Reflection on Distance Learning

As I am writing this, I recall one of my tenth grade students telling me about his desire to complete an online learning degree. He loves gaming and animation, but would prefer to go to school from home. This was my opportunity to let him know about the advantages and disadvantages of distance learning. In 5-10 years my current students will be in the 23-28 age groups.  This is an immobile group of people who love to spend hours on the computer playing games or looking at videos. Unless the courses contain material that entices them distance learning would not appeal to this group. As a whole distance learning education will continue to focus on the more mature population, and those who need to juggle their family activities. Siemens in his video segment on the Future of Distance Education stated that “new communication technologies; contributions by experts around the world and increased use of multimedia, games and simulations will change the face of distance learning as people become more comfortable with the technologies” (Siemens, Laureate Education, Inc., 2012).  Based on this view, I feel distance learning will be fully embraced by the younger population because of their level of comfort in using the technology.

When I think about 10-20 years in the future, this same group will be 33-48 years old, perhaps the children of those mentioned earlier. Technology would be even more advanced and being designed by this age group. With the instant availability of technology, I foresee distance learning to be more affordable as well as accessible to a larger segment of our population. The birth of Coursera has changed the perception of distance learning. Had I not been in this course, I would not have known such an opportunity exists. ”Coursera is on a mission to change the world by educating millions of people by offering classes from top universities and professors online for free. In the future, they hope to give everyone access to the world-class education that is now available to a select few” (Marketwire, April 18, 2012). Based on their vision, I can see them partnering with Title I schools and offering computers to those who need them.  If they offer these programs to this segment of the population, they would fulfill the dream of empowering people with education that will improve their lives, the lives of their families, and the communities in which they live.

As an instructional designer I can be a proponent for improving societal perceptions of distance learning by promoting the program myself because of the experiences and knowledge I have gained in this course. As a matter of fact, I am trying to sway some of the teens to consider taking online classes after they graduate high school. One young man said to me “I can’t do that, I will be distracted.” The younger generation is not being exposed to distance education as much as they should. The only simulation of online learning that takes place in schools is the recovery classes that students take to satisfy the requirements of the No Child Left Behind Act. Because of the perceptions of society about distance learning, I perceive it is not an easy task to sway the minds of those from the traditional school of thought. Also, I would have to convince an employer that I can change the face of distance learning if given the opportunity. As I near the end of this module and continue to browse the Internet for jobs online, it is clearly not an easy market to get into. It seems a bit difficult to find a voice in the field of instructional design. Perhaps I can write a proposal to Coursera to convince them to partner with and share their wealth with some of the Title I schools or even the Community Colleges to give those students a chance of a free education while at the same time they will be promoting distance learning. If Coursera gets involved in changing the lives of the underprivileged, it will be a great advertisement for distance learning.

In order to be a positive force for continuous improvement in the field of distance education I would have to keep up-to-date with the emerging technologies and continue to promote the work. Also, I would have to find a platform from which to work. It will be difficult to seek for continuous improvement if I am not a part of it. Unfortunately, my agenda is not for promoting continuous improvement in the field of distance education as much as I am seeking a solution to change the face of education so that students would stay in school. I enrolled in this class not from the perspective of being an advocate of distance learning, but because it was a convenient way of pursuing a higher education. The skills I have learned in this distance learning course are superb and given the appropriate technology, I can create meaningful activities for my students. If given the opportunity to become an instructional designer, I would have a platform from which to promote distance learning.

As I read the excerpt “Critical Minds for Change” I reflected on the sentence “Like the children and adults I knew in Africa, the boy was denied the benefits of education because of his poverty, the need to work and the dreadfully inefficient distribution of education resources” (Burge p. 122). I am thinking about writing a grant that would provide technology to the less fortunate to increase their participation in distance education.

References

Burge, E. (Ed.). (2007). Critical minds for a change. In crafting the future: Flexible higher education. Open University Press/McGraw Hill Education.

Coursera by Marketwire. Retrieved April 19, 2012 from http://finance.yahoo.com/news/princeton-stanford-umichigan-penn-offer-090000887.html

Siemens, G. (n.d.). The Future of Distance Education [Video Program]. Laureate Education, Inc., 2012.

The Impact of Open Source

After reviewing the open course programs, I surmise that if I had done my homework well enough I would have chosen an open source course rather than pursue a degree program. The open course I selected was Massachusetts Institute of Technology (MIT). The particular class I selected to review was “Technologies for Creative Learning.” It was carefully pre-planned and designed for a distance learning environment. The course description included activities which focused on new educational technologies, and created opportunities for students’ reflections on learning experiences. The instruction was centered on students learning Web 2.0 technologies.

The course utilized a course management system (CMS). The CMS included a syllabus, course calendar, assignment instructions, as well as learning objectives. There were specific readings that were required in order to complete class assignments. Students were able to download videos of previous class sessions as well as communicate in groups. Instructors provided examples of past projects to give students an idea of what their counterparts did and for them to see what was expected of them. There were assessments for which the instructors provided the solutions. Students received immediate feedback. The open course met the seven lessons for online instruction as cited by Graham, Cagiltay, Lim, Craner, and Duffy (2001). Instructors provided clear guidelines for interaction with students; the assignments were designed well enough to facilitate meaningful cooperation among students; students presented course projects; instructors provided feedback; there were deadlines for course projects, the tasks were challenging; students’ work was displayed and students were allowed to choose project topics. (Simonson, Smaldino, Albright, Zvacek, 2012, p. 179)

I particularly liked the fact that students role-played and became facilitators. It was a creative way of get students involved and also an opportunity for them to learn some leadership skills. The differences I noticed with the open course were that classes met once or twice a week, thereby reducing the amount of stress. The classes were free, and students had access to any archived class 24/7. The course activities were interactive which involved all students.

In the course text “Teaching and Learning at a Distance,” the authors stated “many administrators have expressed concern that courses taught at a distance do not have the same standard of quality associated with the on-campus courses” (Simonson et al, p. 209). After examining the open course, this is far from the truth. This open course had lots of rigor and interactivity. I learned a new game called “Scratch.” It is not necessary to learn programming to use Scratch. It is a logical game. One of the assignments was for students to teach someone else how to use Scratch. I accepted the challenge and learned Scratch. It was very engaging.

References

Resnick, Mitchel, and Karen Brennan. MAS.714J Technologies for Creative Learning, Fall 2009. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 01 Apr, 2012). License: Creative Commons BY-NC-SA

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Distance Learning

Welcome to my Distance Learning blog!


Before this course, I had two different definitions for distance learning. One was a self-study type of learning that was done in the comfort of one’s home made possible through direct mail correspondence and considered private, one-to-one interaction between teacher and student. The other was learning via a satellite location or video conferencing where students sat in a classroom and listened to a lecture from a professor who was located at another place.

In this week’s learning I discovered the enhanced definition of distance learning. Simonson et al, (2012), defines distance education as being inclusive of the following components: “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Simonson, 2012, p.32).

What I learned this week was not all new information. But, it allowed me to look back in time to when my parents were recipients of certificates from correspondence schools. It is sobering to know for centuries major colleges and institutions have developed and produced successful correspondence courses from which our parents benefited.  The “roots of distance education are at least 160 years old” (Simonson et al, 2012, p. 37). Based on what I have learned this week, I would redefine distance learning as a correspondence course, which is delivered electronically, that allows all types of people located in different places to access and process information at any time through email, blogs, wikis and discussion boards while developing learning communities.

I see distance learning as Simonson sees it as “a disruptive technology” (p. 11). In that it influences or disrupts everyone’s life in a way that causes one to make decisions that one did not anticipate. It propels you forward even when you do not want to go forward. For example, I had no desire to get a new phone. I was content with simplicity. As I started taking this course, I realized that if I have a smartphone it would allow me to check into class, listen, and download information, etc. As new technology emerges, it completely disrupts your lifestyle. I can envision in a few years to come, buildings being devoid of adult students physically sitting in them as more people gravitate towards a more convenient way of life.

Dede (1990) describes how delivery of distance education will be more powerful in the future. He says “For at least another 15 years, the information technologies will continue to rapidly increase in power while decreasing in cost. This will have two major effects on distance learning: the synthesis of computers and telecommunications, and the growing affordability of sophisticated technology for instruction.” We are already there at that place, right now!

I envision as distance education explodes, there will be a need for qualified and experienced instructional designers. I foresee a lot of competition in this growing field, which means employers, will be looking for the best. Personally, I want to guarantee myself a place by learning and applying everything I learn to the best of my ability. “The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise” (Moller et al, 2008, p. 70).

References

Dede, J. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of Research on Computing in Education; Spring90, Vol. 22 Issue 1, p247, 18p.

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.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Reflection

My sphere of learning was indeed broadened as I studied the different theories which explained how people learn. But, one of the areas that captured my attention was the role that memory played in learning. The Cognitivist states that “Learning results when information is stored in memory in an organized, meaningful manner.” I was discretely reminded that “getting older” played a key role in my remembering. “Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information (Ertmer & Newby, 1993).  I learned a new word “Andragogy” – the art and science of helping adults learn (Pew, 17).

I learned about Connectivism, a word that I did not know was associated with learning theories. Siemens defines it as “a learning theory that integrates technology, social networks, and information.” (Ormrod, Laureate Education, Inc., n.d). Some examples associated with this theory are online courses, email, communities, conversations, web search, email lists, reading blogs.  Now I understand how this course is connected.

I was extremely surprised about multiple intelligences. I found out as human beings we have at least eight forms of intelligences – linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal (Gardner, 32). Therefore, it becomes important for educators to expose youngsters to other intelligences. “School has long privileged one or two forms of human intelligence—those involving language and logic—while ignoring the other powerful ways in which we can come to know the world” (Gardner, 32).

Keller’s motivational model also captured my attention. He stated the four steps to capturing student’s motivation are for instructional designers to design courses that capture learners Attention, to establish Relevance, also find a way to build their Confidence and make sure they are Satisfied by providing constant feedback and reinforcement to ensure learners stay motivated (Keller, 39)

When I first began this course, I presumed my dominant learning style was visual and it was necessary for me to touch and feel sometimes. But, I have since learned there are several other ways of knowing which I never considered as learning.  As human beings, we are the kinds of creatures who can learn in many ways: through exploration with our hands, the use of our several senses, the silent observations of other persons, conversation and argument, and the development of many different kinds of symbols—ranging from paintings or graphs to semaphore or dance notation” (Gardner, 32).

I have discovered that learning theories, learning styles, educational technology, and motivation are all inter twined. The instructional designer must understand how they work together in order to create meaningful instructional designs. The most important one for me of this subset is motivation – which is reminds me how important it is to design courses that will keep the learner interested. 

Whether I continue as a teacher in the traditional classroom or venture into a completely new area of education, my goal is to incorporate the strategies and theories I have learned to improve my standard of teaching as well as to create effective instructional designs.  I look forward to making a difference in the lives of those persons to whom I have been assigned. I also hope to devise ways to expose my learners to the numerous emerging technologies as I prepare them to take their place in this constantly changing technological society.

References

Ertmer, P.A., & Newby, T. J. (1993).  Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71

Gardner, Howard (2000). Multi-Intelligences: Can Technology Exploit Our Many Ways of Knowing?  Retrieved from: http://www.howardgardner.com/index.html

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Laureate Education, Inc. (Producer). (n.d.).  Connectivism. Baltimore, MD: Ormrod, J. Dr.

Pew, S. (2007). Andragogy and Pedagogy as foundational theory for student motivation in higher education.  InSight: A Journal of Scholarly Teaching, 2, 14–25. 

Fitting the Pieces Together

In week’s one discussion, I stated that my dominant learning style is visual; and sometimes I need to hear as well as feel. I also stated that the two theories that are best aligned with my views on learning are Behaviorism and Cognitivism. Since then, Howard Gardner taught me that each learner possesses several intelligences, some of which remain untapped, and because these intelligences were not discovered earlier, they lie dormant. Based on his Multiple Intelligences (MI) theory I learned that “all human beings possess at least eight forms of intelligence – linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intra personal” (Gardner, 32). Then, I was introduced to Malcolm Knowles learning theory of Andragogy which focuses on the adult learner and how they learn.  Cercone (2008), in her article on Characteristics of Adult Learners with Implications for Online Learning Design, explained three other adult learning theories: self-directed learning, experiential learning and transformational learning which categorizes the adult learner. She said “adult learners are autonomous, independent, and self-reliant, and are self-directed toward goals” (Cercone, 132) which means that the adult learner accepts full responsibility for learning in spite of the many challenges they face as they juggle work, family, and the need to earn an income. The sharing of experiences, prior knowledge, and reflection serves as the foundation for learning (Cercone, 147).  According to Frey and Alman (2003) transformational learning is a process of critical reflection (Cercone, 149). The discussion boards and blogs allowed for social interaction as well as critical reflection within a cooperative learning setting.

Over the past weeks I learned that my own personal learning preference is for blended learning – an approach that blends traditional classroom-based learning with online learning. The need for face-to-face contact produced high levels of anxiety for me during this segment causing me great frustration. My view is that everyone in the online classroom is so focused on getting one’s work completed and turned in that it is difficult to recognize the screams for help which might be more obvious in the traditional classroom. I discovered that collaborative learning through the use of discussion boards, blogs, and research learning is more opinion-based, therefore, there seems to be no right or wrong answer. While learners are given the opportunity to challenge a response, most times responses are accepted and go unchallenged.

Technology plays a very important role in my learning, but, I feel intimidated and overwhelmed at the same time because of the intrusive nature of the technology. I would rather retain my privacy. On the other hand, I wish I had the time and the money to keep up with all the technology that is available. As a technology teacher, my goal is to find a way to incorporate the emerging technologies into my instruction, such as the use of the IPad. After exploring the Edutopia website, and viewed the success of project-based learning, the integration of technology, and the effect it had on the youngsters, I am excited to revisit my teaching strategies, but fear I will not have the administrative nor technological support due to budget cuts. Unless the school provides the technology to improve our learning or unblock sites that will expose students to the emerging technologies, it will be difficult for me to transfer any knowledge I have learned in this setting. Hopefully, my new found knowledge will open up the door.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159

Gardner, Howard (2000). Can Technology Exploit Our Many Ways of Knowing? Retrieved from http://www.howardgardner.com/index.htmlard (2000)

Mind Map - Connectivism LPhillip

Connectivism

Mapping Your Learning Connections

It is mind-boggling when I think that a few years ago, I had no knowledge about computers, blogging, Skype, Facebook, YouTube, the World Wide Web, just to name a few. Having the opportunity to retrieve current information instantaneously has certainly changed and enhanced the way I learn. Knowing where to find the information has also made learning easier for me. Now, more and more information can be received through the phone, e-mail, etc. I have access to information 24/7 from anywhere in the world via the World Wide Web. No longer do I have to go to the library to research information, I can instantly download the information and also listen to it if the feature is available. One of my colleagues introduced me to text to speech software that would make reading easier.  I am excited to try it. As I pursued an undergraduate degree, I had to physically go to a traditional classroom, now I am able to go to school from the comforts of my home and retrieve class materials at any time. Writing by hand is now a thing of the past with the onset of the digital age.

At this moment, the digital tool that best facilitates learning for me is the computer. I have gained lots of knowledge using word processing, learned how to utilize spreadsheets, PowerPoint as well as databases. Lately, discussion threads have helped me understand better. I learned how to upload and download digital postings which keep me informed on my class schedules.  When I have questions, I gain new knowledge from interacting with my classmates in the discussion forums.  If I am not quite satisfied with the responses, I would conduct additional research. Someone always have an answer on YouTube.

 My personal learning network supports the central tenets of Connectivism in that Connectivism is a learning theory for the digital age. In this environment learning happens in many different ways—through email, video, small groups, web search, reading blogs and discussion threads. Siemens in his article on Connectivism states:

“The starting point of Connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed” (Siemens, 2004).

The structure of this course supports Connectivism. Learning begins with us. We are dependent upon the opinions of others within the network.  Without the network, learning will not occur. The only way we can improve learning is to plug into the existing network.

L.Phillip

Reference

Siemens, G. (2004). Connectivism: A learning theory for the digital age.  Retrieved June 4, http://www.elearnspace.org/Articles/connectivism.htm