Blog Beginning 2-Maureen Gorman
Depths of Learning
Tuesday, May 14, 2013
Monday, July 18, 2011
Wednesday, June 1, 2011
Thursday, February 10, 2011
Analyzing Scope Creep
Analyzing Scope Creep in “Reaching for Tomorrow-Charlotte 2012” Thoughts about the planning of the National Democratic Convention
The Democratic National Convention Committee has decided to use Charlotte, NC as the hosting city for the 2012 Democratic National Convention. The head of the committee will serve as the project manager and all team members will steer our city members in a direction that will expand with each breathe of design. Project stakeholders are enthusiastic and already heading forward with plans to expose the rest of the nation and all attending participants to southern hospitality and local charm. The iron triangle of planning (Mindtools, 2011) will include extensive measures considering scope, budget, and schedule. Before a decision was made by the committee, an analysis was made of the people, places, and promises that where readily available to future visitors. With a mild September climate, a sparkling clean location and the Carolina blue skies government officials will find this an ideal spot to mix business with pleasure.
An event like this will require an extensive budget with all types of workers needed from every avenue and every corner of entertainment, security, and business. Vendors, merchants, restaurants and entrepreneurs are all hoping to find a place in the hustle and bustle of party politics. The most important thing to remember about the plan is that one is needed now. With the charter and the plan, the committee can exhaust the natural and human resources needed for this city to put on the Ritz, the glitz and the charm we enjoy and take for granted each day. With the excitement and frenzy, the project committee will need to take inventory and reserve a place for a remarkable event. With advice from Denver, and a close look and previous trials, risks, headaches and solutions, North Carolina can chart the future course of events.
The enthusiasm here is evident, but the plus side is also followed by those needs and circumstances that have gone unnoticed. With the instructional design concept “scope creep” issues suddenly emerge. This is defined as “the natural tendency of the client, as well as project team members, to try to improve the projects output as the project progresses”. (Portney, 2008)
The issues specific to Charlotte require an extensive search for functional and convenient parking along with extensive coordination with transportation officials that require a close look at the airport and facility space. A three year construction plan for the only airport garage has been lost in the scope planning. This will significantly block delegates from freely coming from and going to the airport. It will obstruct airport parking for rental vehicles, public transportation, taxi and shuttle services to and from temporary housing facilities. This alone will require an extended budget for travel expenses for buses in detours zones and additional traffic patrol. Parking facilities will need to rent and secure spaces from church parking lots, public parks and possibly sports and college facilities. The budget may surpass the previous convention budget, and current schedule of events. Even though events are centrally located in the uptown area more initiatives are needed to engage and accommodate visitors in a central location.
Another issue is that the approval of vendors may consume many budget hours and resources. One suggestion from Denver is to compile a directory of services for consideration in the initial stages. In Denver, officials created a directory of 3,500 potential vendors. (Pittman, 2011) Any particular way a committee can maximize services and minimize the selection service will free budget money for the exact calendar days. The greatest focus will be the fund raising efforts made by the host group. Money is always a challenge to any project and in prior years finance goals fell short but eventually exceeded to $55 million. Since this can serve as a target amount any means to achieve this end can be enlisted within and beyond the Charlotte area.
Throughout the next year various problems and projects will be added to the list of original plans. Knowing and expecting changes is realistic. Documenting those changes is essential. By communicating results the city of Charlotte has a partner and friend-Denver. The article in Sunday’s Charlotte Observer –“Lessons from Denver” discloses the problems that can affect a convention project. Despite those problems with security, transportation, protests and “scope creep” a major U.S. city was able to complete a project of major significance.
The best options at this time is for the hosting city, Charlotte, and the Democratic National Convention to stay on course, use prior research and experiences and make changes while presenting a major event with expectations for success. The governor of Colorado notes the importance of project team management-“It is one of the most incredible experiences of my life… I was being forced to use every skill and every experience I’d ever accumulated in my entire life.”(Hickenlooper, 2011) Although we are a small city we can estimate about 4,000 delegates and possibly over 50,000 more visitors to downtown/uptown in September of 2012. (Rexrode, 2011) The tools of social networking will take on new dimensions. Can we exceed our greatest expectations? Will fundraising efforts secure the money needed for success? Now that we know some statistics and a general ball park number of $55 million can or will we proceed? As we “reach for tomorrow” we can expect promise, change, challenges and national recognition.
Pittman, K.V. (2011) Vendors Lobby for Convention Work Charlotte Observer Sunday, February 5, 2011
Mindtools (2011) The Iron Triangle of Project Management - Balancing Your Budget, Scope, and Schedule http://www.mindtools.com/pages/article/newPPM_54.htm
Portny, S.E., Mantel S.J. Meredith, J.R., Shafer, S.M., Sutton, M.M., & Kramer, B.E (2008) Project Management-Planning, Scheduling, and controlling projects Hoboken, NJ: Pearson
Rexrode, C. (2011) Lessons from Denver Charlotte Observer Sunday, February 5, 2011
The Democratic National Convention Committee has decided to use Charlotte, NC as the hosting city for the 2012 Democratic National Convention. The head of the committee will serve as the project manager and all team members will steer our city members in a direction that will expand with each breathe of design. Project stakeholders are enthusiastic and already heading forward with plans to expose the rest of the nation and all attending participants to southern hospitality and local charm. The iron triangle of planning (Mindtools, 2011) will include extensive measures considering scope, budget, and schedule. Before a decision was made by the committee, an analysis was made of the people, places, and promises that where readily available to future visitors. With a mild September climate, a sparkling clean location and the Carolina blue skies government officials will find this an ideal spot to mix business with pleasure.
An event like this will require an extensive budget with all types of workers needed from every avenue and every corner of entertainment, security, and business. Vendors, merchants, restaurants and entrepreneurs are all hoping to find a place in the hustle and bustle of party politics. The most important thing to remember about the plan is that one is needed now. With the charter and the plan, the committee can exhaust the natural and human resources needed for this city to put on the Ritz, the glitz and the charm we enjoy and take for granted each day. With the excitement and frenzy, the project committee will need to take inventory and reserve a place for a remarkable event. With advice from Denver, and a close look and previous trials, risks, headaches and solutions, North Carolina can chart the future course of events.
The enthusiasm here is evident, but the plus side is also followed by those needs and circumstances that have gone unnoticed. With the instructional design concept “scope creep” issues suddenly emerge. This is defined as “the natural tendency of the client, as well as project team members, to try to improve the projects output as the project progresses”. (Portney, 2008)
The issues specific to Charlotte require an extensive search for functional and convenient parking along with extensive coordination with transportation officials that require a close look at the airport and facility space. A three year construction plan for the only airport garage has been lost in the scope planning. This will significantly block delegates from freely coming from and going to the airport. It will obstruct airport parking for rental vehicles, public transportation, taxi and shuttle services to and from temporary housing facilities. This alone will require an extended budget for travel expenses for buses in detours zones and additional traffic patrol. Parking facilities will need to rent and secure spaces from church parking lots, public parks and possibly sports and college facilities. The budget may surpass the previous convention budget, and current schedule of events. Even though events are centrally located in the uptown area more initiatives are needed to engage and accommodate visitors in a central location.
Another issue is that the approval of vendors may consume many budget hours and resources. One suggestion from Denver is to compile a directory of services for consideration in the initial stages. In Denver, officials created a directory of 3,500 potential vendors. (Pittman, 2011) Any particular way a committee can maximize services and minimize the selection service will free budget money for the exact calendar days. The greatest focus will be the fund raising efforts made by the host group. Money is always a challenge to any project and in prior years finance goals fell short but eventually exceeded to $55 million. Since this can serve as a target amount any means to achieve this end can be enlisted within and beyond the Charlotte area.
Throughout the next year various problems and projects will be added to the list of original plans. Knowing and expecting changes is realistic. Documenting those changes is essential. By communicating results the city of Charlotte has a partner and friend-Denver. The article in Sunday’s Charlotte Observer –“Lessons from Denver” discloses the problems that can affect a convention project. Despite those problems with security, transportation, protests and “scope creep” a major U.S. city was able to complete a project of major significance.
The best options at this time is for the hosting city, Charlotte, and the Democratic National Convention to stay on course, use prior research and experiences and make changes while presenting a major event with expectations for success. The governor of Colorado notes the importance of project team management-“It is one of the most incredible experiences of my life… I was being forced to use every skill and every experience I’d ever accumulated in my entire life.”(Hickenlooper, 2011) Although we are a small city we can estimate about 4,000 delegates and possibly over 50,000 more visitors to downtown/uptown in September of 2012. (Rexrode, 2011) The tools of social networking will take on new dimensions. Can we exceed our greatest expectations? Will fundraising efforts secure the money needed for success? Now that we know some statistics and a general ball park number of $55 million can or will we proceed? As we “reach for tomorrow” we can expect promise, change, challenges and national recognition.
Pittman, K.V. (2011) Vendors Lobby for Convention Work Charlotte Observer Sunday, February 5, 2011
Mindtools (2011) The Iron Triangle of Project Management - Balancing Your Budget, Scope, and Schedule http://www.mindtools.com/pages/article/newPPM_54.htm
Portny, S.E., Mantel S.J. Meredith, J.R., Shafer, S.M., Sutton, M.M., & Kramer, B.E (2008) Project Management-Planning, Scheduling, and controlling projects Hoboken, NJ: Pearson
Rexrode, C. (2011) Lessons from Denver Charlotte Observer Sunday, February 5, 2011
Thursday, February 3, 2011
Project Management/Decisions/Budgeting
Analysis and self-evaluation are an important part of project management. Considering the resources from the past few weeks at Walden University and searching the web I have come to speculate the skills needed to be a successful PM. The following link had allowed me to connect and reflect on the essentials. How good are your skills? One interesting way realize your own potential with this article "How Good Are Your Project Management Skills?"
http://www.mindtools.com/pages/article/newPPM_60.htm
Grid Analysis
Making a Decision By Weighing Up Different Factors
Also known as Decision Matrix Analysis, Pugh Matrix Analysis, and Multi-Attribute Utility Theory (MAUT)
Viewing this article shows the simplicity but effectiveness of using a grid to analyze and weigh decisions. Also know with other names and very similar to the RASCI charting.
http://www.mindtools.com/pages/article/newTED_03.htm
OODLE is another article starting with observation in the process and a list of questions used to analyze and make wise decisions.
http://www.mindtools.com/pages/article/newTED_78.htm
http://www.mindtools.com/pages/article/newPPM_60.htm
Grid Analysis
Making a Decision By Weighing Up Different Factors
Also known as Decision Matrix Analysis, Pugh Matrix Analysis, and Multi-Attribute Utility Theory (MAUT)
Viewing this article shows the simplicity but effectiveness of using a grid to analyze and weigh decisions. Also know with other names and very similar to the RASCI charting.
http://www.mindtools.com/pages/article/newTED_03.htm
OODLE is another article starting with observation in the process and a list of questions used to analyze and make wise decisions.
http://www.mindtools.com/pages/article/newTED_78.htm
Thursday, January 20, 2011
Communicating Effectively
Effective communication among all project team members is essential for a project’s success. (Van Erp, 2011) This week a multimedia presentation did demonstrate three different types of communication that can be used by project managers. The example involved two people Jane and Mark. Jane needed a report from Mark to complete her report. Samples were given to illustrate her attempts to communicate with Mark to receive his portion of the work to be included in an overall report(http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html) The immediate request was informative but not alarming to the reader. After viewing the three samples, I understand the significance of each. The three methods include an email, a telephone call, and a video cast. The letter appeared to be the clearest form of communication which is usually expected in a formal work setting. A phone call can be professional but often is considered as a casual mode of communication. A video cast is probably the most personal form and maybe not the most cost effective for a single communication. In each multimedia example a specific purpose and message was given and a friendly personal tone apparent while staying professional. The summary was short and her appeal respectfully presented.
As I read the letter, I began with a certain amount of caution. Somehow the words in text flagged me immediately that there could be a problem, especially with the use of certain words. (e .t but) I don’t think there was a remarkable difference between the examples but think the video was more personal and in the end distracted with a smile that minimized the urgency and seriousness of the matter. I personally believe that a written statement is one way to” minimize extraneous stimuli”. (Mayer, 2010) Sometimes when I am listening, I can also become distracted by body language, or fashion that may have very little to do with the message . I can be caught off guard by language mechanics, organization or spelling errors and again the message has lost the point of impact. I don’t believe that one approach is better than another. Again the audience or the reader is taken into consideration and some may respond immediately to a phone call and just file a letter.
A video cast may be more entertaining and complicated to coordinate with a script but appeal to visuals learners. Several factors contribute to my medium of choice. Which message is easy to retrieve? Which message may get lost in a shuffle? Which message may have complications downloading? Both sides, the author and the recipient, have to be considered. Using all three examples multiplies the chances that Mark will read and respond. Seven key points are worth remembering when trying to communicate.
A series of suggestions are given for communication in a web article ”How to Communicate With People: Seven Keys to Effective Communication”. First and foremost is to stay and remain confident in communicating, stay interested, use open ended questioning rather than yes, and no, listen twice speak once, begin and end with knowledge, take risks, start small, be social. (Dorchak, 2007) The most logical key is to start small and remain confident which is evident in these examples. What I have learned with these examples is the message is important but the way the message is delivered is crucial. The components of effective communication require different approaches including verbal, nonverbal, and listening. The receiving end also has to be open to the message and the affect in which it is delivered will determine whether a quick response is given. A connotative response will respond to the message after interpreting the positive affect design or the manner in which it is given. After observing the positive affect of the project manager in voice, tone, and body language the other team members will also use a positive affect with each other.
Dorchak, D. (2007) How to Communicate With People: 7 Keys to Effective Communication Life Script
http://www.lifescript.com/Soul/Self/Growth/How_To_Communicate_With_People_Seven_Keys
Mayer, R. E. (Ed).(2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
VanErp,N.(2011) Project Management-6145-3 Resources Walden University,
Minneapolis,MN
The Art of Effective Communication
http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html
_
As I read the letter, I began with a certain amount of caution. Somehow the words in text flagged me immediately that there could be a problem, especially with the use of certain words. (e .t but) I don’t think there was a remarkable difference between the examples but think the video was more personal and in the end distracted with a smile that minimized the urgency and seriousness of the matter. I personally believe that a written statement is one way to” minimize extraneous stimuli”. (Mayer, 2010) Sometimes when I am listening, I can also become distracted by body language, or fashion that may have very little to do with the message . I can be caught off guard by language mechanics, organization or spelling errors and again the message has lost the point of impact. I don’t believe that one approach is better than another. Again the audience or the reader is taken into consideration and some may respond immediately to a phone call and just file a letter.
A video cast may be more entertaining and complicated to coordinate with a script but appeal to visuals learners. Several factors contribute to my medium of choice. Which message is easy to retrieve? Which message may get lost in a shuffle? Which message may have complications downloading? Both sides, the author and the recipient, have to be considered. Using all three examples multiplies the chances that Mark will read and respond. Seven key points are worth remembering when trying to communicate.
A series of suggestions are given for communication in a web article ”How to Communicate With People: Seven Keys to Effective Communication”. First and foremost is to stay and remain confident in communicating, stay interested, use open ended questioning rather than yes, and no, listen twice speak once, begin and end with knowledge, take risks, start small, be social. (Dorchak, 2007) The most logical key is to start small and remain confident which is evident in these examples. What I have learned with these examples is the message is important but the way the message is delivered is crucial. The components of effective communication require different approaches including verbal, nonverbal, and listening. The receiving end also has to be open to the message and the affect in which it is delivered will determine whether a quick response is given. A connotative response will respond to the message after interpreting the positive affect design or the manner in which it is given. After observing the positive affect of the project manager in voice, tone, and body language the other team members will also use a positive affect with each other.
Dorchak, D. (2007) How to Communicate With People: 7 Keys to Effective Communication Life Script
http://www.lifescript.com/Soul/Self/Growth/How_To_Communicate_With_People_Seven_Keys
Mayer, R. E. (Ed).(2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
VanErp,N.(2011) Project Management-6145-3 Resources Walden University,
Minneapolis,MN
The Art of Effective Communication
http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html
_
Thursday, January 13, 2011
Project Post Mortem
Project Post Mortem-Project Management 6145
The idea of a project named “Post Mortem” is part of learning to accept and grow into an effective team leader or a team player using a past challenging project. Sometimes those projects require taking a risk. That’s exactly what I did by accepting a job with a team chosen to host an engagement party. I found it’s never too late to learn from a failed attempt. With this article “The Project Management Minimalist: Just Enough PM to Rock Your Projects!” I found answers to fixing a process that resulted in many confused stakeholders. Fortunately enough, the members where accepting of Murphy’s Law and close friends of the project manager. It helps to have a group that allows “newbies” to attempt new prospects. In the following post, I have changed names and left out specific details but the following course of events is very real indeed!
At one point in my life I was asked to help a roommate who contracted with an acquaintance to host an engagement party. Although I was not the project manager, I learned quite a bit about project management from the perspective of a dishwasher. Since Rena was an experienced banquet server, she had no experience with party planning. She had a very outgoing personality and took a step out in faith to accept a contract for a major event. This event did have a catering company but used Rena and friends as a service agent.
The agreed amount was about 800.00 per event- which was extremely modest for the nature of work. Rena spent many hours planning, shopping, and gathering resources for the start of her business. She bought napkins, glassware, and managed the drinks for the events. Everything was prepared for in bits and pieces, and on the day of the engagement party, she only had a few servers show up. They had never waited on banquet tables and a work and scope plan was not defined. Rena trained the server’s minutes before the event. Many more people were needed for preparation, seeing the expectations were for a fine dining event. Although the materials were carefully and tastefully selected in collaboration with the soon to be bride, and the facility was first rate as well as convenient, the task analysis was not planned. All the workers were dependent on Rena and one of her coworkers. It appears the resources were in place, but really, not ready for the event. An Armenian church provided most of the essential tableware and the kitchen tools but did not provide the staff. We were the staff and had to assume the operations of an unfamiliar kitchen. The kitchen was well equipped with a very efficient dish washing system, but there was no floor plan for the servers to place or remove plates. It appears the preparation of the facility was a positive factor. The place settings, the tablecloths, the flowers, the entertainment were all in place just as the couple had planned. The weakness of course was the undefined job expectations and job definitions. The staff looked good but required much direction beyond the first course of salad distribution.
As a result of not identifying tasks, the three roommates(including me) worked up to about 2:00am in the morning, which is several hours after the expected closing time of 11:00 pm. The project was not a complete failure but did fail to deliver a celebration meal in a timely, organized fashion and left a few of the workers with the brunt of the heavy labor. Assigning staff members to oversee and delegate routine work tasks could have relieved the end of the evening struggles. Hell’s kitchen became a reality for us and could have been prevented with stronger planning and identification of work roles. That day we had the concrete tools and resources but we lack the “Nuts and Bolts” of service performance. Starting first with the team is essential. If ever asked to coordinate a service team again I would use these following recommendations given by Michael Greer in “The Project Management Minimalist: Just Enough PM to Rock Your Projects!” (Laureate, 2010)
Step 1: Define the project concept, then get support and approval.
Step 2: Get your team together and start the project.
Step 3: Figure out exactly what the finished work products will be.
Step 4: Figure out what you need to do to complete the work products. (Identify tasks and phases.)
Step 5: Estimate time, effort, and resources.
Step 6: Build a schedule.
Step 7: Estimate the costs.
Step 8: Keep the project moving.
Step 9: Handle scope changes
Step 10: Close out phases, close out the project.
These suggestions along with the coaching tools and encouragement given by Michael Greer are especially helpful for anyone thinking about taking on a major project. The simple statement to “Celebrate the Chaos Within” (Laureate International, 2010) gives me a fresh perspective to the confusion that comes with challenges. Those challenges often make way to great success stories. Rather than becoming discouraged, I often look to this comment “turn scars into stars”. My attitude is: what will make a difference is embracing reality with one wise lesson in Project Management.
Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Specifically created for Laureate International Universities
The idea of a project named “Post Mortem” is part of learning to accept and grow into an effective team leader or a team player using a past challenging project. Sometimes those projects require taking a risk. That’s exactly what I did by accepting a job with a team chosen to host an engagement party. I found it’s never too late to learn from a failed attempt. With this article “The Project Management Minimalist: Just Enough PM to Rock Your Projects!” I found answers to fixing a process that resulted in many confused stakeholders. Fortunately enough, the members where accepting of Murphy’s Law and close friends of the project manager. It helps to have a group that allows “newbies” to attempt new prospects. In the following post, I have changed names and left out specific details but the following course of events is very real indeed!
At one point in my life I was asked to help a roommate who contracted with an acquaintance to host an engagement party. Although I was not the project manager, I learned quite a bit about project management from the perspective of a dishwasher. Since Rena was an experienced banquet server, she had no experience with party planning. She had a very outgoing personality and took a step out in faith to accept a contract for a major event. This event did have a catering company but used Rena and friends as a service agent.
The agreed amount was about 800.00 per event- which was extremely modest for the nature of work. Rena spent many hours planning, shopping, and gathering resources for the start of her business. She bought napkins, glassware, and managed the drinks for the events. Everything was prepared for in bits and pieces, and on the day of the engagement party, she only had a few servers show up. They had never waited on banquet tables and a work and scope plan was not defined. Rena trained the server’s minutes before the event. Many more people were needed for preparation, seeing the expectations were for a fine dining event. Although the materials were carefully and tastefully selected in collaboration with the soon to be bride, and the facility was first rate as well as convenient, the task analysis was not planned. All the workers were dependent on Rena and one of her coworkers. It appears the resources were in place, but really, not ready for the event. An Armenian church provided most of the essential tableware and the kitchen tools but did not provide the staff. We were the staff and had to assume the operations of an unfamiliar kitchen. The kitchen was well equipped with a very efficient dish washing system, but there was no floor plan for the servers to place or remove plates. It appears the preparation of the facility was a positive factor. The place settings, the tablecloths, the flowers, the entertainment were all in place just as the couple had planned. The weakness of course was the undefined job expectations and job definitions. The staff looked good but required much direction beyond the first course of salad distribution.
As a result of not identifying tasks, the three roommates(including me) worked up to about 2:00am in the morning, which is several hours after the expected closing time of 11:00 pm. The project was not a complete failure but did fail to deliver a celebration meal in a timely, organized fashion and left a few of the workers with the brunt of the heavy labor. Assigning staff members to oversee and delegate routine work tasks could have relieved the end of the evening struggles. Hell’s kitchen became a reality for us and could have been prevented with stronger planning and identification of work roles. That day we had the concrete tools and resources but we lack the “Nuts and Bolts” of service performance. Starting first with the team is essential. If ever asked to coordinate a service team again I would use these following recommendations given by Michael Greer in “The Project Management Minimalist: Just Enough PM to Rock Your Projects!” (Laureate, 2010)
Step 1: Define the project concept, then get support and approval.
Step 2: Get your team together and start the project.
Step 3: Figure out exactly what the finished work products will be.
Step 4: Figure out what you need to do to complete the work products. (Identify tasks and phases.)
Step 5: Estimate time, effort, and resources.
Step 6: Build a schedule.
Step 7: Estimate the costs.
Step 8: Keep the project moving.
Step 9: Handle scope changes
Step 10: Close out phases, close out the project.
These suggestions along with the coaching tools and encouragement given by Michael Greer are especially helpful for anyone thinking about taking on a major project. The simple statement to “Celebrate the Chaos Within” (Laureate International, 2010) gives me a fresh perspective to the confusion that comes with challenges. Those challenges often make way to great success stories. Rather than becoming discouraged, I often look to this comment “turn scars into stars”. My attitude is: what will make a difference is embracing reality with one wise lesson in Project Management.
Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Specifically created for Laureate International Universities
Sunday, December 26, 2010
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)
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)
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
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