Choosing 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” (Walden, 2011).  

With the previous scenario in mind, this blog post will identify two distance learning technologies that would address the needs of creating a collaborative training environment. There are two aspects of this training workshop that need to be addressed from a technological standpoint.  First, educational material must be presented to the learners.  Secondly, the learners need to take that information and collaborate with one another by sharing information via documents, discussion, and screen captures.  

Presenting the educational material can be done in many different, yet effective ways.  Because multimedia has been shown to increase authentic learning environments for students (Tan, Kwok, Neo, & Neo, 2010), creating a multimedia website will allow the educational material to be presented in different formats.  In conjunction with other Adobe programs, Adobe Dreamweaver is a powerful program that would allow the designer to customize a multimedia website.  Other options would be the endless numbers of sites, many of which are free, which allow designers to create websites using predesigned templates.  In particular, I have used Wix several times to create websites that contained videos, pictures, text, and links. Here is an example: http://www.wix.com:80/ducharmen/app7 

My assumption is that the content being presented in this course can be delivered via video, uploaded documents, online text, and by linking articles from the website.  A website will allow the designer to use several different multimedia combination.  Most websites are easy to update, which will ensure students have up-to-date information (Simonson, Smaldino, Albright, & Zvacek, 2009). 

The second aspect of this training workshop is to allow learners to collaborate with each other even though working asynchronously.  Once the wiki is created it “can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online resource” (Simonson et al., 2009. p. 245).  Wikis allow for learners to collaborate using documents, discussion, screen captures, among other features, which is exactly what this training workshop requires.  Wikispaces, Google, and Wikidot are three popular free wikis that are simple to set-up and easy to edit.  

One of my favorite blogs is called Teach Paperless.  The focus of the blog is not necessarily using technology in lieu of paper, but rather “seeking social solutions to the mysteries of 21st century teaching and learning” (TeachPaperless, 2011).  There are a handful of great posts that give examples of how wikis can be used in synchronous and asynchronous courses.  I encourage you to browse through the blog: http://teachpaperless.blogspot.com/search/label/wiki

Resources

Ducharme, N. (2011).  Akron Women’s Soccer. Retrieved from: http://www.wix.com:80/ducharmen/app7

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

Tan, H.Y.J., Kwok, W.J., Neo, M. & Neo, T.K. (2010) Enhancing Student Learning Using Multimedia and Web Technologies: Students’ Perceptions of an Authentic Learning Experience in a Malaysian Classroom. Curriculum, technology & transformation for an unknown future. p. 951-962.  Retrieved from: http://ascilite.org.au/conferences/sydney10/procs/Tan-full.pdf

Teach Paperless (2011).  [Blog].  Retrieved from: http://teachpaperless.blogspot.com/search/label/wiki

Walden University (2011).  Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6052001&Survey=1&47=8115912&ClientNodeID=984650&coursenav=1&bhcp=1

Distance Learning

Distance Learning

       In my undergraduate degree, I was required to take a Technology in Education course.  This introductory course highlighted several up-and-coming technologies that were foreseen to be used in education.  Distance learning was one of them.  One of our classes was set in the designated distance learning room for the university.  The room consisted of desks, all equipped with headgear and microphones, and a large screen where the teacher and class would communicate through video-conferencing.  My previous definition of distance learning, prior to beginning this course, was been based on this first experience with distance learning:  Distance learning takes place via video-conferencing when the student(s) and teacher(s) are geographically separated.  

       My previous assumption was that distance learning was exclusive to video-conferencing. However, distance learning is a much broader term that includes many different categories of learning that have developed as alternative ways of learning to the traditional classroom.  Distance learning began through the use of mail correspondence followed by radio, television, and video tapes (Laureate Education, 2011).  The development of the internet over the last twenty years exponentially increased the number of students effected by distance learning. Distance education is expected to increase by 300% in the number of students taking part over the next five years (Moller, 2008).  Because of expected increase, most post-secondary institutions are following suite by increasing the number of online courses, as well as the faculty prepared to teach those courses (Moller, 2008).  

       Distance learning is an ever-evolving term because the tools that are available via the internet are constantly improving and being replaced.  Mail correspondence and distance learning through the telephone, radio, television, and video tapes have been, for the most part, replaced with fast-paced online courses in which students can hear feedback within days, if not hours.  

       The list of tools that are used to enhance a typical online course are endless.  In the few online courses I have taken I have been exposed to: wikis, blogs, an online library, classroom chat rooms, podcasts, Adobe programs such as flash, sharing videos through YouTube, creating websites and others.  Many web applications once thought to be for recreation have become effective learning tools as well.   Many of the applications mentioned are part of are larger category called Web 2.0.  Web 2.0 tools are “focused on the ability for people to collaborate and share information online” (Quinstreet, 2011).  My personal experience with online courses has been greatly enhanced because of many Web 2.0 tools that have allowed me to academically engage with classmates and professors.  

       My revised definition of distance learning looks much different from my previous definition because of the scope of the learning material that it covers.  Distance learning takes place when the student(s) and teacher(s) are separated by geography and/or time and communicate via video-conferencing, phone, television, video, internet, Web 2.0 tools, and web applications that have yet to be created.  

       The mindmap below shows that the different applications that can connect the student(s) to the teacher(s) regardless of geographical or time differences.  This list is by no means a comprehensive list and continues to be improved by advanced programs.   

References

Laureate Education, Inc. (2011).  Distance learning timeline continuum (multimedia program).  Retrieved from:  http://sylvan.live.ecollege.com/ec/crs/default.learnCourseID=6052001&Survey=1&47=8115912&ClientNodeID=984650&coursenav=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (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. 

Quinstreet (2011).  Web 2.0. Webopedia. Retrieved November 6, 2011 from: http://www.webopedia.com/TERM/W/Web_2_point_0.html