EDUC 6145-Project Management in Ed. & Training 2012

Welcome. My name is Jia Robinson and this post serves as introduction to my blog for my Project Management in Education and Training course as part of my curriculum.

Perceptions of Distance Education in the Future

According to Gambescia & Paolucci, (2009), “the number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time”. Distance education has been increasingly growing acceptance throughout the last few years (Siemens, 2010). In the previous five years, distance learning has gained believers and disbelievers. Some individuals believe that distance learning is not comparable to the traditional method of learning. I believe the perceptions of distance learning in the next five to twenty years will positively improve. I foresee that in the future, distance learning will be relied upon more than the traditional method of face-to-face instruction. The advancements in technology have facilitated the adaptation of online and distance learning and have enabled learners from all places to take advantage of this advancement.

Distance learning will continue to evolve in the next 10-20 years as technology improves and evolves. Distance education will individuals from all parts of the world to obtain education, whether related to school or a corporate environment. There are; however, challenges that must be surpassed. A key challenge that must be surpassed is the “bridging the gap of comfort” (Siemens, 2010). Learners must become used to and comfortable with learning online. This will enable that learners become adapted to this method and make use of the resources that are available using online learning. I believe that most courses and programs will be facilitated online in the next five to ten years.

As an Instructional Designer, I can be a proponent for improving societal perceptions of distance learning by designing and facilitating effective and efficient instruction in all settings I facilitate. it is important that effective and efficient online instruction and curriculum preparation is demonstrated in order to improve societal perceptions of distance education. Instructional Design professionals must understand what motivates students and the outcomes desired for the learner. It will also be important that the ID professional understands the need of students and define precise goals for designing and effective facilitating of the curriculum. ID professionals must also be personally educated and prepared in order to effectively design instruction. In addition, an ID professional must be aware and knowledgeable of the technology available as well as the needs, factors affecting and availability of resources for learners to access the curriculums. Without technology available to learners, learners will not be able to participate in the lessons. A lack of understanding of the technology and needs will detrimentally affect the delivery of the instruction.

As an Instructional Designer, I will be a positive force for continuous improvements in the field of distance education by ensuring that the incorrect perceptions of distance education are corrected. I will design effective instruction that addresses the needs of my learners. I will ensure that while designing instruction, I understand how accessible the lesson is and will ensure to do all possible to provide accessibility to resources to the learners. I will continue researching and educating myself in the new discoveries, improvements, and enhancements of distance education so that I can be a resource to others in the field.  I will also ensure that all the lessons learned throughout my program at Walden University are effectively applied to the lessons and instruction I create. I will promote the use of innovation and technology in future designing and will collaborate with professionals who can enhance my knowledge and skills in the field.

 References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Siemens, G. (2010). The Future of Distance Education. Laureate Education. Video.

Considerations when Converting Training into Blended Environment

One of the considerations for preplanning is to understand if there is a budget available for the conversion of the program. The trainer needs to secure not only a budget for the program but also for the technology to be implemented as part of the program. The trainer must also ensure the availability of resources and equipment such as computer, space for training and use of computers, and the availability of server space for the materials. It is also important to consider the program’s audience to ensure the learners’ capabilities and limitations for appropriate instruction. The content to be delivered must also be considered. The trainer must understand what limitations exist when facilitating in a blended environment; is the content appropriate for such method?

The media must also be considered; how will it be used and developed? Curriculum development? According to Simonson, Smaldino, Albright, and Zvacek, 2012 “The key to using quality instructional materials is that the appropriate media is selected…Instructional materials need to enhance the learning opportunities for students”. In addition, “the instructor can design instructional materials to direct students in their exploration of content and to actively engage them in the learning activities”. It is also important to consider what methods will be used to engage the learner. According to Smaldino, et. al., “the more actively engaged the students, the more likely learning will occur in a distant setting” (2012); therefore, it is important that appropriate methods for engagement are considered to ensure the success of the blended sessions. Some aspects of the original setting that could be enhanced are the any lectures. The lecture can be delivered face to face but enhanced with additional material or exercises for the learner to complete through the web; such as tests, activities requiring student collaboration or discussion forums among the staff. Smaldino, et. al., teaches us that “strategies such as problem-based learning, collaboration, and student-led discussions work well in asynchronous settings” (2012).

Some tips for increasing and improving communication would be discussion forums where learners must participate, group-based activities which require all team members’ participation through wikis or other collaboration tools, provide training, and stress the importance of effective communication for the success of the program and the learners.

Consideration PDF Document 

Resources

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.

The Impact of Open Source

Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations
URL: http://www.extension.harvard.edu/open-learning-initiative/china-history

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
The Chinese Studies: Video Lectures with Harvard Faculty; China: Traditions and Transformations was very overwhelming for me. I believe that this course lacked planning for delivery in a distance-learning environment. From the beginning, the technology, which should have been used, was not present. In the first video, there was a problem with the DVD, which leads me to believe that it was developed for a face-to-face setting rather than online. The slides presented as resources were very poorly designed. They were plain and boring. They were not enticing or pleasing to the eye. This type of resource does not motivate the audience but rather loses the audience. There were too many pictures. The speaker was not engaging during the lesson. It seem that this course was a face to face course that was dumped onto the Web (Simonson, Smaldino, Albright, and Zvacek, 2012).

 Does the course follow the recommendations for online instruction as listed in your course textbook?
I believe it did not. According to Simonson, Smaldino, Albright, and Zvacek (2012), it is important that designers “organize the course and make the organization and requirements clear to student” (p. 134). I feel this course lacked organization and focus. Not only the course but also the facilitator. The courses; however, was presented online, therefore, some of the recommendations were followed but he course was not designed for online learning.

Did the course designer implement course activities that maximize active learning for the students? Be sure to state which Open Course you selected and provide the URL.
According to Dr. George Piskurich (2012), part of the designing stage for the course, is to figure out how you are going to teach the course and what activities will be implemented based on the objectives of the program. I believe this course was not designed as such. There were several samples/stories shared by the presenter while delivering the content and there were slides included as supporting content for the course; however, the course was boring and lengthy and it lacked activities to engage the learner in the course. The delivery via online required for the learner to have access and the knowledge to use the internet; therefore, some consideration was given to technology.

References
Harvard Extension School. (2012-13). Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations. Retrieved October 4, 2012, from: http://www.extension.harvard.edu/open-learning-initiative/china-history

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance; Foundations of Distance Education (5th ed.). Boston, MA: Pearson Education, Inc.

Collaborative Training Environment

In a collaborative training environment as presented in example #1, media sharing sites would be beneficial to address the challenges and requirements of implementing the training workshop for the offices and to ensure that the staff share information, such as screen captures and documents and participate in ongoing collaboration. A tool such as Slide Share can allow the ID to share slides, such as PowerPoint with the staff as required. With this tool, staff will also be able to comment on, and share the content. According to The Technology of Distance Education, “media sharing sites are web sites that facilitate the sharing of content and artifacts such as text, pictures, videos, presentations, and audio files”…”the artifacts posted on media sharing sites can be viewed and commented on by a much wider audience than a video sent to a family member or a friend” (2011).

Another tool, which may be useful to address the challenges of example #1, is the use of discussion technologies such as discussion forums. Websites like “Tangler and Nabble allow synchronous and asynchronous threaded conversations – discussions in which the postings are related to a specific topic”…”Jabber and Gabbly allow teachers and students to interact synchronously through an instant-messaging-style interface” (2011). These tools will enable the required ongoing collaboration. Slideshare has been successful and used in a higher education setting in which slides containing course content has been presented.

 
References

Laureate Education. (2011). The Technology of Distance Education: Menu of Technologies. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373693_1%26url%3D

Sadik, A. (2012). Distance Education and the Internet. Retrieved from http://www.slideshare.net/u083133/distance-learning-2137094

Defining Distance Learning

Before I began seeking information regarding distance learning, I was under the impression that DL was very limited in what it could offer. I was aware of certificate programs via mail and had actually tried that in the past; however, I was aware that a master’s degree could not be obtained through “mail order”. Since I wanted to obtain more information as to the programs available through DL, I conducted research online. I looked through blogs, boards, and university sites trying to obtain a thorough understanding of the demands and requirements of learning through the internet.

Distance learning for me meant that I would obtain instruction through the computer. For me, this included a pre-recorded lesson that I would access, a web-based lesson or something else self-paced. I expected a professor to create said lessons and I expected not to have such interactive communication with individuals, whether a professor or other classmates. I assumed that the books would be available in print and that I would be assigned work, I would complete it, I would turn it in, and on to the next assignment at my own pace. I never expected deadlines, guidelines, or as I stated above, interactions.

Now that I have learned, through reading and experience, what DL is, I am amazed at realizing how incorrect my understanding was. According to According to Dr. Michael Simonson (2011), Distance Learning is “formal education that is institutionalized based where a learning group (teachers, students, and resources) are separated by geography, time and where technology are used to link the resources between the teacher and learner”. I believe that the importance of this formal education is the quality of the education. According to Moller, et. al., (2008), “the spread of performance-based testing and the growing concern with quality distance education are leading a number of providers to examine models of quality based on learner performance”. As such, “distance education could eventually be the point of leverage to develop and to propagate performance-based quality standards throughout post-secondary education”.

My new definition for DL is that DL can be obtained through the computer as well as through other technological tools, which include pre-recorded tools, web-lessons, and self-paced lessons. These tools only supplement core educational principles and concepts, which are provided in a pre-designed instruction curriculum and one that provides the opportunity to interact and learn with others to augment the outcome of the lessons.

The future of DL is somewhat predictable but its complete progression is yet unknown. Judging by current technological advances and how said advances have made DL rapidly develop and advance to a level unforeseen by many, we can only predict that DL will advance further with the refinement of the principles and the further advancement of technology. I believe there will never be a “final product” for DL because the more advancement achieved by technology, the more it will provide an opportunity for DL to further develop. However, it is my opinion that traditional methods of instruction will always remain and will serve as the principles for creation and evaluation curriculum development.

References

Moller, L., Foshay, W. R., Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Tech Trends 52(4).

Simonson, M. (2011). Laureaute Education. [Video].

Distance Learning Course

This blog will be used to post the required material and lessons for my course of Distance Learning as part of my curriculum for Walden University.

I hope you, my subscriber or visitor, enjoy the content and collaborate in enhancing my learning. Thank you.

Jia