The Future of Distance Learning

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)

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

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

NCHomeschool

NCHomeschool

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