I chose the following example:
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 systematic 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.
Identify one to two distance-learning technologies you think provide the best solution for the given challenge:
1.The totally online course environment: Asynchronous can be defined as, “the fact that everyone does not have to be at the class at the same time is one of the advantages of this type of class for very busy people busy who are unable to arrange a time within their weekly schedule to “attend” class on a regular basis.” (Simonson, 2009, p. 173)
2.The Web based course environment in the form of a video in this instance. The video type of setting would be ideal because of the systematic process that needs to take place during this training. Synchronous training made into asynchronous, “In a video based class, when a student is unable to attend, one solution is to record the class and send the tape (video or audio) to the learner(s) who missed class.” (Simonson, 2009, p. 173)
All of the safety employees can view and participate in the training modules at their leisure. However, there should be a time limit imposed for the course completion.
Student Engagement: There should be an ongoing discussion board, in which all of the safety employees actively participate with one another and the Facilitator. The definition of an online discussion is, “An Internet forum, or message board, is an online discussion site where people can hold conversations in the form of posted messages.” (Internet Forum)
Systematic Process: I would use learning how to tie shoes as an example of a systematic process in this instance. Utilization of actual systematic images with clear and concise directions should be sufficient. I know that someone posted the how to instructions on YouTube already. I love this Website’s presentation on how to tie a shoe: http://www.netrover.com/~kingskid/shslow1.html
Regarding animation in relation to learning difficult concepts like learning how to tie a shoe, “Well-designed animations may help students learn faster and easier. They are also excellent aid to teachers when it comes to explaining difficult subjects.” (Educational Animation) The systematic process in the form animation with written information is ideal, keeping in mind the following concept for success, “slow the animation down and accompany it with a written explanation.” (Educational Animation)
Student Demonstration of the Knowledge Obtained: One of our readings in Week # 1 stated the following in relation to problems in measuring learning outcomes in corporate training in general, “…there is no provision for the measurement of learning outcomes our utilization. “ (Moller, 2008, p. 70) A best practice can be defined as, “…"what works" in a particular situation or environment.” (Best Practices in Education) In my instance, I would devise a set of best practices associated with each safety-training module to satisfy the student demonstration of knowledge aspect.
As far as adding extra components to my course, I would not need the following: “homework collections and grading, electronic gradebook, electronic testing, and plagiarism detection.” (Simonson, 2009, p. 243) Web 2.0 technologies that I could consider using would be blogging, wikis, podcasting, and/or YouTube. I would not use any of the social networking or bookmarking features, nor would I use virtual worlds. Our book stated the following about virtual worlds, “…believes that virtual environments “built on the very premise of online engagement and interaction” will ultimately replace the World Wide Web.” (Simonson, 2009, p. 246)
Distance learning technologies in general have four divisions: print, voice/audio, computer, and video. I presented you earlier a link to an online demonstration on learning how to tie your shoes, http://www.netrover.com/~kingskid/shslow1.html - this would fall under the computer division – a web-based resource. The following Active Parenting Website provides a video-conferencing class that has become very successful: http://www.activeparenting.com/parents/
References:
Best Practices in Education (n.d.). Retrieved September 22, 2010, from http://ctserc.org/s/index.php?option=com_content&view=section&id=8&Itemid=28
Educational Animation (n.d.). Retrieved September 21, 2010, from http://en.wikipedia.org/wiki/Educational_animation
Internet Forum (n.d.). Retrieved September 21, 2010, from http://en.wikipedia.org/wiki/Internet_forum
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.
Wednesday, September 22, 2010
Sunday, September 5, 2010
Blog Assignment for Week 1
Your personal definition and observations of distance learning before starting this course. Consider what you learned about distance learning this week and how this learning has influenced your personal definition.
Let's see my personal definition of distance learning is students learning information and concepts in an online forum with the Instructor taking on a facilitator role.
Your revised definition, which combines your previous thoughts about distance learning with new information you learned this week.
I think that I am amazed that our book labels/categorizes distance learning into four components: "Institutinally based, seperation of teacher and student, interactive telecommunications, and sharing of data, voice and video (learning experience). (Simonson, 2009, p. 32)
I was rather surprised at the seperation aspect between the teacher and the student. In all of my years in taking online classes, I have never felt seperated from my Instructors. I knew that I could always contact my Instructors through e-mail, phone calls, and/or in class. It never crossed my mind that my Instructor might reside in a different state/city than me. I feel that most of my Instructors have done a good job in making their students feel that they are always accessible, therefore, eliminating the feeling of seperation. Our book stated the following, "...seperation is thought of in geographic terms - teachers are in one location and students are in another." (Simonson, 2009, p. 32)
A summary of your vision for the future of distance learning as it continues on a path of evolution and change.
For instance, our sister campus is toying with Skyping for a real time class. There is a student who resides in Washington State, and there are no special education classes available where she lives. Our sister campus (California) had this particular class that she needed, so the Instructor is skyping the class for her in real time.
Personally, I feel that we will see many more sit-down classes evolve to some type of online forum. The univeristy that I work for, we instituted blended (hybrid) learning. The student attends class from 6:00PM to 9:00PM, and the bulk of their written work is completed online.
For instance, if done correctly, the online class can take a complex concept, and turn it into a multimedia presentation where a student will grasp easily.
References:
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.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
My Mindmap:
Let's see my personal definition of distance learning is students learning information and concepts in an online forum with the Instructor taking on a facilitator role.
Your revised definition, which combines your previous thoughts about distance learning with new information you learned this week.
I think that I am amazed that our book labels/categorizes distance learning into four components: "Institutinally based, seperation of teacher and student, interactive telecommunications, and sharing of data, voice and video (learning experience). (Simonson, 2009, p. 32)
I was rather surprised at the seperation aspect between the teacher and the student. In all of my years in taking online classes, I have never felt seperated from my Instructors. I knew that I could always contact my Instructors through e-mail, phone calls, and/or in class. It never crossed my mind that my Instructor might reside in a different state/city than me. I feel that most of my Instructors have done a good job in making their students feel that they are always accessible, therefore, eliminating the feeling of seperation. Our book stated the following, "...seperation is thought of in geographic terms - teachers are in one location and students are in another." (Simonson, 2009, p. 32)
A summary of your vision for the future of distance learning as it continues on a path of evolution and change.
For instance, our sister campus is toying with Skyping for a real time class. There is a student who resides in Washington State, and there are no special education classes available where she lives. Our sister campus (California) had this particular class that she needed, so the Instructor is skyping the class for her in real time.
Personally, I feel that we will see many more sit-down classes evolve to some type of online forum. The univeristy that I work for, we instituted blended (hybrid) learning. The student attends class from 6:00PM to 9:00PM, and the bulk of their written work is completed online.
For instance, if done correctly, the online class can take a complex concept, and turn it into a multimedia presentation where a student will grasp easily.
References:
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.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
My Mindmap:
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