NCHomeschool

NCHomeschool

OpenCourse Learning

The website produced by the Massachusetts Institute of Technology (MIT) was the first open course management system that I observed this week. What came to mind was the movie “Goodwill Hunting” with Matt Damon in which a janitor solves complicated mathematical coding while doing routine maintenance in one classroom. This story may not be a factual representation of the realities of MIT but the events in this fictional scenario are not that much removed from the truth. The connections I see between the movie and the website are ones of a real human outreach. Because this website is free it is also “open” to anyone with the interest to pursue many noncredit learning experiences including traditional lecture style information seekers and mathematical problem solvers. The idea of free course which appears to mean “freely given”. With the generosity of many supporters and educators I found open learning inviting. In the text “Teaching and Learning at a Distance-4th ed.” the potential of open learning is defined as “Open source software is intended to be freely stated and can be improved upon and redistributed to others. The code in which the software is written is free and available to anyone to do just about anything with it, as long as the uses are consistent with a 10-part definition maintained by the Open Source Initiative (OSI)”. I was impressed by the commitment to learning exhibited with each page. The only real requirements are the internet, a computer and abilities to navigate a course management system. The authors do expect proper format when using the sight which included citing “MIT OpenCourseWare”.

The simplicity and thrifty logo and the subtle colors with magenta highlights limit the extraneous information and allow me to read black text on a pure white professional background. The personal stories reveal daily practical learning for many in remote areas of the world. Donations of time, money, and teaching are given with thoughts of empowering the learning mind and of equalizing learning barriers. In support of the MIT Opencourse Gurda Sandhu a US student remarks “OCW is a “boundary breaker”-and a means to spread equality and build a better future.” This comment is also a testimonial to the purpose of online learning

To begin with, I observed the expansive first step with realizing the RSS feed available for viewing. Many departments from A-Z starting with Aeronautics and Astronautics and ending with Writing and Humanistic Theory allow communications with audio, video, scripted text and closed caption. Some courses also have language translations. The date at the bottom of page indicates this site has been in use for over eight years from 2002-2010 after first announcements in the “New York Times”. OCW began publishing courses in 2002 with 50 courses and proceeded till today with 2000 courses. The statistics indicate that there have been over 103 million hits from every country with 73 million worldwide viewers. http://ocw.mit.edu/about/site-statistics/. The majority of the viewers are students and self learners with a “wide range of purposes”. As a viewer I appreciated the clarity of text and the global visionary process that was in place. A great example of analyzing the learner was included in a PDF copy of analysis and evaluations. (MIT 2005) Here is a comment from a physicist Wendy Ermold who appreciates the availability of opencourse learning. “It puts a previously untouchable subject within reach for anyone who is interested.”(MIT, 2010)

My final impressions were imprinted by a letter written by MIT President Susan Hockfield accompanied by her picture with outreached hand. Her message of gratitude and hope for globalized learning was very inspiring. As she encourages learners with this message “There is no limit to the power of the mind” a sense of wanting to participate evolves along with an invitations to participate. (MIT OpenCourseware, 2010) This was a very real example of the instructional design purpose of change to the world around us. When the idea was proposed in 2000 many committed teacher (90%) took on the challenge to share teaching materials and participate in this innovative field of information sharing. I am not at all surprise to know that TIME Magazine selected MIT as one of the 50 top Websites of 2010. Media coverage is astounding with press releases that list some of the rewards and accomplishment that surpasses the RSS feed listings.

One drawback to this sight was the distance between teacher and student and noncredit status to the courses. I understand that some may not need credit but with most learners learning also involves career choices. I didn’t notice student participation, like we have at Walden and believe that students require feedback and the chance to learn from each other. In the article “Open Courseware: How You Can Take Classes at MIT, Stanford, and Harvard for Free” the pros and cons have been listed with far more advantages but the limits are given with a reminder “OpenCourseWare is a phenomenal information-sharing trend, but it’s not a magic bullet.” The limits are then noted as a degree, money, and attention from professors which are extremely important aspects of education and instructional design. There is always the potential of fraudulent use others charging fees for materials that were not intended for individual profit. (Williamson, J. 2007)

Also as I observed some of the videos, they were more like a videotaped lecture rather than a constructive process. This component of the importance of the learner can’t be left aside. The content was strong and the benefits of MIT will touch many, near or far in an open equitable way. I often think of those learners often removed from the mainstream. For one reason or another they can’t participate in the group learning experiences but need regular intellectual stimulation. In open learning students can absorb and accommodate materials choosing what and where they are to learn.

Overall I was inspired with this week’s resources at Waldenu.edu. and believe this is another example of resources given to us with the Wow factor!! This website has captured many lessons in time through basic and subtle colors and carefully planned organizations. The given examples from this week sessions provided a specific example of a multimedia learning sight. Although, an assessment of the learners was assumed, the learner with self-analysis skills, which include many, can reserve this step more as a personal choice. The choice for me as an educator is to know the learner! Through direct and indirect contact I change and grow also. This summary defining the learner is what I plan to continue to use.”Assessing learners’ attributes is essential to reaching anticipated learning outcomes. Smith and Ragan (1999)categorize learners’ attributes within four categories: cognitive characteristics such as aptitude for learning, reading level, language development, and learning processing styles; physiological characteristics such as age, health and sensory perception; affective characteristics such as interests, motivation to learn, attitude toward subject matter, and academic self-perceptions; and social characteristics such as tendency toward cooperation or competition, moral development, socioeconomic background, ethnic affiliations, and role models.” There is so much more to designing instruction than lecturing. Dr. Michael Simonson says it best when he talks of distance as a two sided coin. (Simonson, 2010) Both sides define the learning process in the code and the equation. Open-course learning is an opportunity to extend learning but not a replacement.

Hockfield, S. (2010) President’s Message MITOpenCourseWare Massachusetts Institute of Technology http://ocw.mit.edu/index.htm

Sandu, Gurda, (2010) MITOpenCourseWare Massachusetts Institute of Technology http://ocw.mit.edu/index.htm

Simonson, M. , Smaldino, S., Albright, M., & Zvachek (2009) Teaching and Learning at a Distance-4th Edition Pearson Publishing New York, NY

Williamson, J., (2007) Open Courseware: How You Can Take Classes at MIT, Stanford, and Harvard for Free Distance Education.Org

http://www.distance-education.org/Articles/Open-Courseware--How-You-Can-Take-Classes-at-MIT--Stanford--or-Harvard-for-Free-45.html

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/

Mind Map

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]

Introduction | A 21st Century Education Film Series

Introduction | A 21st Century Education Film Series

Introduction | A 21st Century Education Film Series

Introduction | A 21st Century Education Film Series