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

Reflection about my Learning Theories and Instruction Course

Reflection

Many individuals believe that learning is a simple and normal process which all individuals young or adults experience automatically. Many others believe that you do not think about learning because it is present at all times. However, learning is more complex than what is thought to be. Learning involves internalization through cognitive processes and involves lessons and reactions from what surrounds the learner, the learning environment, and input and support from facilitators. According to Dr. Ormrod (2009), “To teach effectively, you've got to know how learners learn…in particular how they think,  what's going on in their heads  as they're studying, as they're reading, as they're responding to questions, and so on”. As such, in order for instructional professionals to be effective, they must thoroughly understand the learning and thought process of their students. This will ensure their lesson is effective.

What did you find surprising or striking as you furthered your knowledge about how people learn?
Some facts which I found interesting and surprising are the theories of theorists which existed many years before this decade which presented the principles of learning and knowledge before the evolution we are currently experiencing in technology. It was amazing to me how these principles apply so perfectly to how we learn today; however, some of the theories; such as Lev Vigotsky's Sociocultural Theory were not in use until recently. It was also amazing how these theories could have potentially helped in the evolution of science and technology in years preceding today; however, people failed to discover them and/or apply them since “learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning” (Ertmer, 1993). It has also been interesting that the process of learning involves many factors, internal and external and the instruction received depends on the instruction provided. The instruction must be concise and the manner in which is taught must take in consideration the how the learner conceptualizes and interprets the information/lesson taught. Another factor interesting to me is the importance that cognitive processes have in an individual’s learning and thought processes.

How has this course deepened your understanding of your personal learning process?
The content of this course as well as the resources provided have immensely opened my eyes about learning and in particular about my own learning process. According to Ertmer (1993), “learning is an enduring change in behavior or in the capacity to behave in a given fashion, which results from practice or other forms of experience”. I realized that my social environment truly influences the manner in which I learn. According to Ormrod, Schunk and Gredler (2009), “Vigotsky considered the social environment to be critical for learning and thought that social interactions transformed the learning experiences”. As such, my social interactions with professors, peers, family, friends and my environment influence the way I learn. I now realize that I conceptualize lessons by association. I often find myself comparing lessons with prior experiences to interpret a concept. In addition, my environment allows me to “transform my thinking” (Ormrod, Schunk and Gredler, 2009). This course has also allowed me to realize the effects of Behaviorism as it relates to learning and to learn about my learning style.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?
According to Ormrod, Schunk and Gredler (2009), “the theories of learning identify essential events of learning or cognitive development that apply universally-in any learning setting and with any student”. I have learned that learning styles are the manner in which individuals learn and conceptualize the information provided and the learning theories describe how the learning occurs. Learning theories also influence the development of educational technologies. Educational technology is a vehicle which aids in the delivery and reception of the concepts taught and enables learners to further explore and enhance their learning experiences. However, it must be noted that according to Semple (2000),

New tools alone do not create educational change. The need for teacher training is frequently overlooked in technology initiatives. It is assumed that teachers know and understand theories of learning and can apply them in a learning environment. It is assumed that they can incorporate educational technologies and use them appropriately. When trying to create systematic reform in the classroom, professional development can influence student learning through its impact on teaching.  

Therefore, the responsibility on learning with technology lies on the learner.

“Motivation is an internal state that arouses us to action, pushes us in particular directions, and keeps us engaged in certain activities” (Ormrod, Schunk and Gredler, 2009). Motivation is what keeps learners engaged and driven to achieve a goal, whether it is learning a lesson or completing a task; motivation determines if it is actually accomplished. According to Dr. Ormrod (2009), in order to keep learners motivated, they must be provided with simulations, problem solving activities, brainteasers, and challenges. Lack of these may affect the learners’ motivation, lack of confidence and lack of attention

All these are powerful tools which promote student learning; they enable learners to learn and to maximize their learning ability by understanding how they learn, use tools to enhance what is learned and to continue to have the drive to keep the learner engaged.

How will your learning in this course help you as you further your career in the field of instructional design?
The lessons I have learned throughout this course have been of great impact and benefit to my future career in the field of instructional design. What I have learned will enable me to use the lessons learned concerning learning styles and theories to design effective curriculums, to utilize tools to maximize the learning experience and to instill motivation on learners through my lessons. As an instructional design professional, I will first become a learner; I will become a learner of technologies and tools that will aid in the delivery of my curriculums. I will also become motivated so that I can motivate my learners to attain their goals. Furthermore, I will implement methods which are effective in the delivery of lessons to individuals with different learning styles through the use of technology. Last, I will encourage learners to use their networks and support structure as resources to assist them, as needed.

            In conclusion, throughout the past eight weeks, I have learned that I was unaware of my own learning process. Learning not only relates to the lesson being taught; it relies on the manner in which the learner thinks and processes information, the influences in the learner’s environment as well as the delivery of the lesson. As instructional designers, we must use the resources available to enhance the learning experience of our audience while effectively implementing lessons which are concise in nature. In addition, we must commit to being responsible for delivering knowledge and lessons that are unique and effective for individuals whose learning styles differ and for ensuring that the content of said lessons engage the learners and allows them to attain their goals.

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Laureate Education Inc. (Producer). (2009). An Introduction to Learning. [Video]. Dr. Jeanne Ormrod. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051994&Survey=1&47=9808476&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education Inc. (Producer). (2009). Motivation in Learning. [Video]. Dr. Jeanne Ormrod. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051994&Survey=1&47=9808476&ClientNodeID=984650&coursenav=1&bhcp=1

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. Chapter 6-7, Constructivistic Theory, Motivation and Affect. (pp. 190-224)

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3).

Fitting the Pieces Together

The review of the different learning theories and learning styles have made me aware that there is a variety of ways from which to learn and have helped me understand how to best utilize my resources in order to maximize my learning. The lessons have also allowed me to understand how others learn through tools, the environment in which they are in as well as themselves. In addition, the theories have taught me that there is no one definite way of learning but that the environment in which I am in and how the lesson is facilitated can greatly influence my learning as self-awareness, pride, and motivation can.

The learning theories discussed in the past weeks have enabled me to understand how the social environment affects my ability to learn and to process what has been learned. Vygotsky’s sociocultural theory has enabled me to understand that social interaction and cultural environment has a great impact in the way in which I learn. This also helps me understand the contributions, such as knowledge others impart onto me and how they affect my learning process.

Technology is extremely important, especially in my learning on a daily basis. Technology enables me to research topics of interest for personal affairs as well as educational affairs. Without technology, such as the access to the internet, I would be lost as I use the internet for school, to research information, to pay my debts, to make reservations and to communicate with my peers and family, which is part of my learning network. I can say that technology is first and the main tool I use as it enables me to learn and to fulfill my responsibilities. I use the computer and internet for business a large part of my time as well and due to my position, I have become to rely on technology to complete the majority of my work as well as my superiors. Technology has definitely enabled society to conduct business in a faster and more efficient way when compared to the manner in which business was conducted twenty years ago.

Connectivism



It is truly interesting how my view about learning has evolved throughout the years as I have matured. In my younger years, I thought of the lessons I learned through peers, jobs, and family as lessons which were interesting and which might serve as reference in the future, but they were just lessons. Now that I am mature and understand the lessons I obtain more in detail, I treasure the value these have and the impact they may have in my professional career and personal life. When I learn something, I immediately cross-reference it with an experience I may have had or as something of value that may help me in the near future.

My network connections, (professional, educational, personal, and technological); have been of great influence to me. My educational network has made available tools and material, which have enhanced my knowledge and understanding of concepts not known before. Professors have shared personal and professional experience, which have enhanced topics of interest and electronic tools have been essential and valuable for facilitation and understanding the concepts and lessons taught. Supervisors, peers, and material in my professional network have allowed me to understand the needs of my organization and have taught me lessons that have enabled me to learn by utilizing the tools available within the workplace including learning from my peers and technology. My personal network has provided insight on issues and subjects of interest. The communication within my personal network through tools such as email and social networking has allowed me to explore new matters and have enhanced my learning of electronic tools. Lastly, technology has not only made online learning possible, it has also enabled me to share with others, meet new people, and have an enormous amounts of information and learning tools at my fingertips.

Digital tools such as blogs, e-journals, e-books, e-newsletters, webcasts and educational websites best facilitate my learning. These tools provide information, lessons, and insight of subjects of interest and educational material needed not only as part of my educational curriculum but for information and lessons about personal topics of interest such as hobbies, household affairs, and professional research. To gain new knowledge when I have questions or concerns, I often use search engines such as Google, Bing, or Yahoo to ask questions or request information as needed. The content on the internet today, is much up- to-date and many times more concise than published information. I then read the information posted on the links returned from my search and adapt the information if appropriate. In addition, if I know a source that can provide me the information I need, I search for the information directly on the website. I also supplement my search with published information, if need be.

Finally, my personal learning network supports the tenets of Connectivism by providing me the opportunities and information sources from which I can learn.

Reference

Laureate Education, Inc. (Producer). (2009). Connectivism. [Video]. George Siemens.

Interesting Blogsite for Instructional Design Professionals

I am sharing a link to an article found on the Ideas blogsite which I came across and found interesting about the benefits of online teaching.

http://technologysource.org/article/ten_ways_online_education_matches_or_surpasses_facetoface_learning/