Reflection

 Distance education dates back to the 1800’s with roots going as far back as 160 years. Distance learning has changed from correspondence courses, to educational radio, one and two-way teleconferencing, educational television, video conferencing, and to computer assisted/Web-based interactive learning opportunities (Kaufman & Watkins, 200). Certainly, distance education has experienced growth and change recently, but the long traditions of the field continue to give it direction for the future (Simonson, Smaldino, Albright, & Zvacek 2012). 

 What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

 I believe that distance education will continue to grow since it is in high demand.  Teachers will continue to use technology to enhance learning beyond their traditional classrooms.  Recently, a number of advances have been made in the study of learning and teaching that are providing educators with strategies for improving the education experience (Simonson, et al., 2012).  In this course I learned about the three models of distance learning.  These models are web-facilitated courses, hybrid/blended courses, and online courses.  Each model differs in the percentage of how much of the course is taught online.  I believe that there will be and has been a push for more hybrid courses where teachers are using technology to go beyond the traditional classroom.  However, I do not believe that traditional face-to-face courses will ever be obsolete. Distance learning is a way to communicate with diverse and global groups and learners are beginning to have a growing since of comfort.  Distance learning is also benefitting corporations by allowing them to integrate with different offices around the world (Siemens, 2012).  In the next 20 years I see distance learning as being part of many classrooms around the world.  While technology is rapidly changing I believe the modules to distance learning are evolving as well.  I believe there will be more technology tools offered along with the forever changing technology.   Our lives are getting busier and busier and with that distance education is gaining in popularity.  In the future I see more courses being offered in distance education to a greater array of learners.   

 How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

 As an instructional designer and a proponent for improving societal perception of distance learning, I must make sure that I am staying current with technology.  I must make sure that I am also learning the new technology tools and new ways of offering courses.  I must have the research to back up my data, and for implementing the different modules required for distance education.    

 How will you be a positive force for continuous improvement in the field of distance education?

I will be a positive force for continuous improvements in the field of distance education by understanding my learners, the attributes of a successful distance learner and by understanding the foundations of distance education.   I feel that I have gained a great deal of knowledge about distance learning.  I look forward to designing educational experiences to meet the needs of many different learners. 

 

Recourses

 

Kaufman, R., Watkins, R. (2000). Assuring the future for distance learning. Retrieved from http://megaplanning.com/articles/DEfuture.pdf

 

Siemens, G. (Producer). (2012). The future of distance education [Video podcast]. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373693_1%26url%3D

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

 

Converting to a Distance Learning Format

A Best Practices Guide

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. 

-          Convert all current training modules to a blended learning format

-          Training material on a server so that the trainees have access to resources and assignment at all times

A hybrid or blended course, by definition, reduces face-to-face “seat time” so that students can pursue additional teaching and learning activities online.  To be successful, a hybrid or blended course requires careful pedagogical redesign (Learn Technology Center, 2012).  In order to be successful in a blended learning format the trainer will need to follow a best practices guide. 

Click on link to review best practices guide:  

http://www.scribd.com/doc/110635090

The Impact of Open Source

Stanford Engineering Everywhere

Course: Artificial Intelligence/Introduction to Robotics

Taught by: Khafib, Oussama

http://see.stanford.edu/see/courseinfo.aspx?coll=86cc8662-f6e4-43c3-a1be-b30d1d179743

Does the course appear to be carefully pre-planned and designed for distance learning environment?  How so?

In carefully analyzing this course I found that it is carefully pre-planned and designed for distance learning environment.

When I first entered the course I was met with the course home page. The course home page included the purpose of the course, a list of topics of the course, a list of prerequisites, a picture and summary of who the instructor is and what he does.  To the right of the page there is a box where I found the course content.  The course content included links to the home page, lectures, syllabus, handout, and assignments. 

Lectures

When clicking on the lectures I was taken to a page that offered a list of course meetings.  For each lecture there is an option for a transcript or to watch the lecture through YouTube, iTunes, WMV Torrent, or MP4 Torrent.  The lectures are set up to succeed by giving the learners ways to watch and listen to the lectures, and by giving them transcripts to view the notes.   

Syllabus

I found the syllabus to be weak.  It did not state any of the course policies, and was minimal on the instructional activities.  Simonson, Smaldino, Albright, and Zvacek (2012) stated that the syllabus is a recruiting tool for the distance education course.  I really did not feel that this syllabus would be very helpful for the distance learners. 

Handouts

This page offered handouts that go along with each lecture.  The handouts are in slide form.  They offer good font and colors. According to Zelanski and Fisher (2008) as stated by Simonson, Smalsino, Albright, and Zcacek (2012) the size, font, color and contrast, alignment, and use of uppercase and lowercase in written graphics are critical to successful design.

Assignments

Under the assignment tab there is a list of assignments, solutions, and in which lecture the content is found. 

The course is very easy to move around in and there is always a link to get back to the home page.  

Does the course follow the recommendations for online instruction as listed in your course textbook? Which does it follow? In what ways?  Which does it not follow?

Most of the course does follow the recommendations for online instruction as listed in our course textbook.   Simonson, Smaldino, Albright, and Zvacek (2012) state that the course syllabus is the “glue” that holds the course or the learning experience together.  The syllabus for this course Artificial Intelligence is very weak.  It does offer the purpose of the course, and a lecture and reading schedule but, failed to give the course policies and was missing elements of the course logistics and instructional activities. 

I did feel that the lectures and the handouts were the strongest part of the course.  I feel the lectures are in offered several different ways there by hitting majority of the different learning styles.  I was also able to watch one of the lecture and it also included sort videos of the topic at hand.  The handouts are very important because printed materials are critical to the proactive approach of the distance education.  Documents provide background information, amplify concepts, and give a sense of direction to instructional events (Simonson et al., 2012). 

Did the course designer implement course activities that maximize active learning for the students?  If yes, in what ways?  If not, how is it deficient?

I really feel that the course designer did not implement course activities that maximize active learning for the student.  The key to active learning is to keep the learners involved in their own learning, not just keeping them busy (Simonson et al., 2012).  There was really no place to have discussions.  In this distance learning course I would feel alone.  There really was no feeling of community or a way of collaborating with the other learners.  I feel that this very important in an online environment.  Students need to have a sense of community within their classes (Simonson et al., 2012). 

Resources

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning

at a distance: Foundations of distance education(5th ed.) Boston, MA: Pearson.