The Future of Distance Education

Technology is such huge part of society today. Upgrades are the norm in most organizations on a regular basis. Employees today must possess 21^st century skills to be successful. As the world becomes more global and technologically dependent, so must our education systems. The necessity for distance learning opportunities is rising more and more each year in higher education, K-12 education, and corporate training.

Future Perceptions of Distance Education:

            There is a growing acceptance of distance education in society today. This acceptance is supported by the increase in online communication tools being utilized by many diverse populations, along with a growing comfort level with online course methods and the need in a global world to communicate with many diverse groups throughout the world in non-traditional ways (Education, 2013). In an economy like we live in today, it is necessary to communicate and handle business in ways that are less expensive than traveling for face to face meetings. Also, it is not possible to globally interact without the use of technology and web 2.0 tools. In order for the neomillennial generation to be prepared for the workforce and be successful, they must experience and be educated in the utilization of 21^st century skills and educational theory. We are in a digital age that will only increase in the years to come. As new technologies emerge on the scene, the necessity for online education will thrive and be a part of the “norm”. It is our responsibility as educators to prepare our learners for success, no matter if they are children or adults.

How can ID improve perception of Distance Education?

Educate, educate, educate. As an instructional design professional, it is our obligation to be the role model for transformational leadership. We must provide “out of the norm” learning experiences in order to meet the needs of a growing and changing society. ID’s need to design 21^st century educational learning opportunities, that challenge the learner, and meet the same learning outcomes of traditional environments (Simonson, 2012). Utilizing learning theories as the foundation of distance learning and increasing awareness of the success and growth achieved through distance education, the comfort level with distance education will increase. We are also tasked with providing “train the trainer” sessions to educate facilitators on best practices for guiding online learning (Piskurich, 2013).

Being a positive force for Distance Education:

            As an instructional designer it is my duty to promote a positive perception of distance education. I need to provide comfort to those who are “skeptical” about success in the online environment. The design of learning opportunities needs to be founded on theory, be clearly organized and follow the ADDIE model of design. I need to “know my audience” and work with the organization to write clear objectives that are achievable through distance education (Laureate Education, 2013). As a professional, I need to bring a positive attitude to the table and be a transformational voice for leadership. Continuing to research and learn new technologies and theories myself, will enable me to provide the most current strategies and tools in designing distance learning environments. Taking each opportunity as a chance to make a difference is someone’s future. I look forward to being a positive force in the advancement of distance learning in the future.

Resources

Education, D. G. (2013, August). The Future of Distance Education. Video Media, Walden University.

Laureate Education, I. /. (2013, July). Planning and Designing Online Courses. Video Media, Walden University.

Piskurich, D. G. (2013, August). Facilitating Online Learning. Laureate Education. Video Media, Walden University.

Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.

Cheat Sheet to Converting to a Distance Learning Format

When converting a face to face training to a distance learning format, there are four areas to consider as you design the new course.

1.    Know that pre-planning is necessary for success

2.    Identify aspects of original training that can be utilized

3.    Pinpoint the role of a distance learning trainer and how it differs from a face to face trainer

4.    Create a communication plan for encouraging trainees interaction

Remember, converting online takes planning and hard work. It does NOT include taking what you did face to face and just putting it online. Distance learning is not identical to face to face education, but it is equivalent. Equivalency theory reminds that the training should have the same learning outcomes and equivalent learning experiences (Laureate Education, 2013).

Click here:  Cheat Sheet to Best Practices for Converting to Distance Learning Format. 

Open Source Courses Online... are they equivalent to other online courses??

MIT Open Courseware Analysis
URL: http://ocw.mit.edu/courses/urban-studies-and-planning/11-127j-computer-games-and-simulations-for-investigation-and-education-spring-2009/index.htm

Analyzing an Open Course

Open Course websites allow anyone to take quality courses for free online. These courses do not offer credit, but rather personal growth in knowledge and experience. The learner has access to the same types of learning tools as those for credit such as: syllabus, readings, assignments, related sources and downloadable course materials. Free and the same learning tools, why does anyone pay for courses?

The Design

Not all courses are equal. In searching the Open Course offered by MIT, The original delivery method seems to have been fact-to-face. I found that many courses were outdated and were recordings of prior “lecture” courses. The lecture was a video or audio of the lecture available. This type of format is not designed for online learning. Lecture is not an option you want to utilize in a distance environment. Social learning and discussion opportunities are utilized more often in order to create a learner centered environment (Simonson, 2012). This course’s original context was for a face to face undergraduate audience. It is designed around problem based learning method which is in fact a higher level thinking strategy. Learning takes place through inquiry (Consulting, 2012). However, the free version here has the learner reviewing the PBL results, NOT experiencing the PBL. The higher level inquiry is not occurring.

Meeting Online Recommendations

Distance learning texts recommend several elements to design effective online course content. One central element is the facilitator’s knowledge and understanding of the needs of their learners and their motivation in the course. The interaction of the learner and the instructor is paramount to having a successful learning experience (Simonson, 2012). The course offered by MIT does not require activities or discussions for the instructor to understand, monitor or support the learner as an individual. Though the original course requirements (when face to face) seems interactive and with social group activities, the “recorded/free” version, is more of a see what we did type course. It is seeing what was done, not a doing yourself course. As an interactive, hands on, social learner, I would find this course difficult to keep my attention and retain any new knowledge.

The course designers could have utilized the development phase of ADDIE to map out the flow of the course in the online environment and then utilize various course assets conducive to online learning to reach the Equivalent of the face to face course that was offered in 2009 (Laureate Education, 2013).

Active Learning

In the original course format, face-to-face, the course is designed for active learning for the students. A PBL design brings the learner to the center of the instruction through inquiry and analysis. The problem with this particular MIT open source is that the online delivery makes the learner a spectator of “what already happened” rather than discovering what may or may not be created with gaming and education. Without hands on experience and discovery, this content, in my opinion, is very difficult to learn. The whole point of computer games and simulations in education is to engage the learner in interactive activities with new content. With some re-design, this course could have the potential to meet the recommendations for distance learning criteria.

Open source courses in general seem like a chance to gain new knowledge for more audiences, since they are free. However, if the design does not promote interactivity, and learner centered instruction along with the framework for online instruction, then it will not be designed in support of the Equivalent Theory. As an instructional designer, the open source can evolve into a community outlet for sharing knowledge, and encourage research for those desiring personal growth in a given area. In my opinion though, the MIT course I analyzed does not come full circle in offering the best environment for distance learning that could be applied to a real life situation. That ability to put new knowledge into action is when you know real learning has taken place.
References:
Consulting, P. (2012, June). Problem Based Learning. Retrieved August 2013, from http://www.pblearning.com: pblearning
Laureate Education, I. (2013, July). Developing Online Courses. Video Media, Walden University.
Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.

Selecting Distance Learning Technologies

There are so many learning technology tools that can help deliver successful learning experiences. When selecting technologies to use in distance learning, it is important to make sure that the technology chosen will assist in meeting the learning objective. Whether the learning is face-to-face instruction, blended learning, or asynchronous and collaborative learning, the technology tool should enhance and support the learning goal, not distract from it (Simonson, 2012). Instructional designers need to keep the learning objectives as the focus, not the technology.

Let’s analyze a given scenario about a collaborative training environment.

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

As an instructional designer, what learning technologies would BEST provide for this given challenge? The above scenario has issues with time, location, and the need for collaboration. The tools chosen need to address these 3 main issues.

Let’s look at time and location together. Utilizing products, such as GoToMeeting or Elluminate, can bring together learners from all six offices without the learners needing to leave their location. Both are web based webinar tools that can either be utilized in a “live” webinar training where screens can be shared and questions can be asked during the training process. Additionally, they both can be recorded. That means that those who could not attend the live session or sessions can access the recorded version of the webinar and ask any additional questions via email to the trainer or instructor. Another option would be prior to webinar training; each office can appoint a designated Training Leader for the new staff information system. By doing so, each location has a SME to use as a resource within their building after the training is complete.

WHY WEBINAR—what are the benefits??

Reach more trainees

Consistency in training delivery using your best trainer

Save money- no location or travel costs

Can utilize assessments for understanding

Record and utilize in the future as needed

(Confertel, 2011)

Next, let’s address the need for collaboration. My suggestion would be the utilization of a LOR (learning object repository). An LOR gives the ability to share documents, screenshots, videos, audio files, and simulations. LOR’s organize content into meaningful “buckets” for access. Additionally, LOR programs encourage collaboration about the content or a specific portion of the training module. Learners can comment, exchange ideas, and rate the material.

Click below to find out more about the LOR learning technology.

WHAT IS AN LOR  (learnit2teach, 2012)

Webinar tools and LOR access can be combined to support a positive, student centered learning environment. In the case of our example scenario, the combination would provide training to all members of the organization, regardless of location and time constraints and be a resource as needed while the organization implements the new staff information system. The LOR will provide communication, collaboration, and social learning opportunities for the members of the organization. That support will nourish transfer of knowledge that is meaningful and applicable to their respective work environment.

 

Resources:

Confertel. (2011, March). The Benefits of Using Webinars for Training. Retrieved 2013 July, from YouTube: https://www.youtube.com/watch?v=zvTKOMeHMlQ

learnit2teach. (2012, May). What is a Learning Object Repository. Retrieved July 2013, from youtube: https://www.youtube.com/watch?v=ACqacrLBMXA

Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.

 

Definition and Vision of Distance Learning

Defining Distance Learning

Distance learning has evolved, changed, and adapted to the growing times. Learning outside the traditional classroom and advances in technology have driven an increased desire for learners to be able to further their education and training through 21st century means. Ask two people how they define distance learning and you will get two different answers. Distance learning comes in many shapes and sizes, and is subjective based on the profession, experience, and technological resources.

(Google images, 2013)

Always Changing:

Trends in distance learning are always changing just like the traditional classroom. These changes can stem from several different contributing factors. One is simple advancements in technology. New software or cloud environments can be adapted to an organization's processes in order to stay competitive with other organizations in their field. Change can also be based on learning theories. New studies are always coming out on the best way people gain new knowledge. These studies are many times linked to prior knowledge and experience (Foley, 2004). This would also cause those studies of what is best to vary based on profession and experience. Additionally, education evolves along with its environment and available resources. The resources that are affordable to the organization will have to be utilized before money is spent for new trends. Each organization's economic health will be different and therefore their resources to support learning, especially learning at a distance will be dependent on those resources they can afford.

Looking at the Google image above representing 21st century learning, you can see, many factors contribute to the learning environment. In my personal experience, distance learning has evolved in many ways. When I attended undergraduate school, the concept of learning outside of the traditional classroom was not even thought about. Just to take an assessment on a computer, a learner would have to go to a computer lab. Since the early 90's, the evolution of computers alone has impacted the educational environment. All students are expected to have a laptop of their own in college. In the district I work for, we have had a 1:1 initiative since 2000 for all secondary students. It is not an IF anymore but a Must for success.

Colleges, universities, and some high schools are requiring students to take at least one online course prior to graduation. This is to provide the learner with an opportunity to experience real world situations utilizing 21st century skills needed to make it in the workforce. The workplace has evolved. Distance learning has exploded in higher education, training and development and K12 education. We are in a day of webinars and self-paced training modules to train and develop employees in a timely and efficient manner. Motivated by economics and access to new knowledge, distance learning enables the working adult to transfer knowledge in a social learning environment and bring to the organization new and innovative ideas, to bring the organization to the next level (Foshay, 2008).

Future Vision:

Distance learning opportunities are going to continue to evolve and grow in the future. With many parents choosing homeschool and private online curriculum to meet their child's academic needs, it is only smart for local school districts to begin creating online courses to support this population in their towns. Additionally, those students in high school are going to need the experience of utilizing 21st century skills, self-motivation, and time management to complete distance courses to prepare for the future. In the workforce, advancement is no longer based on how long you have been in a position anymore, it is based on growth and learning by the individual and what that can provide to the organization. Life-long learning is front and center. Personal reflection opportunities that are incorporated in distance learning, bring learning to a level of application and action.

Resources:

Foley, G. (2004). Understanding Adult Learners. In Dimensions of adult learning: Adult education and training in a global era (pp. 55-73). McGraw-Hill Education.
Foshay, M. &. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). Tech Trends, 70-75.
Simonson, S. A. (2012). Teaching and Learning at a Distance. New York: Pearson.

 

Welcome .

This blog will discuss Distance Learning, Past, Present, and Future. It is part of a masters course requirement from Walden University.  I am looking forward to sharing my learning with you and collaborating together on distance learning.