William Knopf-Reflection
Distance learning has already changed throughout history. The original hand written correspondence has given way to the internet and other faster types of media. In the next 5-10 years the future of distance learning will become more acceptable. Siemens (2010) stated that just in the last 5 years the amount of traditional universities are offering some sort of distance learning courses, whether they are hybrid or fully off-campus courses.
When I become an ID I will show the value of the distance learning model. For example in my field of secondary education the need and use of distance learning is already increasing. In my classroom, all assignments are listed on Edline where the students have 24/7 access to the files and information that we cover in class. The students that are out of school will not lose the information, and can come back to the classroom not as far behind as before. One of the other areas that I see for distance learning is the GED programs and the alternative learning programs. For example when you have students that are trying to acquire the knowledge, but not in the traditional classroom the content is “watered down.” With distance learning there could be a teacher that teaches all the GED programs and alternative programs via the internet or webcam. This would allow those students the same opportunities as the students in the classroom.
The world is growing faster and faster each day. Technology is improving by leaps and bonds. The 21st century student will not need the same skills to master their workplace as our grandparents did. The traditional methods are effective and with the delivery styles such as blended instruction, those best practices can still be used and utilized. The one way to keep positive about distance learning is to show more and more people the benefits, and disadvantages. Research and best practices have shown that when you give the audience the true picture, they will make the most logical choice for themselves (Simonson, 2010). Personally I know that distance learning has made getting my Master’s degree possible. Distance learning has allowed me to continue my education with the flexibility that fits a crazy packed schedule. Since I am a teacher (middle school), coach 3 sports, have a family, and still can maintain a social life.
Sources:
Laureate Education (Producer). (2010). The Future of Distance Education. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Friday, April 22, 2011
Saturday, April 16, 2011
Scenario- Trainer switches to distance learning
William Knopf-Training scenario
Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face 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 material 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.
• When converting a course to an online/distance learning experience planning is a huge concern and focus? According to Dr. Piskurich (2010) planning will take a major of the time when making a distance education course. The trainer will have to look at the very important items such as time, budget, objective parameters and course objectives (Piskurich, 2010). Another suggestion for the trainer would be to give surveys. The surveys would be an excellent tool to determine the technology level of the class and the learning abilities of the members in the class. Since learners have different abilities as well as different degrees of technology skills, this step would be extremely valuable. The trainer could make simple surveys using several websites. Such websites as Survey Monkey, Free online surveys, etc. From the results the trainer could then determine the best delivery method for the discussions. The technology survey would also give the trainer data to work with on regards to making the material available on a server, the learner’s abilities, and not making the technology a hurdle that the learners must fight to overcome. Since the trainer wants to place the information on a server, servers will have to be researched as well. Services such as Free Webspace, or even a list of free web services. Another suggestion for the trainer would be to use any of the CMS and LMS that are online. This will allow the trainer to track and keep better records of the efforts from the trainees. There are a variety of free CMS, LMS available. Here is a list that are available 15 desks, Ectolearn, Lecture Share, School Rack, rCampus, Moodle, Edmodo, and edu2.0.
• What aspects of his original training program could be enhanced in the distance learning format? The original program can be enhanced with distance learning by making the program have more activities. Since the biggest problem that the trainer is seeing is communication, the trainer could use discussion boards, blogs, instant messaging, and multimedia. The trainer also stated that they wanted to place their course files online so they can be accessed at any time. By placing the files online, the trainees could access them before the face-to-face setting making the course time more valuable. The better prepared the trainees are before they come into the face-to-face setting, the better the discussions in class could be, as well as the information from the trainer would not be totally new.
• How will his role, as trainer, change in a distance learning environment? In the distance learning environment the trainer’s role would change from an instructor to a facilitator. If the trainer decides to use discussion boards, blogs, etc he will need to follow the rule of thumb for discussions. The rule of thumb for discussion is 1:4 (Simonson, 2009) when interacting or replying to the online discussions. Keeping to this ratio will allow the trainees to learn from each other and the discussions will become more valuable. In the distance environment setting the trainer would be more of a supervisor of the discussions. The trainer would look over the discussions and make sure that there is correct dialogue being given and correcting information that was incorrect (Simonson, 2009).
• What steps should the trainer take to encourage the trainees to communicate online? To encourage the trainees to communicate online, the trainer could make the first discussion a getting to know you discussion. This would be more open and allow the trainees to share something about them. The trainer should have the same requirements for this discussion, so the trainees could get used to the format and expected style. Another idea would be for the trainer to be the first one to post in that discussion. This would give the trainees a piece of information about the trainer that they might not have gotten from the face-to-face course.
Sources:
Laureate Education (Producer). (2010). Facilitating Online Learning. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face 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 material 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.
• When converting a course to an online/distance learning experience planning is a huge concern and focus? According to Dr. Piskurich (2010) planning will take a major of the time when making a distance education course. The trainer will have to look at the very important items such as time, budget, objective parameters and course objectives (Piskurich, 2010). Another suggestion for the trainer would be to give surveys. The surveys would be an excellent tool to determine the technology level of the class and the learning abilities of the members in the class. Since learners have different abilities as well as different degrees of technology skills, this step would be extremely valuable. The trainer could make simple surveys using several websites. Such websites as Survey Monkey, Free online surveys, etc. From the results the trainer could then determine the best delivery method for the discussions. The technology survey would also give the trainer data to work with on regards to making the material available on a server, the learner’s abilities, and not making the technology a hurdle that the learners must fight to overcome. Since the trainer wants to place the information on a server, servers will have to be researched as well. Services such as Free Webspace, or even a list of free web services. Another suggestion for the trainer would be to use any of the CMS and LMS that are online. This will allow the trainer to track and keep better records of the efforts from the trainees. There are a variety of free CMS, LMS available. Here is a list that are available 15 desks, Ectolearn, Lecture Share, School Rack, rCampus, Moodle, Edmodo, and edu2.0.
• What aspects of his original training program could be enhanced in the distance learning format? The original program can be enhanced with distance learning by making the program have more activities. Since the biggest problem that the trainer is seeing is communication, the trainer could use discussion boards, blogs, instant messaging, and multimedia. The trainer also stated that they wanted to place their course files online so they can be accessed at any time. By placing the files online, the trainees could access them before the face-to-face setting making the course time more valuable. The better prepared the trainees are before they come into the face-to-face setting, the better the discussions in class could be, as well as the information from the trainer would not be totally new.
• How will his role, as trainer, change in a distance learning environment? In the distance learning environment the trainer’s role would change from an instructor to a facilitator. If the trainer decides to use discussion boards, blogs, etc he will need to follow the rule of thumb for discussions. The rule of thumb for discussion is 1:4 (Simonson, 2009) when interacting or replying to the online discussions. Keeping to this ratio will allow the trainees to learn from each other and the discussions will become more valuable. In the distance environment setting the trainer would be more of a supervisor of the discussions. The trainer would look over the discussions and make sure that there is correct dialogue being given and correcting information that was incorrect (Simonson, 2009).
• What steps should the trainer take to encourage the trainees to communicate online? To encourage the trainees to communicate online, the trainer could make the first discussion a getting to know you discussion. This would be more open and allow the trainees to share something about them. The trainer should have the same requirements for this discussion, so the trainees could get used to the format and expected style. Another idea would be for the trainer to be the first one to post in that discussion. This would give the trainees a piece of information about the trainer that they might not have gotten from the face-to-face course.
Sources:
Laureate Education (Producer). (2010). Facilitating Online Learning. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Saturday, April 2, 2011
Open Course Assessment
http://ocw.mit.edu/courses/science-technology-and-society/sts-471j-engineering-apollo-the-moon-project-as-a-complex-system-spring-2007/
I selected for the Open Course website review MIT and the course on engineering Apollo: The Moon Project a Complex System. The reason that I selected the course was because my class that I teach is about to enter into the Rocketry section of the year. This is a very exciting and eye opening section that the students seem to get very involved with.
Analysis of Open course-Looking at the site more critically I was looking for planning of the course/website and how it was laid out for the learner. The course has the layout and design of a typical online course. On the left hand side there are hyperlinks to all the different areas that are important to the course and to the learner (syllabus, readings, lecture notes, assignments, related resources, and download-entire course materials). Once you select the hyperlink that you are looking for it takes you to a different page where all the materials are laid out in an easy to read format, the font is approximately 20-24 font which is easy for the learner to read (Simonson, 2009). The text and titles are in different colors to indicate which is which (red-title & black-text). The course is well designed and the assignments are linked well to the syllabus and the lecture notes. It is well designed and organized and each “lesson” is linked to its assignment, notes, and resources. The resources are full of videos and media to enhance the course, not hinder them.
According to Dr. Piskurich (2010) this type of course would be asynchronous learner led course that is the 5th best choice for a course delivery style. This type of course would be highly dependent on the learner’s motivation. The course would be better for the learner if there was some sort of interaction between the instructor and the learner. However I do understand why it does not, the course is a free course, and thus no one is getting paid to lead it, grade the assignments, or delivers the material. The objectives of the course are not clearly defined and to make this course better that would need to be added. According to both Dr. Piskurich (2010) and Simonson (2009) the objectives have to be clearly stated and related to the needs of the learner. The activities that are related to the course are designed to make the learner think cognitively about the information that they processes and relate that information to the assignment/course project. Dr. Piskurich (2009) believes that one of the best ways to make the activities link to the objective is to use small groups leading to the large group. In the team project the learners are broken into smaller groups and they will display their projects to the entire class. The project is directed yet flexible enough to allow for the learners to show creativity and grasping of the objective (Piskurich, 2010).
Sources:
Laureate Education (Producer). (2010). Planning and Designing Courses. [Online]. Retrieved from Walden University eCollege.
Laureate Education (Producer). (2010). Developing Online Courses. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
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