Selecting Distance Learning Technologies

 

Two thoughts should be kept in mind as we talk about the use of technology in instructional design: “Technology is not the issue.  How and what we want the learners to learn is the issue and technology is the tool” (Simonson, Smaldino, Albright & Zvacek, 2012 pp. 172).  Also, “Distance learning courses will be carefully planned to meet the needs of the students within unique learning contexts and environments (Simonson, Smaldino, Albright & Zvacek, 2012 pp. 174).    

These two facts help us realize that we need to match the learners and their environment to the objectives of the course.  Then we must identify the best strategy for illustrating the information we want them to learn.  It is at this point when a decision is made on the best medium and technology to help in accomplishing the learning objectives.   In this week’s multimedia program, The Technology of Distance Education, we saw different examples of technologies that may be used as tools in distance education.  These included podcats, discussion technologies, blogs, concept maps and media sharing sites. These technologies should develop reciprocity and cooperation among students, use active learning techniques, give prompt feedback, and respect diverse talents and ways of learning among others (Beldarrain, 2006). 

 

We are now asked to review an environment and suggest technologies that could provide the best solution to the stated situation.  Based on the scenario presented in Example 3, there is a requirement to produce an asynchronous learning solution to address safety concerns at a manufacturing plant.  The solution should be modular and illustrate best practices on how to operate many pieces of heavy machinery on the plant floor.  Technology can greatly help with this objective, here is how:

 

Let’s choose a CMS, say Moodle.  This technology will allow us to load the course, keep track of attendance, keep track of scores obtained and even create a community to continue sharing best practices among employees once the course is completed.  Individual modules should be created containing safety best practices for each of the machines on the floor.  The best way to accomplish this would be with a scripted video indicating the appropriate ways to utilize each of the machines.  This could be followed by a flash based simulation where the student is a character and needs to make choices on which action to take given different scenarios.  Another character would also be created with flash technology to act as a coach.  The coach would congratulate the learner when he/she makes the right choice or provide a full explanation of why the learner has chosen the wrong option.  Utilizing the testing function in Moodle, the learner would take a final exam and a final grade would be recorded.   Anyone achieving a grade below an established goal, would have to repeat the course.   Finally, with the integration of web 2.0 technology, a community would be created where workers can continue to communicate and share safety best best practices. 

Please listen to the podcast below entitled “Instructional Design, Learning Meets Technology” for a great explanation of how instructional designers are utilizing technology to create better solutions.

 

References:

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

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

Distance Learning - What is that???

I've always had a thing for Real Estate.  Back in the 80's, I saw an advertisement of a company offering a correspondence course in real estate investment.  I called, paid my $250.00 and started receiving material which included a book, exercises and a phone number to call if I had any questions.  At the end of each section, I would send back the completed exercises, until the end of the course when I got a certificate of completion.  Was this distant education? 

Let's look at the definition of distance education we learned this week: "Institution based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources and instructors" (Simonson, Smaldino, Albright & Zvacek, 2012 pp. 32).  Based on this definition, I may have been exposed to distance learning, not necessarily distance education.  It is my opinion that there is a difference between the institutionalized formal distance education and learning experienced through open systems or e-learning designed to teach a particular skill or even for information purposes. As you can see from the above mind map, the components of what I see as distance education out-rigor those of online-self learning.  This difference is also noted by Dr. Simmonson in this week's video.

As we've seen, distance learning is not new.  In my opinion, the definition will not change; however, the availability of technology and worldwide communications is changing the playing field while bringing about challenges and implications to the overall education system, the instructor and the instructional designer. 

Online learning is in tuned with the any time, any where concept.  Through technology, today's workforce is working more and more on a work any time, any where basis.  As this becomes more the practice than then exception, professionals in need of furthering their education are turning to distance education, as it fits into their lives and working model.  Corporations are turning to online learning, mainly for savings and economic reasons; as they can make education available to employees at any time, save on travel, avoid productivity losses and train many on a single solution (Moller, Foshay & Heuett, 2008).   Distance education is also playing a role in the  K-12 space as instructors and educational institutions try to map the digital world in which students live to what they experience while they learn (Berk, 2010). 

As you can see from the mind map above, there are several advantages and disadvantages to online learning.  None the less, it is important to look at some of the implications this type of learning brings about.  In the K-12 space, students are growing up in the digital age; but does this necessarily mean that they are ready for distance education? Again, if we look at above diagram, under the "learners" category, can we consider K-12 learners ready for distance learning? I'd dare to think that although online programs are emerging for K-12 students, technology should be used as an aid to teach these students, but a full distance education program for K-12 has many implications; including skillset of instructors and instructional designers,  which I don't beleive have been addressed yet.  In the corporate environment, there is major concern in terms of the quality of solutions developed and assessment methods (Moller, Foshay & Heuett, 2008).  Similar implications exist in the higher education arena going from quality, instructor training, program recognition, appropriate utilization of available technology, student interactions, collaboration and more (Moller, Foshay & Heuett, 2008)

So, what is the future of distance learning? I can only assume that it will continue to grow and numerous efforts will continue to be made in order to achieve what I consider to be the most important component of such an environment:  providing a high level of education while maintaining student engagement.  Such can only happen when a system is in place which promotes the success factors listed on above.  Based on my own experience, distance learning and distance education are both possible and giant steps have been taken towards appropriate utilization of technology.  I believe it is evolving and definitely the way of the future. For more on this topic and to gather others' opinions on this matter, have a look at the following video. It takes a bit over an hour to watch, but I feel it is time well spent.



 



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). Tech Trends, 52(3), 70-75.

 

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). Tech Trends, 52(4), 66-70.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). Tech Trends, 52(5), 63-67.

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

Berk, R.A (2010). How do you leverage the latest technologies, including Web 2.0 tools in your classroom? International Journal of Technology in Teaching and Learning, 6(1), 1-13

 

Learning Theories and Instruction – Reflection

When we started this cycle, I thought it would be one of the most boring courses in the program.  Think about it; an entire course on theories attempting to explain how humans learn.  To be honest, at one point or another, I had heard about most of the things we mentioned.  None the less, when it was put into the appropriate order and context, I started realizing how many details were missing in what I thought I knew. The first thing that I found interesting in this course was observing how theories evolved as time passed;  from the very early thinkers who justified what they could not explain through the gods, to the more modern theorists who device new theories as they find out new information about the brain.   I also found striking that there is not a single theory that by itself can explain the learning process yet, in their own way, they all explain a very important part of learning.    Beharivorism recognized that humans responds to stimulus, Cognitivism that humans use their memory to retain information for future usage, Constructivism that learners construct their own knowledge from experience, Social Learning that learning is obtained through social interactions, Connectivism that learning exists in the world rather than the head and is gained through the development of networks that help to provide current information.  Finally, adult learning is a huge topic in and of itself and probably the theory which will have the biggest impact in my role as Instructional Designer.

As I mentioned on a previous discussion, this course has not changed the way that I learn.  None the less, it has definitely deepened my understanding of my personal learning process.  For one thing, this was the first time in my life that I have done an exercise of metacognition to better understand what works for me in a learning environment.  It was also the first time that I put together a mind map and thought about the networks from which I draw knowledge and information.  In fact, after I handed in the original assignment, I was able to come up with another couple of nodes which I could have added to the map.   I found the topic of multiple intelligences very enlightening as well.  This was new to me and again, for the first time I did an exercise of analyzing what I am good at.

You realize you are learning when you are able to start differentiating and understanding the value of theories, learning styles, educational technology and motivation.  My conclusion is that each learning theory explains a particular aspect of how we process information and gain knowledge, our learning style is the mechanism, activity or technique that works best for us to acquire our learning.  As time evolves, we will only see an increase in technology and its usage within the education field.  I think that at the moment, education is being redefined in order to utilize available technology.  The idea of information anywhere/any time is redesigning the playing field of education and making online learning programs a rich alternative at the moment and probably, the preferred learning method for the future.  Motivation is a constant requirement of any learning environment and very tightly related to adult learning.  To the extent the instructional designer is capable of understanding and implementing the principles of the adult learning theory and develop instruction taking into account ARCS (particularly in online learning), the adult learner will remain motivated and ready to learn.

There is no doubt that this course will help me further my career in instructional design.  One thing is to design and another to design with an understanding.  This course has helped me to understand human aspects of learning which will be beneficial in the future.  I think that the most important one is that each learner has a different way of learning.  As instructional designers we need to develop a good understanding of the audience we want to reach, understand their multiple intelligences, understand their learning styles, appeal to their motivation and provide instruction in a way which capitalizes on their differences.  This is not easy to do, but at least I have a good understanding of what to shoot for.

FITTING THE PIECES TOGETHER

The first week we started the course, we were exposed to three learning theories: Behaviorism, Cognitivism and Constructivism.  We were also introduced to the timeline in the History of Learning media presentation.  The first thing that caught my attention was how you could see a lot of the very earlier thinkers’ ideas within the more modern theories we were learning.  I also noticed the relationship of theories to the knowledge acquired of how the brain works.   Through the weeks, as new learning theories were added, additional factors to consider were thrown into the mix.  For example, a new dimension was added after constructivism, where we started to see the importance of social aspects through the Social Learning theory.  At this point, I began to notice the fact that we learn in ways which go further than just classroom instruction.  We now began to see the importance of the social context in learning.  Then we saw that not only is the social context important, but also that the world is full of information that we need to connect to via information networks.  Finally we found out that as adults, we have different ways of approaching the way we learn and that there are many factors which affect how we actually learn. 

Given what we have learned, how has my view changed on how I learn?  Basically, my view of how I learn remains the same.   I still learn better when things are presented in an organized fashion and when I have the opportunity to learn by doing.  None the less, I now have a better understanding of the reasoning behind why I learn the way I do.

 Given the cognitive theory, I am now better capable of understanding why I learn better when things are presented in an organized fashion.  Based on the explanation of learning styles, I have a better understanding of why it is easy for me to understand lessons which are accompanied by visual material.  When I look at the adult learning theory, I see how action learning and experiential learning works best for me.  If I look at multiple intelligences, then I find comfort in knowing that there is hope for me to increase at some point of my life my logical-mathematical intelligence, as all intelligences may be improved.   Basically, the way I learn remains the same; however, I can now come up with an explanation of why I learn in a particular way.

At this point, technology is playing a very big role in my learning.  As I worked in a computer manufacturing company for many years, technology has been a part of my everyday life for some time.  None the less, I always perceived it as a working tool; even when I was learning through it.  Taking this program via online learning, has opened up a new perspective on how I view learning.  I always envisioned formal education in a classroom environment.  I am now a believer that online learning is effective.  I also believe that motivation, metacognition and self direction as a learner are key to succeeding in the program.  I find it interesting that most of the articles we read are online and assignments already assume that additional research will be done on-line.  I think that in time to come, technology will play a much bigger role in education and as instructional designers we will be at the forefront of implementing it.   

Connectivism and Learning Networks

Connectivism contends that people learn through networks they construct in order to gain knowledge.   According to this theory, not only is nurturing and maintaining connections needed in order to facilitate continual learning, but the ability to see the connection between fields, ideas and concepts become a core skill.  There is no doubt that there is a great amount of informal learning which occurs via our interaction with others.  With technological advances, our networks have expanded from personal to virtual communication and even to communication with machines that hold information we need. 

As I was growing up, my network was comprised of family, friends and teachers.  Now, it contains all of those components plus major ones facilitated by technology.    By having all these resources available to me, the way I learn has been greatly impacted.  I am now able not only to consult with those close to me, but to source and verify information via technology resources and in most cases get an instant response.  I would say my network has changed the way I learn by improving the amount of reliable information I can obtain almost instantaneously.   Understanding the theory of connectivism has also made me realize that the information I am obtaining could change at any time depending on newly discovered facts.  As learners, this fact should encourage us to constantly seek the latest information available on the different topics of interest.

As we talk about digital tools which facilitate learning, the list is very long.  Once you log on to the internet, possibilities are limitless.  From searching topics on Google, to connecting with your friends in Facebook to accessing business applications on line, to sending e-mails , it is very hard to determine which tool best facilitates learning.  As all these tools have become an integral part of our everyday life, I would propose that we learn equally from all of them.  I personally feel that so much technology sometimes limits the benefits of human interaction; hence,  I make the greatest possible effort to maintain personal relations, choosing to call someone on the phone rather than texting them or having lunch with them rather than chatting on Facebook. 

I think that it is important to understand the linkages in your network.  It is important to understand where the latest reliable knowledge lies and how multiple links that hold pieces of information interface with one another.  Being able to interpret the information you receive is also important.   When I have questions, I go to the different links or resources in my network to find out the answer.  Once I obtain information, I may use another part of my network to verify that the answer I am getting is correct and based on the latest available information. 

There is no doubt in my mind that a great amount of learning occurs via networks we construct.   To this extent, I am in full agreement with the central tenets of connectivism.    Putting together a mind map has made me realized how much I rely on my network in order to obtain knowledge.   This does not mean that I feel connectivism is the one, all inclusive theory of how we learn.  In my opinion it is another piece of valuable information we should keep in mind as we design effective instructional solutions.

Connectivism

RESOURCES TO ENHANCE OUR LEARNING

Following our lesson this week on learning theories and understanding how the brain processes information, I have found two resources which contain support and additional details on topics we examined.  The first is a site called Learning-Theories.com  ( http://www.learning-theories.com/) .  This site contains Theories and Models of Learning for Educational Research and Practices.  It is easy to read and its content is well organized.  The site lists the different theories associated with Behaviorism, Cognitivism, Constructivism and other theories we did not yet explore.  I recommend this site as an enhancement to all the information we have learned this week. 

During the week, we also had several discussions on learners with learning disabilities.  As we try to understand how the brain processes information, it is important to understand some of the most common learning disabilities.  The second site I found is an excellent resource to understand, in simple terms, common learning disabilities such as ADD, ADHD and Dyslexia.   The site does a great job at defining them and discussing their symptoms.  This site even contains resources and tool kits which may be used to help those affected to overcome the condition.  The history of the site is compelling, as it was founded by two professionals of the field whose daughter committed suicide.  Through this website, they intend to help resolve emotional and lifestyle changes by offering articles containing useful information, hope and self-help choices.  The link for the website is:    http://www.helpguide.org/mental/learning_disabilities.htm

I hope fellow students and other interested readers get an opportunity to visit these two sites as they are really great resources to enhance our learning.