In the following 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.
Before converting his program, the trainer needs to take into consideration if distance learning is feasible or not. If so then the trainer needs to make sure that the trainees have access to and are able to utilize the selected technology. I think that it is a good idea that the trainer wants to put all of the training material online for the trainees. In order to encourage the trainees to communicate online, the trainer could set-up online activities such as creating as ice breakers and a discussion board. The trainer also needs to be aware that his role in a distance learning environment will change. The trainer will become more of a guide rather than a teacher.
References
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson
Click here to view the Best practices guide.
Sunday, December 19, 2010
Monday, December 6, 2010
Open Course Websites
Open courseware is described as the publication on course material by higher education institutions and shared with others on the web (Simonson et al, 2009). The open course website that I chose to evaluate is the Historical Jesus on Stanford on iTunes. It took me a minute to find a course that I actually wanted to sit and listen to. I didn’t totally agree with all that was said by the instructor Thomas Sheehan, but it was none the less interesting.
The courses of course are presented as audio or video podcasts via iTunes. The course is broken up into ten sections and a course syllabus. The course is in lecture format with a discussion at the end of each. I listened to the Call Me Yeshua lecture. This course was not a pre-planned or designed for the distance learning environment. The course is just a recording of a series of lectures. I think that might have worked if it was a video podcast rather than audio because Sheehan uses a lot of in-class visuals whether it be handouts or examples on the chalkboard. It would have been nice it these could have been seen by the listener. Listening to this podcast, I can conclude that the course also has a website, so it can be considered a hybrid course. This course is at its best a true definition of open courseware. It was posted online as is by Stanford for the purposes of sharing with others. This course does not follow the recommendations for online instruction as listed in the course textbook. As stated above, the only course activity was the discussion after the lecture.
Overall, I think that it is great that schools of higher learning have put some of there course online for other to experience. I wouldn't mind continuing using this open course provided that the schools put more topics that are of interest to me.
References
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson.
Stanford on iTunes U http://itunes.stanford.edu/
The courses of course are presented as audio or video podcasts via iTunes. The course is broken up into ten sections and a course syllabus. The course is in lecture format with a discussion at the end of each. I listened to the Call Me Yeshua lecture. This course was not a pre-planned or designed for the distance learning environment. The course is just a recording of a series of lectures. I think that might have worked if it was a video podcast rather than audio because Sheehan uses a lot of in-class visuals whether it be handouts or examples on the chalkboard. It would have been nice it these could have been seen by the listener. Listening to this podcast, I can conclude that the course also has a website, so it can be considered a hybrid course. This course is at its best a true definition of open courseware. It was posted online as is by Stanford for the purposes of sharing with others. This course does not follow the recommendations for online instruction as listed in the course textbook. As stated above, the only course activity was the discussion after the lecture.
Overall, I think that it is great that schools of higher learning have put some of there course online for other to experience. I wouldn't mind continuing using this open course provided that the schools put more topics that are of interest to me.
References
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson.
Stanford on iTunes U http://itunes.stanford.edu/
Monday, November 22, 2010
Distance Learning Technologies
Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
In order to improve the poor safety record at the biodiesel plant, I would suggest using a series of safety training video module. The videos will demonstrate to the employees step-by-step processes of on the job safety. These videos will be accessible to all employees working on all the various shifts at the biodiesel manufacturing plant. The videos can be placed on the company website or they can be recorded to DVDs.
Videos are a form of prerecorded media. They are essentially a single idea that can be explained with audio and/or pictures (Simonson et al, 2009). I decided to use video module because they can be stored and accessed from anywhere. To keep the employees alert and focused, each safety concept will be broken up into separate learning objects (Simonson et al, 2009). The videos modules will be will be about 3 to 10 minutes in length. To make sure that the employees are engaged and learning, the modules will a short quiz at the end of the video. If the employees are successful in answering the questions correctly, they can then move on to the next module. The video modules will also take advantage of Dale’s cone of experience (Simonson et al, 2009). The video modules fall in the observation section of the cone. The modules are geared towards adult learners, therefore adults are able to deal with more abstract content because they already have the related experience (Simonson, 2009).
Online training videos have been used by many companies for years now. Some successful examples are Fusion Shell Greeter Promo and SafetyCare Office Safety Video
Resources
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Fusion Greeter training http://www.youtube.com/watch?v=6GYnh0swVxA
SafetyCare Office Safety Video http://www.youtube.com/watch?v=23IlZMEZnNk
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
In order to improve the poor safety record at the biodiesel plant, I would suggest using a series of safety training video module. The videos will demonstrate to the employees step-by-step processes of on the job safety. These videos will be accessible to all employees working on all the various shifts at the biodiesel manufacturing plant. The videos can be placed on the company website or they can be recorded to DVDs.
Videos are a form of prerecorded media. They are essentially a single idea that can be explained with audio and/or pictures (Simonson et al, 2009). I decided to use video module because they can be stored and accessed from anywhere. To keep the employees alert and focused, each safety concept will be broken up into separate learning objects (Simonson et al, 2009). The videos modules will be will be about 3 to 10 minutes in length. To make sure that the employees are engaged and learning, the modules will a short quiz at the end of the video. If the employees are successful in answering the questions correctly, they can then move on to the next module. The video modules will also take advantage of Dale’s cone of experience (Simonson et al, 2009). The video modules fall in the observation section of the cone. The modules are geared towards adult learners, therefore adults are able to deal with more abstract content because they already have the related experience (Simonson, 2009).
Online training videos have been used by many companies for years now. Some successful examples are Fusion Shell Greeter Promo and SafetyCare Office Safety Video
Resources
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Fusion Greeter training http://www.youtube.com/watch?v=6GYnh0swVxA
SafetyCare Office Safety Video http://www.youtube.com/watch?v=23IlZMEZnNk
Monday, November 8, 2010
Distance Learning Defined
Before starting this course, my understanding and personal definition of distance learning involved someone taking a course or class online. I am not a stranger to distance learning, having taken my first online class in undergrad back in 2001. It was definitely a lesson in time management for me. I enjoyed the course that summer. It was different. My experience taking that course back then is what prompted me to consider enrolling in online degree program.
After watching the video Distance Learning: The Next Generation with Dr. Michael Simonson, I learned that my definition of distance learning was too broad. My definition wasn’t wrong, it was just not as detailed. Dr. Simonson explained distance learning as “formal education in which the learning groups are separated by geography and sometimes time.” The groups in this case refer to the teachers, students, and resources (i.e. content). The definition is further expanded by breaking it up into four components; institutionally based, separation of teacher and student, interactive telecommunications, and the sharing of data, voice, and video (Simonson et al, 2009).
Also this week I have learned that distance learning has been around since the 1800’s. Viewing the “Distance Learning Timeline Continuum”, I learned that distance learning first began with correspondence study. This is where an ad was place in the newspaper for an educational opportunity and students and teachers would correspond with each other through the mail. Which I guess makes since because of the lack of advanced technology back then, they only had the mail system. The original target of distance learning programs was adults with prior commitments such as social, work, or family related (Simon et al, 2009). This fact holds true even today. I was fascinating to see how far distance learning had come over the past century. I just never thought of distance learning being anything more than digital. In addition to correspondence study, there was also electronic communications and distance teaching universities.
In the future, I see distance learning becoming more common place in our society. I am siding with Simonson’s view, in which he states that distance learning “will grow significantly, but won’t replace traditional schools.” Adding to this is Rogers’s diffusion of innovation theory, which simply is predicting the growth and patterns of new ideas and technology. Simonson (2010) goes on to say that distance learning is already passed the promotion stage and is in the nurturing stage.
Overall, I’ve taken in a tremendous amount of new information regarding distance learning. This past week’s lesson had given me a whole new outlook. Distance learning is more than just being digital. There is a lot of history and theory behind it. After this week, I am learning that I am just getting stated.
Here is my mind map below.
References
"Distance Learning Timeline Continuum" Retrieved from http://sylvan.live.ecollege.com
Simonson, M. (2010). Distance Learning: The Next Generation. [Video].Retrieved from http://sylvan.live.ecollege.com
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
After watching the video Distance Learning: The Next Generation with Dr. Michael Simonson, I learned that my definition of distance learning was too broad. My definition wasn’t wrong, it was just not as detailed. Dr. Simonson explained distance learning as “formal education in which the learning groups are separated by geography and sometimes time.” The groups in this case refer to the teachers, students, and resources (i.e. content). The definition is further expanded by breaking it up into four components; institutionally based, separation of teacher and student, interactive telecommunications, and the sharing of data, voice, and video (Simonson et al, 2009).
Also this week I have learned that distance learning has been around since the 1800’s. Viewing the “Distance Learning Timeline Continuum”, I learned that distance learning first began with correspondence study. This is where an ad was place in the newspaper for an educational opportunity and students and teachers would correspond with each other through the mail. Which I guess makes since because of the lack of advanced technology back then, they only had the mail system. The original target of distance learning programs was adults with prior commitments such as social, work, or family related (Simon et al, 2009). This fact holds true even today. I was fascinating to see how far distance learning had come over the past century. I just never thought of distance learning being anything more than digital. In addition to correspondence study, there was also electronic communications and distance teaching universities.
In the future, I see distance learning becoming more common place in our society. I am siding with Simonson’s view, in which he states that distance learning “will grow significantly, but won’t replace traditional schools.” Adding to this is Rogers’s diffusion of innovation theory, which simply is predicting the growth and patterns of new ideas and technology. Simonson (2010) goes on to say that distance learning is already passed the promotion stage and is in the nurturing stage.
Overall, I’ve taken in a tremendous amount of new information regarding distance learning. This past week’s lesson had given me a whole new outlook. Distance learning is more than just being digital. There is a lot of history and theory behind it. After this week, I am learning that I am just getting stated.
Here is my mind map below.
References
"Distance Learning Timeline Continuum" Retrieved from http://sylvan.live.ecollege.com
Simonson, M. (2010). Distance Learning: The Next Generation. [Video].Retrieved from http://sylvan.live.ecollege.com
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Sunday, February 28, 2010
Final Reflection
Taking this course was an essential part in furthering my career in the field of instructional design. Each and every one of us is an individual and has different ways that we take in and retain information. In order to be a successful instructional designer, I have to know how to reach the learners in which I am designing for. So far the common theme of this course, in reference to the learning theories, is that no theory is better that the other. I learned that it is important that I find that median to accommodate all the learners and not just cater to one group in particular. On way that I learned to achieve this was from Dr. Ormrod’s video, Learning Styles and Strategies. She stated using learning strategies such as elaboration, mnemonics, and comprehension, will help. In addition to learning about learning theories and styles, I also learned about motivation and engaging the learners. If learners are not engaged in what they are learning then they are more likely to become unmotivated. To address this issue, I can use Keller’s ARCS model to make sure I cover the areas of Attention, Relevance, Confidence, and Satisfaction.
The most surprising part of this course was learning about how emerging technologies are being incorporated into education. The Horizon Report very interesting. I liked reading about the many strides schools and researchers are doing to take advantage of technology in the classrooms. I especially liked what was being done with personal web. I feel like the possibilities with personal web are endless. Some of my favorites are wikis, websites, and social networking sites. I think that they are great and given the opportunity, can be used for so much more.
This course has deepened my understanding of my own learning process in that it made me take a more in depth look at the way in which I learn and why. Before this class, I have never really thought how I process information and why. The way I think has not changed too much since the beginning of this course. I am learning more about what works for me and what doesn’t. I have found that out that self-directed learning requires ALOT of motivation, focus, and time management. There are many variables that affect independent adult learning, mainly life. It is definitely more of a challenge than in undergrad. Overall, I feel that my personal experiences coupled with what I learned in this course will aid me in my journey in becoming an instructional designer and understanding those that I seek to help.
The most surprising part of this course was learning about how emerging technologies are being incorporated into education. The Horizon Report very interesting. I liked reading about the many strides schools and researchers are doing to take advantage of technology in the classrooms. I especially liked what was being done with personal web. I feel like the possibilities with personal web are endless. Some of my favorites are wikis, websites, and social networking sites. I think that they are great and given the opportunity, can be used for so much more.
This course has deepened my understanding of my own learning process in that it made me take a more in depth look at the way in which I learn and why. Before this class, I have never really thought how I process information and why. The way I think has not changed too much since the beginning of this course. I am learning more about what works for me and what doesn’t. I have found that out that self-directed learning requires ALOT of motivation, focus, and time management. There are many variables that affect independent adult learning, mainly life. It is definitely more of a challenge than in undergrad. Overall, I feel that my personal experiences coupled with what I learned in this course will aid me in my journey in becoming an instructional designer and understanding those that I seek to help.
Monday, February 22, 2010
Learning Revisited
Now that I have a deeper understanding of the different learning theories and style, I feel that my view on how I learn has not changed too much. I still tend to learn and think in the same way I did before. I think what has changed is I categorize or define my learning. I think that I have learned enough over the past few weeks to say it is not just a mixture of behaviorism, cognitivism, and constructivism. I think at this point I can rule out behaviorism. Not to say that behaviorism is dead with me, it is just not relevant with the subject matter and tasks that I am asked to perform. They require a higher level of thinking and deeper understanding of me, others, and my environment. Most of the fields I have chosen so far require a large amount of thinking and problem-solving, I don’t see cognitivism leaving anytime soon. I’m still a concrete fact-based person in most aspects so I’m still trying to wrap my head around some of the concepts of constructivism. I understand them and know that they fit somewhere into how I learn, but they are still a little foreign to me.
After learning about social learning, connectivism, and adult learning theories, I fee that I would have to add to my learning repertoire. With new innovations in technology and my chosen fields of study, it makes since to come up with new learning theories that can apply to technology.
Technology plays an important role in my learning. Being in an on-line class, it is necessary that I utilize as many aspects of technology as I can. So far the most helpful in my journey have been wikis, blogs, and the articles from the Walden Library. I have been able to access a lot of information that has been both beneficial in my class studies as well as in my personal learning.
After learning about social learning, connectivism, and adult learning theories, I fee that I would have to add to my learning repertoire. With new innovations in technology and my chosen fields of study, it makes since to come up with new learning theories that can apply to technology.
Technology plays an important role in my learning. Being in an on-line class, it is necessary that I utilize as many aspects of technology as I can. So far the most helpful in my journey have been wikis, blogs, and the articles from the Walden Library. I have been able to access a lot of information that has been both beneficial in my class studies as well as in my personal learning.
Saturday, February 6, 2010
Connectivism
Okay, so apparently I am slow and misread the due date for this. So here is my mind map. Click on the image for a larger view. My reflection coming soon and on time. ;)
Reflection
My network has changed the way I learn in that it has granted me access to articles and other material that I wouldn’t necessarily have contact with. Yet at the same time it has made me somewhat dependant on technology. That’s not much of a bad thing. I love technology. It just makes researching a bit easier and less time consuming. Plus, I value online research for the simple fact that I am from one of the last few generations that had to do physical research before the technology boom.
The best digital tools that facilitate my learning are the blogs and wikis. Although I don’t particularly like to write them, I find the blogs of my classmates and the professional interesting and informative. It’s like an informal way of learning for me. People share their thoughts and insights on topics that interest me. I kind of prefer them a bit more than the class text book. Wikis are just plain fun. I think that they are an excellent way to post information about a topic. I enjoyed creating one for my last class. I spend a lot of time on wikipedia for various reasons, so making my own was very exciting.
The way I gain new knowledge when I have a questions, is to try and find out the information form myself. If I am reading a book and have a question, then I would try to find the answer to my questions in the book. But I usually use the internet (mostly wikipedia) in my search. If I can’t find it that way, then I’d just ask someone.
My personal learning network supports connectivism because it follows George Siemens priciples of connectivism: Learning and knowledge rest in diversity of opinions, learning is a process of connecting specialized nodes or information sources, learning may reside in non-human appliances, capacity to know more is more critical than what is currently known, nurturing and maintaining connections is needed to facilitate continual learning, ability to see connections between fields, ideas, and concepts is a core skill, and currency (accurate) is the intent of all connectivist learning activities (Davis, Edmunds, & Kelly-Bateman, 2008) .
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/eplt
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