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/