Distance Learning Scenario

Distance Education Scenario:

“A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?”

This scenario presents an interesting opportunity for the creation of a virtual world or virtual learning experience, (Simonson, Smaldino, Albright, & Zvacek, 2012). Simonson et al states,“ [Virtual worlds] have exciting potential for placing students in real-life applications of course content, ( pg. 132).”

Technology Recommendations

As the instructional designer, I would recommend that the teacher use Adobe Flash to put together a “tour” of the new art exhibits. The teacher can upload pictures from the exhibit, and insert reference text where necessary. This text can be linked to audio from Adobe Soundbooth, or another audio recording program, where the curator is able explain each piece of art, as they would to the general audience.  Adobe Flash provides each student the opportunity to zoom in and out on certain images, pause the narration, and control the overall pace of the tour asynchronously.
At the end of the tour, the students can click on certain questions that they may have about the art exhibit, and the curator can share pre-recorded answers to those questions. The teacher can then encourage the students to email any remaining questions to the art curator, by providing the link to the curator’s email address. After the tour is complete, students can participate in an art critique in the face-to-face classroom.
This scenario is an example of Web-Based Distance Education, where the web is used to support the content being presented in a traditional learning environment, (Simonson, Smaldino, Albright, & Zvacek, 2012).

Real-World Examples

Virtual tours have been successfully created by Buffalo State College in New York, as well as the city of Hamilton, Ontario through the use of narration and Adobe Flash.
Buffalo State College: http://www.buffalostate.edu/tour/flash/
City of Hamilton, Ontario: http://museumshamilton.com/hamilton-civic-museums.html?location_num=3

References

Buffalo State College. (2012). Tour. Retrieved on May 13, 2012 from: http://www.buffalostate.edu/tour/flash/.
City of Hamilton. Hamilton civic museums: virtual tours. Retrieved on May 13, 2012 from: http://museumshamilton.com/hamilton-civic-museums.html?location_num=3
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Distance Learning: My Definition

Distance learning: My definition

Before starting this course, my definition of distance education was, “A learning program that offers curriculum to learners all over the country and/or world through the use of the internet and other technology resources.” However, after visiting our resources this week, I realized that distance education must and can be more than resources on the internet. Simonson, Smaldino, Albright, and Zvacek (2012), helped me to see that there are four main components to distance education. Distance education must be institutionally- based, use interactive telecommunications, involve a separation of teacher and students, and include a sharing of learning experiences,” (pg. 33). In my initial definition of distance education, I failed to include participation with peers and interactivity, which is so important in a successful distance education course. My initial definition sounded more like self-learning, which is only a component of distance education. In distance education, students take it upon themselves to learn what they can from the curriculum, and their learning is then expanded and/or challenged through interactions with their peers and instructor.


I was also reminded this week of the fact that distance education can be used in conjunction with a face-to-face program. During my bachelor’s program, I was attending face-to-face classes, but was required to post to an online discussion panel that was open to students enrolled in the class who lived in different parts of the country. We also participated in web conferences with the students who were not attending the face-to-face classes. This allowed the university to reach more students, with less cost than it would be to expand the physical campus.


It was interesting to see the history of distance education as it progressed from mail correspondence, telegraphs, radio, television, phone, video, satellite, and eventually to online programs, (Distance learning timeline continuum, n.d.). A person’s definition of distance education will obviously continue to shift slightly as the technology behind distance education changes, and the way that the learners are able to interact with each other and the instructor. 100 years ago, a person doing correspondence learning, would not have believed that a great sharing of learning experiences would be possible with a person on the other side of the country. However, I believe that distance education has become much more meaningful to learners as they participate with their peers in the creation of their knowledge through the use of telephone, satellites, and now the internet.

Conclusion

As I reflect on all that I learned this week about distance education, my new definition is, “Distance education is an institutionally based learning scenario where the learner, the learner's peers, and instructor participate in the actions of the teaching and learning through interactive technology, and are separated by geography or time. Distance education can be used alone, or in conjunction with other formats of learning, (face-to-face classes). Teaching in distance education includes having discussions with students, sharing interactive learning resources, creating meaningful assignments related to the content, and assessing students throughout the process, all through the use of technology. Learning in distance education requires participation in discussions, sharing viewpoints on the learning resources, and completing all required assignments through the use of technology. “


As distance education continues to evolve, I believe that it will become more commonly used in conjunction with traditional schooling, (Morrison, n.d.). In my current profession as a 2nd grade teacher, I see online learning resources being assigned to students for remedial support in certain subjects. This is because struggling students in a face-to-face setting need more time with the content, or need the content presented in a different way. Also, online resources can be more interactive for younger students than a typical face-to-face lesson, especially if it is in the format of a game. I can see distance education becoming more commonly seen as enriched education as our technology advances, and instructional designers/educators are able to create strong learning modules for all types of learners.

Distance education: a mind map

References

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

Distance learning timeline continuum. (n.d.) Laureate education, inc. Retrieved on April 29^th, 2012 from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

Simonson, M. (n.d.) Distance education: the next generation. Retrieved on April 29^th, 2012 from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

Reflection

As I look back to the beginning of the course, I can remember thinking that the information was going to be a review of the learning theories that I was taught in my undergraduate program.  What I find interesting is how much more I discovered about learning theories this time around during my adult life versus my college career. Dr. Ormrod spoke to this issue when she said, “Adult learners have an advantage over the more traditional college student in the sense that, in my experience, they have a really strong need to know. Your typical college student has a lot of distractions,” [n.d.].

Since I have graduated from college, and began my teaching career, I can say that my desire to understand learning has grown, and grown even larger after taking this course. Some of the most striking theories that I was able to explore were Connectivism and the adult learning theories of Andragogy, Transformational learning, and Experiential learning, (Conlan, Grabowski, & Smith, 2003), (Foley, 2004).  I believe that these were the most striking because I was not aware of their existence prior to this course, and I am able to relate to their core foundations. Connectivism allowed me to see learning in terms of the rapidly-evolving technological world that we live in. As an adult learner, I found the adult learning theories remarkably valid and crucial for understanding the type of learners I hope to someday teach.

In regards to my own learning, I have been able to see the bigger picture. I now see myself as a diverse individual who is able to learn successfully in more than one way. I understand where I fit into the theories of Behaviorism, Cognitivism, Constructivism, Connectivism, Adult Learning, and the Multiple Intelligences. I may be drawn to Behaviorist principles when I need to memorize information, or I may be drawn to Cognitive or Constructivist principles when I am working to solve a problem. I know that I am more successful with learning activities that speak to the intelligences that my environment or genetic disposition has activated, (Armstrong, 2000). Connectivism and Adult Learning principles describe my ability and desire to be a life-long learner in today’s world, (Davis, Edmunds, & Kelly-Bateman, 2008).  Thanks to the Information Processing Model, I better understand how connections are formed between concepts within my mind, (Ormrod, Schunk, & Gredler, 2009) .

 As a teacher, this course has helped to reinforce the idea that learning theories provide the foundation for our understanding of this complex topic.  From the learning theories we can design instruction that helps our students reach the learning goal.  To ensure that students reach the learning goal we must present material in a variety of ways to meet each student where they are. This can be done by using visual, auditory, and kinesthetic activities, and incorporating each of the Multiple Intelligences when appropriate, (Gilbert & Swanier, 2008). Educational technology is an essential tool that is also used to help each student meet their learning goal while preparing them for tomorrow’s world (Siemens, n.d.).  

 As I work towards becoming an instructional coach, I will use my knowledge of the learning theories to help other teachers tailor their instruction to their instructional goals. If I know a teacher’s learning objective, I will be able to show them how to help their students reach mastery using principles from the learning theories. The experience that I have had with technology in this course will provide me with even more tools that I can share with the teachers that I may one day coach.

Fitting the Pieces Together

• Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

                When I was first asked how I learn best, I replied “I learn best when information is visually displayed in an organized way, or when I can connect concepts to real-life situations.” If you were to ask me now, after taking this course, I would say, “It depends.” Learning is a complex topic, and only a portion of learning is described in each of the theories that we “unpacked” throughout the course. When the theories are combined together, the end result is a much more wholistic view of how humans learn, and helped me to see my learning in a more complete way.

                 Before taking this course I knew nothing about the Information Processing Model, Connectivism, Constructivism, or the many Adult Learning Theories, and what I did know of Behaviorism, Multiple Intelligences, Social Learning, and Cognitivism was very little. Now I am sure that I learn new procedural skills through Behavioral or Social Learning models (observation, imitation), that I develop my higher-level abilities (problem-solving) through Cognitive or Constructivist models, that I am drawn to activities that speak to my stronger intelligences, that I use learning strategies to help me remember new information, and that Connectivism and Adult Learning theories explain my ability to be a life-long learner. Like I mentioned before, my idea of how I learn has become more diverse, and I am aware of the times that I learn in more than one way.  

• What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

                I have learned that I prefer lessons that are visual and/or hands on because I have always had strong spatial and kinesthetic/bodily intelligences. I know that these are my learning preferences because these are the primary intelligences that I have activated due to my cultural background, personal experience, and genetic predisposition, (Armstrong, 2000). I also know that my strong appreciation for hands on learning is an attribute of adult learners, (Conlan, Grabowski, Smith, 2003).

                I can identify with each of these principles outlined by andragogy (Conlan, Grabowski, Smith, 2003):

·         Adults need to be involved in the planning and evaluation of their instruction

·         Experience (including mistakes) provides the basis for learning activities

·         Adults are most interested in learning about subjects that have immediate relevance to their job or personal life

·         Adult learning is problem-centered rather than content-oriented

                In a learning situation, I appreciate when I can choose topics of personal interest, and when I am able share my experiences. Specifically, I enjoy topics that empower me to become an expertise in my field and I find that these topics give me a greater motivation to learn and succeed. The Social Learning theory also spoke to my preference of learning alongside others in apprenticeships or collaborative groups. If I am able to watch a person of expertise in action, I am able to retain and imitate their behaviors or thought-processes, (http://www.learning-theories.com/social-learning-theory-bandura.html).

What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?

                              Technology plays an enormous role in my formal and informal learning experiences. Various applications and tools allow me to be a more independent, and self-directed learner. I am able to connect to a multitude of outside sources, and tap into the knowledge that lies in the digital world, (Siemens, 2005). For my career, I use the internet for lesson planning websites and teacher forums. At times I feel like I am glued to my email, and a cloud-computing website called Edit Grid that my team uses to collaborate on our weekly lesson plans. 

                              For my formal learning, I take advantage of the online library available through Walden for additional resources. I am also able to connect and discuss different topics with my peers and instructors through course discussions. Because of this course I have been exposed to Free Mind, and I am now able to implement this program in many different ways in my own classrooms. I have already been tinkering with several ways that my students can use mind mapping software to plan a research paper. Also, thanks to the Tech Resources section of our course page I have been able to explore other applications such as Wiki’s and Google docs.  

                              As we have seen in the Connectivist theory, technology broadens our learning networks, (Davis, Edmunds, & Kelly-Bateman, 2008).  I am so grateful for the many tools and resources that technology has provided in my career and in my education to make me a more knowledgeable individual.

References

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

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.

Learning Theories Knowledgebase (2008). Social learning theory (Bandura). Learning-theories.com. Retrieved from: http://www.learning-theories.com/social-learning-theory-bandura.html .

Siemens, G. (2005). Connectivism: a learning theory for the digital age. Elearnspace. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm

Connectivism

 

My mind map is too small for this page, so click here to view the document in Google Docs. Make sure to click on the thumbnail once you are on the Google Docs page to enlarge the image. My network is divided into three categories: formal learning, career, and informal learning. The mind map is a great tool, and helped me to define the different components of my personal learning network as described by connectivism.

Reflection:

How has your network changed the way you learn?

My network now relies heavily on outside resources and technology.  Because of this, I am able to connect to an abundance of information (Siemens, n.d.) In the past, my learning was dependent on a single instructor, in a face to face classroom and I did not have much say in how the content was presented.  Now, I am able to choose the best sources (either technological or otherwise) that work with my learning style, and that deliver the most pertinent information to the topic I am studying. I can choose which topics I would like to research further and access that information more easily. 

Which digital tools best facilitate learning for you?

For my formal education, the digital tools that have been the most beneficial are podcasts, flash-based videos, and mind-maps. I create mind maps most frequently when I am reading my course text, or other course material. This helps me to create and see links between concepts. For my informal learning or career, I use search engines and websites to seek out specific information.

I have also found that discussion boards, whether used for informal or formal learning, are great ways for me to gain knowledge from experts in the virtual world.

How do you gain new knowledge when you have questions?

I usually begin with an online search engine when I have questions, and I look for websites, articles or books that are available on the topic I am interested in.  

I also seek out knowledgeable individuals who may be able to answer my questions. I may have to seek  out answers through discussion boards, email, blogs, or video podcasts. Luckily, I am able to ask questions in my cohort through the Walden University discussion board, and I am also able to access university resources when needed.

In what ways does your personal learning network support or refute the central tenets of connectivism?

          The tenets of connectivism state: (Davis, Edmunds, Kelly-Bateman, 2008)

          1. Learning rests in a diversity of opinions

          2. Learning is a process of connecting specialized information sources

          3. Learning may reside in non-human appliances

          4. Nurturing and maintaining connections is needed to facilitate continual learning

          5. Connections can be made between fields, ideas, and concepts

          6. Connections are current and provide up-to-date information

My learning network supports tenet one because I use search engines and discussion boards to seek out information. A search engine holds millions of diverse opinions from many different  perspectives, and discussion boards contain unique individuals with their own experiences and thoughts to share. My learning network also supports tenets three and four because I find a variety of sources that are related to my topic of interest, and many of my sources are computer-based. Tenets four, five, and six can also be seen within my network because I am using my connections everyday to support and stay up to date in my formal learning, informal learning, and my career.

References:

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, G.Connectivism. (n.d.) [Video podcast]. Retrieved from: www.waldenu.edu

Blog Response Week 2

This week I read and responded to the blog titled, Reflecting on Your Instructional Design Practices. The main idea of the post was to challenge instructional designers to reflect and consider ID best practices.
My Response:

It is critical to evaluate your organization, and set goals for improvements in weak areas. LSA: Learning Solutions Global provides four principles that all instructional designers should strive for when involved in eLearning or training programs.

Here are the four principles of best instructional design:

1.      Continuous design that uses multiple resources and modalities

2.      Concurrent design that simultaneously conducts analysis, design, implementation, evaluation, and revision

3.      Creative design that requires and rewards learners to think innovatively based on a “performance test” which participants master

4.      Co-design that requires learners to take on the roles of subject matter experts, trainers, teachers, and evaluators

These four principles are proven effective in the Information Processing Theory and the Constructivist Learning Theory.

By instructing with a continuous design, the instruction will involve the learner in more than one way. By doing so, information will be encoded and elaborated on in the brain through the use of multiple resources, and will be easier to retrieve for later use (Omrod, Schunk, & Gredler, 2009). Concurrent design allows for the learning experience to be adjusted to the learners needs through the designer's use of evaluation and revision strategies.

Creative and co-design are techniques that challenge the learner to transfer declarative knowledge to procedural knowledge (Omrod, Schunk, & Gredler, 2009). Creative design also challenges the learner to develop problem- solving abilities that can later be automated in other generalized settings (Omrod, Schunk, & Gredler, 2009). Ultimately, the learner is able to see the practical use of their learning in their roles as trainers, teachers, and evaluators.

While these four principles outlined by LSA are important, there are other factors that instructional designers should consider. Students will be much more engaged to learn information when a purpose for learning has been established, and  motivational goals have been set.  Other factors that influence student engagement are:

1. Feedback                               

2. Collaboration

3. Self- efficacy

4. Connections to prior knowledge 

5. Student reflection

References

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

LSA Global (2009). Learning solutions. Retrieved from: http://www.lsaglobal.com/learning-solutions/Instructional-Design-Consulting.asp

Maiers, A. (2008) 26 keys to students engagement. Retrieved from: http://www.angelamaiers.com/2008/04/engagement-alph.html

Hein, G. ( 1991). Constructivist learning theory. Retrieved from: http://www.exploratorium.edu/IFI/resources/constructivistlearning.html

Thadani, R. (2010). Information processing theory. Retrieved from: http://www.buzzle.com/articles/information-processing-theory.html

Learning and the Brain: Awesome Resources!

Blog Assignment Week 2
This week has been overwhelming, and incredibly interesting at the same time. Today will mark my 3rd time rereading the text because every time I go back to it, I find something that I missed before. I can't believe the capabilities of our minds, and how intricate its design really is. Here are some websites that I found really interesting:

First, I browsed a website titled Benchmark Education  and I found reading comprehension metacognitive strategies that can be taught to students. While the strategies are specific to reading, I believe you can transfer them to other subjects. The site offers planning and assessment guides, as well as sample lessons. I also found another site titled, Metacognition that provides an in-depth explanation of metacognition and provides a broad set of study strategies (generating questions and answers, writing summaries, writing elaborations, and using organizers).

Another great resource titled, Brain Connection provides many scholarly articles related to learning and brain- based research. The article that I chose to read was written on Gardner's Multiples Intelligences theory and how it impacts learning. The intelligences range from musical to linguistic, and reinforces that the brain must have information presented in different modalities so that various connections within the brain can be elaborated upon (Ormrod, Schunk, & Gredler, 2009). Other articles on the site discuss topics such as problem-solving, I.Q. tests, ADD/ADHD, motivation, reading, and behavior. The broad spectrum of topics allows you to find an article that interest or baffle you on the topic of brain-based research.

Positscience is a website that I found helpful when I was reading through the anatomy of the brain in this week's resources. I used the site for additional visual aides to the topics discussed on pg. 32 in Learning Theories and Instruction.

Lastly, the Teach Hub is a website that offers specific strategies for incorporating brain-based techniques into your classroom. An article on this site that I read was written on the topic of getting the attention of your students. The ideas listed were unique, as well as helpful, and allowed me to see how to apply brain-based research in my teaching. For example, you can get the attention of your students by varying your daily routines and using visual cues or music. This also relates to the suggestions for maintaining the attention of your students on pg. 58 in Learning Theories and Instruction.

My Real- World Connection
This week I have been in training for a language-arts program that my school has adopted. This program is based in brain research and believes in using sight, sound, and touch to deliver a more effective program. It also delivers explicit instruction in spelling, grammar, reading, and writing. Most spelling, grammar, reading, and writing skills constitute procedural knowledge, and therefore the teacher is expected to model all initial learning. Then, the teacher coaches and fades away as the children become more automatic in their skills. The program also believes in connecting spelling, grammar, reading, and writing so that the children can form more elaborate connections between the subjects in their LTM Here are all the principles that make this language arts program effective (Spalding, 2003):
1. It is student-centered
2. It establishes high expectations
3. It defines a purpose and meaning for learning
4. It requires higher-level thinking (Bloom’s taxonomy)
5. It prescribes sequential instruction
6. It provides multi-sensory instruction
7. It requires active participation
8. It believes in diagnostic teaching (constant assessment- formal and informal)
9. It integrates instruction between subject areas.
These principles can also be used by instructional designers to evaluate an elearning or training classrooms.

References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Spalding, R.B. (2003), The writing road to reading. New York: HarperCollins.

Overbaugh, R. & Schultz, L. (n.d.) Bloom’s taxonomy. Retrieved from: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm