friday, March 19, 2010
2008 December 03 | Nourishing Thoughts- Promoting Healthy Family Wellness- Nutrition for Kids
2008 December 03 | Nourishing Thoughts- Promoting Healthy Family Wellness- Nutrition for Kids
Child Nutrition Project-Designing Effective Instruction
Child Nutrition Project-Designing Effective Instruction
Tuesday, March 16, 2010
Saturday, March 13, 2010
Friday, March 12, 2010
Thursday, March 11, 2010
ADDIE VS. DICK & CAREY
ADDIE DICK & CAREY ADDIE/DICK & CAREY
ADDIE
Foundation of over 200 models and part of each plan. Addie is an acronym used for Analysis, Design, Development, Implementation, and Evaluation. Detailed model expanded from
Addie. Very rigorous choice for insuring the mastery of the learner’s performance.
(Donaldson, 2009)
ADDIE/DICK & CAREY
Both Modules are used for organizational purposes.
Named Instruction Design ID
Technology and instructional materials are used at every level.
Instructional Systems Design ISD
Originally used for training in the military and then adopted by theorist Robert Gagne.
(Molenda, 2003).
Systems Approach
DICK & CAREY
Two men are attributed with the development of this model.
Walter Dick & Lou Carey developed the Systematic Design and Instruction Model (SDI) in 1968.
(Cowell, C., Hopkins, P., McWhortor, R., Jorden, D. Nov. 2006).
Systems Approach
Each can be used to improve human performance. High quality instructional materials are seriously considered. The most important element is the learner
The design considers what to teach and in which order. (Scope and Sequence).
A ten step process is considered.
Problems are first analyzed for instructional purposes and a problem is identified.
Implementation is to happen throughout the design with a simple vision to start.
1.Determine instructional goals.
2.Analyze the instructional goals.
3.Analyze the learner /context.
4.Write performance objectives
The process looks at what the learner “needs to know “rather than what the learner “wants to know”.
(Design & Instruction, 2007)
Chunks of information are taught and then analyzed and developed and adapted.
5.Develop assessment.
6.Instructional strategy.
7.Develop instruction/materials.
Information needed to perform the task is considered first.
Components of the process are used simultaneously or apart.
Context is in the business, medical, government, and military. Can be used in educational setting.
8. Formative Evaluations.
9. Revise Instruction.
10.Summative Evaluations.
Often criticized:
“the systems approach utilized is too focused on specific objectives to be used in the development of instruction supporting higher level thinking and active construction of Knowledge.
(Gagne, Wager, Gola, & Keller, 2005)
Content learning is connected to “real world events”.
Factors that are considered:
A. Levels of readiness, and need.
B. Appropriate strategies.
C. Technology
D. Support
E. Measured Achievement
F. Revisions
(Design & Instruction, 2007)p.6
Creative process implementation is taught along the way and is just as important as the objectives planned. All “bases must be covered” in order to have complete performance. A “double loop” approach defines the process. The why and the way we learn expected. (Donaldson, 2009). Context can be use in the medical, educational, business, government, and military. Task analysis in considered.
Instructional Objectives Developed
Goals are created from the perspective of where the learner is at. Design is matched with the need of the individual learner.
Components are to be used together and not in isolated steps.
(Design & Instruction, 2007)p.21
Cowell,C., & Hopkins, P., WcWhorter,R., Jorden, D., Alternative Training Models Advances in Developing Human Resources San Francisco Nov. 2006.(8) Issue4; pg 460.
Morrison, G., Ross, J., Kemp, J., (2007) Designing Effective Instruction 5th Ed. MA, John Wiley & Sons Inc.
Perspectives on Instructional Design Laureate Education, Inc.
ADDIE
Foundation of over 200 models and part of each plan. Addie is an acronym used for Analysis, Design, Development, Implementation, and Evaluation. Detailed model expanded from
Addie. Very rigorous choice for insuring the mastery of the learner’s performance.
(Donaldson, 2009)
ADDIE/DICK & CAREY
Both Modules are used for organizational purposes.
Named Instruction Design ID
Technology and instructional materials are used at every level.
Instructional Systems Design ISD
Originally used for training in the military and then adopted by theorist Robert Gagne.
(Molenda, 2003).
Systems Approach
DICK & CAREY
Two men are attributed with the development of this model.
Walter Dick & Lou Carey developed the Systematic Design and Instruction Model (SDI) in 1968.
(Cowell, C., Hopkins, P., McWhortor, R., Jorden, D. Nov. 2006).
Systems Approach
Each can be used to improve human performance. High quality instructional materials are seriously considered. The most important element is the learner
The design considers what to teach and in which order. (Scope and Sequence).
A ten step process is considered.
Problems are first analyzed for instructional purposes and a problem is identified.
Implementation is to happen throughout the design with a simple vision to start.
1.Determine instructional goals.
2.Analyze the instructional goals.
3.Analyze the learner /context.
4.Write performance objectives
The process looks at what the learner “needs to know “rather than what the learner “wants to know”.
(Design & Instruction, 2007)
Chunks of information are taught and then analyzed and developed and adapted.
5.Develop assessment.
6.Instructional strategy.
7.Develop instruction/materials.
Information needed to perform the task is considered first.
Components of the process are used simultaneously or apart.
Context is in the business, medical, government, and military. Can be used in educational setting.
8. Formative Evaluations.
9. Revise Instruction.
10.Summative Evaluations.
Often criticized:
“the systems approach utilized is too focused on specific objectives to be used in the development of instruction supporting higher level thinking and active construction of Knowledge.
(Gagne, Wager, Gola, & Keller, 2005)
Content learning is connected to “real world events”.
Factors that are considered:
A. Levels of readiness, and need.
B. Appropriate strategies.
C. Technology
D. Support
E. Measured Achievement
F. Revisions
(Design & Instruction, 2007)p.6
Creative process implementation is taught along the way and is just as important as the objectives planned. All “bases must be covered” in order to have complete performance. A “double loop” approach defines the process. The why and the way we learn expected. (Donaldson, 2009). Context can be use in the medical, educational, business, government, and military. Task analysis in considered.
Instructional Objectives Developed
Goals are created from the perspective of where the learner is at. Design is matched with the need of the individual learner.
Components are to be used together and not in isolated steps.
(Design & Instruction, 2007)p.21
Cowell,C., & Hopkins, P., WcWhorter,R., Jorden, D., Alternative Training Models Advances in Developing Human Resources San Francisco Nov. 2006.(8) Issue4; pg 460.
Morrison, G., Ross, J., Kemp, J., (2007) Designing Effective Instruction 5th Ed. MA, John Wiley & Sons Inc.
Perspectives on Instructional Design Laureate Education, Inc.
Tuesday, March 9, 2010
Sunday, March 7, 2010
Saturday, March 6, 2010
Walden University's Richard W. Riley College of Leadership and Education to Sponsor Celebration of Teaching & Learning 2010 in New York City
Friday, March 5, 2010
Thursday, March 4, 2010
Tuesday, March 2, 2010
Monday, March 1, 2010
Sunday, February 28, 2010
Reflection- Week 8 Learning Theories and Instruction 6115
What did you find surprising or striking as you furthered your knowledge about how people learn?
The value of technology is unquestionable, yet, the complexity can at times be frustrating. As I finish this course of Learning and Technology I understand the importance of acquiring skills regularly to maintain a place in the “digital mainstream”. Although I may not be a “digital native” and have attended school for many years while maintaining social relationships with personal letter, face to face or via telephone, I realize that technology can enhance learning as well as social communications. Technology has not replaced human existence but has assisted it through the internet, the computer, telecommunications, broadcasting, and television. Political, social, medical, and global communications are in place while expanding “my horizons” of the inner and outer realities.
My focus today is on technology where I find that I am on the other side of the desk (a virtual desk with a use of a computer). The professors do not stand in front of a class and lecture but become a regular part of the students’ daily schedule. We are then directed and guided with instruction that is current to the 21st century learning. The convenience of the internet and the structure of distance learning at Walden University have enabled me to participate in an autonomous classroom along with different professionals and vocational disciplines. My personal perspectives have been expanded to consider new ideas, theories, styles, people and personal capabilities. Thoughts of elearning and ecollege are available at varied times of the day without having to leave home. The connections to the internet are immediate and endless in scope. My ideas of learning as an Adult are far from limited. I am surprised at the various chances to reach the world with the touch of a keyboard.
How has this course deepened your personal learning process?
With the start of Learning Theories and Instruction, the theories of Cognition and Behaviorism were very familiar. The studies from this course presented other theories such as Constructivism, Connectionism, Social Constructivism, as well as Adult Learning theories. A more complete framework of learning theories is now accessible with a broader range of ideas about perception and the application of the cognitive processes. My enthusiasm for using understandings of multiple intelligences has grown and will be applied to future instruction design.
The depths of my understanding of the brain, the process of learning, and extended communications through technology are much more than originally imagined. Additional learning and knowledge is achieved through continuing to explore the depths of this sea of technology. Although I have plunged into a field that is highly competitive I can’t minimize the importance of nurturing the soul through the channels of the brain and the networks of technology. Technology spreads the variations of life and knowledge while it capture the essence of the heart. (Pictures, videos, movies, blogs, emails etc…). Dreams and desires are envisioned, friends and families connected, and memories rekindled. I have become a part of a different world not as a stranger but as a “digital mender”, sewing, weaving, and threading different bits-and-pieces of understanding to create a fabric or design of many colors, textures, and thickness.
I learn through the daily applications and connections that are made with and without technology. The Bodily Kinesthetic value of learning is just as important as all the others regardless of the miles traveled. Through the cognitive processes I acquire, store and retrieve information but live as a naturalist craving the richness of music and art. Additions to cultural learning have been linked through social and emotional learning.
What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?
The connections between the different theories coexist with important emphasis to each part while adding to the whole picture. All the parts are equal and approachable. While a person maybe strong in one area today, tomorrow a different combination of theories may have dominance. Intrinsic and extrinsic rewards along with feedback are the token economy to motivation. Striving to accumulate values and ideas that build a better person who values yesterday and continues to nurture today and tomorrow is the task I understand to be at the core of any theory and style. Technology is the most current and efficient tool used in the 21st century world of knowledge and learning. Motivation is the driving force behind all other component of instructional design. Kathy Cercone states, “Adult learning theory helps faculty to understand their students and to design more meaningful learning experiences for them. There is not one adult learning theory that successfully applies to all. (Frey & Almar 2003, p.8). A confirmation about learning is that “learning is about change”. (K. Cercone, 2008).
How will learning in this course help you further your career in the field of instructional design?
Although I have accumulated various lessons from life I can add this course as the most in depth and connected. Learning as an adult is rewarding and stimulates me to continue. Adult learning is about change!
“He or she comes with a mind, memories, conscious and subconscious worlds, feelings, beliefs, imaginations and a physical body, all of which can lead to new learning.” (Malcolm Knowles. 2000).
Training is required to learn about tools of the trade along with the most current theories for instruction. Remember the essential element of learning and the emerging thought about design.
“Training is critical in five areas today." (Riddle 2000).http://projects.coe.uga.edu
• These areas are listed below.
• Stimulating creativity
• Assessing innovation options
• Focusing on the customer
• Designing new services
• Implementing change
Instructional Designers require varied approaches for different ages and personalities.
Cercone, K., (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.
Conlan, J., Grabowski, S., & Smith, K. (2006) From Emerging Perspectives on Learning, Teaching and Technology Department of Educational Psychology and Instructional Technology, University of Georgia.
http://www.projects.coe.uga/epltt/index.php?title=learning
Reflection Week 8
Instructional Design and Technology
Learning Theories and Instruction 6115
Dr. Sunil Hazari
Maureen Gorman
Charlotte North Carolina
.
What did you find surprising or striking as you furthered your knowledge about how people learn?
The value of technology is unquestionable, yet, the complexity can at times be frustrating. As I finish this course of Learning and Technology I understand the importance of acquiring skills regularly to maintain a place in the “digital mainstream”. Although I may not be a “digital native” and have attended school for many years while maintaining social relationships with personal letter, face to face or via telephone, I realize that technology can enhance learning as well as social communications. Technology has not replaced human existence but has assisted it through the internet, the computer, telecommunications, broadcasting, and television. Political, social, medical, and global communications are in place while expanding “my horizons” of the inner and outer realities.
My focus today is on technology where I find that I am on the other side of the desk (a virtual desk with a use of a computer). The professors do not stand in front of a class and lecture but become a regular part of the students’ daily schedule. We are then directed and guided with instruction that is current to the 21st century learning. The convenience of the internet and the structure of distance learning at Walden University have enabled me to participate in an autonomous classroom along with different professionals and vocational disciplines. My personal perspectives have been expanded to consider new ideas, theories, styles, people and personal capabilities. Thoughts of elearning and ecollege are available at varied times of the day without having to leave home. The connections to the internet are immediate and endless in scope. My ideas of learning as an Adult are far from limited. I am surprised at the various chances to reach the world with the touch of a keyboard.
How has this course deepened your personal learning process?
With the start of Learning Theories and Instruction, the theories of Cognition and Behaviorism were very familiar. The studies from this course presented other theories such as Constructivism, Connectionism, Social Constructivism, as well as Adult Learning theories. A more complete framework of learning theories is now accessible with a broader range of ideas about perception and the application of the cognitive processes. My enthusiasm for using understandings of multiple intelligences has grown and will be applied to future instruction design.
The depths of my understanding of the brain, the process of learning, and extended communications through technology are much more than originally imagined. Additional learning and knowledge is achieved through continuing to explore the depths of this sea of technology. Although I have plunged into a field that is highly competitive I can’t minimize the importance of nurturing the soul through the channels of the brain and the networks of technology. Technology spreads the variations of life and knowledge while it capture the essence of the heart. (Pictures, videos, movies, blogs, emails etc…). Dreams and desires are envisioned, friends and families connected, and memories rekindled. I have become a part of a different world not as a stranger but as a “digital mender”, sewing, weaving, and threading different bits-and-pieces of understanding to create a fabric or design of many colors, textures, and thickness.
I learn through the daily applications and connections that are made with and without technology. The Bodily Kinesthetic value of learning is just as important as all the others regardless of the miles traveled. Through the cognitive processes I acquire, store and retrieve information but live as a naturalist craving the richness of music and art. Additions to cultural learning have been linked through social and emotional learning.
What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?
The connections between the different theories coexist with important emphasis to each part while adding to the whole picture. All the parts are equal and approachable. While a person maybe strong in one area today, tomorrow a different combination of theories may have dominance. Intrinsic and extrinsic rewards along with feedback are the token economy to motivation. Striving to accumulate values and ideas that build a better person who values yesterday and continues to nurture today and tomorrow is the task I understand to be at the core of any theory and style. Technology is the most current and efficient tool used in the 21st century world of knowledge and learning. Motivation is the driving force behind all other component of instructional design. Kathy Cercone states, “Adult learning theory helps faculty to understand their students and to design more meaningful learning experiences for them. There is not one adult learning theory that successfully applies to all. (Frey & Almar 2003, p.8). A confirmation about learning is that “learning is about change”. (K. Cercone, 2008).
How will learning in this course help you further your career in the field of instructional design?
Although I have accumulated various lessons from life I can add this course as the most in depth and connected. Learning as an adult is rewarding and stimulates me to continue. Adult learning is about change!
“He or she comes with a mind, memories, conscious and subconscious worlds, feelings, beliefs, imaginations and a physical body, all of which can lead to new learning.” (Malcolm Knowles. 2000).
Training is required to learn about tools of the trade along with the most current theories for instruction. Remember the essential element of learning and the emerging thought about design.
“Training is critical in five areas today." (Riddle 2000).http://projects.coe.uga.edu
• These areas are listed below.
• Stimulating creativity
• Assessing innovation options
• Focusing on the customer
• Designing new services
• Implementing change
Instructional Designers require varied approaches for different ages and personalities.
Cercone, K., (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.
Conlan, J., Grabowski, S., & Smith, K. (2006) From Emerging Perspectives on Learning, Teaching and Technology Department of Educational Psychology and Instructional Technology, University of Georgia.
http://www.projects.coe.uga/epltt/index.php?title=learning
Reflection Week 8
Instructional Design and Technology
Learning Theories and Instruction 6115
Dr. Sunil Hazari
Maureen Gorman
Charlotte North Carolina
.
Friday, February 26, 2010
Sunday, February 21, 2010
Fitting the Pieces Together
The pieces of a Learning Puzzle are starting to fit in place with the addition of each part.
At the beginnings of Learning Theories and Instruction at Walden University online, I had some knowledge with a few corners and a framework of learning theories with past understandings of Piaget, Erickson, Bloom, Skinner, Freud, Young some of the original "fathers" of learning theories. Not to mention the ancient wisdom of Aristotle, Socrates, and Plato who contemplated and initiated the essential as a science and art. In time, as other pieces are added to the picture, a greater picture is in place with the names of notable others. The picture could be a holograph of many faces from the past and the present. Previously, my perspective of learning was only a start, a bottom line of the picture, with just missing parts.
As I learn online more puzzle pieces are added and learning takes on increased size and dimensions. As I reflect back in time, I remember the complexity of putting together a 1000 piece puzzle given to me at Christmas of 1979 which was my first year of teaching. It meant so much to me and above all it was the symbol of a Crystal Apple as a photograph with a backdrop of rich burgundy. Ever year I placed it on my desk not realizing how much it represented a metaphor of my LEARNING CAREER. At first some of these 1000 pieces represented the children in my classes who I observed, challenged, taught and shared/cared for in large self-contained classroom. Other pieces consisted of learners with varied challenges in learning, while others were the structure in between. The reflective light portion on the Crystal Apple were those students (pieces) who arrived to school everyday modeling, mirroring and enabling the other pieces to fit together.
Today that picture puzzle has expanded to include unlimited possibilities with technology. As each day is anew so also is the picture and the pieces that make-up those new pictures. Possibly the picture is a holograph with new discoveries at each glance. The learning theories that have evolved in the past thirty, twenty, ten years in addition to the theories that have been discovered in the past few months, weeks and days provide a stronger, more expansive foundation in education. Being a major part of that Puzzle, I see my ideas of teaching and learning change with time from being what I see as a traditionalist to an open minded facilitator with incredible focus on the future of learning. Navigating the Internet and participating in online distance learning and practice is just the start of connecting to a network of communication that allows me to recreate my learning/teaching practices.
One card does not trump the others in adult learning, one size does not fit all, and if the shoe fits wear it. What works for learning today will grow by tomorrow. Considering every angle and finding the right matches that fit, learning has taken on different dimension with theories like Constructivism,Cognitive Learning Theory and possibilities for Adult Learning expansion the Behaviorism emphasis of the past does not stand alone. The definitive questions are: "How does learning occur? What factors influence learning? What role does memory have with learning? How is technology used in your industry? What types of learning are best explained by specific learning theories?" The theories are: Behaviorism, Cognitive Learning Theory, Constructivist, Connectivism, Social Learning Theory and Adult Learning Theory. The style or strategy of learning is dependant on the choices of the learner and the instructor with assistance from educators such as Howard Gardner, his theory of multiple intelligences and the wisdom of countless current and historical theorist.
Gardner, H. (2004, April 21). Multiple Intelligence after 20 years. Paper presented to the American Educational Research Association, Chicago, IL.
http://pz.Harvard.edu/pis/h Mi after 20 years.pdf
Ormrod,J., Schunk, D., & Gredler, M (2009). Learning Theories and Instruction (Laureate custom edition). New York: Pearson.
At the beginnings of Learning Theories and Instruction at Walden University online, I had some knowledge with a few corners and a framework of learning theories with past understandings of Piaget, Erickson, Bloom, Skinner, Freud, Young some of the original "fathers" of learning theories. Not to mention the ancient wisdom of Aristotle, Socrates, and Plato who contemplated and initiated the essential as a science and art. In time, as other pieces are added to the picture, a greater picture is in place with the names of notable others. The picture could be a holograph of many faces from the past and the present. Previously, my perspective of learning was only a start, a bottom line of the picture, with just missing parts.
As I learn online more puzzle pieces are added and learning takes on increased size and dimensions. As I reflect back in time, I remember the complexity of putting together a 1000 piece puzzle given to me at Christmas of 1979 which was my first year of teaching. It meant so much to me and above all it was the symbol of a Crystal Apple as a photograph with a backdrop of rich burgundy. Ever year I placed it on my desk not realizing how much it represented a metaphor of my LEARNING CAREER. At first some of these 1000 pieces represented the children in my classes who I observed, challenged, taught and shared/cared for in large self-contained classroom. Other pieces consisted of learners with varied challenges in learning, while others were the structure in between. The reflective light portion on the Crystal Apple were those students (pieces) who arrived to school everyday modeling, mirroring and enabling the other pieces to fit together.
Today that picture puzzle has expanded to include unlimited possibilities with technology. As each day is anew so also is the picture and the pieces that make-up those new pictures. Possibly the picture is a holograph with new discoveries at each glance. The learning theories that have evolved in the past thirty, twenty, ten years in addition to the theories that have been discovered in the past few months, weeks and days provide a stronger, more expansive foundation in education. Being a major part of that Puzzle, I see my ideas of teaching and learning change with time from being what I see as a traditionalist to an open minded facilitator with incredible focus on the future of learning. Navigating the Internet and participating in online distance learning and practice is just the start of connecting to a network of communication that allows me to recreate my learning/teaching practices.
One card does not trump the others in adult learning, one size does not fit all, and if the shoe fits wear it. What works for learning today will grow by tomorrow. Considering every angle and finding the right matches that fit, learning has taken on different dimension with theories like Constructivism,Cognitive Learning Theory and possibilities for Adult Learning expansion the Behaviorism emphasis of the past does not stand alone. The definitive questions are: "How does learning occur? What factors influence learning? What role does memory have with learning? How is technology used in your industry? What types of learning are best explained by specific learning theories?" The theories are: Behaviorism, Cognitive Learning Theory, Constructivist, Connectivism, Social Learning Theory and Adult Learning Theory. The style or strategy of learning is dependant on the choices of the learner and the instructor with assistance from educators such as Howard Gardner, his theory of multiple intelligences and the wisdom of countless current and historical theorist.
Gardner, H. (2004, April 21). Multiple Intelligence after 20 years. Paper presented to the American Educational Research Association, Chicago, IL.
http://pz.Harvard.edu/pis/h Mi after 20 years.pdf
Ormrod,J., Schunk, D., & Gredler, M (2009). Learning Theories and Instruction (Laureate custom edition). New York: Pearson.
Digital Youth Portrait: Dana | Edutopia
Digital Youth Portrait: Dana | Edutopia
Great video about an adopted girl Dana who is using technology to overcome learning difficulties establish identity as a "digital native".
Great video about an adopted girl Dana who is using technology to overcome learning difficulties establish identity as a "digital native".
Friday, February 19, 2010
Thursday, February 18, 2010
Wednesday, February 17, 2010
The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning | Edutopia
The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning | Edutopia
This video demonstrates the brain and how it processes information, clear ideas about social emotional learning as it relates to thinking and the skills that enhance cognition.
This video demonstrates the brain and how it processes information, clear ideas about social emotional learning as it relates to thinking and the skills that enhance cognition.
How to Teach Math as a Social Activity | Edutopia
How to Teach Math as a Social Activity | Edutopia
A teacher Chris Optiz in Anchorage, Alaska shares ideas about interpersonal and social learning with a math lesson. Thoughtful video with clear and beneficial organization of a 5th grade class. Builds a social network at the start of school.
A teacher Chris Optiz in Anchorage, Alaska shares ideas about interpersonal and social learning with a math lesson. Thoughtful video with clear and beneficial organization of a 5th grade class. Builds a social network at the start of school.
Tuesday, February 16, 2010
YouTube - Come to My Window - Romeo and Juliet
YouTube - Come to My Window - Romeo and Juliet
Animation used to elaborate on Shakesphere's "Romeo and Juliet" how creative.
Animation used to elaborate on Shakesphere's "Romeo and Juliet" how creative.
Friday, February 12, 2010
Amazon.com: If the Shoe Fits . . .: How to Develop Multiple Intelligences in the Classroom (9780932935649): Carolyn M. Chapman, James Bellanca: Books
Amazon.com: If the Shoe Fits . . .: How to Develop Multiple Intelligences in the Classroom (9780932935649): Carolyn M. Chapman, James Bellanca: Books
Found this book on google and had the chance to attend teacher training for renewal credit. I find this to be especially interesting during an inservice but kids enjoy these concept also and perceive their abilities isn different ways.
Found this book on google and had the chance to attend teacher training for renewal credit. I find this to be especially interesting during an inservice but kids enjoy these concept also and perceive their abilities isn different ways.
Wednesday, February 10, 2010
Tuesday, February 9, 2010
Sunday, February 7, 2010
Connectivism
Connectivism-ID&T 6115 Learning Theories and Instruction Week 5
In reflection on this past week and the topic of Connectivism, I have come to realize that process will take time for me to develop the patterns that weave together the loops and stitches that create the fabric of knowledge.
My network has changed the way I learn by connecting me with family, friends, educators, classmates and a wealth of information. It has removed unnecessary boundaries and limitations while opening doors to limitless pathways of Knowledge. The tools of digital technology involving the networks of Facebook and Google have been most effective personally. Facebook connects me to many social networks while Google is more an informational connection. I gain knowledge by attending online school at Walden University and using the various resources planned by University professors, having discussions in class and by searching for topics on google. My personal network supports the Connectvism as described in Project Connectivism. The network connects me to the human experience; “the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs.”(Merrium 2009).
My first attempt was to use Microsoft office and the initial trial I began with a sample similar to the demonstration on mind mapping. It appeared to symbolize my understandings of Connectivism. On Wednesday my mindmap was organized around this topic. I chose the dimensional disc because I could start with five manageable parts each connecting to one central topic Connectivism. I could manage neatly organized information, remember the cognitive theory, and place information into different buckets. Grouping, regrouping, and categorizing information in order to proceed. The next step after defining and drilling this concept I proceeded to apply my readings to a different approach with “Freemind”. Attempting to use “Freemind” was quite a challenge. In a week’s time I knew that I was indeed a “lifelong learner” as stated in Adult Learning-”It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong l earners.”(Merream 11999) The “andragogy” concept of Malcolm Knowles became evident in the planning of this week’s discussion and application. In retrospect I followed the principles stated in Adult Learning;
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults are most interested in learning about subjects that have immediate relevance to; their jobs of personal life.
Adult learning is problem centered rather than content oriented
Tying the two maps together the first map reflects the process of learning as presented in this week’s reading while the second map is the Network that I use today to grasp 21st century centeredness. The mindmaps this week has helped me “learn how to learn”. The initial connections are in place and I now have a personal online network that I look forward to maintaining and expanding.
References
Conlan,J. Grabowski,Smith (2003).Adult Learning. In M. Orey (Ed). Emerging Perspectives on Learning, Teaching & Technology
Http://projects.coe.uga.edu/epitt/index
Davis, C. Edmunds E & Kelly Bateman V (2008) Connectivism M. Orey (Ed) Emerging Perspectives on Learning, Teaching, and Technology
http://iprojects.coe.uga.edu/epitt/indexFoley, G. (ED) (2004) Dimensions of Adult Leaning: Adult Education and Training in a Global Era McGraw-Hill Education
Flashmedia-Timeline of the History of Learning-Laureaute Ed.
Blog-Connectivism http://www.connectivism.com
In reflection on this past week and the topic of Connectivism, I have come to realize that process will take time for me to develop the patterns that weave together the loops and stitches that create the fabric of knowledge.
My network has changed the way I learn by connecting me with family, friends, educators, classmates and a wealth of information. It has removed unnecessary boundaries and limitations while opening doors to limitless pathways of Knowledge. The tools of digital technology involving the networks of Facebook and Google have been most effective personally. Facebook connects me to many social networks while Google is more an informational connection. I gain knowledge by attending online school at Walden University and using the various resources planned by University professors, having discussions in class and by searching for topics on google. My personal network supports the Connectvism as described in Project Connectivism. The network connects me to the human experience; “the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs.”(Merrium 2009).
My first attempt was to use Microsoft office and the initial trial I began with a sample similar to the demonstration on mind mapping. It appeared to symbolize my understandings of Connectivism. On Wednesday my mindmap was organized around this topic. I chose the dimensional disc because I could start with five manageable parts each connecting to one central topic Connectivism. I could manage neatly organized information, remember the cognitive theory, and place information into different buckets. Grouping, regrouping, and categorizing information in order to proceed. The next step after defining and drilling this concept I proceeded to apply my readings to a different approach with “Freemind”. Attempting to use “Freemind” was quite a challenge. In a week’s time I knew that I was indeed a “lifelong learner” as stated in Adult Learning-”It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong l earners.”(Merream 11999) The “andragogy” concept of Malcolm Knowles became evident in the planning of this week’s discussion and application. In retrospect I followed the principles stated in Adult Learning;
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults are most interested in learning about subjects that have immediate relevance to; their jobs of personal life.
Adult learning is problem centered rather than content oriented
Tying the two maps together the first map reflects the process of learning as presented in this week’s reading while the second map is the Network that I use today to grasp 21st century centeredness. The mindmaps this week has helped me “learn how to learn”. The initial connections are in place and I now have a personal online network that I look forward to maintaining and expanding.
References
Conlan,J. Grabowski,Smith (2003).Adult Learning. In M. Orey (Ed). Emerging Perspectives on Learning, Teaching & Technology
Http://projects.coe.uga.edu/epitt/index
Davis, C. Edmunds E & Kelly Bateman V (2008) Connectivism M. Orey (Ed) Emerging Perspectives on Learning, Teaching, and Technology
http://iprojects.coe.uga.edu/epitt/indexFoley, G. (ED) (2004) Dimensions of Adult Leaning: Adult Education and Training in a Global Era McGraw-Hill Education
Flashmedia-Timeline of the History of Learning-Laureaute Ed.
Blog-Connectivism http://www.connectivism.com
Saturday, February 6, 2010
Friday, February 5, 2010
Wednesday, February 3, 2010
Connectivism
The Mind Map -Connectivism
Listed below-the beginnings of this weeks thought as it relates to Connectivism.
Practice with using Microsoft Word and Blogging.
Listed below-the beginnings of this weeks thought as it relates to Connectivism.
Practice with using Microsoft Word and Blogging.
Tuesday, February 2, 2010
Sunday, January 31, 2010
Saturday, January 30, 2010
Understanding the Eight Jungian Cognitive Processes / Eight Functions Attitudes
Understanding the Eight Jungian Cognitive Processes / Eight Functions Attitudes
I found this sight to be informative and interesting. Today I read about the 16 personality types classified by Myers and Briggs. Beginning with Introverted thinking which is a way of thinking and part of personality theories.
I found this sight to be informative and interesting. Today I read about the 16 personality types classified by Myers and Briggs. Beginning with Introverted thinking which is a way of thinking and part of personality theories.
Saturday, January 23, 2010
Friday, January 22, 2010
YouTube - Building knowledge: constructivism in learning
YouTube - Building knowledge: constructivism in learning
Successful learners start with a framework and the build on it with constructivism. Everything is subjective to what we already have acquired. Good teachers take a child from where they are and expand from there.
Successful learners start with a framework and the build on it with constructivism. Everything is subjective to what we already have acquired. Good teachers take a child from where they are and expand from there.
YouTube - Merrill on Instructional Design
YouTube - Merrill on Instructional Design
Dr. Merrill talk about the essentials of instructional design which envolve demonstration, application, and real world context.
Dr. Merrill talk about the essentials of instructional design which envolve demonstration, application, and real world context.
YouTube - Merrill on Instructional Design
YouTube - Merrill on Instructional Design
Show people what to do, practice what they learn, troubleshoot. Real motivation comes from learning. Basic principles to learn real world concepts. If we can identify that we will be able to do this task.
Show people what to do, practice what they learn, troubleshoot. Real motivation comes from learning. Basic principles to learn real world concepts. If we can identify that we will be able to do this task.
Wednesday, January 20, 2010
Monday, January 18, 2010
Second week post-ID&T Learning Theories and Instruction 6115 Dr.Huzari
This week I have somewhat of a better understanding of blogging. With trial and error I have been able to subscribe to many blogs. At times I was like a child in a candy shop and had difficulties choosing and narrowing in on a sight to address the neurological aspects of the brain.
The first concept that came to mind was Multiple Intelligences and I found and added many similar sights that I wanted to retain and keep in this blog. When you read through the list you will find several sightings of blogs that I found to be interesting, informative and clearly accessible to tutors, teachers, and professional development staff. If you look on my book list or to my complete profile and click on the link you will find a listing of those. Each had significance to my findings this week.
The next concept that came to mind was the brain itself. What does it look like? How is it structured? Which blogging sight can give me information that I would want to share with my classmates. The most informative and progressive sight I linked onto was suggested in Sharon Howard's blog. Being a visual learner I was curious to see the videos and relate it to Chapters 2 and 3 of Learning Theories and Instruction. The best way to tell you to find the videos are to google Brain, Mind,Consciousness, and Learning and scroll down to the video about Ted's Comments just below a blue image of a simulated picture of the brain. There you will find a video called Simulated Brain in a Super Computer.http://brainandlearning@blogerspot.com/2009/09
There are many concepts and links listed on the blog page that hopefully will be beneficial to this weeks learning and future references to learn.
This week I have somewhat of a better understanding of blogging. With trial and error I have been able to subscribe to many blogs. At times I was like a child in a candy shop and had difficulties choosing and narrowing in on a sight to address the neurological aspects of the brain.
The first concept that came to mind was Multiple Intelligences and I found and added many similar sights that I wanted to retain and keep in this blog. When you read through the list you will find several sightings of blogs that I found to be interesting, informative and clearly accessible to tutors, teachers, and professional development staff. If you look on my book list or to my complete profile and click on the link you will find a listing of those. Each had significance to my findings this week.
The next concept that came to mind was the brain itself. What does it look like? How is it structured? Which blogging sight can give me information that I would want to share with my classmates. The most informative and progressive sight I linked onto was suggested in Sharon Howard's blog. Being a visual learner I was curious to see the videos and relate it to Chapters 2 and 3 of Learning Theories and Instruction. The best way to tell you to find the videos are to google Brain, Mind,Consciousness, and Learning and scroll down to the video about Ted's Comments just below a blue image of a simulated picture of the brain. There you will find a video called Simulated Brain in a Super Computer.http://brainandlearning@blogerspot.com/2009/09
There are many concepts and links listed on the blog page that hopefully will be beneficial to this weeks learning and future references to learn.
Sunday, January 17, 2010
Blogger: m.e.g.'s blogs - Manage Posts
Blogger: m.e.g.'s blogs - Manage Posts: "Brain, Mind, Consciousness and Learning
Brain, Mind, Consciousness and Learning
This blogg I found to be creative and informative. It is part of a bloggspot called Brain, Mind, and Consciousness. The blogger Ted starts the presentation of the video with a mission to recreate a model of the brain using IBM high tech. computers. Using science, math, technology, art, philosophy, theology he explains the essential need for using advanced technology to create a 3 dimensional model of the brain using mathematical formulas.
The needs for this model included in the mission are to help in the understanding how the brain works to assist with the investigation of disease associate with mental illness. He also states nature of the mind and it's effect on a the concept of spreading peace and eliminating animal testing for brain research. All reasons very humanitarian and naturalistic. The richness of the language as well as the visual simulations of the brain on video assisted in the production of quite fascinating lecture on the brain. In reflection of another video presentation from this weeks resources 'Information Processing and the Brain' with Dr. Ormrod she states 'It seems that we don't think the way computers do. People don't work-don't think in that 'one thing leads to another automatically' kind of way. We tend to branch out in a lot of different directions all at once.
Brain, Mind, Consciousness and Learning
This blogg I found to be creative and informative. It is part of a bloggspot called Brain, Mind, and Consciousness. The blogger Ted starts the presentation of the video with a mission to recreate a model of the brain using IBM high tech. computers. Using science, math, technology, art, philosophy, theology he explains the essential need for using advanced technology to create a 3 dimensional model of the brain using mathematical formulas.
The needs for this model included in the mission are to help in the understanding how the brain works to assist with the investigation of disease associate with mental illness. He also states nature of the mind and it's effect on a the concept of spreading peace and eliminating animal testing for brain research. All reasons very humanitarian and naturalistic. The richness of the language as well as the visual simulations of the brain on video assisted in the production of quite fascinating lecture on the brain. In reflection of another video presentation from this weeks resources 'Information Processing and the Brain' with Dr. Ormrod she states 'It seems that we don't think the way computers do. People don't work-don't think in that 'one thing leads to another automatically' kind of way. We tend to branch out in a lot of different directions all at once.
Multiple Intelligences -- Assessment
Multiple Intelligences -- Assessment
After taking a test I find that I am all but mostly musical, naturalist, language.
After taking a test I find that I am all but mostly musical, naturalist, language.
Multiple Intelligences
Multiple Intelligences
I found this sight to reinforce the learning concepts presented in this week's discussions and readings.
I found this sight to reinforce the learning concepts presented in this week's discussions and readings.
Multiple Intelligences
Multiple Intelligences
Homepage for literacyworks a very innovative sight to adult teaching and literacy.
Homepage for literacyworks a very innovative sight to adult teaching and literacy.
Saturday, January 16, 2010
Multiple Intelligences -- Introduction
Multiple Intelligences -- Introduction
This is the URL for the introduction to literacy work that I find clear, informative and true to many understandings in multiple intelligences.
This is the URL for the introduction to literacy work that I find clear, informative and true to many understandings in multiple intelligences.
Birmingham Grid for Learning - Multiple Intelligences (Secondary)
Birmingham Grid for Learning - Multiple Intelligences (Secondary)
Giving some of these sights about multiple intelligences a try.
Giving some of these sights about multiple intelligences a try.
Thursday, January 14, 2010
Tuesday, January 12, 2010
Sunday, January 10, 2010
Blog Beginning 2-Maureen Gorman
Blog Beginnings-6115 Learning Theory and Instruction
This is the first day of blogging in Learning Theory and Instruction. Unfortunately my first post was not saved so I am adding a second blog. In the past week I have viewed many bloggs and bookmarked, subscribed to, and acquired a starting point for blogging in Instructional Design. The most helpful was Wikipedia, which is considered to be a simple approach to understanding ID&T but clear and a step in the right direction. Identifying with the ADDIE theory of design explains a process that can be remembered and accessed quickly. ADDIE represents phrases associated with the process of design.
Analyze-analyze learner characteristics, task to be learned, etc.
Design-develop learning objectives, choose an instructional approach
Develop-create instructional or training materials
Implement-deliver or distribute the instructional materials
Evaluate-make sure the materials achieved the desired goal
http://en.wikipedia.org/wiki/Instructional_design
The Youtube selections noted in the supplemental resourses was also a helpful starting point for defining, comparing, and explaining the nature of blogging. The artistic and visual representation was clever and informative paired with audio coordination.
http://www.youtube.com/watch? \v=NN2l1WXjXl
http://www.youtube.com/watch?v=OklgLsSxGsU
The informational and instructional blogg sites I plan to use as reference for future blogging include the following. These sites provided an example of blogging to learn.
http://edublogs.org/
http://ideas.blogs.com/
The articles I found to most informative while encorporating past theories in instructional design was Learning Theory. The encyclopedia of informational education. Retrieved from http//www.infed.org/biblio/b-learn.htm
This is the first day of blogging in Learning Theory and Instruction. Unfortunately my first post was not saved so I am adding a second blog. In the past week I have viewed many bloggs and bookmarked, subscribed to, and acquired a starting point for blogging in Instructional Design. The most helpful was Wikipedia, which is considered to be a simple approach to understanding ID&T but clear and a step in the right direction. Identifying with the ADDIE theory of design explains a process that can be remembered and accessed quickly. ADDIE represents phrases associated with the process of design.
Analyze-analyze learner characteristics, task to be learned, etc.
Design-develop learning objectives, choose an instructional approach
Develop-create instructional or training materials
Implement-deliver or distribute the instructional materials
Evaluate-make sure the materials achieved the desired goal
http://en.wikipedia.org/wiki/Instructional_design
The Youtube selections noted in the supplemental resourses was also a helpful starting point for defining, comparing, and explaining the nature of blogging. The artistic and visual representation was clever and informative paired with audio coordination.
http://www.youtube.com/watch? \v=NN2l1WXjXl
http://www.youtube.com/watch?v=OklgLsSxGsU
The informational and instructional blogg sites I plan to use as reference for future blogging include the following. These sites provided an example of blogging to learn.
http://edublogs.org/
http://ideas.blogs.com/
The articles I found to most informative while encorporating past theories in instructional design was Learning Theory. The encyclopedia of informational education. Retrieved from http//www.infed.org/biblio/b-learn.htm
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