The Future of Distance Learning

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years?)

 In 5-10 years, the perceptions of distance learning will focus more on design, development, delivery of instruction, and not so much on location.  Currently, distance learning is becoming popular in government, businesses and educational institutions.  The government and businesses are utilizing online resources/programs to train and re-train employees new job requirements.   Educational institutions are adopting more online courses as well to give learning options for the students.   Since technology is a big impact in education and businesses, encouraging students to participate in distance learning is becoming very easy and persuasive.  The traditional school curriculums are using more online resources and technology media to teach students how to interact with each other, to complete assessments, and assignments.

 I believe that within twenty years distance learning will continue to be the primary communication tool and learning resource for all government, business and educational entities.  As of today, these entities are using distance-learning methods such as communicating globally via videoconferencing, interviewing job candidates and exchanging ideas and strategies.  Here are two examples from the government and educational areas.  Example 1, in the government arena,  the State of Michigan Department of Human Services should be completely transition to being an online communication tool between staff and customer because for the past year for persons applying for welfare, medical and food assistance programs all applications and approvals for services are completed online. Example 2, in the educational arena, some Michigan high schools have started transiting to blended learning; teachers are trained to become facilitators for online instruction and the students are becoming more accountable for learning class work. In most schools laptops are a necessity to have in class to complete class work and homework assignments, projects while the teacher monitors progress.  Overall, I believe that distance learning is an improved way of communicating, learning and being accountable to become self-regulators.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

According to Howell, Williams, & Lindsay, 2003, the instructional designer needs to implement a collaborative approach with faculty to help development, support, and training of the distance-learning environment to improve their comfort levels and perceptions.

As an instructional designer, I would be responsible for keeping up with the social media networks, current technological resources and applications for improving societal perceptions of distance learning.  Ensuring that I am able to collaborate, and design effective visual methods for learners to enjoy using, and understand will gain learners trust.  Once their trust and curiosity is gained, the learners will be eager to become active learners, and participants in the distance-learning environment.   I believe that using these strategies can assist me with improving societal perceptions of distance learning.

How will you be a positive force for continuous improvement in the field of distance education?

“Knowing the basic principles of instructional design can help to ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well organized, is delivered in an appropriate mode, and is continually evaluated and improved” (Morrison, Ross, Kalman, & Kemp, 2011, p. 5).

 As an instructional designer, I can ensure that when designing and developing curricula to use as a guide the following conclusions instruction delivered to distance learners that are linked to effectiveness:

·         Training in effective instructional strategies is critical for teachers of distance learners (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Distance education courses should be carefully designed and developed before instruction begins (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Visualization of ideas and concepts is critical when designing instruction to be delivered to distant learners (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Adequate support systems must be in place to provide the distant learner with access to resources and services (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Interaction between the instructor and students and among students must be possible and encouraged(Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

·         Assessment should be designed to relate to the specific learning outcomes of the instructional experiences(Simonson, Smaldino, Albright, & Zvacek, 2009, p. 9)

Howell, S., Williams, P., & Lindsay, N. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Retrieved from http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance:

Foundations of distance education (4th ed.) Boston, MA: Pearson.

Course Project: Facilitating Distance Learning

Course Project Assignment: Online Orientation Program-Project Management Certification Course

Scenario 3: An online, fully asynchronous project management certification course. Trainees will be expected to view interactive media presentations and complete online assessments. Students will also be expected to regularly participate in an asynchronous question and answer forum. Asynchronous discussions could be delivered in either a CMS or a Web 2.0 tool, such as a wiki.

During the process of developing this orientation project, I learned that project management certification courses are becoming a requirement for project managers to earn the credential in the job market.  The certification proves that the education and competency to lead and direct projects that have been acquired through experience and educational training. Employers are seeking candidates that have project management certifications because it is gives a financial and technical advantage, globally recognized and in high demand in the business arena.

The highlights of my research were learning about  what learning management and computer management system are and the similarities/differences and how to use them in the educational and workplace environments,  technological tools, and the importance of knowing how to use them to the advantage in the workplace.  Learning about the websites like Learning Express Library that is a Michigan eLibrary that uses only scholarly and authentic resource that have educational and business information that are out there that are resourceful and offer free tutorials for those who are beginners, intermediate and advance computer literate.  

EDU 2.0 is the computer management system I chose to use for my online orientation site and I have some likes and dislikes about the system.  I had no knowledge of the purpose, how to operate this site but I learned to navigate through the system and was disappointed because I could not get the desirable visual I wanted. Overall, my experience was enlightened by learning about the valuable information that is available to use for educational and business purposes.

CMS: EDU.20  Username: Kimberlyds                  Password: kimmie2012http://kdsutherland.edu20.org/

Summary on Converting to a Distance Learning Format

Converting to a distance-learning format seems to be in demand for educational institutions, for-profit, and non-profit organizations. Being a learner in a distance-learning environment is convenient, challenging in being committed, determined and open-minded about learning new styles of learning, and being satisfied when the task has met expectation of good grades and learned knowledge because of the available opportunities for learners.

 During this assignment, I had the chance to learn and respect the developing process in distance education. I was able to remember the ADDIE Model processes learned during this course and previous courses. One of the processes I learned was about transiting from a face-to-face (f2f) learning environment to a blended on paper it the processes seem very similar yet different but when using cognitive skills to get the visual needed to put in perspective, it was difficult to do.  For example,  review the table below of the characteristics of transitions observed by Dr. Diane Oblinger, President and CEO of EDUCAUSE, a nonprofit association whose mission are to advance higher education using information technology.

Characteristics of Transitions Oblinger (1999)

Teacher-Centered (Traditional Classroom)	Student-Center (Virtual Classroom)
Lecturing	Coaching
Taking attendance	Logging online
Distribution requirements	Connected learning
Credit hours	Performance standards
Competing	Collaborating
Library collections	Network connections
Passive learning	Active learning
Textbooks	Customized materials

These characteristics of transition look simple to change but it is a systematic process. This process involves critical thinking skills, adjustments and time.  Overall, the information learned during this assignment was very informative and a lot to grasp in a short time frame but great information to have and continue to learn about.

Oblinger, D. G. (1999). Hype, hyperarchy, and higher education. Business Officer, 33(4), 22-24, 27-31.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009, p.232). Teaching and learning at a distance: foundations of distance education (4th Ed.). Boston, MA: Pearson.

Walden University

Walden University

The Impact of Open Source

Open Course: OpenCourseWare Consortium                      URL: http://www.ocwconsortium.org

Open Course: Kaplan University Open Course Ware        URL: http://ocw.kaplan.edu/

The OpenCourseWare Consortium is a collaboration of higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model (http://www.ocwconsortium.org).

Kaplan University is a member of OpenCourseWare Consortium allows the course materials available through an open content license.  Kaplan University Open Course Ware is an open educational resource that offers online courses in arts & sciences, business, criminal justice, general education, information systems & technology, legal studies and nursing.  This site does not provide access to faculty, but give open access to the materials used in a variety of Kaplan University courses (http://ocw.kaplan.edu/).   

Does the course appear to be carefully pre-planned and designed for a distance-learning environment? If so, how? If not, in what ways?

The IT 133 Information Systems & Technology-Software Applications course does appear to be carefully pre-planned for students that are enrolled in the course, have instructor-led guidance, and peer interaction using technology tools such as discussion forms.  Also pre-planned for an autonomous Open Courseware student that has no access to staff members or other course learners because this is a self-paced and learner-content interaction-learning environment. 

The course seems to be designed for a distance-learning environment; an asynchronous training course with the self-paced approach affords more autonomy to learners, allowing each to proceed at an individualized pace while providing benchmarks for progress and achievement.  A self-paced course presents a challenging environment for fostering collaboration because individual learners may be at different stages of the course at any given time (Anderson, Annand & Wark 2005).

Does the course follow the recommendations for online instruction as listed in your course textbook?” Which does it follow? In what ways? Which does it not follow?

The IT 133 Information Systems & Technology-Software Applications course fundamentals of online instruction are being followed as recommended in the course textbook.  From the perspective of being a courseware student with no instructor, or peer interaction, this course is organized, and requirements are very clear to the learner.  The course content -Abridged syllabus includes a detailed but brief overview of the course description, course outcomes and course project.  Each course unit includes the proposed learning outcomes, and the key points of interest the learner should accomplished after completing the unit assignments.   The course does not have inclusive dates to meet deadlines because it is an autonomous learning environment.

Did the course designer implement course activities that maximize active learning for the students? If yes, in what ways? If not, how is it deficient?

The course designer did implement course activities such as visual mnemonics that provided examples on how to navigate the software, streaming video demonstrations, online tutorials, and  assessment tools( unit review questions, fill in the blank, pic a letter, flash cards) to ensure that course materials was understood, and remembered  and will maximize active learning for the students.

References

Anderson, T., Annand, D., & Wark, N. (2005). The search for learning community in learner paced distance education: Or, 'Having your cake and eating it, too!' Australasian Journal of Educational Technology, 21(2), 222-241. Retrieved December 3, 2011, from http://www.ascilite.org.au/ajet/ajet21/anderson.html

Kaplan University Course Ware Site                 http://ocw.kaplan.edu/

OpenCourseWare Consortium                          http://www.ocwconsortium.org/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.