Project:
Just recently, I had to gather Veteran’s Assistance (VA) information for our senior staff. This information included how many of our student’s used their VA benefits to fund their classes, more specifically, how many courses each took during the fiscal year, 2009 -2010 (July 1st to June 30th).
I was given this project on a Tuesday afternoon; it was due at 5:00 PM in two days, on Thursday. Between the three campuses, I was the only employee who had access to the VA Ounce System. I literally had to go in each students’ (200) VA Ounce accounts, to see how many units they registered for during the summer, fall 1, fall 2, spring 1, and spring 2 (2009 – 2010). This work was considered tedious and time-consuming.
History:
Now bear in mind, that in all of my years with my employer, I have never learned to do the VA for our students. I volunteered to do this because two colleagues that provided the VA assistance left their jobs at the same time. It took at least a couple of months to replace my two colleagues after they resigned. There was ultimately no one who could do this job without a volunteer. This job certainly had to go on, as tuition and students needed to be paid. Therefore, I volunteered to take over the VA until my new colleague was trained adequately. I performed all of the aspects of VA as I went along; I had only minimal help at best. Lastly, I performed this job along with the other position that needed to be filled, plus my own position.
The Project’s Success and Failure:
On top of everything that I had to do, I was not sure that I could complete this project by 5:00 PM on Thursday. I would certainly do my best to meet the prescribed deadline.
I came into the office early on Wednesday and Thursday to complete, and worked on throughout both days when I had the chance, but that did not work. I needed extra time to complete, as during business hours, students’ needed immediate help in regards to their accounts and registration. My supervisor let two of my colleagues take vacation at the same time during this very same week. In the meantime, two brand new colleagues started this very same week, neither had access into anything.
I informed my supervisor that I could not get the project completed by 5:00 PM on Thursday. He told me that I should have put everything else aside to complete this project. I respectfully disagreed with him, I told him in all of my years working in the customer service arena, I must serve the student first.
Additionally, because of the current situation, my first priority was to help the student no matter what. Honestly, I would have done this again if the project and the circumstances surfaced again. I finally completed the project at noon on Friday, that was the very best that I could do under the circumstances, I felt very bad.
Conclusion:
I felt very proud of myself, I was a day late in completing and submitting the project. I served every student in a prompt, efficient, and excellent manner who required my assistance. I satisfied almost everyone without pulling every hair on my head out and maintaining my sanity.
My Frustrations:
1. My supervisor should have never let my fellow colleagues go on vacation at the same time, knowing the circumstances.
2.The senior staff requesting this information could very easily obtain the very same data through our system.
3.The senior staff should have been more on top of what was expected at their meeting way beforehand. The project data was needed for their meeting with the VA senior staff, and come to find out, they needed additional information (I will save for another story).
4.My supervisor not fully supporting my efforts.
Monday, November 8, 2010
Saturday, November 6, 2010
Team Mates in EDUC 6145
If you are following me for our current class, EDUC 6145 - Project Management in Education and Training with Dr. D., please leave your post. I look forward to working with you all. Good luck, and welcome to my blog.
Janet C.
Janet C.
Thursday, October 28, 2010
The Future of Distance Learning - Reflection
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.
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.
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.
Wednesday, September 22, 2010
Application: Blog - Selecting Distance Learning Technologies
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.
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.
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:
Tuesday, December 22, 2009
Learner Motivation - Reflection
My Reflection
I have to admit that I have never given it much thought as to how people learn. I knew that people learned differently, but I did not know to what extent and what depth. The extent and the depth have to do with the following six learning theories: Behaviorist, Cognitive, Constructivist, Social Learning, Connectivism, and Adult Learners, and each of the following definitive questions that go with each:
a. How does learning occur?
b. What factors influence learning?
c. What is the role of memory?
d. How does transfer occur?
e. What types of learning are best explained by this theory?
f. How is technology used for learning in your industry?
For instance, let us look at the Adult Learning Theory in relation to the above definitive questions. Learning occurs, “It is based on the assumptions that adult learners focus more on the processes rather than contents. This is because adults bring in real life experiences to the learning environment. Thus, strategies like collaborative learning, role-play, simulations, case study and self-evaluations are useful to help facilitate adult learning.” (Online Learning Laboratory) The factors that influence learning are “social relationships, external expectations, social welfare, and personal advancement, escape/stimulation: to relieve boredom, provide a break, and cognitive interest: to learn for the sake of learning.” (Principles of Adult Learning) The role of the memory is “retention by the participants is directly affected by their amount of practice during the learning.” (Principles of Adult Learning) Transfer occurs, “association, similarity, degree of original learning, and critical attribute element.” (Principles of Adult Learning) The types of learning that is best associated are life experience and knowledge. The types of technology that are used, “critical thinking, process design ability, team work, outcome oriented process, and communication skills.” (Nasseh)
As for my personal learning process, the amazement to me was the above definitive questions. It was surprising just to see how I learned, the factors that influenced my learning, the role that memory and transfer played, the different types of learning that are associated, and how technology is used. Additionally, I was under the impression that a person could only fall under one learning theory, which is not true at all. For instance, using myself, my personal learning process encompasses all six of the theories. This may be due in part to accommodating to the different teachers that I have had over the years in relation to how they taught.
Without one of the following ingredients: learning theories, learning styles, educational technology, and motivation the mind simply would not grow or thrive. Each one of these ingredients plays a huge role and intertwines in the learning process. For instance, without motivation, the learning theories, the learning styles, and educational technology would cease to exist. Motivation “is the activation or energization of goal-oriented behavior.” (Motivation) Learning theories “have two chief values. One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.” (Learning Theory) Learning styles “are various approaches or ways of learning. They involve educating methods, particular to an individual that are presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information.” (Learning Styles) Educational Technology “is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.” (Educational Technology)
What I have learned in this course will help me keep in mind that not everyone will have the same learning theories and learning styles. Some of the learning theories and learning styles maybe intertwined with others, making the factors of the definitive questions come out relatively different. I have to remain patient and keep the lines of communication open, as some of my student’s may not understand a particular concept right off the bat. I may have to spend extra time or explain a concept on a level where everybody understands. Above all, I must be accommodating, this is why I learned all about the learning theories in depth and extensively.
In conclusion, I have to say that I enjoyed this class very much; it opened my eyes up to what factors are involved with each of the learning theories. Actually, the Learning Theory Matrix was very helpful, as it examined each learning theory inch by inch.
References
Educational Technology (n.d.). Retrieved December 21, 2009, from http://en.wikipedia.org/wiki/Educational_technology
Learning Styles (n.d.). Retrieved December 21, 2009, from http://en.wikipedia.org/wiki/Learning_styles
Learning Theory (Education) (n.d.). Retrieved December 21, 2009, from http://en.wikipedia.org/wiki/Learning_theory_(education)
Motivation (n.d.). Retrieved December 21, 2009, from
http://en.wikipedia.org/wiki/Motivation
Nasseh, B. (n.d.). Changing Definition of Teaching and Learning. Retrieved December 10, 2009, from http://www.bsu.edu/classes/nasseh/bn100/change.html
Online Learning Laboratory (n.d.). Retrieved November 20, 2009, from Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructi
Principles of Adult Learning (n.d.). Retrieved November 18, 2009, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
I have to admit that I have never given it much thought as to how people learn. I knew that people learned differently, but I did not know to what extent and what depth. The extent and the depth have to do with the following six learning theories: Behaviorist, Cognitive, Constructivist, Social Learning, Connectivism, and Adult Learners, and each of the following definitive questions that go with each:
a. How does learning occur?
b. What factors influence learning?
c. What is the role of memory?
d. How does transfer occur?
e. What types of learning are best explained by this theory?
f. How is technology used for learning in your industry?
For instance, let us look at the Adult Learning Theory in relation to the above definitive questions. Learning occurs, “It is based on the assumptions that adult learners focus more on the processes rather than contents. This is because adults bring in real life experiences to the learning environment. Thus, strategies like collaborative learning, role-play, simulations, case study and self-evaluations are useful to help facilitate adult learning.” (Online Learning Laboratory) The factors that influence learning are “social relationships, external expectations, social welfare, and personal advancement, escape/stimulation: to relieve boredom, provide a break, and cognitive interest: to learn for the sake of learning.” (Principles of Adult Learning) The role of the memory is “retention by the participants is directly affected by their amount of practice during the learning.” (Principles of Adult Learning) Transfer occurs, “association, similarity, degree of original learning, and critical attribute element.” (Principles of Adult Learning) The types of learning that is best associated are life experience and knowledge. The types of technology that are used, “critical thinking, process design ability, team work, outcome oriented process, and communication skills.” (Nasseh)
As for my personal learning process, the amazement to me was the above definitive questions. It was surprising just to see how I learned, the factors that influenced my learning, the role that memory and transfer played, the different types of learning that are associated, and how technology is used. Additionally, I was under the impression that a person could only fall under one learning theory, which is not true at all. For instance, using myself, my personal learning process encompasses all six of the theories. This may be due in part to accommodating to the different teachers that I have had over the years in relation to how they taught.
Without one of the following ingredients: learning theories, learning styles, educational technology, and motivation the mind simply would not grow or thrive. Each one of these ingredients plays a huge role and intertwines in the learning process. For instance, without motivation, the learning theories, the learning styles, and educational technology would cease to exist. Motivation “is the activation or energization of goal-oriented behavior.” (Motivation) Learning theories “have two chief values. One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.” (Learning Theory) Learning styles “are various approaches or ways of learning. They involve educating methods, particular to an individual that are presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information.” (Learning Styles) Educational Technology “is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.” (Educational Technology)
What I have learned in this course will help me keep in mind that not everyone will have the same learning theories and learning styles. Some of the learning theories and learning styles maybe intertwined with others, making the factors of the definitive questions come out relatively different. I have to remain patient and keep the lines of communication open, as some of my student’s may not understand a particular concept right off the bat. I may have to spend extra time or explain a concept on a level where everybody understands. Above all, I must be accommodating, this is why I learned all about the learning theories in depth and extensively.
In conclusion, I have to say that I enjoyed this class very much; it opened my eyes up to what factors are involved with each of the learning theories. Actually, the Learning Theory Matrix was very helpful, as it examined each learning theory inch by inch.
References
Educational Technology (n.d.). Retrieved December 21, 2009, from http://en.wikipedia.org/wiki/Educational_technology
Learning Styles (n.d.). Retrieved December 21, 2009, from http://en.wikipedia.org/wiki/Learning_styles
Learning Theory (Education) (n.d.). Retrieved December 21, 2009, from http://en.wikipedia.org/wiki/Learning_theory_(education)
Motivation (n.d.). Retrieved December 21, 2009, from
http://en.wikipedia.org/wiki/Motivation
Nasseh, B. (n.d.). Changing Definition of Teaching and Learning. Retrieved December 10, 2009, from http://www.bsu.edu/classes/nasseh/bn100/change.html
Online Learning Laboratory (n.d.). Retrieved November 20, 2009, from Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructi
Principles of Adult Learning (n.d.). Retrieved November 18, 2009, from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
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