Reflection

Reflection

Distance learning has evolved in many different ways since I twas first introduced in the early years of education. It will continue to change it is supported and more people utilize the features. “Technology has also changed the face of education” (Galusha 2008).

Like all new things, distance learning has its positive and negative views. The idea of something nontraditional is threatening to individuals who do not like to be out of a comfort zone. As society has change many people are thrust into this new environment for job training or to complete education. “In preparing to enter the next century, educators of adults face the challenge of serving a student population and society that is increasingly diverse” (Galusha 2008). Many adults are choosing this option due to family structure, time, or other needs that cannot be met in a traditional classroom.

With these new individuals entering the world of distance education, a new light is being shined. As each generation is becoming for and more reliant on technology the idea of distance education is slowly becoming a more positive idea. Schools are utilizing website for lesson when class is not in session, students that cannot attend a regular classroom are still having educational needs met. Students are having more opportunity to take classes with a flexible schedule (Usjournal.com 2012). This is not only a plus for working families but also a positive for students who are working or cannot make the transition to a traditional college.

As an instructional designer, I think its important to not only explain distance learning and encourage individuals to use it, but I also think making the experience less threatening will also be a huge benefit to society. The positive of instructing as many people as possible with as much ease as possible can benefit not only the work force but those who experience the work force. Digital technologies for learning, such as self-paced learning modules, multimedia case studies, simulations, video tutorials, and communications and assessment tools, can increase the array of learning opportunities for adult students and their teachers (OVAE 2010).

References

Galusha, Jill (2008) Barriers to Learning in Distance Education. Retrieved from http://www.infrastruction.com/barriers.htm

OVAE (2012) Technology and Distance Learning. Retrieved from: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/tdlearn.html

USjournal.com (2011) The Advantages of Distance learning. Retrieved from: http://www.usjournal.com/en/students/help/distancelearning.html

Based on the: Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:

• What are some of the pre-planning strategies the trainer needs to consider before converting his program?
• What aspects of his original training program could be enhanced in the distance learning format?
• How will his role, as trainer, change in a distance learning environment?
• What steps should the trainer take to encourage the trainees to communicate online?

Based on what you have learned thus far in this course, formulate a best practices guide for this trainer to follow when converting his program to a distance learning format.

After thinking about and reviewing how I set up a CMS, I believe there are many things to consider. First of all, the role of an instructor changes. In face to face instruction, discussion can be changed and utilized a little differently while on line its student lean and motivated to keep the discussion going. If a student isn't motivated there is not a lot for the instructor to do to keep them motivated. 

Once this is considered, its important to pick the right CMS. It all depends on the audience and budget. Money shouldn't be everything but yet it is.  With a company with little budget, or a company with a bigger budget can change the capabilities of a CMS. It also changed the audience. If designing for different types of companies changes the audience as well as the CMS. 

Beyond the CMS is the requirements within, from privacy settings, to accessibility and storage. If a site can't hold project or is not stable its not worth investing time into.  


There are many other things to consider when picking a CMS and creating a blended course.  Be sure to know how to pick what is best for you. 

Open Course - Open Culuture

Open course websites can offer many types of learning. As reviewing, I seemed to have a love hate relationship with the layout of www.openculture.com.

As an avid user of the internet, I would say that my biggest complaint about this site is the forever scrolling of the page. To me, this is a nuisance, and I would rather have separate pages to find things. Many times the information gets lost as its at the bottom of the page and buried withing the site. This is also a problem when learning. The eye has to continue to jump as its reading the page. “Each medium has its own aesthetic” (Simonson, Smaldino, Albright, & Zvacek 2012 p 172). This can be detrimental to students with learning needs (Simonson, et al 2012 p 174).

There are positives to this page, as colors and the font are eye pleasing. Although these may seem silly positives, its important to have these qualities, for when I stare at a computer for a large amount of time, my eyes tire, the bright colors speed up the process.

I do feel like the site was overwhelming, and I have a feeling that if a teacher can feel this way, I can only imagine what others feel like. I feel like looking through all the different options lacked organization. There was no clear place for communication which Simonson, Smaldino, Albright and Zvacek suggests is important for students to received feedback. As I navigated the site more and more searching for online courses and other things that might appeal to me I found my eyes wondering toward ads and other distracting things. To me this was part of the disturbance that would occur within the classroom. “Classroom distractions are noise, as is ambiguous or unfamiliar information” (Simonson, Smaldino, Albright, & Zvacek 2012 p 91).

All these lacks make it less and less appealing for distance education and from a instructional design point of view. I did click on a few different courses and explore the possibilities only to be more drawn away from each site. I chose to look at a few different literature classes. The page was a picture of the professor, a list of resources and a link to join the study group. I didn't see the actual learning modules.

There are many positives to this site. Many of the courses have websites, as well as audio or audio and video presentations. There is also a RSS feed and other social network links available. “The effective use of a variety of media to facilitate communication, combined with criticial quantities of well-structured face to face instruction and learning, have characterized many distance-delivered programs” (Simonson et al 2012 p 175).

This site could be very useful with a better layout. I think that it lacks organization and a well thought out plan. It took planning to collaborate all these parts, but how the site is presented lacks professionalism.

References:

Open Culture (2012) Literature Free Courses. Retrieved from: www.openculture.com

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