Reflection

           

After reading and studying the course materials for EDUC6135 Distance Learning, I have gained new insight and appreciation for online education. In my opinion, distance learning is more rigorous than traditional face-to-face education. There are always assignments that must be completed and deadlines that must be met and it is up to the student to keep abreast of all of this while utilizing the latest technology.

In a taped interview, Siemens (Laureate Education, Inc., 2010) said that advances in technology, increased online communication, and the growing acceptance of online learning will lead to the proliferation of distance education. Online enrollment tripled from 1998 to 2002 and is expected to grow exponentially as more and more students realize the benefits of distance education (Lichtenberg, 2003).

As discussed by Gambescia & Paolucci (2009), distance learning has many benefits which include convenience for highly motivated, proactive learners, learning the efficient use of student time and resources, as well as location and the ability to choose the time of day to study.

While distance learning is a great tool, it is not for everyone. Distance learning will generally work better for those students who realize that they must generate their own motivation to learn and recognize that their learning experience is ultimately their responsibility (Schmidt & Gallegos, 2001).  For those disciplined learners, this is a tremendous educational opportunity that allows greater schedule flexibility and permits access to many more educational institutions than would otherwise be possible. 

As an instructional designer and a student of distance learning, it is my responsibility to be an ambassador of distance education by continuing to model the excellent education I have received and by committing to dismantle the remaining barriers of bias that some still harbor toward online education and the degrees garnered thereof.  

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university

online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Laureate Education, Inc. (2010). The Future of Distance Education [online video]. Baltimore, MD. George Siemens. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2650920_1%26url%3D

Lichtenberg, J. (2003). Going the Distance. Publishers Weekly, 248(26), 37.

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners.

Journal of Industrial Technology, 17(3).

Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Converting to a Distance Learning Format

This week as an instructional designer, I have been hired to help the training manager, Jim Foley at Weldon Manufacturing convert all of his training modules to a blended learning format.  The catalyst behind the conversion is a lack of quality communication in the face-to-face training sessions. The goal is to help create a dynamic synergy between the trainers and trainees while fostering interaction with the training materials in both a face-to-face as well as the online learning environment.

With the aforementioned scenario in mind, I have created the following action plan which I will communicate to the training manager by week’s end:

Good Moring Jim,

After visiting with you last week and gaining a better understanding of your situation, I believe that working together we can achieve the transformation of your training program from the traditional face-to-face training to a blended format which historically has been well received by trainees. Throughout this plan I have cited works from other professionals in the field of instructional design. This is to provide you with additional resources and to facilitate the implementation process for both yourself and your trainers.

Of course the most important aspect to keep in mind when attempting to affect change is the significance of communication. It is imperative that trainees be provided with clearly stated objectives before training commences. Clear, concise instructions are mandatory as are clearly defined course expectations if the trainees are to be successful (Durrington, Berryhill, & Swafford, 2006).  

As the training manager, you should consider communicating to your trainers that with this new training format, the responsibility of learning has shifted. Since trainees are being given access to the training materials and the trainers are now functioning more in the capacity of facilitators, the trainees themselves will be responsible for their own learning. They must take the initiative to interact with the training and communicate to the trainers (Simonson, Smaldino, Albright, & Zvacek, 2012).

You have conveyed to me that you wish to convert all your paper documents to electronic files to be placed on your company server and then destroy the paper files for both inventory reduction and security concerns. I must advise against this as there are special circumstances to consider when there is sole reliance on electronic files. Electronic media can be subject to loss through a variety of ways: file corruption, viruses, loss due to power surges, etc. (Arndt, & Porges, 2012).

If reduction of inventory is an absolute necessity, I would suggest that after all paper documents have been converted to electronic files, an online repository be considered. This will provide a backup copy of all files from an alternate site should the originals become corrupted or destroyed.  Once the backup has been made, all electronic files can then be loaded on your server for accessibility by the trainees. This essentially allows access to training 24/7 and in some cases this accessibility eliminates the presence of trainers. Online learning can now be accomplished at the convenience of the trainee. Understand that even in today’s world of modern technology, things can still go awry. Sometimes servers need maintenance and must be taken offline. In times such as these, reverting back to short face-to-face lessons will keep the trainees engaged with the class and allow timely submission of assignments (Macfarlane & Smaldino, 1997).

When the trainers address the class, I suggest the utilization of open ended questions and liberal use of trainee names which confirms this training as community learning and establishes deeper connections to both the material and other trainees as well. I have included in the lesson plans several collaborative projects as a means to help foster classroom relationships which also provides positive stimulus for the reluctant online trainee (Simonson, Smaldino, Albright, & Zvacek, 2012).

At various stages throughout the training, I have included placement for assorted quizzes and tests that will indicate learner progress and signal areas of need to be addressed (Gay & Lentini, 1995). Training records will be kept in order to monitor individual progress. A minimum passing score of at least 80% must be achieved on each test prior to a trainee moving to a more advanced training module (see example table below).

Training Module 1

Student Name	Quiz 1 Score	Quiz 2 Score	Test 1 Score	Test 2 Score	Final Exam Score
Hunter Green	90	96	76	88	92
Phase 1 Proficiency	Yes	Yes	No	Yes	Yes
Attempt 2			94
Phase 1 Proficiency			Yes

                                                                                                                            Student Scores and Proficiency Table

We will continue to work together to ensure that all phases of the training plan are implemented successfully. After implementation, we will survey the trainees to see what worked and what areas are in need of improvements (Lockee, Moore, & Burton 2002). After this initial evaluation, we will revise the training plan where needed and strive to continually improve the training process at Weldon Manufacturing.

Thank you for the opportunity to work with you and your organization. It has been my pleasure getting to know you and your training processes. Should you run into any unscheduled difficulties, the staff and I here at Instructional Design are just a phone call away. 

Very Respectfully,

Keith Williams

President, Instructional Design

4041 Roosevelt Way

Lawton, OK. 73505

(580) 555-1212

References

Arndt, R. Z., & Porges, S. (2012). Preventing Data-Loss Disaster. Popular Mechanics, 189(10), 80-84.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Gay, G., & Lentini, M. (1995). Communication resource use in a networked collaborative design environment. Ithaca, NY: Interactive Multimedia Group.

Lockee, B., Moore, M., & Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Educause Quarterly, 25(1).

Macfarlane, C., & Smaldino, S. (1997). The electronic classroom at a distance. In R. Rittenhouse & D. Spillers (Eds.), Modernizing the curriculum: The electronic classroom (pp. 171-195). Springfield, MO: Charles Thomas.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: foundations of distance education (5th ed.). Boston, MA: Allyn & Bacon.

The Impact of Open Source

Today’s distance learners have many resources available to them, with some of the most useful being open course websites, most commonly referred to as OpenCourseWare.  So what is OpenCourseWare you ask? OpenCourseWare is a compilation of free lessons usually created by a university and placed on the Internet for use by all. Usually these courses do not generate college credits, but are taken for the general acquisition of knowledge, and as the name implies this instruction is made available free of charge.  According to MIT’s Professor Yue (2013), “The idea is simple: to publish all of our course materials online and make them widely available to everyone.”

This week when exploring the website hosted by MIT, (http://ocw.mit.edu/index.htm) I found that
there have been over 125 million visitors that have access to information on over 2000 courses -
all for free! From the many listed courses, I selected a course that interested me and was quickly
redirected to the course  management system for that class.

The information contained on the course management page was abundant and easily accessible.
The CMS used a variety of learning tactics such as graphics, videos, and links. Following the
Theory of Independent Study, students are able to access the course whenever they choose and
have the ability to stop and start the course at their own pace (Weidemeyer, 1981).

The course was well organized with components such as syllabus, calendar, and detailed assignments and others readily accessible for the benefit of the learner (Simonson, Smaldino, Albright, & Zvacek, 2012).This fairly new method of instruction could not have been accomplished without the modern technology we are accustomed to today. Peters Theory of Industrialization of Teaching (1988) reminds us that education is gradually being restructured through mechanization and automation. OpenCourseWare classes offer a convenient means to gather and disseminate knowledge. This online medium affords the designer the opportunity to customize content while allowing the learner to select various levels of interaction (Beldarrain, 2006).

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Peters, O. (1988). Distance teaching and industrial production: A comparative interpretation in outline. In D. Stewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp.95-113). New York: Rutledge.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Wedemeyer, C. (1981). Learning at the backdoor. Madison, WI: University of Wisconsin Press.

Yue, Dick K.P.  Professor, MIT School of Engineering. Accessed April 05, 2013. Retrieved from  http://ocw.mit.edu/about/

Selecting Distance Learning Technologies

Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

As an instructional designer, it is imperative to fully understand the situation in order to offer flexible solutions while integrating student interaction so that effective measures can be constructed and conveyed (Beldarrain, 2006). By dissecting the scenario we are given, it is easier to design instruction that will provide a solution to the problem sought. So reviewing the scenario, we find that:

1. A series of training modules are needed to increase the plant safety record;

2. The modules must illustrate best practices on machine operation in a step-by-step fashion;

3.  Instruction must be available to all shifts in the plant; and

4. Learners must demonstrate learning proficiency from the training modules.

Living in the 21^st century, we are afforded the luxuries that technology brings. With a variety of course management systems (CMS) available such as Canvas, edu2.0, and others, it is possible to provide quality online learning any time of the day from virtually anywhere.

In the scenario provided, I would suggest a CMS be used with the capability of integrating the use of Computer Based Training (CBT) in online content. This allows the learner to receive training as needed, illuminating individual needs as the focus of attention. Utilization of a CMS can also incorporate interactive discussion tools (blogs and podcasts) to help the learners stay up to date on relevant changes and to facilitate two-way communication and feedback to the instructor. Presentation tools such as PowerPoint can be used to provide the learner with relevant information before the administration of an online quiz. An online interactive quiz can be constructed to provide the learner with the capability of multiple attempts in individual training modules until proficiency is demonstrated. This is just one example of how computer based training allows for customization rather than less desirable standardization of content (Reigeluth, 1999).

Computer based training in online content combined with the interactive discussion tool native to the CMS selected would provide quality just-in-time distance learning in a highly desired customizable format (Simonson, Smaldino, Albright, & Zvacek, 2012).

Below are links to two websites that utilize the format described above:

http://www.ehs.okstate.edu/index.htm

http://texas.testsecuritytraining.com/

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Reigeluth, C. M. (1999). What is instructional design theory? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5–29).

Mahwah, NJ: Lawrence Erlbaum Associates.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.     

The Evolution of Distance Learning

Distance learning. What do you think of when you hear those two words? I first learned of distance education through television commercials. They were soliciting participation for correspondence schools where one could attend various classes through the mail. These were mostly certificate programs including paralegal studies and instruction on how to become a gunsmith. I actually requested more information from one school in Pennsylvania. Upon receipt of the information, I quickly lost interest due to the high cost, the feeling of isolationism, and the suspicion that this method of study would not be widely accepted or recognized.

Beginning in the mid 1980’s, I worked for a commercial airline as a flight attendant and my job required constant travel. This environment was not conducive for attending a traditional learning institution, yet I knew that in order for me to advance my station in life, I would need a formal education. Upon entering the age of technology with my first computer, I realized that a vast wealth of information was to be had and that this information could be accessed from virtually anywhere access to a dial-up connection could be obtained. I was on the verge of my own personal globalization (Simonson, Smaldino, Albright, & Zvacek, 2012).

The advances in technology have been astounding and with new technologies come new opportunities. With high speed wireless Internet and a plethora of social media sites to help us keep connected, more and more people have become comfortable with technology. While only a handful of institutions once offered online degrees, the paradigm has shifted and online education has gained widespread acceptance with the number of online students increasing dramatically over the last several years. More and more corporations are turning to computer based training and distance learning as the cost savings in training becomes more apparent (Moller, Foshay, Huett, 2008).

Just today I watched Bill Gates being interviewed on television. The reporter asked him where he believed instruction would be ten years from now. His answer was not surprising. He stated his belief that instruction was moving away from the large lecture classes conducted in traditional campus settings and that institutions would retain experts in each field and have them prerecord their lectures and lessons so that more students could benefit from their knowledge base regardless of their physical locale.

While there may be some concern that online coursework is perpetuating isolationism, technology is addressing this issue through interactive television courses, online chatting, and video conferencing.  As technology continues to improve, the circumference of the earth has seemingly shrunk. Distance learning has evolved from mail in coursework to real time learning at accredited institutions worldwide. Regardless of where you reside, learning can now take place in real time across the nation or across the globe.
It is this move away from traditional education that has me excited about continuing my online education so one day I can instruct others and help them learn as I have learned.
 
References
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

 

Reflection

A Reflection on Learning Theories and Instruction:

The Growth of a Student in Instructional Design

As a student who has recently begun the journey to a degree in Instructional Design, I realize that I must start with a mind that is open to new ideas and philosophies. I must seek to explore new knowledge and understand the practical applications of such if I am to be effective in my field. In my mind, the blank pages of subject matter are beginning to be replaced with knowledge of theories, philosophies, and approaches that I never knew existed. Let me share with you some of the things that I have learned thus far. 

The one aspect of learning that I found to be the most surprising is in reflection the one that should have been the most obvious; different people learn in different ways. There are numerous ways in which a person can learn and that same person may utilize more than one method of learning even within the same subject matter (Ertmer & Newby, 1993). Some of the different learning theories which were explored include: Behaviorist, Cognitive, Constructivist, Social Learning, Connectivism, and Adult Learning.  

     When conducting personal inward reflection, when learning new material I find that I often utilize multiple learning methods. Having passed middle-age, I find that the use of mnemonics helps me to remember names as well as itemized lists (Woolverton, Scogin, Shackelfor, Black, & Duke, 2001). I have come to realize that my learning methods most closely resemble those of connectivism because I link new information to previous knowledge and adult learning because I am self-disciplined and draw from my life experiences.

Throughout this course I have learned that while various learning theories and styles can be employed by the learner, each learner must find their own motivational factor.  Although it is sometimes difficult for today’s learner to stay motivated given the pressure of time constraints and family obligations, in today’s world of educational technology, mobile computing can make a difference. Through the use of handhelds and smartphones, it is now easier than ever to receive and complete assignments from almost anywhere (Johnson, Levine & Smith, 2009).  This ubiquitous computing can help serve as the motivation one needs to complete the education that was unattainable just a few short years ago.

The material that I have learned in this course has better prepared me to become a more proficient  instructional designer by helping me understand that I must strive to differentiate my methods of instruction and incorporate new technology that would serve to include those students that employ various learning styles (Kim, 2001). This will serve to lessen the technological divide and engage those learners on a level that they can comprehend.

This course has taught me not only various learning techniques and theories but a very important life lesson as well. I have been educated in the fact that learning is a lifelong journey and the knowledge that I have gained here will remain with me for a lifetime.

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Woolverton, M., Scogin, F., Shackelfor, J., Black, S., & Duke, L. (2001). Problem-targeted Memory Training for Older Adults. Aging, Neuropsychology & Cognition, 8(4), 241-255.

Fitting the Pieces Together

Fitting the Pieces Together

Now that my Walden class on Learning Theories and Instruction is coming to a close, I would like to reflect back to the beginning of this course and consider how my views on learning theories and styles have evolved.

As I am both fairly new to the online classroom and just in my third semester as an instructor, my experience concerning learning theories and learning styles is limited. At the start of this class, I seldom gave a thought as to how learning occurred or even the fact that there are several ways in which individuals can and do learn. Little did I know that there were six widely held theories that describe most types of learning. These theories are: Behaviorist, Cognitive, Constructivist, Social Learning, Connectivism, and Adult Learning.  

At the beginning of this class, I classified myself as being between a cognitive and constructivist learner because my memory plays a large part in the learning process yet I develop a deeper meaning through firsthand experience (Ertmer & Newby, 1993). Now that I have been exposed to different theories, I would have to say that I more closely relate to the connectivism and adult learning theories. Connectivism because I draw on prior knowledge to connect to and process new information (Davis, Edmunds & Kelly-Bateman, 2008), and the adult learning theory as I am an active participant in my own learning as well as being self-directed and self-disciplined. I also have life experience from which to draw knowledge from (Conlan, Grabowski, and Smith, 2003).       

With that being said, the most important lesson that I have learned thus far is that there are multiple ways that an individual can learn and that individuals often learn utilizing more than one method. It is important that I keep this in mind if I am to be an effective instructional designer. I must strengthen my repertoire of instructional techniques in order to help my students utilize various learning methods so that their learning potential is maximized.

Today’s learner is more apt to utilize technology than ever before. With mobile devices and handheld smartphones, the quantity of information available is limited only by one’s creative imagination. Information can be obtained, researched, drafted, and submitted all from the comfort of your favorite easy chair. The proliferation of on-line learning has increased exponentially over the last several years as has the quality of that education. Long gone are the correspondence courses that the distance learner of yesteryear was relegated to. Those have been replaced with professionally designed and supported online learning that is today’s standard (Foley, 2004).

In conclusion, I have learned that there is much more to learning and education than I would ever have imagined. There are many learning theories and technologies that a novice such as myself can spend many years attempting to master. Rather than becoming mired in technological ambivalence, it is important to remember that each learner will have their own learning style and that an effective instructional designer will find creative methods of instruction to maximize the learning potential of each student.

References:

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education, 200. p 189.