Converting to a Distance Learning Format

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.

The best practices guide for this trainer to follow when converting his program to a distance learning format will provide key information on preplanning, enhancement in the course, role of the trainer to facilitator, and how to encourage online communication. I will be answering all these questions as a way to help the trainer convert this course successful to a blended learning course.

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

Before converting the program, the trainer needs to use an instructional design model such as the ADDIE model as a guide to design an effective course. He needs to think about the important components that are a critical part of the process such as the learners, the content, the method and materials, and the environment including the appropriate technology. These components must be able to interact both efficiently and effectively to produce quality learning experience (152). According to Simonson et al. 2012, that first time instructor of distance learners should begin working 3 to 5 months in advance of the beginning date to ensure all materials are planned and readily available for student use. It is imperative that the trainer take time to plan and organize the learning experience when engaged in teaching at a distance.

The course is being converted to a hybrid (blended) course. Before, he begins, he needs to assess his students to see if they will have all the necessary attributes to be successful in a distance learning environment. If they do not, he will need to implement strategies that would encourage them to improve their skills. He could also create a storyboard as an outline of how the course would possibly flow. The trainer can use the storyboard to create each unit-module-topic as a way to organize the instructional objectives the learnings are expected to learn. In the online portion, the trainer can design a course management system that students can use to communicate and participate actively in discussions with classmates. Within the CMS, the trainer should include a syllabus to ensure communications is open between learner and trainer. This will be the primary communication for students to understand the structure of the course, expectation, and assignment process (Simonson,M., Smaldino, S.,Albright,Micheal., & Zvacek, S., 2012). The learner will need to take responsibility for initiating contact with the instructor if an issue arise. However, the trainer will need to have a clear and reliable way for learners to contact them in case an issue do arise.

The trainer should also ensure that the course would be learner-centered and learners will have many opportunities to be actively engaged. When learners are more engaged, it is more likely that they will retained the information better. Learner can work in collaborative groups, small group discussion, hands-on experience with that are prepared in advance. The key to active learning is to keep the learners involved in their own learning, not just keeping them busy (Simonson,M. et. Al,, 2012).

What aspects of his original training program could be enhanced in the distance learning format?

By converting this traditional learning course to a blended learning environment, he could enhance the technology he uses. He could have student use some of the latest Web 2.0 technologies that will be appropriate for blended course such as discussion boards and wikis. He could also use video or audio presentation of experts explain concepts. The use of tables, graphics, animation and video to present information is important but it must be shown in an engaging manner.  This multimedia should also be designed to accommodate different learning style of the student.

How will his role, as trainer, change in a distance learning environment?

The role of the trainer changes to a facilitator in any learner-centered learning environment. Dr. Purkish states that the facilitator role does not change traditional to distance learning setting. However, it is more difficult in distance learning.  As the facilitator he should implement best practices such as:

Best practices	Explanation
Become very familiar with the technology software the students will be using	·       Facilitator should know how use the software so that if student has a question about how to use a component he will be able to assist the student.
Implement variety instructional strategies	·       Facilitator should not use PowerPoint presentation because it is a way to make the students disengage from the content. Dr. Piskurish calls this “death of PowerPoint” when this method is overly used in delivery content to students. ·       Facilitator allow students to work in small groups, audio, and discussions, ·       Facilitator should make sure the activities and application allow students to work own their own pace.
Review lesson plans	·       Facilitator should have a thorough understanding of the lesson. He should know what students will be doing next and how they go by getting it done. ·       The activities that students will be completing is related to their instructional objective that keep the learner going and become actively engaged in the course.
Communication with students  and Monitor interaction	·       Facilitator must keep in constant contact with their student. If facilitator does not communicate or interact with their students, they may begin to think that the facilitator does not care about their success in the class. ·       Facilitator should participate in the discussion with the groups and track students’ participation just as he would in a traditional setting.

 

What steps should the trainer take to encourage the trainees to communicate online?

Facilitator should encourage a learning community with communication protocols, cultural diversity awareness, and understanding how to use audio equipment properly. The facilitator should initiate an icebreaker so that students will have an opportunity to get to know each other in the course.  According to Simonson et al. 2012, the ice breaker play a role that help builds relationship among the students of the group. The students will be able to learn about each other which gives them opportunities for communication and collaboration.

When designing a blended course, it is important to analyze students, become very familiar with the content and appropriate technology for this kind of course. The facilitator should look for ways to enhance learning and communication to encourage students to be actively engaged in the course.

 

References

Purkish, George (2014). "Facilitating Online Learning"

Simonson,M., Smaldino, S.,Albright,Micheal., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundation of Distance Education (5th ed.). Boston: Pearson.

 

 

The Impact of Open Source

          Open course is an open educational resource that is presented in the format that includes planning materials such as syllabus and course calendar. They also have textbooks, video lectures, presentations, notes, and simulation (About the Open Courseware, 2014). These courses are free that learners of higher education and adults can gain knowledge anytime, anywhere. Adults, who already are in their desired career, can learn and gain knowledge that will help them in their career.

          The courseware I analyzed comes from Massachusetts Institute of Technology (MIT). It has placed materials form over thousands of courses online (Simonson, 2012). MIT uses video content for video lectures. The videos are available in streaming mode, but may also be downloaded for viewing offline (Wikipedia, 2013). However, this is not a substitute form of distance learning, but a web-based resource for teachers and learns around the world (Rouse, 2011). After reviewing various open courseware available from MIT, I selected the course MAS.963 Technological Tools for School Reform to complete my analysis.

Does the course appear to be carefully pre-planned and designed for distance learning environment? How so?

       This course, MAS.963 Technological Tools for School Reform was well- planned. The planning process for this course, includes syllabus that specifies in detail in two parts what the learners can expect to learn, do in both parts of the course. It states course requirements in order for the learners to be successful. The three requirements are students’ readings, actively learning, final paper and website and presentation. It is vital for learners to be actively involved in the discussions and course work in order to get the most out of the course. It provides how the learners can expect to be graded from the course by completing course work and being actively engaged throughout the course. To help learners with staying on track when an assignment is to be completed, there is a course calendar that provides the topics for each week. For example, in the session or module, learners topic would be an introduction and overview. Adult learners can benefit from the course calendar by staying ahead on their course work. They could begin reading the upcoming week materials at their own time once they have completed the current coursework.

Does the course follow the recommendations for online instruction as listed in the textbook?

        MAS.963 Technological Tools for School Reform is designed in sessions or modules. There are 14 sessions for this course. In each session, learners are focused on one topic for that week only. For high quality course, there should be an emphasis on the use of different of visual media to offer instructional content (Simonson, 2012). This course sequence is aligned that learning can apply what they have learned from the previous week to the following week. The course has provided timeline when all assignments are due. For example, the course project that learners will work as a team to complete proposal is due by session seven. The instructional materials for this course consist of adults and graduate learners reading journal and online, viewing video lectures and listening to audio recordings. The pace of instruction in distance education for adult learners is considered because most of them have other responsibilities including their full time career. The instructions should offer compliments to their daily life.

Did the course designer implement course activities that maximize active learning of students?

         MAS.963 Technological Tools for School Reform is a learner centered course that offers active learning for all learners. The key to active learning is to keep learners involved in their own learning, not just keeping them busy (Simonson, 2012). Learners will participate in case studies in which they are analyzing research projects. Learners can expect to participate in collaborative in learning communities designing tools, materials, and activities to be field tested. After reading the required material for that week, learners are expected to participate in discussions with class. Within the discussions, it gives learners an opportunity to present their different perspective and interpretation of the reading. Learners are able to share understanding of the centralized question. Learners will also complete a course project where they will work in small groups. They will create a website with background research, design and development notes, documentation and sources for tools and materials they used to develop their project.

Conclusion

          In conclusion, MAS.963 Technological Tools for School Reform course has a well developed course that encourages all learners to participate actively. The course has taken in the responsibilities that an adult learners have and structures the course so they can also be as successful just as a higher education learner. The course has many opportunities for learners to work in a small group or as a team to design a course project as well as communicate in discussion on various topics. The guidelines for this course are easy for learners to follow and how the course will be implemented. All of the materials that are needed are readily accessible for all learners.

 

 

 

About the Open Courseware. (20014). Retrieved from Open Coureseware Consortium: http://www.ocwconsortium.org/about-ocw/

Mikhak, Bakhtiar. MAS.963 Technological Tools for School Reform, Fall 2005. (MIT  OpenCourseWare: Massachusetts Institute of Technology), http://ocw.mit.edu/courses/media-arts-and-sciences/mas-963-technological-tools-for-school-reform-fall-2005 (Accessed 9 Feb, 2014). License: Creative Commons BY-NC-SA

Rouse, M. (2011, March ). MIT OpenCourseWare(OCW). Retrieved from What is.com: http://whatis.techtarget.com/definition/MIT-OpenCourseWare-OCW

Simonson,Micheal, Smaldino, Sharon, Albright, Micheal, Zvacek,Susan. (2012). In Teaching and Learning at a Distance: Foundation of Distance Education (5th ed.). Boston: Pearson.

 

 

Week 3:Learning Technology

Learning Technologies

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

_________________________________________________________________________________

        In this scenario, the major issues are time, interaction and collaboration between all staff members that are all located in difference parts of the world. Interacting among colleague is essential to improve the learning community. Educators and instructional designers have the opportunity to foster interaction and collaboration among learners by creating a learning community. Through the use of technology, interaction and collaboration are now attainable in both asynchronous and synchronous learning network (Beldarrain, 2006). There is a need for flexibility using technology tool features that will encourage collaboration in real-time or on demand.

        The recommendation I believe would be the best fit for this organization is using web conferencing. Web conferencing is an inexpensive tool that allows people in different locations to participate in sharing through presentation and screen sharing. It allows for effective and highly interactive meetings, training and events regardless of the locations of the presenter or participants. The presenter can pose questions to the participant and see who is answering the question. Web conferencing allows the presenter to upload slides, documents, and other graphics. The audio and visual components of holding a web conference, the format helps to increase the engagement of the conference attendees. The web conference meeting can be recording to review at a later date so that employees who missed the meeting or future employee can access the recording needed. Files can be transferred, view presentation and receive instructions is a way to review hand on instructions at this time. Web conferences services allow face to face to be viewed in real time all over the world.

        The U.S. Department of Defense and Defense information System Agency implements the use of web conferences to improve their collaboration among the staff. The Department of Defense enterprises were face with traditional barriers to collaborate with personnel working in different computing environments and interacting via a wide range of T-1, satellites and limited bandwidth channels (Adobe, U.S. Department of Defense, Defense Information Systems Agency, 2010). The solution for Department of Defense issues is to integrate via web interface that combines common task for web conferencing and instant message (IM) (Adobe, U.S. Department of Defense, Defense Information Systems Agency, 2010). They also implemented chat with presence and awareness technology to provide them with an XMPP-based. DISA also used Adobe Connect feature that will conduct communications among more than two parties. They used small and large meetings among personnel with hundreds of simultaneous connections. The use of Adobe Connect web conferencing for Department of Defense to more work in less time  (Adobe, U.S. Department of Defense, Defense Information Systems Agency, 2010). Smaller groups with subject matter experts can more quickly analyze a problem, arrive at a solution and recommend a plan of action to the larger group (Adobe, U.S. Department of Defense, Defense Information Systems Agency, 2010). Users can participate in e-learning modules to learn their system and take part in ongoing training. The user can instantly collaborate with anybody, anywhere without any complicated set up or download. In meetings, participants can take part in screen sharing, whiteboarding, polling, switching presenters and using VoIP. According to the Lieutenant Colonel Kurz, “Adobe Connect shows that Adobe is listening to its user base and is evolving its solutions to better meet the requirements of all groups that need to collaborate to accomplish goals” (Adobe, U.S. Department of Defense, Defense Information Systems Agency, 2010).

       Another example of web conferencing being successful in an organization is the City of Davenport, Iowa Fire Depart. The Iowa Fire Department has critical task to its operations, and safety of the community to train firefighters to act fast and properly. However, their resources are spread widely throughout the community that makes communication vital information and training difficult (Adobe, City of Davenport, Iowa Fire Department, 2010). The fire department is usually relying on information and training staff that were inefficient, slow, and expensive process. To resolve their issues, the department utilizes a web conference services from Adobe Connect to communicate and deliver efficient and easily available training for department personnel. The department began to deliver critical information and training to personnel by providing online training and meetings in real time or on demand. Using this technology, the commander of the fire department can now host regular scheduled online staff meetings from persistent meeting rooms created in the web conference software. The commanders can communicate with directly with each firehouse simultaneously, saving time and eliminating potential miscommunication (Adobe, City of Davenport, Iowa Fire Department, 2010). "We can record one message and share exactly the same information with everyone on each shift; we're able to maintain consistency says Lt. Mohr (Adobe, City of Davenport, Iowa Fire Department, 2010). Ultimately, this service enables the department to consistently deliver high quality, interactive training to firefighters without the hassle of time consuming resources planning and limit strain on training personnel. With the success of Iowa department Fire department, they are now offering its staff continuing education classes and certification courses for workplace safety.

      Therefore, with these examples that showcase how web conferencing can be successful in bring staff members all over the world together to improve their workplace, it can do the same thing or even more for the staff members in the scenario. It helps build learning communities for users participating in training, sharing screen captures, and documents. Web conferencing can bridge the gap through effective interaction and collaboration anytime and anywhere. By revamping their communication and training, the organization is able to deliver training and ongoing education classes without being a time consuming or costly venture.

EDU 6135 Distance Learning

Hello to everyone. Welcome to my blog. I have been experiencing technical difficulties and my first welcome blog message does not exist. I am looking forward to reading your comments.

Learning at a Distance

 

         Distance learning has been around for a long time and is steadily growing and changing. It is becoming a popular choice to further a person professional education, mid-career degree and lifelong learning of all kinds. It can be found in any sectors and in many countries. It began in Europe when instructions were given by correspondence study through audiotapes and lessons that were sent through the mail (Simson,Micheal, et. al, 2012).
       Over the years, the meaning of distance learning has change. The key factor that has caused the meaning of distance learning to change over the years is technology. As technology change from using videotaped lectures that was used in most university to live video that can be seen over any medium has contributed to the changing of the meaning of distance learning. While distance learning is becoming a large sector of higher education institution, it is a way that colleges and universities sustain growth (Moller,L., et. al, 2008). Today, the internet and compressed video has help modify the meaning of distance learning. This allows distance learning to take place in real time. The meaning of distance learning can vary depending on one’s’ knowledge and profession. Learners have the ability to use any Web 2.0 technology to enhance their own knowledge in any content area.
        Before I thought distance learning was learners using technology to further knowledge through the use of video lectures and other resources that can be obtain online. Learners would watch the instructional video or read from their course text material at their home. The instructional learning was self pace. Also, I thought distance learning could be used in educational institutions that were tradition and nontraditional settings.
       However, I now have a deeper understanding of distance learning. I think distance learning is the practice of knowledge being transfer to learners from the instructor that is separated by time as well as distance using technology. The learner can study in their own time and pace. Distance learning can be done by utilizing computers, the internet and interactive videos. It provides learners with flexibility that gives them the consideration of their work and family commitments that they would not have it there were in a traditional institution (Simson, Micheal, et. al, 2012). I have realized how I have taken part in distance learning as an educator at my school. Within the last year, my school has been implementing common core standards and the new teacher evaluation system. I have participated in live webinars where I was able to ask questions or share comments.
      In all, distance learning provides the opportunity to widen intellectual horizon as well as the chance to improve and update professional knowledge. As distance learning continues to evolve, it will provide more resources for students and the working population (Simson,Micheal, et. al, 39). The future of distance learning needs to change to have employees and students to compete on a global scale. All sectors will incorporate new media of higher technology as part of their course work. As many developing and developed countries use distance learning, it will become more culturally diverse that will be more integrated into education. The future for distance learning also provides factors such as competition that will lead organization to compete with educational institutions including K-12 schools.

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.


Simson,Micheal, Smaldino, Sharon, Albright, Micheal, Zvacek,Susan. (2012). Chapter 2: Definitions, History, and Theories of Distance Education. In Teaching and Learning at a Distance: Foundation of Distance Education (5th ed., pp. 32-41). Boston: Pearson.

My Reflection

          In this course, I have had the pleasure of learning a great deal of information that I can use in the future. I have learned so much on how I learn as an adult learner through online classroom and as an educator. I would like to share some of the things I found to be surprising or striking as I enhance my knowledge about how people learn. I will like to share how this course has deepened my understanding of my personal learning process. I would also share details on how I learn to regard the connection between learning theories, learning styles, educational technology, and motivation. The last section will address how my learning in this course will help me as I further my career in the field of instructional design.
           When I began to learn how people understand and take in newly learned information, one of the first things I learn is all learning is brain based. Learning requires attention which is mediated by specific parts of the brain (Gredler, Ormrod, Schunk, (2008)). I understand how critical it is to use a combination of all the learning theories together in order to support students’ learning experience. Students learn through using learning strategies which eventually learner will become metacognitve aware and will be able monitor, direct, and regulate actions towards goals (Gredler, Ormrod, Schunk, (2008)). Learners will have awareness about what information is needed to be learned, how and when it needs to be learned (Gredler, Ormrod, Schunk, p.130). Overall, learners learn best when they can relate newly learn information to something in their prior knowledge in a meaningful way and apply it to their lives in the future.
           As an adult learner, I am a lifelong learner. I have always thought I learn best through experiential learning. I understood and retain information better when I am able to construct new knowledge by processing the information using personal experiences. However, as I continue read and learn more about the learning process, I begin to learn more about myself. Adult learners are individuals that are capable of using self directed learning to direct their own learning and being learner centered (Conlan, J., Grabowski, S., & Smith, K. (2003)). Since I have started by online learning, I have become more self-directed and motivated to make sure I gain all the knowledge I can. I now understand how I learn a vast deal through my personal learning network.
        I know it is very valuable to be able to distinguish between learning theories, and learning styles within your classroom or personal learning experience. In doing this, I will be prepare to know which strategies I need to in force to make the learners motivated to want to learn. Technology is one way to get learners engage in the instructions. I learned through reading the Horizon Report, about some of the emerging technology that will have a powerful influence on how well students can learn through this additional support in the classrooms. The ability to have a third party application install on mobiles are great devices to use within classrooms, social and entertainment settings (Johnson, L., Levine, A., & Smith, R. (2009)). Furthermore, I have learned that students learn more effectively when they are intrinsically motivated to learn and achieve. Intrinsically motivated learners are eager to learn, they possess independence and ambition to gain meaningful learning.
       As an instructional designer, I must keep in mind that we do not all learn the same way. As I design plans or strategies, I need to remember to use visual images along with text to allow learners a better change to remember what they have learned. When educators facilitate effective cognitive processing by providing advance organizers, visual aids and mnemonics, they give learners a better chance to be successful in learning (Gredler, Ormrod, Schunk, (2008)). The greatest impact on my instructional design practice is comprehension monitoring. This is a highly effective strategy that a learner can use to check how well they understand the text he or she is reading.
       In closing, I have learned a lot of valuable information in this course about myself as a learner and educator. I know the information I have learned will help me to reach more learners. I can wait to share my knowledge with others.

Fitting The Pieces Together

After I reviewed my response from my week 1 discussion on how I thought I learned best, I am now exploring these following three questions as I reflect on my learning experience throughout this course.

•Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

Since I have gone through this learning experience, my view of how I learn has changed a great deal. Before I thought I learn by auditory, visual, hand on learning only. I still believe I use this skills quiet often. However, I know these aren’t the only strategies I use to have a deeper understanding. I am now more aware of the variety of resources I can use to build on my prior knowledge to make a meaningful connection. Through a recent class assignment, I discovered how I rely so heavily on my learning network to support my level of understanding of the skill or concepts that are being taught.  As an adult learner, I know it is very important to be motivated and to be a self directed learner. Learner must understand the importance of being engage in the learning process in order to get anything out of it.

 •What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

Although I am an adult learner and educator, I now know a learner’s learning style can fluctuate due to the task the learner will be completing. Dr. Ormrod stated, as instructional designers, we should not use learning styles, but we should use learning strategies. Learning strategies are effective techniques a learner can use to be more in control of their understanding of new information about a concept or skill. The learner could use elaboration, mnemonics and my favorite I use more of is comprehension monitoring. As you are reading required course material or for entertainment, learning can ask themselves questions to see how well they are understanding the text and not just reading words on the page or screen.

 •What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?

Technology plays major role in my learning experience. I use my computer or my mobile device to research information using different search engines and my school online library all the time. I use YouTube to watch instructional videos on various topics I am studying. When I use visual images and combined it with audio and/or textual components, I tend to understand things much better. I am also discovering how blogs and wikis can effectively support my learning experience.