What do you think the Perceptions of Distance Learning will be in the Future (in 5 – 10 Years, 10 – 20 Years)?
I would like to start out by quoting our book, which stated the following, “Somewhere in the not too distant future, our homes, workplaces, and schools will be equipped with advanced telecommunications systems integrating what are known today as telephone services, Internet access, online financial and news service, and cable and satellite television, probably with many other feature, not yet conceived. Distance education will play a central role in the future, as multimedia-based curricula will be offered by educational institutions and private corporations on a global basis to anyone, anywhere, at any time. (Simonson, 2009, p. 317) Based on what our book stated, I believe that in the next 5 – 10 years most of the traditional classes will be converted to blended (hybrid) or totally online. “Roughly half of the 4,500 U.S. brick-and-mortar colleges and universities now have online programs.” (Are Online Classes the Future of Learning?) Now, in the next 10 – 20 years, this is another story; I believe that totally online will have taken over traditional classes, therefore, leaving them obsolete.
I am sure that there are many critics out there that feel that online learning is not suitable, “Proponents of online education cite a recent Department of Education study that concluded course work is better absorbed online than material presented in live classrooms. (Are Online Classes the Future of Learning?) However, with online learning, there remains a stigma that online learning is not comparable to the traditional way, “Some managers believe students who earn degrees online while also holding a job are likely to exhibit more self-discipline and determination.” (Are Online Classes the Future of Learning?)
I strongly feel that in order for any learning institution to survive the future that they will have to adopt online learning to keep up with the ever-changing world of technology. In the next 10 – 20 years, I would like to see just what is in store for online learning, will it take place in space?
How can you as an Instructional Designer be a Proponent for Improving Societal Perceptions of Distance Learning?
I feel that I am already a proponent of distance learning on a personal level; I earned my Bachelor’s Degree, my first Master’s Degree, and now my second Master’s Degree totally online. I feel that in each of my classes, I worked much harder than a student who took an on-ground class. In the on-ground class, because I work in higher education, I see many students skate through their courses.
Coming from the perspective as an Instructional Designer, I feel that the hands on education that I received for my Instructional Design Degree is top-notch so far. I have learned the foundational skills, considered to be the most important, to get me started in the world of instructional design, and to create courses that are thought provoking, challenging, and engaging. Now mind you, there are many more attributes to the creation of courses that I could mention.
In order to be proponent of online learning, I would use myself as an example of receiving an excellent education. Another factor, I would spread the word that I take pride and take very seriously the job of creating classes, as I want the students to earn a top-notch education.
How will you be a Positive Force for Continuous Improvement in the field of Distance Education?
Nurses in general have to take continuing education courses to renew their license. Instructional Designers should be required to take continuing education courses to keep up with the ever-changing world of technology. I plan on taking continuing education courses to keep me abreast on the new technological advances to enhance online learning. I want to the best that I can be in my field. By taking continuing education courses, I would be doing the students participating in the class a justice. I want the students to benefit from learning concepts that corresponds to today, not yesterday.
My Conclusion
I believe that online classes will eventually take over the traditional ones, leaving them obsolete. I am not sure when exactly when this will happen, but I believe that it is not too far into the future. All I know is that I want to be part of this explosion; I want to make a difference in the way students learn. It is my responsibility to ensure that students receive an excellent education as I did, I will not settle for anything less.
References
Are Online Classes the Future of Learning? (n.d.). In PCMAG.com. Retrieved October 28, 2010, from http://www.pcmag.com/article2/0,2817,2353642,00.asp
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Thursday, October 28, 2010
Sunday, October 3, 2010
Application: Blog _ The Impact of Open Soruce
Application: Blog – The Impact of Open Source
My Open Source Example: http://oyc.yale.edu/english/milton
English 220 - Milton with Professor John Rogers
My example course had the following course content: Milton. (Minimal information about Milton is presented) Syllabus, (The following information is contained: (Professor’s name, description, texts, requirements, and grading) Class Session, (Milton poetry pieces = 24) Downloads, (Course pages and media) and Survey
Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
No, this course is not carefully planned, it is appears to be thrown together. For instance, the course did not abide by the following in relation to pre-planning, “plan activities that encourages interactivity at all sites.” (Simonson, 2009, p. 130) All that I see are downloads of the lecture in weekly modules, in which you can see an actual transcript, hear it, or view it. There are also reading assignments and a handout. I see no activities, discussions, or group work in any of the modules. “Plan activities that allow for student group work.” (Simonson, 2009, p. 127) There is, “no alternative means of communication (e.g. fax, phone, e-mail)” (Simonson, 2009, p. 127)
Does the course follow the recommendations for online instruction as listed in your course textbook?
No, the course follows its own content. Here are just a few:
No goals or objections: The essential content must include the following components according to our book, “starting with the general goals, followed by more specific goals and objectives…” (Simonson, 2009, p. 131)
No guidelines: “instructors should provide clear guidelines for interaction with students.” (Simonson, 2009, p. 153)
No discussions, “…discussion assignments facilitate meaningful cooperation among students.” (Simonson, 2009, p. 153)
No course projects, “students should present course projects.” (Simonson, 2009, p. 153)
No feedback, “instructors need to provide two types of feedback: information feedback and acknowledgement feedback.” (Simonson, 2009, p. 153)
No deadlines are not imposed, “online courses need deadlines.” (Simonson, 2009, p. 153)
Did the course designer implement course activities that maximize active learning for the students?
No, no activities are note, just a simple and plain course. As noted above, no discussion boards, no course projects, and no assignments have been created or imposed. I would not even categorize this, as a correspondence course at best, there is no written work at all.
In summary to a well-designed online course, “the student should be engaged, and the instructor should be satisfied.” (Simonson, 2009, p. 158) To be perfectly honest with you, I would not feel comfortable in designing a class of Open Source’s caliber.
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.
My Open Source Example: http://oyc.yale.edu/english/milton
English 220 - Milton with Professor John Rogers
My example course had the following course content: Milton. (Minimal information about Milton is presented) Syllabus, (The following information is contained: (Professor’s name, description, texts, requirements, and grading) Class Session, (Milton poetry pieces = 24) Downloads, (Course pages and media) and Survey
Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
No, this course is not carefully planned, it is appears to be thrown together. For instance, the course did not abide by the following in relation to pre-planning, “plan activities that encourages interactivity at all sites.” (Simonson, 2009, p. 130) All that I see are downloads of the lecture in weekly modules, in which you can see an actual transcript, hear it, or view it. There are also reading assignments and a handout. I see no activities, discussions, or group work in any of the modules. “Plan activities that allow for student group work.” (Simonson, 2009, p. 127) There is, “no alternative means of communication (e.g. fax, phone, e-mail)” (Simonson, 2009, p. 127)
Does the course follow the recommendations for online instruction as listed in your course textbook?
No, the course follows its own content. Here are just a few:
No goals or objections: The essential content must include the following components according to our book, “starting with the general goals, followed by more specific goals and objectives…” (Simonson, 2009, p. 131)
No guidelines: “instructors should provide clear guidelines for interaction with students.” (Simonson, 2009, p. 153)
No discussions, “…discussion assignments facilitate meaningful cooperation among students.” (Simonson, 2009, p. 153)
No course projects, “students should present course projects.” (Simonson, 2009, p. 153)
No feedback, “instructors need to provide two types of feedback: information feedback and acknowledgement feedback.” (Simonson, 2009, p. 153)
No deadlines are not imposed, “online courses need deadlines.” (Simonson, 2009, p. 153)
Did the course designer implement course activities that maximize active learning for the students?
No, no activities are note, just a simple and plain course. As noted above, no discussion boards, no course projects, and no assignments have been created or imposed. I would not even categorize this, as a correspondence course at best, there is no written work at all.
In summary to a well-designed online course, “the student should be engaged, and the instructor should be satisfied.” (Simonson, 2009, p. 158) To be perfectly honest with you, I would not feel comfortable in designing a class of Open Source’s caliber.
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.
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