Distance learning practices are continually improving as we learn more on how to effectively deliver material at a distance. When converting from a traditional face-to-face class to a distance learning environment it is not as simple as delivering the same material in through a different medium; there are considerations that must be taken into account. The way in which the instructor teaches and the students interact is much different in the online world than it is in a traditional setting. With distance learning there is more pre-planning that needs to be taken into consideration on the part of the instructor, and more interaction that needs to take place on part of the student(s). A good discussion is a key feature to a successful distance learning course, module, etc and remember, it is essential that the course center around the students and their needs.
Pre-Planning Checklist
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B184AnCrv8q_MjhjNDdmYTgtODFlNi00YzVjLTg1YmItNjgxMzljMGEzYTEx&hl=en&authkey=CIfryOoP
Sunday, December 19, 2010
Sunday, December 5, 2010
Application: Blog—The Impact of Open Source
I looked at the Open Course (OC) websites of MIT and Yale University. They both had similar formats and course layout; I preferred the presentation of Yale's OC http://oyc.yale.edu/. The one thing that made Yale stand apart was that they had Flash files of the lectures. This was important to me because the courses are set up as a face-to-face class would be, so the visuals from the class lecture are important.
Since these are free learning courses there is not the communication between the student and instructor like you would find in a paid-for distance learning class. Both OC took information from past courses, such as, the course syllabus, lectures with corresponding notes, and assignments and exams with answers. While I feel there was pre-planning that went into the creation of these courses I do not that either university followed the recommendations for online instruction listed in our course textbook.
While the OC where not set up on a CMS, that I could tell, some they contained some of the options that our text set out as components of a CMS. Yale's OC included readings, content presentation, and student assessment but lacked the communication aspects such as group project space and assignment drop-boxes. The fact that those aspects are missing are fine by me though because of the purpose behind these types of courses. "Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn" (Wikipedia, 2010).
Since there is not communication, due to the nature of these courses, there seems to be little thought to designing for communication to maximize active learning among students. "An OpenCourseWare (OCW) is a free and open digital publication of high quality university‐level educational materials. These materials are organized as courses, and often include course planning materials and evaluation tools as well as thematic content" (ocwconsotium, 2010). The fact that these courses are free-of-charge and are there to give access to students that may not have the opportunity otherwise, or someone like me that may want to learn more about architecture or the environment, makes these courses a great asset. There are multiple universities that have OC available spanning wide variety of courses, or subjects so regardless of where you are educationally, I can almost guarantee there is a course that would interest you and teach something you did not know previously.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Open Yale Courses. (n.d.). In Wikipedia. Retrieved December 5, 2010, from http://en.wikipedia.org/wiki/Open_Yale_Courses.
Open Course Ware Consortium. (2010). What is open courseware? Retrieved December 5, 2010, from http://www.ocwconsortium.org/aboutus/whatisocw.
Since these are free learning courses there is not the communication between the student and instructor like you would find in a paid-for distance learning class. Both OC took information from past courses, such as, the course syllabus, lectures with corresponding notes, and assignments and exams with answers. While I feel there was pre-planning that went into the creation of these courses I do not that either university followed the recommendations for online instruction listed in our course textbook.
While the OC where not set up on a CMS, that I could tell, some they contained some of the options that our text set out as components of a CMS. Yale's OC included readings, content presentation, and student assessment but lacked the communication aspects such as group project space and assignment drop-boxes. The fact that those aspects are missing are fine by me though because of the purpose behind these types of courses. "Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn" (Wikipedia, 2010).
Since there is not communication, due to the nature of these courses, there seems to be little thought to designing for communication to maximize active learning among students. "An OpenCourseWare (OCW) is a free and open digital publication of high quality university‐level educational materials. These materials are organized as courses, and often include course planning materials and evaluation tools as well as thematic content" (ocwconsotium, 2010). The fact that these courses are free-of-charge and are there to give access to students that may not have the opportunity otherwise, or someone like me that may want to learn more about architecture or the environment, makes these courses a great asset. There are multiple universities that have OC available spanning wide variety of courses, or subjects so regardless of where you are educationally, I can almost guarantee there is a course that would interest you and teach something you did not know previously.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Open Yale Courses. (n.d.). In Wikipedia. Retrieved December 5, 2010, from http://en.wikipedia.org/wiki/Open_Yale_Courses.
Open Course Ware Consortium. (2010). What is open courseware? Retrieved December 5, 2010, from http://www.ocwconsortium.org/aboutus/whatisocw.
Sunday, November 21, 2010
Selecting Distance Learning Technologies
Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
I would approach this situation by setting up a Learning Management System (LMS) where the employees could access asynchronous web-based modules on safety training. By conducting these modules on an LMS, and not a CMS, it "focuses upon an individual and tracks the learning needs and outcomes achievement of that person over a period of time" (Simonson, Smaldino, Albright, & Zvacek, p. 238). The number of modules the employee would be required to take would be dependent on the companies needs and on how each individual employee's outcome on particular portions of the training. While some employees may require more training others might be able to take less because they show to have a better understanding of the safety practices. In addition, since the supervisors want the employees to be able to demonstrate what they have learned, these modules will needs to include interactive, hands-on types of scenarios for the employees to work through.
I also think a good addition to the modules being delivered on an LMS would be an internet forum, or message board. This would allow the employees to ask any questions that may arise, without feeling incompetent by asking a supervisor, because this could set up as "anonymous" where the employees could post questions for the supervisors to answer. For those that are not familiar an internet forum "is an online discussion site where people can hold conversations in the form of posted messages" (Internet forum, 2010).
Examples of the use of these technologies and how these technologies have been successfully used in distance learning.
1. This example came from the Department of Veterans Affairs in regards to their LMS: “It’s a wonderful tool in fulfilling educational goals for individuals and supervisors alike. As a user I control my own learning plan in the VA LMS, comparing it with my own Individual Development Plan (IDP) to see what gaps might exist. It’s a valuable tool, and is easy to use. As a supervisor, I see my staff’s learning plan and history, what training has been completed, and I can set required dates,” Marston said (Department of Veterans Affairs, 2010).
2. Ten reasons You Should Consider an LMS:
a. A Learning Management System provides a focal point for all your course development work.
b. A Learning Management System is the only effective way to track who has been given what training and when it was given.
c. An LMS allows you to automatically test students to see if knowledge transfer is really occuring.
d. A secure Learning Management System protects private training resources, such as procedure and policy manuals, software screens, and other sensitive files.
e. E-Learning software retains records and monitors learners' progress, allowing you to measure whether your training investment is being returned to you.
f. Modern Learning Management Systems provide interactivity and multimedia, making learning more effective and interesting.
g. An LMS saves money when compare to the increased travel required for classroom learning.
h. Your LMS will provide measurable results, where classroom training may not.
i. A properly-maintained Learning Management System will cost very little to operate, after the initial licensing fees.
j. Quite simply, an LMS can leverage the expertise of a few individuals and distribute it efficiently to a large number of employees, customers, or business partners (Learning Management Systems, 2006)
References:
Department of Veterans Affairs. (2010). VA LMS – It Works! Retrieved November 21, 2010, from http://www.insidelms.va.gov/insideLMSpages/successStories/successStories.shtm#expand- success1
FlexTraining Learning Management System (2006) A Learning Management System for the Rest of Us. Retrieved November 21, 2010, from http://www.learning-management-system.us/
Internet forum (2010). In Wikipedia. Retrieved November 21, 2010, from http://en.wikipedia.org/wiki/Message_board#cite_note-vBfaqFORUM-0
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
I would approach this situation by setting up a Learning Management System (LMS) where the employees could access asynchronous web-based modules on safety training. By conducting these modules on an LMS, and not a CMS, it "focuses upon an individual and tracks the learning needs and outcomes achievement of that person over a period of time" (Simonson, Smaldino, Albright, & Zvacek, p. 238). The number of modules the employee would be required to take would be dependent on the companies needs and on how each individual employee's outcome on particular portions of the training. While some employees may require more training others might be able to take less because they show to have a better understanding of the safety practices. In addition, since the supervisors want the employees to be able to demonstrate what they have learned, these modules will needs to include interactive, hands-on types of scenarios for the employees to work through.
I also think a good addition to the modules being delivered on an LMS would be an internet forum, or message board. This would allow the employees to ask any questions that may arise, without feeling incompetent by asking a supervisor, because this could set up as "anonymous" where the employees could post questions for the supervisors to answer. For those that are not familiar an internet forum "is an online discussion site where people can hold conversations in the form of posted messages" (Internet forum, 2010).
Examples of the use of these technologies and how these technologies have been successfully used in distance learning.
1. This example came from the Department of Veterans Affairs in regards to their LMS: “It’s a wonderful tool in fulfilling educational goals for individuals and supervisors alike. As a user I control my own learning plan in the VA LMS, comparing it with my own Individual Development Plan (IDP) to see what gaps might exist. It’s a valuable tool, and is easy to use. As a supervisor, I see my staff’s learning plan and history, what training has been completed, and I can set required dates,” Marston said (Department of Veterans Affairs, 2010).
2. Ten reasons You Should Consider an LMS:
a. A Learning Management System provides a focal point for all your course development work.
b. A Learning Management System is the only effective way to track who has been given what training and when it was given.
c. An LMS allows you to automatically test students to see if knowledge transfer is really occuring.
d. A secure Learning Management System protects private training resources, such as procedure and policy manuals, software screens, and other sensitive files.
e. E-Learning software retains records and monitors learners' progress, allowing you to measure whether your training investment is being returned to you.
f. Modern Learning Management Systems provide interactivity and multimedia, making learning more effective and interesting.
g. An LMS saves money when compare to the increased travel required for classroom learning.
h. Your LMS will provide measurable results, where classroom training may not.
i. A properly-maintained Learning Management System will cost very little to operate, after the initial licensing fees.
j. Quite simply, an LMS can leverage the expertise of a few individuals and distribute it efficiently to a large number of employees, customers, or business partners (Learning Management Systems, 2006)
References:
Department of Veterans Affairs. (2010). VA LMS – It Works! Retrieved November 21, 2010, from http://www.insidelms.va.gov/insideLMSpages/successStories/successStories.shtm#expand- success1
FlexTraining Learning Management System (2006) A Learning Management System for the Rest of Us. Retrieved November 21, 2010, from http://www.learning-management-system.us/
Internet forum (2010). In Wikipedia. Retrieved November 21, 2010, from http://en.wikipedia.org/wiki/Message_board#cite_note-vBfaqFORUM-0
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Sunday, November 14, 2010
Defining Distance Learning
It seems that everyone can take advantage of leaning from anywhere, at anytime, and with the greatest of ease. As distance learning has evolved over the years the ease to access has increased, and this will continue to be true into the future. At this moment most distance learning takes place using a computer to access a college course, or for some sort of WBT, for continuing education and making one's self more marketable. As technology improves (evolves), so will how we access and use distance learning, although a computer of some sort will always be the backbone of distance learning. People will be able to learn in virtual worlds, using their cell phones, and possibly even through video games. As long as there is teaching at a distance and learning at distance taking occurring, according to Simonson (Simonson, 2003), distance learning is taking place.
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
Sunday, November 7, 2010
Defining Distance Learning
It seems that everyone can take advantage of leaning from anywhere, at anytime, and with the greatest of ease. As distance learning has evolved over the years the ease to access has increased, and this will continue to be true into the future. At this moment most distance learning takes place using a computer to access a college course, or for some sort of WBT, for continuing education and making one's self more marketable. As technology improves (evolves), so will how we access and use distance learning, although a computer of some sort will always be the backbone of distance learning. People will be able to learn in virtual worlds, using their cell phones, and possibly even through video games. As long as there is teaching at a distance and learning at distance taking occurring, according to Simonson (Simonson, 2003), distance learning is taking place.
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
It seems that everyone can take advantage of leaning from anywhere, at anytime, and with the greatest of ease. As distance learning has evolved over the years the ease to access has increased, and this will continue to be true into the future. At this moment most distance learning takes place using a computer to access a college course, or for some sort of WBT, for continuing education and making one's self more marketable. As technology improves (evolves), so will how we access and use distance learning, although a computer of some sort will always be the backbone of distance learning. People will be able to learn in virtual worlds, using their cell phones, and possibly even through video games. As long as there is teaching at a distance and learning at distance taking occurring, according to Simonson (Simonson, 2003), distance learning is taking place.
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
Sunday, February 21, 2010
Fitting the Pieces Together
As I reflect on my discussion from week one, and what I have learned throughout this course I find that my perspective has not changed, but instead has grown along with my gained knowledge of learning theories and their various applications. I still hold that each learning theory is situational, in that, the method depends on each individual learner and each individual circumstance. What works well for one thing, may not work well for another. That is true for me as well, I cannot say that I have one definitive way in which I learn best because my style changes along with what is being taught and/or learned. However, the two that seem to work the best for me are adult learning and connectivism. Adult learning theory, to me, combines constructivism and cognitivism and I tend to draw on what I have previously learned to construct new knowledge, and also because I consider myself to be critical thinker. Then, I use connectivism more for "non-educational" purposes because I tend to use social networking in order to learn from other peoples' experiences to form my opinions.
In week one's discussion I stated "not everyone will reach a level of constructivism..." and now do not completely agree with that statement. I think that everyone can reach that level, but may not be able to gather all the pertinent pieces of information to construct knowledge to its fullest potential in certain situations. I still hold that learning is somewhat hierarchical, but not completely linear.
Technology plays an important role in all aspects of how I learn, in fact I believe that is should play at least small role in how everyone learns today. Getting my degree in "Instructional Design and Technology" it would hard to imagine not utilizing technology to learn and help others learn. I have recently learned how to create a website, and have hopes that I will use that knowledge in the near future. I am always getting on the computer to search something when I, or those around me, do not know the answer, and encourage my students to do the same. I find it empowering to be able to find an answer and learn something new. In fact, isn't the essence of technology; we can always learn something new and improve upon the past to make the future better.
Saturday, February 6, 2010
Connectivism
How has your network changed the way you learn?
The network in which I utilize is mostly related to school, and the resources provided, along with the websites I go to, to get additional information. Although I am a member of Facebook, to be quite honest it does not interest me much. Then, as far as my social network goes, most of the people I talk with both in my personal and professional life do not have much input. However, they are good listeners and as we all know listening is an important tool.
Learning in an online environment has contributed to me being better at networking and learning from others points-of-view. Prior to this class most of what I learned was done in the traditional format, but I guess "traditional" is becoming more about networking than ever before. I am getting a lot of this format of learning through networking, and will continue to do so is it becomes more familiar.
How do you gain new knowledge when you have questions?
Since I am becoming more familiar with online learning and networking I feel I am able acquire more knowledge by this format than I did at first. I know what questions to ask myself as I work through a problem. How will this resource benefit me and be cause for a good discussion? Why is this relevant to the scenario or weekly assignment? How will I use this now and in the future? By asking myself these and other questions, I try to take notes on how, when, and why I will use the particular information I am learning. Lastly, I think by discussing with my group members it allows me to gain knowledge from many different perspectives and integrate that into my life.
In what ways does your personal learning network support or refute the central tenets of connectivism?
As I stated earlier most of my learning is done by means of the classroom portal, which supports the central tenets of connectivism. Connectivism is not just about the learner, but about the entire learning environment, and that is what I have noticed about our classroom discussions. We are able to each individually answer questions related to a specific topic, and then learn from each others' responses in a multi-dimensional environment. We are also exposed to new networks through our course(s), because prior to this most of us had never blogged; therefore we have expanded out networking abilities.
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Siemens, George, (2009). Video program: "Connectivism".
Wednesday, February 3, 2010
Tuesday, January 26, 2010
Social Learning in an Online Classroom
The term "social" simply means the interaction of people (or organisms in general), while a "social environment" is the interaction of people with culture taken into consideration; therefore based on those definitions an online class would be a considered a social environment. When learning is taken into consideration we can take about social constructivism which "emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding" (
Kim, 2001). Then, there is constructivism which "is a psychological and philosophical perspective contending that individuals form or construct much of what they learn and understand" (Ormond, Schunk, & Gredler p. 182). With all that said, and my explanations to follow I would say, yes, an online class can be social and construct knowledge if done so correctly.
Learning by constructivism requires a certain amount of prior knowledge and the willingness learn from others by actively participating, among other things. With that said, I think that a graduate or upper level undergraduate course can benefit more from online classroom (from a constructivist standpoint) more than say a basic or intermediate course. Each of us is able to bring to the course some ideals that are similar and others that are different from our prior knowledge of work and school, which make for good discussion. Throughout the readings I found that in order to learn constructively it requires a combination of fact and opinion. "...each of us has a uniquely constructed version of reality that we carry around with us in our day-to-day experience as human beings. Two people looking at something together never actually see the same thing in the same way" (Kim, 2001). So my answer to this week's discussion will probably not be just like someone else's, because we do not see it the same way.
For this degree program, I believe that the online environment is quite suitable. If this were a traditional class there may be more opportunity for spontaneous discussion, but I do not feel that takes anything away from the discussions that we have. However, I do not think online would be a suitable environment for a science class. I stated earlier that it takes certain criteria for this form of classroom to be successful. Prior knowledge is a large part of what allows this setting to be successful, because everyone should be on a similar playing field. An online setting is not the place for a teacher to start off doing most of the work and gradually turn it over to the student; instead it needs to be a collaborative effort. If it were a traditional classroom there may be more opportunity for someone to get help in order to get brought up to speed, but for an online course it is important to able to work in the ZPD and still be challenged.
When I teach I tend to use two of Vgotsky's ideas, scaffolding and reciprocal teaching. When I taught high school and now at the GED level, I use scaffolding to help my students. I teach math (and science) and feel this is a good way to make sure the students are getting the material on a step-by-step basis. I always tell my students, math more than any other subject requires you to master one concept before moving on to the next. I also like to use reciprocal teaching in combination with self-talk to walk students through mathematical steps, so that when they do it on their own they can walk through the same steps. Now these forms of the constructivist theory work well in a tradition classroom, but I do not feel that they would translate well into an online classroom because the student needs guidance to get the high-end of their ZPD.
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <Jan. 26, 2010>, from http://projects.coe.uga.edu/epltt/
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Ormond, J. Video Program: Theory of Social Cognitive Development
Tuesday, January 19, 2010
Conversations about Learning
Just as learning is NOT automatic, neither is deciding what -ism should be used for any given person at any given time. My metacognition = my learning style and ability, and since each persons' learning style varies, so does ability (or should I say know-how) to think critically and problem solve. This is because, as it stated in Learning Theories and Instruction- "Collectively, metacognition activities reflect the strategic application of declarative, procedural, and conditional knowledge to tasks" (Ormond, Schunk, & Gredler p. 101).
I agree with Kerr, and premise of Kapp's blog about how "... each -ism is offering something useful without any of them being complete or stand alone in their own right." Each -ism has something to bring to the table, behaviorism and the importance of feedback or "reinforcement" and memorizing, cognitivism with the focus on critical thinking, and constructivism with its higher-order and collaborative thinking. Critical thinking would be difficult if a good base knowledge was not accomplished though behaviorism. In addition, I agree with Kerr and how he implies the -isms are somewhat hierarchical.
I would like to use an analogy to describe why there is not one best learning style. If I had a chocolate cake that I thought was the best I ever had, that does not mean that anyone has to agree with this. Some will agree with me, while others will disagree. Maybe someone has a chocolate cake they like better; maybe someone else does not like cake, or another like's carrot cake best. The same goes for learning theories. There are many theories out there, all good in their own right, but for different reasons. Best is a personal opinion, everyone's view on what is best in a given circumstance will vary. This is also one reason why they are going to continue evolve.
The different learning theories are important whether one is instructing or learning, but to me I do not think it is important to put so much effort into remembering exactly what each theory entails with the greatest of detail. Instead, I think it is essential to understand the how, what, and why of learning. I say this because much of what I have read so far is a bit of a review from my undergraduate education degree, and background as a whole. I had forgotten about exactly what each of the -isms entailed to the fullest, but that does not mean that I did use them by understanding the benefits of utilizing numerous instructional methods to reach all ability levels and learning styles. However, that is not say that reading about them again is not going to further my knowledge and remind me of things I have forgotten.
Resources:
Ormrod, J. E., Schunk, D. H., & Gredler, M. (2009). Learning Theories and Instruction. Pearson Education, Inc., New York. Chapters 4, Cognitive Learning Processes. Chapter 5, Applications of Instrumental Conditioning, pp 161 – 181.
Ormrod, D. J., (2009). Video program: Behaviorism and Instructional Design. http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3865262&Survey=1&47=6426074&ClientNodeID=984650&coursenav=1&bhcp=1
Blogs:
Bill Kerr: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Karl Kapp: http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Sunday, January 17, 2010
Week 2: Evaluating Resources
Resource 1:
I used the Walden Library Database and searched using Education Research Complete Database. I searched using the keywords "brain and learning" in SU Subject Terms. I then sorted by relevancy and found an article "Key Aspects of How the Brain Learns" about cognitive neuroscience, namely the neocortex, and adult learning. This article not only related to this week's reading assignment, but also has some relevance to last week's reading of learning theory. It is a short read; I recommend you check it out.
http://library.waldenu.edu/JournalArticles_ResearchDatabases.htm
Zull, J. (2006). Key aspects of how the brain learns. New Directions for Adult & Continuing Education, (110), 3-9. doi:10.1002/ace.213.
Resource 2:
I used Yahoo for my next search and used the same keywords "brain and learning" to see what kind of results it would generate. As expected, not as good as the library database. I read through a few and the one I chose was on brain-based learning from The Encyclopedia of Instructional Technology. It does not go into detail, but gives a nice, simple overview. I did this statement "In the near future we may be called upon to be professional learning designers rather than instructional designers." I thought it paired well with the discussion topics for this week.
Week 2 Application- Classmate Critique
I subscribed to quite a few of blogs that my cohorts shared, but one that I found quite useful was http://www.langevin.com/blog/. It contains a wide variety of information in addition to being a blog. Since Langevin is a company that trains trainers I found it gave a "360" view, if you will, of what happens from all directions.
Denise mentioned the blog "The Why, What, Who, What, and How of Instructional Design" both in her assignment last week and as a comment for my discussion this week. I read it, and also found it to be a great outline that explained the planning process simplistically while still being informative. This is a concept that I currently use to some degree, but I plan to remember this strategy now as a facilitator and in the future as an Instructional Designer. However, s a GED facilitator I must ask my use that outline in a slightly different manner because much that process in inherent in the program itself.
Why- I, and my colleague are teaching as a part of a non-profit to help a community in need. This part is inherent.
What- What is happening within the program now and how is going to change over time? This can come from both internal and external factors.
Who- The participants are low-income individuals without a high school diploma. Their needs must be addressed and taken into consideration.
What- What level are they entering in at? What can I (we) do to help them learn at their greatest potential? They are all learning the same material; the difference is based on what level they enter at.
How- How can this class be most effective and most efficient? How can we make sure they stay in the program and achieve their goal(s)?
I read more from this site including "My Most Difficult Learner." While reading this I noticed, Jose the Trainer, used this process as he dealt with a difficult situation with to attendees at a particular session. This outline of why, what, who, what, and how has many applications for many situations, it just needs to be tweaked based on what the situation is and the individuals involved.
One thing that I do not agree with completely is that by following this process your learners will learn how to do their jobs better every time. Although it is a good outline, it is not the end-all-be-all, because there are always exceptions to the rule. In addition, I see this as a process that can be done out of order and even have to be done over again, if the situation is not analyzed properly the first time around.
Jennifer
Sunday, January 10, 2010
Week 1 Assignment
Being a first time blogger, it took some getting used to but I think I have got the hang of it. I chose blogger.com to create my account and registered with Google Reader. I may also create an account with wordpress, because I found it contained some useful information on a variety of topics.
I browsed the Instructional Design blogs in Week 1 Resources and chose http://ideas.blogs.com/ and http://en.wordpress.com/tag/instructional-design/ because they seemed the most useful and user friendly. I then searched and found a useful website, www.instructionaldesign.org.
http://ideas.blogs.com/ included information about reflections and insights on instructional design and e-learning. It provides links to other similar sites and blogs. One thing I liked is how there were separate categories for easy access to topics on technology, development, and design.
When I searched for useful website on Instructional Design and E-Learning I bookmarked a few, but found www.instructionaldesign.org to be most informative on the principles and how they relate to the field of instructional design. It includes topics such as, Online Learning, Instructional Technology, Teaching and Learning, and Web Hosting. In addition, it has information on notable instructional designers and the approach they take. There is also information on ID Models, storyboarding and much more. Other parts of the site I found useful was that it contains video clips, book recommendations, and is overall a user friendly site. I encourage everyone to check out this one; I think you will also find it to be a good resource.
Although I find blogging to be a little out of comfort zone, I can already tell that I am getting used to it and that it will be beneficial. Now let's just hope that I did everything correctly!
I browsed the Instructional Design blogs in Week 1 Resources and chose http://ideas.blogs.com/ and http://en.wordpress.com/tag/instructional-design/ because they seemed the most useful and user friendly. I then searched and found a useful website, www.instructionaldesign.org.
http://ideas.blogs.com/ included information about reflections and insights on instructional design and e-learning. It provides links to other similar sites and blogs. One thing I liked is how there were separate categories for easy access to topics on technology, development, and design.
When I searched for useful website on Instructional Design and E-Learning I bookmarked a few, but found www.instructionaldesign.org to be most informative on the principles and how they relate to the field of instructional design. It includes topics such as, Online Learning, Instructional Technology, Teaching and Learning, and Web Hosting. In addition, it has information on notable instructional designers and the approach they take. There is also information on ID Models, storyboarding and much more. Other parts of the site I found useful was that it contains video clips, book recommendations, and is overall a user friendly site. I encourage everyone to check out this one; I think you will also find it to be a good resource.
Although I find blogging to be a little out of comfort zone, I can already tell that I am getting used to it and that it will be beneficial. Now let's just hope that I did everything correctly!
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