Reflection – The Future Perceptions of Distance Education

According to George Siemens,

“Students entering higher education today, researchers note, possess a different view of technology due to lifelong immersion in a digital, media‐rich, and networked world. These learners are often described as millennials. Millennial learners, due to their digital lifestyles have expectations of education as a participative, engaging, and active environment. In order to meet the needs and expectations of these learners, Oblinger and Oblinger and Dede suggest that educators adopt tools and approaches to teaching and learning that reflect the experiences and communication habits of millennials. These tools include blogs, wikis, social networking, podcasts, online videos, and virtual worlds” (p.6-7).

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

In the future, I believe that there will be more and more people enrolled in distance learning classes. It provides the flexibility that many students need to work and attend class.  As technology continues to grow, I believe that distance learning will do follow. Dr.Siemens (2010) states that distance learning is and will continue to increase in acceptance in society.   In 2010, the Sloan Consortium found that enrollment increased 21% from 2009 to 2010 in online education programs, while the overall enrollment in higher education only increased by 2% (Hessen, 2011, Online Education Continues to Grow section, para. 1).The quality of distance education will continue to increase, if professionals treat it the same as traditional education in a classroom setting.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

As an instructional designer, I can be a proponent for improving societal perceptions of distance learning by developing methods to accurately evaluate distance education experiences.  To perform this development, I will consider quality, needs assessment, return on investment, training and performance support, improving instructional systems design, and revising learning models as necessary (Moller, Foshay, & Huett, 2008a, 71).  I will also consider the factors of diversity such as the differences in age, learning styles, attitude, experience, general abilities, and personal responsibilities. All of these factors influence motivation to learn and improve societal perceptions of distance learning. More and more research is proving that distance education provides an equivalent or even superior education (Simonson, Smaldino, Albright, & Zvacek, 2009, 8). 

How will you be a positive force for continuous improvement in the field of distance education?

I will be a positive force for continuous improvement in the field of distance education by constant training and improving my own professional learning. I believe that training is one of the essential tools for the success of distance education. I will also encourage student-teacher interactions and learn to provide independent learning activities. There will always be an open and clear line of communication between my students and myself. I will also keep in mind the necessary skills to be an effective instructional designer such as being proactive, understanding, and synergize. In order to be a positive force, I must never stop learning.  I need to become and stay active in distance learning education.

References

Hessen, P.  (2011, Jan. 7).  Distance education helps more students study science.  Retrieved from http://sloanconsortium.org/news_press/january2011_distance-education-helps-more-students-study-science.

Moller, L., Foshay, W. R., & Huett, J.  (2008a).  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. R., & Huett, J.  (2008b).  The evolution of distance education:  Implications for instructional design on the potential of the web (Part 2:  Higher education).  TechTrends, 52(4), 66-70.

Siemens, G.  (2010).  The future of distance education.  Laureate Education, Inc. (Producer).  Video.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.  (2009).  Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Converting to a Distance Learning Format

The PDF document below focus on converting to a distance-learning format. There are many concerns that a trainer or instructional designers need to take into account before converting a traditional course into an online course. Planning an online course is very important to a successful learning environment. All components need to be planned, developed, and experienced before the course is offered. In the PDF document, you will find steps and tips on pre-planning strategies, ways to enhance courses in a distance-learning environment, how the role of the trainer will change, and steps the trainer should take to encourage trainees to communicate online. Communication is the heart of the online learning process. Click the link below to view the PDF dcument:

                             http://www.scribd.com/iva_dixon/d/89593231-A7DixonI

The Impact of Open Source

Open Yale Courses

“Open source software is intended to be freely shared and be improved upon and redistributed to others. The code in which the software is written is free and available to anyone to do just about anything with it, as long as the uses are consistent with a 10-part definition maintained by the Open Source Initiative (OSI). Open source does not mean unlicensed. Open source software typically has a license, but the terms of the license should comply with the Open Source Initiative definition before the software is truly open source" (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2012, pp. 141).
The Open Course I decided to evaluate is Open Yale Courses http://oyc.yale.edu/. Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn (Open Yale courses website, 2012). Even though learners won’t receive course credits, degrees, or certificates they are still able to learn and grow in different areas. This will prepare them if they decide to go to college. The best part about this open source is that no registration is required and the lectures are recorded in a real classroom. The videos and audio elements are available on YouTube and iTunes.
“The online courses are designed for a wide range of people around the world, among them self-directed and life-long learners, educators, and high school and college students. The integrated, highly flexible web interface allows users, in effect, to audit Yale undergraduate courses if they wish to. It also gives the user a wide variety of other options for structuring the learning process, for example downloading, redistributing, and remixing course materials” (Open Yale courses website, 2012).
“Each course includes a full set of class lectures produced in high-quality video accompanied by such other course materials as syllabi, suggested readings, and problem sets. The lectures are available as downloadable videos, and an audio-only version is also offered. In addition, searchable transcripts of each lecture are provided” (Open Yale courses website, 2012).
The course I explored was Listening to Music from the Department of Music. “This course fosters the development of aural skills that lead to an understanding of Western music. The musical novice is introduced to the ways in which music is put together and is taught how to listen to a wide variety of musical styles, from Bach and Mozart, to Gregorian chant, to the blues” (Open Yale courses website, 2012).

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

• Yes this course appears to be carefully pre-planned and designed for a distance learning environment. The course is taught by an experience music professor and author. This course offers the necessary materials for a distance learner. There is a syllabus, sessions, a survey, buy books, and other course materials. There are also twenty-three lectures that are available to learners. Each lecture provides an overview and a video. Some lectures even have extra resources. Learners shouldn’t have a problem with this course. Everything that is needed to succeed his course is present.

Does the course follow the recommendations for online instruction as listed in your course textbook?

• This course offers Organizational Guidelines, Unit-Module-Topic Guidelines, Assessment Guidelines, Content Guidelines, and Instruction/Teaching Guidelines as the course textbook recommends for online instruction. These guidelines are used to offer and develop ways to organize courses for a distance learning environment.

Did the course designer implement course activities that maximize active learning for the students?

• I do believe that the course designer implemented course activities that maximized active learning for the students. He offered quizzes, listening exercises, tests, and reviews. It’s up to the learners if they want to participate to learn about music.

The course and other materials are very clear and understanding. The learners are provided with an overview to give them insight on what to expect during each lecture. The professor shows interaction with students and he provides musical presentations for learners to understand.

 

 

References
Open Yale Courses. MUSI 112: Listening To Music. Retrieved on April 8, 2012. http://oyc.yale.edu/music
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.