Assignment 1

Distance learning provides instructional experiences and some programs provide opportunities to learn which are flexible for both locations and scheduling.  When I first considered distance learning, my impression was that it was cohort-based with text materials used predominantly to guide learning.  This initial understanding discouraged me from pursuing learning or employment via this new setting. 

When I served public schools as a brick-and-mortar teacher and administrator, my understanding of distance learning included online experiences that could be applied in a traditional classroom.  I did not learn to appreciate distance learning until I was offered an administrative position with a virtual school.  The more I learned, the more I realized that distance and online learning encompasses so much more than what the public initially assumes.

First, I learned that virtual instruction includes both synchronous and asynchronous instruction and interaction.  I observed and evaluated online teachers, who implemented effective instructional strategies that are not possible in a traditional setting, such as: application and document sharing, polling, simultaneous chat (without distractions), and also gauged student participation and actively encouraged every student to be part of the class.  Then I saw recorded lessons, which could be used at any time and any place.  The asynchronous component is flexible around the schedules of students, families, and instructors.  Many lessons have the potential to be self-scoring, grade books allow students to quickly see their progress, and feedback from teachers is specific and timely.

While my friends and colleagues embraced online learning for themselves as they pursued graduate degrees, I was more reluctant and completed my first Masters at a brick-and-mortar school.  However, seeing firsthand how online learning was presented for students in a Kinder-12^th grade virtual school provided me with a more accepting definition of distance learning and I decided to enroll in Walden University.

Walden provides mostly asynchronous instruction, which accommodates my busy schedule and allows me to review certain lessons multiple times.  This experience has shown me an even more flexible side to distance learning. 

Simonson, Smaldino, Albright and Zvacek (2012) define distance education as, “formal education in which the learning group (teacher, student, resources) are separated by geography and sometimes time.”  I agree with Simonson et al.’s definition.  Prior to this Distance Learning course, I thought that distance learning was a relatively new concept.  However, the Distance Learning Timeline Continuum shows that distance learning actually has its roots in the 1800s.  Correspondence learning, learning by mail, was perhaps the first time individuals were provided with a formal education primarily at home.  In the early 1900s, lessons were even provided via radio.  Our modern interpretation of distance learning generally includes the use of a computer and the internet.  As technology advances, so does the delivery of distance learning.

Throughout Huett, Moller, and Foshay’s (2008) work, they describe the challenges faced by online schools such as stigma, however as online schools spread like wildfire this stigma has reduced.  In some situations, I have even heard students and families state that online learning is more engaging and useful than the traditional approach.  I also agree with Simonson et al. (2012) in that online learning will not replace traditional settings, however will continue to become more widely used, accepted, and respected.

Distance learning has shifted from learn-by-mail to learn-via-internet over the past century.  The technology tools we use to implement distance learning only continue to improve and evolve and the instruction that accompanies it follows suit.  I cannot even imaging what distance learning will be in another hundred or two hundred years.  However, the image of the librarian from H.G. Wells’ Time Machine comes to mind.  Distance learning will continue to improve and more learners will become convinced of its merit.  

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications

for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–6 7.

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.

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). TechTrends, 52(4), 66-

70.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:

Foundations of distance education (5th ed.) Boston, MA: Pearson. (pp.32-41)

CONVERTING TO A DISTANCE LEARNING FORMAT    By: Aubrey Steedman, M.Ed.

In this scenario, a training module is being converted from a face-to-face format to a blended learning format to include online learning.  Additionally, all materials will be available online.  The purpose of this change is to promote effective communication.  In many ways, the move to an online format increases the expectations for communication and makes it more of a formal process.  In a face-to-face environment, many learners may not participate in group discussions.  However, online forums are less intimidating and participation and communication is easily tracked.  Expectations are set prior to the course and learners clearly understand requirements such as the quality and length of an initial post, as well as the number of responses, and level of interaction with other learners.

Best Practice Guide for Converting to a Blended Face-to-Face and Distance Learning Format


To ensure that learners will adjust smoothly to the new format, the trainer must consider several things as part of the pre-planning process.     First, the trainer will need to gauge learner readiness and pre-requisite skills especially as related to the technology required in the online environment.  If learners do not have the necessary skills, the trainer will need to provide scaffolding and introduce the critical applications and tools that will be used.

The original training program could be significantly enhanced by the distance learning format in many ways, but especially in ensuring effective communication.  In an online environment, “Students are able to reflect upon their ideas before sharing them with the class, leading to more reflective responses and in-depth learning” (Edutopia, 2009, p.2).  Discussion boards encourage critical thinking by asking probing questions, challenging interpretations, and posing hypothetical situations, amongst other ways (p.5).

In a distance learning environment, the trainer’s role will change from instructor to facilitator.  The online environment strongly emphasizes learner involvement.  While the face-to-face environment lends itself towards direct instruction, the online environment is highly student-centered.  As one approaches this change of venue, it is important to realize that teaching and learning in an online environment is significantly different that the traditional approach.  In online learning, expectations must be even more clear, participation from all is increasingly important, and discussion prompts must be thought-provoking to encourage learners to be highly motivated and inspired to contribute to the online forum.  Organization is highly important, since discussions are week-long and learners will need to easily retrieve learning material from the online archive, library, or document sharing section of the platform.

In order to encourage trainees to communicate effectively online, the trainer will need to set  clear expectations.  For example, each learner could be expected to respond to a specified prompt by a given day. The prompt would be accompanied by a grading rubric, which would outline what should be included in the response, length, and any other requirements.  Along with the initial posting, the trainer would need to explain how often each individual should respond to the postings of classmates and how many times they must respond in order to meet expectations.  Throughout the discussion, the trainer would encourage trainees to communicate by asking questions, suggesting resources, and sharing information in a timely manner.  By doing this, the trainer models effective communication and encourages each trainee to communicate at a deeper level.  Additionally, the trainer should establish a communication timeline, assign deadlines, define communication tasks, and take an active role within the discussions (Edutopia, 2009, p.11).  Online communications will be much easier to follow and tracking participation will be clear and measurable.

Paradigm Shift: Approach to Instruction Change


☐ Shift from teacher-centered to student-centered

☐ Shift from direct instruction to a blend of direct instruction and cooperative learning

☐ Shift from passive learning to active learning


Pre-Planning Checklist: (With the understanding that pre-planning has already been done to some extent, since this is a change in delivery format and not an entirely new course.)

☐ Set norms and netiquette expectations

☐ Assess trainee pre-requisite knowledge

☐ Ensure access to technology tools required for online modules

☐ Choose an asynchronous platform for the course such as Course Sites, Blackboard, etc.

☐ Identify goals for online and face-to-face trainings, differentiating between the two environments.

☐ Create a revised syllabus for the course

☐ Identify resources, such as videos, texts, and online materials, which will be used for the course

☐ Determine assessments to be used throughout the course, such as rubrics for discussions, etc.

☐ Prepare trainees for transition to the mixed learning model

Pre-requisite Skills of Trainees:

☐ Familiar with Word 2007 or 2010

☐ Experience using the internet and Web 2.0 resources

☐ Basic understanding of PDF (able to open PDF and save Word documents as PDF format)

☐ Email- has an email account and understands how to send and receive messages

☐ Prior use of instant messaging or blogging

Technology Requirements:

☐ Access to high-speed internet

☐ Email access

☐ Word 2007 or 2010

☐ Browsers: Google Chrome, Mozilla Firefox, and Internet Explorer

☐ 8 GB Memory (to open and save files)



References

Edutopia.  (2009). Mastering online discussion board facilitation.  Retrieved at
http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf

Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source. Retrieved from http://distance.wsu.edu/facultyresources/savedfromweb/10ways.htm.

WPI Teaching with Technology Collaboratory. (2008). Ideas: encouraging class discussion. Retrieved from http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/discussion.html

CK12.ORG- OPEN COURSE LEARNING FOR K-12 LEARNERS

Open Course Ware provides free, online learning through text materials, podcasts, activities, assessments, recorded lessons, and more.  CK-12 provides learning opportunities for elementary through high school level learners and integrates a number of multimedia components.   

When you access this site, use the following site link:

                Site: https://www.ck12.org

I selected a Physics Course, CK-12 Physical Science Concepts for Middle School.  Immediately, I was able to locate several texts and downloaded a Flex Book.  There is a reading area, including information and examples, embedded videos, exercises, questions that are scored electronically, quizzes, study guides, eFlash Cards, course objectives, and critical thinking questions. 

There are a multitude of subjects, topics, sub-topics for study within this Open Course resource.  Individuals may also select basic study or study at a level.  The text materials are high quality, the embedded videos are clearly provided by subject matter experts, and the automated scoring provides quick feedback.  Every aspect of this Open Course appears to be asynchronous.  

 This course does appear to be carefully preplanned and designed for a distance learning environment.  There are course objectives and different levels available, showing attention to Analysis.  Attention to design is also evident in the course layout, which is user-friendly and organized systematically and logically.  The instructional designers also developed numerous text-type materials, which can be downloaded in PDF, mobi, or ePub.  Implementation of  the course occurred when the course was shared online.  The inclusion of multimedia components, text, activities, assessments, provides critical learning opportunities and navigation control to the learners.   While I navigated through the learning objects, pop-ups would appear.  The pop-ups asked if I was finding the information I was looking for through yes or no questions and allows for short-entry explanations.  This is clearly part of the instructional designers’ evaluation process.  Through these observations, I would have to conclude that the instructional designers did follow the ADDIE process.

This course also follows many recommendations for online instruction.  Dr. Piskurich explained that planning is imperative and is often provided through a syllabus or instructional plan (2010).  Under the details tab within the course, the instructional designers list a description, course objectives, difficulty level (select level), categories, and national standards.  Dr. Piskurich specifically addressed the importance of identifying what students need to know through writing course objectives (2010).  I perused several courses besides the one I specified at CK-12 and found course objectives were evident in every instance.

The activities are clearly tied to the course objectives.  There are questions and quizzes that directly align with the instruction and the instruction closely follows the objects.  Some of these activities even include simulations.  The videos include experiments, which also follows the objectives and aligns with text materials.  Although there does not seem to be a forum to express student responses, the designers have also included over-arching questions to encourage higher-level thinking.

Dr. Piskurich also emphasize two main considerations when determining when to use technology, first ensuring that learners have access to the technology and then ensuring that learners know how to use technology (2010).  One instance that I observed this with CK-12 was with different choices for downloading materials.  Accessibility would be an issue for learners with no technology available, however learners can download via PDF to a computer (or most devices) with internet access, iPad, Android, and/or Kindles. The pop-up questions from CK-12 inquire about student’s ease of use, which would indicate that information is being gathered to improve usability.  

Margaret Turner explains that there is interconnectedness between ideas (2007, p.57), which the designers of CK-12 also have demonstrated in their use of “tags” to other related topics.  Turner also emphasizes that information changes (p.57) and CK-12 allows instructors to add content.  There is evidence within this Open Source that there are new developments in process and an effort given to providing updated information.

Turner outlines several major ways that writing habits change in preparing learning through technology.  To summarize, layout must be consistent with a computer screen versus printed page, utilize effective font, provide learner control, and approach each piece as its own entity which can be taken with consideration of other parts or on its own (2007, p.62-63).  CK-12 segments each lesson, which isolates key concepts and allows the learner to move on to the next idea at his or her own pace.  It also provides connections through tags and each lesson builds upon the prior, while also working independently.   Text is laid out in a manner that increases readability and follows a natural and logical sequence.  

Blogs with RSS feeds and Wikis are also described as powerful tools to increase collaboration and interactive learning (Beldarrain, 2006, p. 142-143).  As I have navigated through CK-12, I have not found evidence that either of these tools are utilized.  Since this Open Course is not facilitated by an instructor and the target audience are school aged children, there may be some concerns with using blogs and wikis without moderation.  However,  the addition of either or both would certainly enhance the experience for learners.  If the courses are being used by classroom teachers or homeschool families, then the teacher or learning coach can provide more interactivity and collaboration.  However, these are not present within the course or any that I have found from free sites.  

I am truly shocked by the highly engaging, relevant, and standards-based learning products provided by Open Source sites such as CK-12.  Learning independently online can be overwhelming because there is an abundance of information to choose from, however CK-12 provides an organized solution.  The major benefit of paid courses is the interactivity between peers and the instructor via discussions, blogs, and sometimes synchronous classrooms.  If CK-12 could provide monitored blogs with RSS feeds (filtering out inappropriate comments), interactivity would be greatly enhanced with minimal costs.  However, as an asynchronous learning course CK-12 embodies many qualities of effective instructional design.

References

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

Laureate Education, Inc. (2010). Planning and Designing Online Courses [Video Presentation]. Baltimore, MD. Dr. George Piskurich and Jacqueline Chauser.

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

Turner, M. (2007). Contemporary approach to writing non-linear online learning resources. Journal of Learning Design, 2(2), 56-69.