Scenario 1: Collaborative Training Environment

Asynchronous learning presents many challenges for the instructional designer. The designer is expected to provide valuable learning opportunities for students who are physically and temporally apart from fellow students and the instructor. One key element to any successful learning module is that of group interaction. Simonson, Smaldino, Albright & Zvacek assert that instructional designers should, “Plan activities that allow for student group work. This helps construct a supportive social environment” (2009, p.127). When given the task to create a computer system training module for users located across the country, adding the collaborative component is a challenge that must be met. Simonson et al. assert, “The ideal collaborative project requires interdependent work by students, during which reciprocal social interactions result in positive outcomes for the entire group” (2009, p. 283). The question of how to provide valuable interactive experience can be answered through the use of various technology tools.

The collaborative training environment scenario includes a group of staff members from six different regional offices that need to be trained on new office systems software. The six groups are not able to meet at the same time nor place for this training. The instructional designer is given the job of creating a training module that includes collaboration and interaction. My initial thoughts when faced with this scenario included an asynchronous e-learning course with system simulations and "try-its" along with the establishment of an online discussion board group where members can check in at times of their own choosing yet contribute to the discussion. A group exercise would be assigned for the staff who are in the same regional office. The resulting project would be shared through a podcast with the other regional staff.

According to Simonson et al. “Learners need to have direct, purposeful experiences to draw upon in order to successfully learn from more abstract events” (2009, p. 92). In this case, the staff have used similar systems and have a base knowledge of the products of the company. They must now connect what they already know to the new information system. With regard to creating the assignments, Simonson et al. give this advice, “However, when new information is presented, it is important that it be as realistic as possible” (2009, p. 92).

In this scenario the staff at each office would be asked to first watch the official demonstration of the new system created by the software company. Then staff would be instructed to join a provided discussion forum such as YaBB (http://www.yabbforum.com/) where staff will interact with members from all six regions. Discussion prompts would be provided to promote discussion.

Next, staff in each regional office would be given a group assignment. Their objective would be to create a podcast including a play by play simulation either in motion or through the use of screen shots of an assigned aspect of the new system. The final podcast would be uploaded to Youtube and the url added to the discussion board. Simonson et al. state, “A podcast is a single idea that can be explained verbally, or if necessary with audio and appropriate still or motion pictures. (2009, p. 97). Each group would decide on the recording device and software with which to create the podcast. To make it more fun, staff would be encouraged to be creative in the delivery of the material. A resource list of free software and examples of podcasts would be provided to each group through the discussion board. Staff members would be encouraged to share ideas and ask advice as they move through the project.

Finally, staff members would be asked to watch the other group simulations and post comments to the discussion board. An optional video conference between groups could be offered at the conclusion of the course. As a result of this course, each regional group will have created a podcast of one aspect of the new program that can be used to help future staff members master the system.

At the beginning of the course text, Simonson et al. states, “In other words, the media used to connect the learner, teacher, and learning resources must be capable of conveying all necessary information” (2009, p. 9). Examples of this type of connected learning can be found at the Smart Board’s SMART Exchange website (http://exchange.smarttech.com/. Here teachers from across the country can ask questions through the discussion boards, as well as, find examples of interactive white board lessons, view tutorials, and share new ideas. YaBB (http://www.yabbforum.com/), Yet Another Bulletin Board, is great free resource for designers. Yabb offers free downloadable software which enables users to create, customize, and manage discussion forums on an existing websites.

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.

Distance Learning Mind Map

Defining Distance Learning

Defining Distance Learning

The definition of distance learning is ever evolving due to the technology that is available to deliver the instruction (Simonson, Smaldino, Albright, & Zvacek, 2009). According to the Distance Learning Timeline Continuum, distance education started in Europe during the early 1800's with correspondence courses through mail. As technology changed and evolved the delivery of at-a-distance education changed. Soon students were able to receive instruction through radio broadcasts, then television, video tapes, and finally online with the introduction of the internet in 1984.

Before taking this course my personal definition of distance learning included any online tutorial that a person might take to gain new or necessary knowledge. As I went through this week's resources, I soon discovered a more precise definition. According to Simonson et al. (2009), “Distance education is now often defined as: institution-based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learner, resources, and instructors” (p. 7).

It is interesting to discover that distance learning is institutionally based as opposed to self study. My husband subscribes to a online guitar tutorial which I always thought of as distance learning. Though he takes a sequence of recorded classes and has access to his instructor and other learners through a forum, I have learned that what he is doing is considered self study because it is not institutionally-based. I now believe that the definition of distance learning is more specific. The virtual course must include more than one learner possibly separated by time and distance, the instructor may be removed from the group yet is actively guiding discussion and assessing work, instruction must be consecutive, have a time limit, and most importantly an end of course assessment. Moller, Foshay, & Huett (2008) assert, “Since evaluation of e-learning is necessary to demonstrate its worth, the need for better and more widely used evaluation models is critical to the future of e-learning” (p. 71).

In the future, I see distance learning becoming even more interactive. With the addition of video chat, the low cost of telecommunication, and new electronic devices that allow students to communicate via wifi from anywhere students are no longer tied to a room with a computer. For the next few years I believe we will see a significant rise in the use of smartphone applications in education. Distance learning will also become more integrated into the current traditional school system (Simonson, video program). This integration will allow for more personalized public education at a lower cost. Already magnet schools in my area are using their computer labs and virtual classrooms to allow students to advance in subject areas that are not offered in the school. For example, students who are gifted in math now have the ability to move ahead to courses not offered in their school.

Finally, I see distance learning widely accepted as the best alternative to brick and mortar education. Simonson et al. (2009) assert, “Resources should be subjected to instructional design procedures that organize them into learning experiences that promote learning, including resources that can be observed, felt, heard, or completed” (p. 33). As long as Instructional Designers adhere to this advice and keep the purpose of the instruction in mind, at-a-distance classes will be effective no matter the delivery platform.

References

Distance learning timeline continuum. [multimedia program]. Retrieved January 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

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

Simonson, M. [video program]. Distance education: The next generation. Retrieved January 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?

Distance Learning

Wow! Time has flown by since I created this blog more than a year ago. I am excited to get back to publishing posts again as I go through the 7th class of the masters of IDT program at Walden University.