Reflection: The Future of Distance Learning

Acceptance of distance learning is growing and will continue to do so over the next 5-10 years. In 10 to 20 years it may be as widely accepted as traditional learning. The simplest explanation for this is that more and more people are participating in distance programs. According to Siemens in The Future of Distance Education (2010), after students complete one or two courses online, they often find distance learning preferable to traditional learning. Based on my experience with this and other online courses, I agree with Dr. Siemens. Now that I have participated in distance courses I would find it difficult to complete in traditional courses held in a classroom.

Increased participation and growing acceptance can be attributed to other factors as well. As a society, we are gaining comfort with the online and environment and communicating online more (Siemens, 2010). We use the internet to get information (news, weather, directions) and communicate with each other (e-mail, instant messaging, social networking) because it is accessible, fast, and convenient. People want that same accessibility, speed and convenience when it comes to learning. Additionally, as we use the internet more, we get more practice using online tools (Siemens, 2010). Now, when a student enrolls in an online course, they often already know how to use the technology involved; it is one less hurdle to overcome. More confidence in the use of online tools means people more will be more likely to consider an online education versus a traditional education. Another factor propelling online education is business use of the internet and online tools. As the internet technology becomes more immersed in business, the need for a tech savvy workforce increases.

In 20 years, internet technology will be just as much a part of our lives as radio or television. It will be difficult to imagine a time without it. The technology will continue to grow, evolve and improve as will how we use it. The technology will drive us to replace traditional ways of doing things with new ways of doing things, and that includes learning. Online schools and universities will probably not replace brick and mortar institutions, but the programs within those institutions will change dramatically based on the technology. In 20 years, the online learning component will likely be commonplace.

Quality distance learning programs with successful outcomes will help to improve overall opinion of distance learning. As an instructional designer I can improve societal perceptions of distance learning by developing effective programs based on solid design and distance learning principles. Furthermore, as a product of the distance learning environment, performing my job well and maintaining high professional standards will help me set an example for others and demonstrate the value of my online education. I will become a positive force for continuous improvement in distance education by keeping abreast of the latest research, incorporating proven principles, and becoming familiar and proficient with new technologies as they emerge.

Thanks,

Brandey

Reference:
Siemens, G. (2010). The future of distance learning. Lecture presented for Laureate Education, Inc. Retrieved October 24, 2011 from

Converting a Traditional Course to Blended Learning

This week, I am sharing a best practices guide that I have developed on converting traditional courses to blended courses. The guide discusses pre-planning strategies, moving elements to the online environment, and the role of the facilitator. The guide includes a diagram of the instructional systems design process, a planning map, and a checklist for converting courses.

Converting Traditional Courses to Blended Learning

Thanks,
Brandey

The Impact of Open Source

Introduction:

This week, I will evaluate an open source Nursing Fundamentals course offered by Kaplan University. I located this course through The Open Courseware Consortium at http://www.ocwconsortium.org/. The site provides links to thousands of courses in several languages, encompassing a wide variety of subjects. I decided to examine a nursing course because my undergraduate degree is in nursing. I completed my degree in the mid-nineties at a traditional, brick and mortar university. I thought it would be interesting to look at subject matter I have studied in the face-to-face setting to see how it is applied in the distance setting. Although the focus of my evaluation of this course is on its function in the distance environment, my familiarity with the subject matter offers a unique perspective.  

Background:

The course I am evaluating is Nursing 101 – Nursing Fundamentals offered through Kaplan University and available at http://ocw.kaplan.edu/medical/nursing-fundamentals. To provide some background, as the name suggests, this is low-level, introductory nursing course. The course description indicates that the course includes principles of patient safety, vital signs, initial assessment, bathing and grooming, personal care, mobility and effective documentation. In my undergraduate program, this was a sophomore-level course, available only after the completion of a number of science courses such as Biology, Anatomy and Physiology, Organic and Inorganic Chemistry, Psychology, and Human Growth and Development.  Although Nursing Fundamentals is simply an introduction, I would argue that certain prerequisite knowledge is essential to this or any nursing study. 

Course Description:

Nursing Fundamentals is divided into ten distinct units. Each unit, along with a short description, is listed in a navigation menu on the left of the screen. Although it is not explicitly stated, it is intuitive that one should complete the units in order. The homepage provides a description of the course, but no other instructions. There is a “next” button on the bottom right of the screen which is easy to miss. As I was exploring the course, I initially jumped from the homepage directly into unit one. In doing this, I skipped over some important course information, including the course guide, recommended reading and resources, course assignment guidelines, plagiarism policy, and course outcomes.

Each unit consists of some or all of the following elements:

·         Introduction including learning outcomes for the unit

·         Overview of the content in the unit

·         Reading assignments  to be completed using recommended text books

·         Discussion questions

·         Virtual Clinical Excursions to be completed using a recommended CD Rom

·         Project assignments

·         Skills lab assignments to be completed using skills checklists in a recommended workbook

·         Quiz which provides the student’s score and the answers compared with the correct answers following submission.

The student moves through the content of each unit using “next” or “back” buttons at the bottom of each page. The left navigation menu allows students to jump from one unit to another; however there is no way to jump to a specific content page within a unit. For example, if I wish to see the project assignment in unit four, I must jump to unit four and then click the “next” button several times until I reach the project assignment page.

It is important to note that while there are discussion questions in several units, there is no online discussion board or forum in which to answer them. The course guide encourages students to keep a journal in which they can answer discussions question and complete project assignments; these are not evaluated.  Additionally, the skills “lab” does not really exist. Each unit lists a number of skills for the student to master like providing surgical wound care and managing drainage devices however the student is not actually evaluated on their ability to complete these skills properly.

Planning and Design:

Does this course appear to be carefully planned and designed for the distance learning environment? Yes and no. Components of a successful learning system are the learners, the content, the method and materials, and the environment (Dick et al., 2004 as cited in Simonson, Smaldino, Albright & Zvacek, 2009). This focus of this course is unmistakably the content. Based on my personal knowledge of nursing fundamentals, the course content is relevant, appropriate, and presented in an order that makes sense. Unfortunately, consideration of the learners, method and materials, and environment are seriously lacking. As I mentioned, previous knowledge is necessary for nursing education. This course does not address learners’ previous knowledge or discuss who this course may be appropriate for. The methods, while well-intentioned, completely miss the mark. Without interactivity, the discussions, projects, and skills sections do not accomplish much. “A series of activities alone cannot lead to learning; it is only with the careful planning for their balance and interface that learning is the result” (Simonson et al., 2009, p.127). Furthermore, the environment is difficult to navigate. It is not likely that a student will complete the entire course in a linear fashion. The designers should have allowed for more direct navigation to the content within units.

Recommendations for Online Instruction:

Does this course follow recommendations for online instruction as listed in our textbook? The answer is mostly no. Simonson et al., (2009) consistently warn of the dangers of “dumping” a face-to-face course onto the web. “Online activities for students should have specific pedagogical or course management purposes” (p. 248). This course is structured like a face-to-face course without the benefit of an instructor or peer interaction. An element of this course that makes it seem like “shovelware” is the inclusion of “skills lab” activities that cannot actually take place in the online environment.

Another recommendation of our text is to integrate the power of the web into courses, primarily through the use of Web 2.0 tools, to engage students and foster collaboration and communication (Simonson et al., 2009). Although it is available online, the course does little more than organize, outline, and refer to information in text books and outside sources. Most of the activities occur outside of the actual course. The only interactive online activity is the quiz. Other than the immediate feedback that the quiz provides, there is not much benefit to having this course online.  

Our text also endorses making the organization and requirements of an online course very clear (Simonson et al., 2009). In order to be successful, distance students should be provided explicit instruction on how to navigate the online environment. Simonson et al., suggest providing training or online tutorials at the beginning of a course. This course does not provide any instruction up front and that may cause a lot of frustration for students. A student may jump right in to Unit One without realizing there are course texts, CD Rom’s, and workbooks they need to obtain before beginning the course.    

Course Activities for Active Learning:

Did the course designer implement course activities that maximize active learning for the students? Again the answer is yes and no. Strategies for active learning include hands-on manipulation of learning objects, case study analysis, structured discussion, and virtual field trips (Simonson et al., 2009). This course makes an attempt to foster active learning by including case study analysis within project assignments, discussion questions, virtual clinical excursions, and skills lab assignments. On the downside, students do not receive feedback on their case study analyses and cannot participate in actual discussions in this course. Virtual experiences are usually a great way to encourage active learning in a distance setting, however I worry that the “virtual clinical excursions” referred to in this course cannot replace the hands-on learning that occurs in actual clinical rotations with real patients; this is an essential component of nursing education. Skills practice is also essential and should be closely evaluated by an experienced nursing instructor. Would you allow a nurse to perform a complicated procedure on you if he or she had learned the steps from a book, practiced without proper equipment, and had no evaluation by an instructor? If so, good luck.

Conclusion:

My impression of Kaplan University’s open Nursing Fundamentals course is that it is not really intended for students who simply wish to acquire knowledge or engage in a unique learning experience. This seems like a “teaser” to show potential nursing students the type of content and course structure they will encounter in Kaplan’s nursing program. The course has the feel of a face-to-face course that has been dumped into an online environment; it simply outlines subject matter and refers students to outside textbooks and software. The materials needed for this course would be quite pricey to purchase. Additionally, if one were to pursue a nursing degree, this course would not offer any credit. I do think this course has potential for a blended learning or web-supported type of environment, but would not stand alone as an online course.   

Thanks,

Brandey

References: 

Nursing Fundamentals. (2009, January 05).  Kaplan University — Open Course Ware — Free Courses Web site. Retrieved October 06, 2011, from http://ocw.kaplan.edu/medical/nursing-fundamentals.

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

Distance Learning Technologies for a Collaborative Training Environment

This week I will be discussing two distance learning technologies that could be used in the following scenario:

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.

Two technology tools that would work well in this situation are web conferencing and media sharing sites.

Web Conferencing

Web conferences, sometimes also referred to as Webinars, allow participants in separate locations to share information over the internet in real time; they are often used for meetings, training events, lectures, and presentations (Web conferencing, 2011). Web conferencing is an example of desktop two-way audio/video communication. According to Simonson, Smaldino, Albright, & Zvacek, “Desktop systems often reduce the need for special high-cost equipment or special networking. Desktop systems use personal computers and the internet to connect local and distant learners” (2009, p.108). 

The staff in the scenario is located in different offices and cannot meet at the same time or location. As the instructional designer, I would set up a series of web conferences to present the training workshop. Web conferences may include elements such as slide show presentations, live or streaming video, Voice over Internet Protocol (VoIP), web tours, meeting recording, interactive whiteboard, text chat, polls and surveys, and screen sharing (Web conferencing, 2011). All of these tools could be leveraged to host a successful training workshop. Additionally, if there were staff members who could not attend the “live” webinar, they could view a recording of the web conference at a later time.

Web conferencing is usually sold as a service and hosted by a vendor (Web conferencing, 2011). Examples of web conferencing services are Elluminate, Microsoft Office Live Meeting, Talk Point, and WebEx (Web conferencing, 2011). Expense may be a drawback for some companies.  “Commercially provided Web conferencing, combining telephone and Web technologies, overcomes the limitations of voice-only technologies, through the provision of ‘application sharing,’ but its telephone component is costly” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 153). Additionally, Foreman (as cited in Smaldino, Albright, & Zvacek, 2009) indicates that VoIP is promising but currently has a lengthy lag time and low fidelity. Given that the company in this scenario is a “major corporation” with several regional offices, it is possible they already have a web conferencing solution in place.

Web Conferencing in Distance Learning

Bently and Collins provide several examples of how web conferencing is being used in distance learning in The Evolution of Distance Learning (2007), located at http://net.educause.edu/ir/library/pdf/DEC0705.pdf.  Joel Foreman discusses the use of web conferencing and VoIP in Distance Learning and Synchronous Interaction (2003), located at http://technologysource.org/article/distance_learning_and_synchronous_interaction/. Additionally, NASA’s digital learning network (DLN) connects students and teachers with NASA experts using web conferencing and webcasting at http://www.nasa.gov/offices/education/programs/national/dln/index.html  

Media Sharing Sites

The scenario indicates that it is imperative for staff to share information, in the form of screen captures and documents and participate in ongoing collaboration. A tool that can facilitate this is a media sharing site such as MediaFire or Slideshare. Media sharing is one element of Web 2.0 technology. Web 2.0 applications are “tools that are highly participatory and promote collaboration, networking, and sharing, and the widespread generation of content, and the editing and mixing of content from diverse sources for new purposes through a model called the mash-up, by both groups and individuals" (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 244).  

The fact that media sharing sites are highly participatory and promote collaboration as well as sharing, editing, and mixing of content make them ideal for this type of scenario. Using a media sharing site, the staff members could upload documents, images, presentations, and videos and make them available for downloading or editing. Furthermore, as the instructional designer, I could upload training materials to accompany the webinar and make them available to all participants.

Media Sharing in Distance Learning

Steve O’Hear discusses how media sharing sites like Flickr and YouTube are being used in distance learning and higher education in e-Learning 2.0 – How Web Technologies are Shaping Education located at http://www.readwriteweb.com/archives/e-learning_20.php.  

Thanks,

Brandey

References:

Bently, K. & Collins, S. (2007, October 11). The evolution of web conferencing. EDUCAUSE Evolving Technologies Committee. Retrieved September 25, 2011 from http://net.educause.edu/ir/library/pdf/DEC0705.pdf.

Foreman, J. (2003). Distance learning and synchronous interaction. The Technology Source. Retrieved September 25, 2011 from http://technologysource.org/article/distance_learning_and_synchronous_interaction/.

NASA (2011). Welcome to NASA’s DLN. Retrieved September 25, 2011 from http://www.nasa.gov/offices/education/programs/national/dln/index.html.

O’Hear, S. (2006, August 8). e-Learning 2.0 – How web technologies are shaping education. Read Write Web. Retrieved September 25, 2011 from  http://www.readwriteweb.com/archives/e-learning_20.php.     

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

Web conferencing. (2011). Wikipedia. Retrieved September 25, 2011 from http://en.wikipedia.org/wiki/Web_conferencing.

The Evolution of Distance Learning

Prior to beginning this course, I had not thought much about distance learning. My definition of it was, in simplest of terms, learning that occurs at a distance or outside of a classroom. This could occur in any number of different formats. The assumption I had about this course before it started was that it would essentially cover the type of distance learning that I am familiar with, which is what I have encountered in the MSIDT program here at Walden; a structured format in which teachers and students interact in asynchronous discussions. My definition, though, was much broader than that and still is given what I have learned from our resources this week.

One observation that has influenced my definition of distance learning this week is the distinction that Dr. Simonson makes between distance learning and distance education. In Distance Education: The Next Generation (n. d.), Simonson specifies that distance education consists of both “distance learning” and “distance teaching”. Given this, the concept we are truly considering this week is distance education, not distance learning. If viewing distance learning on its own, I do not think my definition would change much; it would be learning that occurs at a distance; it could be formal or informal, and could include self-study. Distance education, however, is more comprehensive. According to Simonson, Smaldino, Albright & Zvacek (2009), distance education must incorporate four components: it must be institutionally-based; there must be a separation of teacher and student; it must occur through interactive telecommunication; and there must be a connection between learners, resources, and instructors.

My personal definition of distance education would incorporate these elements as well. I consider institutional basis important because it helps to differentiate formal education programs from informal self-study, on the internet for example. Separation of teacher and student is important, either by time or distance, because it sets distance education apart from traditional education. I would argue, however, that there may not be a traditional “teacher” involved, so I would broaden my definition to a separation of “teaching source” and learner. Interaction through telecommunication is important, but sounds a bit misleading. Most would view telecommunication as “electronic” communication and although that is the prevalent method, I do not feel that distance education necessarily has to occur electronically. I would simply include two-way communication between teaching source and learner as a requirement. Finally, the importance of connection between learners, resources, and instructors is key. I would go a step further to say that it is the ability for interaction between learners, resources, and teaching source that is most important.

Given what I have learned this week, my personal definition of distance learning has evolved, and what I am defining has evolved to “distance education”. To me, distance education must include both teaching and learning. Distance education must be institutionally-based, but is not limited to educational institutions. Distance education must involve a separation of the teaching source from the learner by physical distance and/or time. Distance education must allow for two-way communication between the teaching source and learner. Lastly, distance education must allow for interaction between teaching source, learners and resources.

The mindmap below illustrates my personal definition of Distance Education.

The future of distance education is limited only by the future of technology itself. As we have seen, distance education makes use of whichever communication technologies are available in any given time period. In the late 1800’s, it was mail correspondence; in the twentieth century, radio, telephone and television; today computers, the internet, and Web 2.0 technologies are the most popular delivery systems (Laureate Education Inc., n. d.). Whatever the next big breakthrough in communication technology happens to be, we can be certain that distance education will evolve around it.

Thanks,
Brandey Perkins-Work

Resources:
Laureate Education Inc. (n. d.) Distance learning timeline continuum [Multimedia Program]. Retrieved September 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7098459&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M. (n. d.) Distance education: The next generation. Lecture presented for Laureate Education, Inc. Retrieved September 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7098459&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.

Followers Not Displaying

Hi all,

I realize that my followers are not displaying correctly on the right side of my blog page. Perhaps some of you blogger users have run into the same issue. According to Blogger Help, this is a known issue that Google Engineering is working on. There is no solution posted as of yet.

Thanks,
Brandey

Welcome

Welcome to my blog or welcome back if you have visited before. I created this blog during EDUC 6115 - Learning Theories and Instruction and will now continue using it for EDUC 6135. Stay tuned for new posts coming soon.

Thanks,
Brandey