Reflection

Looking into the future of distance learning and its perception among Americans, asking oneself, “will it still be offered in the future?” in my opinion is, yes if the elements listed below change with the time and technology.  Distance learning has been around since 1833 and was referred to as “mail correspondence” then. (Simonson, n.d.)  Although, it’s referred to names and training objectives have evolved through the years, it’s always served a common purpose, which was to meet the needs of students who for one reason or another couldn’t attend traditional institutions of higher learning to fulfill their need for knowledge. (Simonson, n.d.)  It’s been stated that as technology advances, social media become more popular, and user friendly the fear of technology will continue to dissipate with future generations. (Siemens, n.d.)  By further opening the doors toward acceptance of distance learning among Americans as an acceptable means for students seeking knowledge.  Statically there is a growing trended supporting the security of distance education as a recognized method of higher learning. (Mortagy & Whitby, 2010)  In a 2011 U.S. Dept of Education statistics in brief investigation there was supporting statistical data that there is a growing need among American adults between the ages of 25-64 for flexible higher education.  This need for flexibility to balance family and work obligations while pursuing a degree or credentials was noted as a contributing factor. (Radford & Weko, 2011)

Along with students needs, education and advertising will also play an important role in the perception of distance learning in the near future.  Education and advertising media will be an important vehicle used to inform the American adult population of the benefits of distance learning.  As the media keys into the benefits offered by flexible distance learning programs to attract adults to their institutions, by advertising education products/programs that meet their needs as working adult’s with families or other adult needs that are more suitable to distance learning then traditional face-to-face institution.  (Bambescia & Paolucci, 2009)  This attraction will only be successful if partnered with a changed educational process.  Education as a whole will be the driving force to change the perception as it become more and more educated with best practice methods in which to transfer knowledge from a traditional face-to-face to an online learning application. (Simonson, Smaldino, Albright & Zvacek, 2009) 

How can an Instructional Designer (ID) be a proponent for improving societal perceptions of distance learning and be a positive force for continuous improvement in the field?  This can be done by an ID staying abreast of technology trend in education and by keeping students interest first when designing and developing distance learning products or programs.   The role of an educational ID’s will be to pay particular attention to growing trends in the economy, as well as student needs and/or concerns regarding online learning environments.  With this information an ID will be able to analyze possible trends in student enrollment and identify student educational needs.  This will help an ID be able to design and develop courses with this information in mind to help draw student awareness to the benefits associated with distance learning.  Also to help an ID will need to ensure that their pre-planning strategies are bases on solid systematic process that applies sound common sense approach to learning, that allows them to address the program’s learning objectives in a way that meets the students needs. (Simonson, Smaldino, Albright & Zvacek, 2009)  By doing so an ID can develop a course that make learning easier by utilizing available technology already recognized by these potential student; e.g., YouTube, Facebook etc. reducing student pressure associated with their fear of not understanding how online learning works in comparison to traditional learning environments. (Simonson, Smaldino, Albright & Zvacek, 2009) 

Two ways, I would like to offer as a means to promoting positive educational awareness of the benefits of distance learning would be, 1.  Create an online tutorial for the institutions that provide potential students with a seek preview into an online learning environment showing them how easy it is to navigate and communicate during an online course and 2.  Create a mobile tutorial presentation that can be displayed during student recruitment campaign, providing recruiter a visional mean that could help led them into an open discussion regarding the benefits of distance learning with students and/or their accompanying members by offering them information and an alternative when on the fence with attending higher learning.

Inclusion:  The success of distance learning can be described as dependent links that act as four legs that support distance learning.  These four legs are described as 1. The changes and improvements made within the educational process as a whole making the systematic process conducive to online learning, 2.  A clear understanding by the institution/ID as to what changing needs drive potential students to attend or prevent them from pursuing higher educational goals, 3. The abilities of an ID to understand these driving forces to create flexible meaningful course content that meets the institution’s educational goals/objectives as well as the student’s need to balance life’s obligation, and 4.  Design advertisement media that understand these student issues and concerns with online learning.  Along with the needs of the institution to educate and project a positive learning environment that shed light on the benefits offered to students through distance learning.  Without these elements working together distance learning will not be here in the future.  

Reference:

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

Mortagy, Y. & Boghikian-Whitby, S. (2010). A Longitudinal comparative study of studentperceptions in online education. Retrieved October 26, 2011 from http://www.ijello.org/Volume6/IJELLOv6p023-044Mortagy684.pdf

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Siemens, G. (n.d.). The Future of Distance Education. Retrieved October 26, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7555398&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, (n.d.). Distance Learning Timeline Continuum: This multimedia, interactive timeline chronicles the evolution of distance learning from 1833–2009. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7835415&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Radford, A. & Weko, T. (2011). US Department of Education stats in brief. Learning at a distance, NCES 2012-154 Retrieved from http://nces.ed.gov/pubs2012/2012154.pdf

Best Practices for Converting F2F to Blended Learning

         This week I've discovered many useful best practice tips that are most effective when converting face-to-face (F2F) learning to blended learning environments and have compelled them all into one guide.   My best practices guide starts off by defining what does it mean when someone refers to training as "blended learning" and then walk them through the pre-planning strategies using the ADDIE model systematic process.  Offering insights as to what information is needed during each of these phases to ensure a successful conversion of F2F training material into blended learning materials.  This guide offers trainers tips and makes recommendations to help them strategically formulate a good solid working plan.  The following section addresses best practice tips that trainer can use to effectively facilitate communication and foster learning among their students.  In the last section of the guide I address methods a trainer can use to determine what if any of the previous F2F learning material can be converted by pairing it with an online media that is more conducive to the online portion of the blended learning environment to enhance the students learning experience.  Ending with a brief summary of the changing roles of the trainer in a blended learning environment from trainer centered to student centered.

The following attachment provides you full access to my guide for your review.  If you have any best practice tips that I may have missed please send me a post and let me know, what tips you have found the best work.

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B2klET4CXkB3ODA3NjQzNjktN2UwNi00ZjIzLTg3N2EtNTIzZjU0ODAwZmI5&hl=en_US

Reference:

Georgouli, K., Skalkidis, I., & Guerreiro, P. (2008). A Framework for Adopting LMS to Introduce e-Learning in a Traditional Course. Educational Technology & Society, 11 (2), 227-240.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Bouchat, C. (2007). Threaded discussion tips for designers. The elearning guide’s learning solutions. Retrieved October 19, 2011, from http://www.cedma-europe.org/newsletter%20articles/eLearning20Guild/Threaded%20Discussion%20Tips%20for%20Designers%20(Dec%2007).pdf

The Impact of Open Source

Stanford Engineering Online Course, Machine Learning, http://ml-class.org//

            For this week’s blog topic, I elected to examine Stanford Engineering Online course, Machine Learning presented by Professor Ng, the Director of Stanford Artificial Intelligence Lab.  The instructional designer appears to have done a very good job at pre-planning the page layout for the course.  Its layout was designed to help students understand the orienting context, instructional context, and transfer context (Morrison, G., Ross, S. & Kemp, J., 2004).  Its introduction information was divided into five sections; “About The Instructor, About The Class, What is Machine Learning, Course Description, and What You Will Learn.”  Each section provided clarification of student responsibility, course expectation and provided each student with the elements of the principal, “What’s In It For Me, (WIIFM)”.  The course homepage presented a lot of information that was well balanced between text and YouTube videos, taking into account students’ different learning styles (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).  In my opinion this online course creates the perfect distance learning environment that is conducive by providing students with all desired information to minimize student’s stress, keeping them informed, reviewing objectives for instruction, and providing example on how they will be evaluated (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).

After viewing the online course, I concluded that the course was developed utilizing the ADDIE process.  In each of the sections the professor provided detailed information:

• As to whom they considered the course student population by stating what level of experience they assumed the student currently posed.
• Course objectives were addressed by outlining course expectation, course break down, and course assignment time line etc.
•  Method of instructions.  The students were provided an example of what they could expect to see during a lecture.  The lecture provided samples of activities that accompanied the lecture as method to re-enforce the learning objective.
• Methods of evaluation.  Within the lecture and from the course syllabus, students are provided check- on- learning questions, project assignments in which they were required to apply the information learned and lessons learned as methods of evaluation.
• Feedback methods.  The course provided a section where students or visitors could take the time to provide feedback of their experience with the course.

The course designer has implemented very effective course activities that maximize active learning for the students.  This was accomplished by chucking the information into smaller section for each lecture.  Within each of these lectures were check-on-learning activities that drew student to participate in the learning activity, as well test their knowledge.  The course also had a number of projects that the students had to complete before the course ended.  These projects allowed students to apply their understanding of the knowledge by putting them into practice.  Each of the activities could be measured by utilizing the principal of the Bloom’s taxonomy of the cognitive domain pyramid.  The course appears to start at the lowest level and continue upward towards evaluation (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).

References

Wickham, S. (n.d.) Using the Power of W-I-I-F-M. EZine Articles. Retrieved on

Oct 9, 2011. From http://EzineArticles.com/?expert=Steve_Wickham

Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instructions (4^th ed.).

New York: John Wiley and Sons.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and

 learning at a distance foundation of distance education (4^th ed.). New York: Pearson Education Inc.