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.

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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