Week 8 Reflection: The Radiant Future of Distance Learning

     Distance learning continues to grow evolve and be accepted. The societal forces in the world, and advocates for distance learning, will overwhelm the skeptics of distance education by changing their point of view or by outnumbering and overruling them due to their lack of adapting the ongoing changes of interpersonal communication and education. “The number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time (Waits & Lewis, 2003; Allen & Seaman, 2006 & 2008)” (Gambescia, Paolucci). The skeptics’ inability to adapt will harm some, but distance learning has a radiantly bright future. Reflecting on the magnificent experience of the past eight weeks my assignment is to reflect on the following questions in my reflection
1.  What do you think the perceptions of distance learning will be in the future 5–10 years or 10–20 years?
2.  How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
3.  How will you be a positive force for continuous improvement in the field of distance education?
     Distance learning will be a way of life today and in the future. 5-10 years from now distance learning will be almost inevitable due to the popularity resourcefulness efficiency and effectiveness. Much like technological advances such as cell phones and smartphones television, cable and the internet( high speed internet), distance learning will be something so widely utilized that it will be virtually unavoidable inevitable to  use because of the reasons previously stated so people feel they cannot do the best possible job without it. This will be due to the fact that distance learning truly gives anybody and everybody willing to learn access to education.  Dr. Siemen (2010) ascertains global diversity as a common trend inside distance education (Laureate, Education, Inc.). In 10-20 years distance learning will be norm for home school and in class education. Since schools constantly are in budget constraints distance learning options will alleviate budget stress and learning facilitation issues. Teachers will take on the roles of facilitator as students engage in learning. The blended learning environment will be a must for developing students. However, there will be those that reject ore refuse to adapt that will miss the importance of distance learning instructional design and technology that may stifle learning for some. So, every ID, instructor, and administrator must remain open and adaptable to ensure that every one has the opportunity to engage in quality learning experiences. The only way to change perception is through the positive application of quality learning experiences.  This will lead to the balanced development of online and face to face methods of learning or the hybrid model that will dominate all levels of learning.
     Improving the societal perceptions of distance learning as an instructional designer will be achieved through the innovative abilities to enhance instruction and learning. Also, discovering new methods and resources to facilitate the enhancement of future generations is another way to support distance learning as an instructional designer. Maintaining the interest and engagement of students is a key focus to show the effectiveness of distance education. The distance models will positive societal perception though influencing the educational perception will critical. By realizing how society communicates the educational setting will have to catch up by broadening their perspective of learning. Having apps and mobile sites features offered at traditional colleges and universities will be a must to attract students. In the next 10 to 20 years millennial presence will influence utilization of the abundantly useful technology resources.
     Continuing to possess true curiosity to learn will allow me to make a quality contribution to the improvement of online learning field. Maintaining a thirst for experiencing knowledge through different modes of learning to be aware of the vast resources available enhance my ability to improve instruction. Remaining connected and informed through blogs and educational journals will keep me current on relevant knowledge and changes taking place in the field. This feeds my passion to innovate create and improve learning and instruction.
     While it is important to interact and be a part of a learning community being able to have a connection with others is manageable. Also the individual learner’s ability to self-evaluate and motivate to have a clear understanding is one thing that distance learning develops. It gives the individual learner the chance to know what is the ability or capability to achieve or succeed. Furthermore, as an instructional designer remaining in tune with the needs wants realizations and suggestions of learners will show me how to effectively enhance learning, efficiently streamline task completion and communication and ADDIE learning tools and resources.
The growing acceptance can be summarized as the points articulated by George Siemens in the image below:

Distance learning will be impacted by the factors articled by Siemens and illustrated below:

Further, the Triple helix model, referenced by Siemens, where universities, business and government form a strand of interaction to provide and equip students in the online environment will make the acceptance transition comforting. Making the learner comfortable is the key to continuing to have the world adapt and accept distance learning.

References
Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university
online degree program offerings. Online Journal of Distance Learning Administration,
12(1). Retrieved from
http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html
Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved fromhttp://atmae.org/jit/Articles/schmidt041801.pdf
Siemens, George. The Future of Distance Education, ( n.d.) Laureate 2010
Waits, T. & Lewis, L. ( 2003).  Distance Education at Degree-Granting Postsecondary
Institutions: 2000–2001. (NCES 200-017). U.S. Department of Education. Washington,
DC: National Center for Education Statistics.

Converting Learning Format

Converting Learning Format
What are some of the pre-planning strategies the trainer needs to consider before converting his program? The course must clearly define the online features from the face to face features of the course. Next, assessing the abilities of the participating learners technology level of comfort and ability must be determine through surveying. The available course resources trained and prepared facilitators, the location and time must be thoroughly detailed to ensure quality learning experience is produced.
“With the introduction and proliferation of instructional technologies, equivalency based on time in the classroom is of minimal relevance to learners and instructors who supplement educational opportunities through technology. (Watkins & Schlosser, 2000a, p.1)” (Picciano, and Dziuban 231). This could be the mindset of the trainer.
What aspects of his original training program could be enhanced in the distance learning format?
The original training manual books and resources could be electronically published for easy accessibility.  Discussion and engaging activities allow those that may not be vocal in a face to face setting to speak out and express opinions on any topic. “The more equivalent the learning experiences of online learners are to those of local learners, the more equivalent the outcomes of the educational experiences for all learners” (Simonson, 1995, p. 12)” (Picciano, and Dziuban 232). Striving for an equivalent experience is more manageable than trying to duplicate the currently outdated face to face format.
How will his role, as trainer, change in a distance learning environment?
The role of trainer will also entail fulfilling the duties of facilitator and designer. The trainer will likely need to carry out and ADDIE or AEIOU process too. This will inform the trainer on how much work and effort is required to successfully convert the course into a quality training option.
What steps should the trainer take to encourage the trainees to communicate online?
Exploring researched resources will allow expanding perspective and increasing intellectual knowledge about blended learning. One specific resource to study is a module by Larry Ragan entitled Best Practices in Online Teaching-Pulling It All Together- Teaching Blended Learning Courses. It along with Blended Learning Research Perspectives, as well as other resources, gives quality insight about the blended learning environment

• Change lecture sessions to online discussion meetings
• Offer interactive, online contents and computer based assessment
• Offer collaborative and applied learning situations for students

Moreover, the constant effective communication to maintain engagement and not isolate students and balancing the face to face and asynchronous or synchronous discussions must be carefully planned.
Best Practices Steps should entail:
Thorough planning and development by utilizing the ADDIE or AEIOU process
Clear Effective Communication by utilizing discussion email and chat apps.
Student focused learning will ensure course is designed with the learner in mind.
Technology balance will ensure equivalence within the blended hybrid model of learning

 

http://prezi.com/qlgkwlgivnwd/?utm_campaign=share&utm_medium=copy

 

References

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

Dziuban, C., Picciano, A. G. Blended Learning  Research Perspective. Retrieved from http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf on 12/14/13

Ragan, Larry (2007), Best Practices in Online Teaching-Pulling It All Together- Teaching Blended Learning Courses. Retrieved from http://cnx.org/content/m15048/latest/ on 12/14/13

Piskurich, G., Facilitating online learning. [Video Production]. Laureate Education, Inc. [Producer].

 

 

 

 

 

Open Course Education: MIT OPEN COURSEWARE

Massachusetts Institute of Technology Open Course: A free and open educational resource for educators, students, and self-learners around the world.
http://ocw.mit.edu/index.htm

 

The appearances of the MIT Open Courseware courses are well planned and designed for distance education.  Audio and Visual resources are easily accessible. Courses can be located by cross disciplinary topics lists or by collections and department topic and course number.
The recommendations for online instruction in Teaching and Learning at a Distance as listed on page 172 (Bate in Foley 2003) the golden rules for using technology made see parallels with the design of the open course.
The Content is designed with quality teaching in mind; the mediums that deliver the instruction have unique aesthetic. Flexibility is achieved through education technology.  Integrated mixed or balanced technology usage keep students responsible for their workload duties. All four forms of media are available, print audio and computer and television. “Balancing variety with economy” is achieved through open access. Free course offering is economically sound; The Open is designed with the same quality of the courses offered for college credit. Essential interaction is achieved through the study group; though student numbers impact interaction if only few enroll.
The criteria for instruction are accurately exhibited with the open course. The MIT Open Course institutes vividly “learning needs and succinct statements of outcome”; furthermore the activity based methods and strategies are equivalent to other courses taken in distance education. It is experiential, participatory and interactive. The MIT Open Courseware provides a high quality online experience for participants to engage in a learning experience with online learners and subject matter experts; it aims to maximize the student learning experience.

 

Below is another interesting resource located while exploring open course education. Click the link under image to viewinteractive map.

OpenCourseWare

References
Albright, M., Simonson, M., Smaldino, S., Zvacek, S. (2012). Teaching and Learning at a
Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson
Massachusetts Institute of Technology Open Course: A free and open educational resource for educators, students, and self-learners around the world.
http://ocw.mit.edu/index.htm

The Open CoursWare Intervactive Mind Map http://www.gogeometry.com/opencourseware/opencourseware-consortium-mind-map.html