Drive with Google & view through YouTube (Selecting Distance Learning Technologies Example 1)

Blog—Selecting Distance Learning Technologies

Example 1: Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

Week 3 Response to example 1

The modules can be assigned in an asynchronous manner of delivery by way of the many features within google. Since the company emails are through google the efficient way to deliver training is through google drive YouTube and google+. “These technologies are free and can be embedded in Web pages” (Laureate). Furthermore, if for some reason an employee is away from the office at a location where google chrome is not the primary browser or google drive content is not supported. The same information is available via WebEx. These are discussion technologies and media sharing Sites with blog features. The convenience of google is available and employees have the option to utilize WebEx if necessary. “Users can in turn comment on the presentations and share their own ideas thereby providing feedback that may assist presenters in enhancing their content” (Laureate). The imperativeness of sharing information by screen capture, documents, and collaboration will be fully accessible through both medians. The training workshop will be fully implemented for the staff in the six regional offices.

http://youtu.be/wKJ9KzGQq0w

http://www.webex.com/how-to/index.html

 

Laureate Education, Inc. (Producer). (n.d.). "The Technology of Distance Education" [Multimedia Program]. Retrieved from https://class.waldenu.edu

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

 

Defining Distance Learning

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The ever changing definition evolves as the technology advances. The various settings and situations of application show that distance learning is even more than ever before. Change is part of the growth pattern in evolving. Naturally distance learning must always change as technology improves. The technical engineering that takes place is a major factor in the ever changing distance learning definition. Another factor is suiting the setting. With so many different settings that are attainable, the term distance learning must be applied accurately.
The person’s profession and technical knowledge dictate how changes influence distance learning. This is due the differences in tools that can impact learning training and performance for any profession. The tools resources and measures must fit the job. The tools of technical knowledge and the profession bring valuable insight to a task. The distance learning process is a diverse areas that requires a balance skills tools resources and strategies to be effective

 

“Distance education seems to be a new idea to most educators of today (Albright et al).” This is how I felt before enrolling in the ID master’s program. “However, the concepts that form the basis of this type of education are more than a century old (Albright et al).” This is what I have begun to learn as delving into the program continues. The Impact of distance education can be seen in k-12, higher education and corporate training. The impact distance learning has had on instructional design in K–12 settings has enhanced the learning potential of students because it can be applied to any situation or setting that is open to utilizing technology

Before beginning the EDUC 6135 course on distance learning, my definition of distance was a recently new alternative concept to teaching and learning from anywhere. Learning from a distance, learning without going to a face to face classroom setting was my definition of distance learning. Learning through alternative methods such as video, internet, audio, computer or television were part of this personal definition or idea of distance learning. This was initially thought only to be limited education in a school setting. Initially my thoughts were that it was limited to higher education. Later discovering that it was not only limited to higher education my perspective widened and curiosity grew to learn more about distance learning. Teaching in a similar environment from which I learned, my goal is to improve and enhance learning so I began to explore the wide ranging topic of distance education. Then I began to see the importance of alternative and developed learning and teaching methods and strategies.

Now my understanding is that distance learning is a method of learning that has been around over a hundred years by learning with meeting with others  not in a face to face setting through many mediums such as telecommunication telephone satellite books video, internet, audio, computer or television. Mail radio WebCT blackboard mobile and other web 2.0 resources are also utilized.  This used not only educationally but also at the professional level and any level of education or career. In chapters one and two of Teaching and Learning At a Distance defines distance learning in a widely accepted manner. “Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors (Albright et al 32).” This definition is also well illustrated in the timeline continuum provide with the week one resources.

 

An environment in which technology, society, economics, politics, and theories of learning are all in transition suggests that definitions, theories, and the practice of distance education will continue to be contested. This theme of change will both challenge and motivate distance educators and researchers as they strive to understand and develop effective ways to meet the needs of learners around the world (Albright et al).

 

I for one assumed that distance learning was new but as the saying states there is nothing new under the sun, it showed me through the readings and videos other resources it has been around for longer than I was aware. The ongoing changes in technology will show hoe it will continue to add more to the definition or area of study in distance education. “Distance Learning Timeline Continuum”, the interactive timeline of the evolution of distance learning concludes by stating: Some of these technological advancements were quickly replaced with more advanced technology in the United States. However, in developing countries, some of the older technologies, radio programming for instance, continue to be used innovatively to enable mass access to education. The vast area of distance education continues to grow and will always be a dominant force in providing access to knowledge because

as much as our understanding of technology in education and training has developed over the past 40 years, we still understand only a small fraction of what is required to transform the craft of instructional technology and design into an engineering or science-style discipline (Foshay et al v52 n5).

Distance Education will contiuue to impact everyone in more ways than we even realize.

The following link is a nice illustration of evolution of tecnology and distance education. I felt like fit the week one topic: Evolution of Distance Education

 

Refenences

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

Coleman, C., Foshay, W., Huett, J., Moller, L. (2008). The evolution of distance education: Implications  for instructional design on the potential of the web (Part 3: K12).

            TechTrends, 52(5), 63–67 Retrieved 10/29/13 from Academic Search Complete Database

Foshay, W. R., Huett, J., Moller, L . (2008). The evolution of distance education: Implications For Instructional Design on the Potential of the Web. TechTrends 52(3),

70–75.Retrieved 10/29/13 from Academic Search Complete Database

Foshay, W. R., Huett, J., Moller, L . (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. Retrieved 10/29/13 from Academic Search Complete Database

Reflection: EDUC 6115 Wk 8

The most striking things I learned were how overwhelmingly large this concept of learning is, as well as,  how it continues to evolve over time. Furthermore, exploring cognitive, constructive and behavioral theories gave me clear understanding of behaviorism and cognitivism. It has also given me the chance to be informed about the theory of constructivism.  Connectivism, too, was very intriguing and allowed me to identify with the theory I would utilize more than others, even though other theories are useful. Connectivism would be the basis of utilizing technology integration and project based learning. Using mobiles makes learning become unlimitedly boundless.

This course has reinforced my initial understanding styles, and strategies and clarified theories. The “cherry picker” idea to use each - ism as needed  is useful when teaching and learning I discovered learning for me is a blend of cognitivism, behaviorism, and constructivism due to the fact that, what is being learned may require one of the three approaches. Depending on what I am learning or teaching I may need the stimulus or example like a behaviorist, the conceptualization of the cognitivism or the interpretation of experience of constructivism. I have learned more about being a multi-sensory learner, blend of tactile, visual ,verbal styles, and how to maintain and enhance this to improve learning experience as teacher student and designer There is no single best approach or practice but I feel like being an adaptive learner or adaptive in education is essential to teaching and  learning.

This course has reinforced my initial understanding styles and strategies and clarified theories. People can still be social without being in the same physical location. The Timeline for the History of Learning is a very important resource for showing how and why people learn and basis of how people teach. It and other course resources similarly showed me why some theories are rejected or accepted. Learning in this course has and will continue to help me further my education career and in the field of instructional design. This will help me as a person, a student and educator look at learning in its fullness and complexity . What I have you learned in regards to the connection between learning theories, learning styles, educational technology, and motivation is students learn in a variety of means just as teachers’ teacher in a number methods. Education must be designed where all elements previously listed to motivate the learner and teacher to identify purpose achieve or fulfill their devoted interest learning.

Fitting the Pieces Together (WK 7 Application EDUC 6115)

    Upon gaining an in depth understanding of the different learning theories and learning style, my view of learning is uniquely diverse and is never done developing because finding different and new ways to learn is a continuous process of lifetime commitment. A much deeper understanding of teaching and learning has been gained than ever before. Despite having prior knowledge of the learning styles, still my understanding of them has grown tremendously. Hearing people refer to learning theories: behaviorism and cognitivism in the past never provided a clearly defined understanding of them until taking EDUC 6115 at Walden University. Furthermore, the theory of connectivism parallels more-so to my idea of learning and my approach to instruction. Technology is almost always the first place used to search for information, to record and create and communicate information. Unless I have prior knowledge, a book for reference, or a credible reliable person as a source of information, my mobile device, Galaxy S3 currently, is the frequently the first place to seek the answer.  My laptop and tablet or any other technology device is used to ask for answer through text messages or Internet search. Reading materials and YouTube videos searches when looking for the answer. Creating and communicating information through technology also show major role in learning taken by the utilization. When creating and recording information my dell notebook and mobile device is almost always used since my handwriting is not always the most legible. Too big, too small, illegible or just plain sloppy, so I try to stick with the notebook and handheld mobile device S3 when transcribing information that I need to communicate create or record.  From meeting notes to classroom notes Furthermore, my organization of papers was always challenging was difficult because all the paper was white copy paper or white loose-leaf paper which resulted in misplacement of items. I have tried color paper in some cases but that became pricey so using technology made things function much more efficiently to the point where my class functions in an almost paperless classroom.  What is meant by almost is the fact that the student have the option to print but all assignments and materials are online in the web portal and tests are generated as forms through Google drive. Concluding,  Collectively the tools of technology enhance learning to a level of vivid, neat, focused and detailed conclusive communication of information.

Connectivism Network Reflection

     My network has changed the way I learned, for if I do not know or remember something, I know where or how to find the answer.  It’s similar to when I worked in retail if I could not assist I would know who could and where to refer the customer. I had a connection to find the unknown. As a youth in primary and secondary school we had the saying, “I got connections” to explain how we acquired or attained something. It was for anything from a how or where we got candy to different style or color of shoes. Knowing how and where to find answers is due to connections or in this instance Connectivism. I am not pressed to remember every component piece or step but I can refer to the website, app or data storage place of location.

     Many digital tools are utilized to best facilitate learning, yet Google is truly an all in one or one stop shop for my facilitation of learning. Almost always, I will be using Google in one way or another. YouTube is another place as well as others like TeacherTube have what I need to share show or study for learning and instruction. One recent, example is when my Acura TL began to have starter problems; I used Google to research the problem through forums and blogs.   YouTube was used to find videos that showed the step by step process to replace the starter. Upon noticing I had all the tools and was capable of doing the task, I completed the job as saved myself over $300. YouTube has helped me to retrieve information that I may not recall all steps or tools required for completion; furthermore, it has made me aware of something that I was capable of completing, instead of paying the hefty auto repair shop price. Google Play Store apps have more apps than I need to facilitate learning. For example, the Flipboard app allows me to customize tiles to remain up to date with news and innovation from current events to my interests.

     To gain new knowledge if I have questions, I consult with branches of my network through posting comments, emailing or contacting by other alternatives. The wide ranging variety of YouTube videos is very thoroughly detailed. Google searches are helpful and being a part of forums and blogs. Also, there are apps and I also can ask people such as my brother, Houston, Texas resident, who has worked in wireless data communications since pagers, and a friend, Opelika resident too, who has been with T-Mobile since they changed the name to “T-Mobile” from “Voice Stream” in 2002. These connections keep me informed.

      The uniqueness of my network supports connectivism because each component connects or fills in missing information needed. My ability to learn adapt and maintain in life and on the job is due to my connections. The example mentioned earlier about repairing my vehicle showed how I can learn more about myself and my vehicle to remain knowledgeable. If I had questions I could consult others via Internet as well as contact someone in my community network if the job proved to be beyond my skill or resources. I use each branch of my network together to facilitate learning. As an instructor I will use my colleagues as well as Internet resources blogs and networking.  My “Connectivism Network” shows examples of some of the tools I frequently use. Connectivism and technology provide the luxury of having more than enough knowledge resources to learn more since there is always more to know.

Connectivism

By: Justin Ward

Wk 2: Application EDUC 6115

During this week, I have researched resources from the Walden University Library  websites and online journals accessible that are related to:

v  The Brain and Learning

v  Information Processing Theory

v  Problem-solving Methods During the Learning Process

Each of the following is highly useful in providing useful relevant information for the field of instructional design and technology as well as education.

http://www.funderstanding.com/educators/brain-based-learning/

Great valuable resource of discussion that provides the definition brain based learning and core principles. It details the how brain based research works and what is brain based learning.  It also gives suggestions of readings: Renate and Geoffrey Caine, Making Connections: Teaching and the Human Brain and Leslie Hart, Human Brain, Human Learning. While it is insightful for the internet user, it is especially for Instructional Design and Technology It embraces innovatively effecting learning styles of any student.

http://www.simplypsychology.org/information-processing.html

Simplypsychology.org provides analysis related to this week’s topic. It details the cognitive psychology, social psychology, psychology perspectives and methods of psychology research methods. Social Psychology page gives the: history, further information, journal information and early experiments and key figures of the field. The “cognitive psychology” page also gives history of the field, YouTube video and other background information. A summary and evaluation of the cognitive approach details very similar as well as some of the same information in the Learning Theories and Instruction text customized from the works of the following authors: Jeanne Ellis Ormrod, Dale Schunck, Margaret Gredler. Key studies, references, and other further information are highlighted at end of the cognitive page. The “perspectives” page has summaries of behaviorist, psychodynamic, humanism, cognitive and biological points of view as well as an "Approaches in Psychology" PowerPoint. The research methods page outlines multiple research methods to gather information related to brain development. This website seemed to provide the most information compiled on the topics of this week.

http://www.education.com/reference/article/information-processing-theory/

This website gives valuable information on how the brain process information. It focuses on sensory memory, working memory, and long-term memory. It compares and contrasts each and also how each uses limited cognitive resources. It further details the implications for instruction in relation to information processing model. This website is highly useful in the field of instructional design and the use of technology. Even though I was only supposed to critique two resources I felt this was just as useful of the previously listed resources.

Justin D. Ward

EDUC 6115