Selecting Distance Learning Technologies

For this assignment, I chose to address example 2. In this example a high school history teacher is on the west coast and wants to expose her students to exhibits that are being held at two New York City museums. The teacher wants her students to be able to “tour” the museum, interact with curators, see the art work that is on display, and choose two pieces of artwork and collaborate as a group to critique the work of art. To accomplish this, the teacher turns to the district’s instructional designer to determine what distance technologies would help the teacher provide her students with the best learning experience.

In order to help the teacher, the instructional designer should sit down with the teacher and perform a needs assessment to determine the capabilities of the students and options (contextual and technological) available to accomplish this task. The teacher wants to provide interactive teaching and learning. The framework to accomplish this is a combination of learning theory and tools that include constructivism, interactive teaching, interactive learning, interactive tools, and interaction between the teacher and students (Sessoms, 2008).

In order to select appropriate technologies for online instruction assessment of available instructional technologies, determination of learning outcomes, identifying learning experiences and matching each one to the most appropriate available technology all have to take place, and prepare the learning experiences for online delivery (Simonson, Smaldino, & Zvacek, 2015). To accomplish this “tour” task, the teacher wants to provide her students with a realistic experience. “Realistic experiences are the most difficult to make available to students” (Simonson, et al, 2015 p.98). Real-world experiences take a large amount of time and vast resources to accomplish so it is important for the instructor to choose learning experiences that are not overly realistic for the desired outcomes, and to select appropriate media to maximize efficiency (Simonson, et al, 2015).

After discussing, assessing, evaluating and taking the necessary preliminary steps, I would then begin to explore technological options with the teacher to help her give her students the best learning experience. Most classrooms today are equipped with what is called a Smart Board and a computer (for this scenario I will assume this classroom has these tech tools along with video/audio capabilities). These tools allow us to explore a series of other tools that can be used with what the classroom already has available. There are several museums that have virtual tours uploaded for the students to view at will. If this is not the case, there will be logistics that will need to be worked out with those particular museums before proceeding further. If this is the case, the teacher could schedule the “tour” at will.

http://www.educatorstechnology.com

In order to accomplish interaction with curators, I would suggest a two-way audio/video tool. Skype is a well known tool that has been around for years and is free and fairly easy to use. For example, a ninth grade history class in McKinney, TX used Skype to communicate to teenagers in Siberia about their life in Eastern Russia (Sheehy, 2011). “Skype is for doing things together whenever you’re apart” (Skype, 2015). Skype has texting, video, and voice capabilities that will allow the teacher and students to interact with the curators. The curators would also be able to show a live view of some of the individual artwork that interests the teacher. By taking the “tour” beforehand, students will be able to compose their questions and have them available for the teacher to either type or ask directly to the curators.

After completing the Skype session and choosing the individual art for students to collaborate on, the teacher could set up a wiki and allow the students to use this tool as a forum to work together on a critique of the art. “A wiki is usually thought to be a space designed to be created and edited by groups of persons” (Simonson, et al, 2015 p.110). I have had experience with a wiki and I felt that it was a great distance learning tool that allowed me to work together with the instructor and other students to share information and accomplish given tasks related to a group project. The use of wiki’s in the classroom are inexpensive ways to manage the classroom, promote engagement among students, and allow them to take more control of their learning experience (Pappas, 2013).

There may need to be prior lessons planned to introduce the students to the tools used and to prepare them for such assignments as the teacher would like to accomplish. Proper planning, time, and resources should allow the designer to help the teacher accomplish the task of providing the students an engaging learning experience.

References:

Pappas, C. (2013). How to Use Wiki in the Classroom. elearningindustry.com. October 6, 2013. Retrieved from http://elearningindustry.com/how-to-use-wiki-in-the-classroom

Sessoms, D. (2008). Interactive instruction: Creating interactive learning environments through tomorrow’s teachers. International Journal of Technology in Teaching and Learning, 4(2), 86-96.

Sheehy, K. (2011). High School Students Learning by Skype. U.S. News. October 11, 2011. Retrieved from http://www.usnews.com/education/high-schools/articles/2011/10/11/high-school-students-learning-by-skype

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education Chapter 2, “Definitions, History, and Theories of Distance Education”

Skype. (2015). About Skype. Skype.com. Retrieved from http://www.skype.com/en/about/

Defining Distance Learning

Before starting this course, I thought distance learning was simply going to school online. Years ago I had a friend that pursued and received her Master’s degree from an online university. I had heard about online education, but at the time it was getting a bad rep because it was a fairly new thing, or at least in my eyes, and there were “schools” popping up everywhere so people were quick to discredit this form of learning. I remember researching the school she attended and thought it would be a good route to take if I ever returned to school. As far as I knew this is what distance learning was; learning and completing assignments via the internet.

This week has given me a better perspective of distance learning. It has also made me realize that I have actually had some experience with distance learning in my previous work experience and personal observations. I was surprised to learn exactly how long distance learning has been around. According to Simonson, Smaldino, & Zvacek (2015), “the concepts that form the basis of distance education are more than a century old” (p36). I mentioned in the class discussion post how I unknowingly witnessed one of the earlier forms of distance education when I learned that my mother was taking a Braille course via mail correspondence.

I have also had some experience in the workplace with distance learning. As a manager at my previous place of employment, I was required to learn new things and train to use and implement the latest technological tools that would increase our efficiency with particular vendors. Many insurance companies were requiring information to be delivered via their online portals, or they were using a particular parts ordering system that called for training to take place. The training was given online using web 2.0 tools during a set time from a remote location. This week has shown me that this was a form of distance learning. I have learned that for years businesses have been transformed and experienced increased productivity by restructuring their business processes to take advantage of information and communications technology (Moller, Foshay, & Huett, 2008).

Today, I definitely have a redefined definition of what distance learning is. While my previous definition was not incorrect, I now understand that it was a limited one. I would define distance learning as a strategically designed learning system that can be delivered, without geographical limits, to “students” through the use of the internet and technological tools in order to promote learning, train, engage, interact, assess, and offer feedback to learners.  This is my definition during week one of this course. It will be interesting to see how much my definition differs, if any, by the end of this course.

As far as the future of distance learning, I see it as ever changing. As we learned this week, distance learning has been around for years. Today we see just how much technological and world changes have influenced the way we learn. I believe that distance learning will become even more popular and we will see it implemented more in the K-12 classrooms. As distance learning and technology continues to evolve and change along with increased K-12 implementation, the need for instructional designers will also increase in order to help plan, design, develop, and implement properly so that learners will experience the great benefit associated with distance learning.

Mindmap: https://www.text2mindmap.com/1PZ8jBM?controller=frontpage&method=index&map=1PZ8jBM

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). TechTrends, 52(3), 70–75. Retrieved from Walden Library database.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education Chapter 2, “Definitions, History, and Theories of Distance Education”

Reflection

Upon entering this class, I did not know what to expect. I knew that I would be learning about theories related to learning. There were many concepts and theories that I had heard of before in previous courses, but it has been interesting learning in detail about all of the learning theories. I think the one thing that I found to be surprising was the number of learning theories that exist and the amount of material presented with each theory. In week 1 I described the ways in which I felt best described the way I learn. It has been striking to learn since then that I learn in many different ways depending on many different factors such as the material being presented, memory, needs, social factors, motivation, etc. Also, I found it interesting to see how each theory has related to my learning at different stages in my life.

Throughout this course I have gained a deeper understanding about my personal learning style. I have learned that it is okay to identify with more than one theory or “ism”, and that different pieces should be taken from each philosophy and applied wisely so that a good educational experience can be created for learners (Kerr, 2007). I have also learned that when I know more about my personal learning methods and the different learning theories, I am in a better position to create instruction and use various instructional modes that will be more effective to others and their learning styles and methods.

Learning theories, learning styles, educational technology, and motivation are all connected to learning. It has been interesting learning how educational instruction and technology are developed to appeal to a particular learning theory and style, and how motivation effects how the learner receives, uses, and retains the information being given. All of these things are connected to appeal to and enrich the learning experience.

The information I have gained and the things that I have learned will definitely be beneficial and helpful to me as I further my career as an instructional designer. It will be important for me to keep this information at my disposal so that I can continuously seek ways to create a differentiated and balanced instruction for all learners and not just learners that learn “my way”. I am glad to have gained more insight in to learning moving forward, and I am looking forward to learning even more so that I can design in ways that will allow learners to gain the most from instruction.

Reference

Kerr, B. (2007). _isms as a filter, not a blinker. Retrieved from

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Fitting the Pieces Together

Looking back to Week 1 when I first began to understand how I learn and get an idea of the learning theory or theories that best describe the way I learn, I can say that I still feel the same. This surprises me a little, but it also makes me smile because I feel as though I know more about what I know than I thought I did! While I still feel the same about as I did, I understand a little bit more about the different theories and learning styles. It is nice to now be able to associate and identify my learning methods with certain theories and styles.

Initially,  I stated that I identified more with the cognitive and constructivist learning theories based on the resources given. I also stated that I felt that I have become a more constructivist learner since I have been taking classes online. Based on what I have learned about the way that learning occurs, the role of memory, how transfer takes place, and other factors that influence learning my initial assessment was accurate. However, before this class I was unaware of the social learning, connectivism, and adult learning theories. I will say that these theories did not change my view, but they definitely broaden my knowledge and help me categorize certain information better. As an adult my learning styles, methods, motivation, needs, and life experiences have definitely changed, so reading and learning more about these additional theories helped me view and gain more knowledge about learning as an adult. It has definitely been interesting learning more about learning, and I know that I will constantly have to refer back in order to process all of the knowledge that I have gained over the past weeks.

Technology plays a very large role in my learning. Approximately 90% of what I learn and do involves some sort of technology. This blog, the school I attend, and the way I network are all examples of the role and importance of technology as it relates to my learning. I honestly can not imagine life today without technology. Technology has made searching, recording, creating, and gaining information so much easier. We have learned just this week of some emerging technologies that will continuously influence our jobs, lives, and the way we gain information. Technology will become more innovative and take on an even greater role in our learning in the years to come.

Learning Connections

Learning can occur in several different ways. It is important that we have an array of learning networks in order to access more information when necessary so that we can learn effectively. Learning networks have an influence on the way I learn, and over the past years with the innovation of technology those methods and networks have changed the way I learn. Before, I relied on instruction or if I had to do research it required me searching for information in library books or in the collection of encyclopedias that we had at home. Today, I can quickly google something or use the internet to access information in order to learn what it is I am attempting to learn. I have also become more self-regulated. My social, personal, educational, and business networks all contribute to helping me learn. I feel that I can use each of these networks to contribute to learning in different ways. For example, I can use a social network (people) that would help me gain and or learn information that may be useful in an educational or business network.

When it comes to gaining new knowledge when I have a question about something it depends on the question. If I am seeking knowledge about a business matter, I would more than likely ask an individual or email someone for the answer, but if it relates to education I would probably use given educational resources/networks or the internet. “Connectivism is presented as a learning theory that integrates technology, social networks, and information” (Laureate Education). According to Siemens, our knowledge is distributed literally across networks that include humans, technological devices, and other networks (Laureate Education). As you can see with my mind map that I use several different networks to gain knowledge. The rapid pace and ways that we receive knowledge today shows the necessity of having multiple learning networks in order to make connections and keep up with the complex learning and diverse learning sources that occur within connectivism.

Reference:

Laureate Education (Producer). (n.d.). Connectivism [Video file]. Retrieved from https://class.waldenu.edu

Resource Evaluation

Brain-Based Learning: A Reality Check by Eric Jensen is a very interesting article that offers some good information and criticisms related to neuroscience research and education. I must mention that this article was written in 2000, and I am sure that much of the research has changed since publication. In this article, Jensen talks about how it is important for educators to be careful when interpreting and implementing research in the classroom. He also states that it is not wise to base a school solely on brain based research, but it is also reckless to totally ignore the research.

It may sound as though this article is against brain based research and out to disprove the research that has been done. This is not the case at all. The author is, in my opinion, showing us how research often changes and because people learn in many different ways, we can not rely solely on a lot research that may or may not be accurate. Jensen also mentions a lot of similar content that we have read about in this week’s resources. I felt as though this was a good article that provides a different perspective, and it would be an interesting read for educators to see how research developments and classrooms have changed since publication of this article.

The information processing approach to cognition is another resource article that I found and felt would be relevant and or useful. This article provides supplemental material to what we have learned this week. I particularly enjoyed the simplicity of the material and the additional examples that were provided to show the relationship to information processing, learning, and memory. Lastly, there is a chart on using the information processing approach in the classroom that many may find interesting.

Reference:

 Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Jensen, E. (2000). Brain-Based Learning: A Reality Check. Educational Leadership, 57(7), 76.

Content Overview

The three blog sites that I explored and felt would be useful or provide me with relevant information related to the field of Instructional Design were The Lode Star Web Journal, Theory Into Practice, and Instructional Design Source.

The Lode Star Web Journal site offers a lot of information and content that I feel is very relevant and will be helpful to me as it relates to instructional design. According to the site’s “about” section and what I observed, this is the web journal for Lode Star Learning. This web journal provides information on new product releases and features. It also offers tips and other information related to both instructional design and e-Learning. I believe that this site will serve as an ongoing resource that I will be able to reference for information, updates, and useful products that I can utilize in the future in the workplace.

The Theory Into Practice blog site was one that  I found interesting and hopefully useful in some ways. This site offers information on the principles of instructional design and how they related to teaching and learning. I feel that this will be a relevant resource that will allow me to gain more knowledge about learning theories and how they can be used to deliver instruction. I think it will be important to use this site so that I can make connections and learn more about learning and teaching.

The Instructional Design Source blog site is a general site that has information about many different topics and things related to instructional design that are taking place all over the world. While viewing this site I felt like it would be a good one to reference and I thought of it as being my online instructional design magazine. I love to read magazines and learn about many different things and other’s aspects about certain things. Here, I believe I will be able to learn about new things to come, new or certain processes being implemented, and other general information and ideas going on in the world of instructional design.

I am new to the world of blogging, but I am very excited about learning more  from these sites, blogging, this Learning Theories course, and all of my classmates. I look forward to the feedback and this new journey.