Creating a desirable training experience can be intimidating and daunting on a novice instructional designer. The one mistake that any facilitator or designer could make is thinking that taking materials used in face-to-face instruction and dumping them online for use in instruction would be just as effective as a traditional classroom setting. According to Simonson, Smaldino, and Zvacek (2015), the shift to online learning is not new and rather than a teacher centered environment, online learning focuses of a student-centered learning environment. Defined as a shift to a self-paced learning style where students are responsible for their own active learning (Nanney, 2004), student-centered learning is at the core of distance learning, and apart from blended learning opportunities, there are many considerations that must be taken when making the shift from face-to-face instruction to distance learning.

        In the given scenario, the trainer is planning to convert their face-to-face instruction to a blended learning format in an effort to keep students engaged in instruction while still maintaining interactivity among students. The first strategy I would recommend to this trainer will be to find a way to integrate cooperative learning online. Described as an effective way to continuously capture the interest of participants (Lynch, 2010), by using cooperative learning online, students are assigned to various roles that helps the group achieve learning goals rather than get lost in a matrix of not knowing where they fit in or where they can contribute their ideas. In establishing cooperative learning instances online, Lynch (2010) warns that roles must be clearly defined so that learners know their position and that each student knows exactly what tasks they need to carry out.

      Another strategy for this scenario in transitioning from face-to-face instruction to a blended learning environment, would be for active participation throughout the course from instructors and facilitators. According to Piskurich (n.d.), although online and blended learning environments are mainly student-centered, it does not necessarily mean that once the course is launched the instructor could walk away from their students. Piskurich advises that facilitators should continuously interact with their students letting them know that there is still support in the event questions should arise. Communication methods should include constant emails providing students with necessary updates, and emulate communication styles similar to face-to-face instruction demonstrating to students that facilitators are readily available to hash out any issues problems and concerns.

      One asset that could be enhanced in the distance learning format will the use of video technologies to record lectures for future use by students.  Simonson, Smaldino, and Zvacek (2015) discussed this advantage as providing access to students who may not have had the opportunity to attend a physical class. In my own personal experience, a videotaped lecture adds variety in an online environment, as it breaks the monotony of researching articles online or completing book reviews. Another advantage of using videotaped lectures, is that students experience a similar feel to that of the classroom environment and while they are not in a physical classroom, students are still able to have that classroom environment mimicked by watching the presentation online.

      To encourage communication online, Durrington, Berryhill, and Swafford (2006), outlines several strategies for facilitators. Firstly, the authors encourage posing questions that are related to student’s postings that are not only directed to one student but asks other students to expound on a thought or idea. By doing this, all students are encouraged to participate rather than feel excluded or think that a post is not related to them causing no response or non-participation. Another step the authors discussed in their 2006 article would be a formulation of “problem-based learning (PBL).”  In this instance, after students were placed in groups, they would be given scenarios to create solutions and encourage ongoing discussions among student groups.  To limit confusion, each group would be given its own space where they can freely discuss issues and compile ideas to present to other participants. The authors however caution against intervening too quickly and to allow students to re-order their steps even if these types of groups may take a longer time to develop their ideas than a traditional face-to-face class environment.

References

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Laureate Education (Producer). (n.d.). Facilitating online learning [Video file]. Retrieved from https://class.waldenu.edu

Lynch, D. J. (2010). Application of Online Discussion and Cooperative Learning Strategies to Online and Blended College Courses. College Student Journal, 44(3), 777-784.

Nanney, B. (2004). Student-centered learning. Retrieved December 12, 2015 from http://ollyusofalhaj.ipgkti.edu.my/sumber/resosbestari/PENDEKATAN/scl/7%20SCL-Nanney.pdf

Refelction

Siemens (n.d.) described it best during his narration of distance education five years ago: “…it seems almost comical, five years ago, if you sat down with someone and said, you’ll be on Skype having a video conference with a group of friends the voice quality clear as if you’re on a telephone, a lot of us thought it would have been impractical…” When the internet was first introduced, I remember it being this wonder that many thought would not last. From the days of dial-up (slow connection speeds) to sharing a telephone and internet line, we have now been ushered into the age where connection to the world is instant and various communication mediums are readily available at our fingertips.

      It is my belief that we as educators will come to the realization that technology and distance education will continue to be intertwined in the next 5 – 20 years. The main factor that is driving the future of distance education is technology, and the rate it advances. A 2009 article published in the Wall Street Journal described the technological advancements best; corporations are able to view feedback and response to technological innovations at a much lower cost almost instantaneously now versus 10 years ago. Education is not stagnant and this is evidence by the new and emerging theories that we have about distance education.

      Previously, education theories were limited to the classroom experience, however, once distance education developed, theories emerged and became popular. For instance, the theory of independent study, the theory of independent study and theory of transactional distance and the theory of industrialization of teaching are only some of distance educations theories that were developed in the past 30 years or so. According to Simonson, Smaldino and Zvacek (2015), Holmbery described the need for theory as a way for educators to gain understanding of what the future of distance education will be and under what circumstances distance education will develop.

      As an instructional designer, one thing we have to remember is there is an audience for distance education and the considerations of that audience is important to what we do. Without our learners, there will not be a market to satisfy and what then will be our future? Gambescia and Paolucci (2009), noted that regardless of the continuing issues faced in distance education, the main issue that lies at the forefront is the topic of academic integrity and fidelity. The article discussed how certain academic fidelity attributes were noted by future participants based on what was seen on a university’s website. The attribute that stood out to me in this study was the presentation of faculty members to students. The study indicated that once it is presented that faculty members were well trained as those in the traditional setting, fidelity was high. It is our responsibility to keep abreast of emerging technologies and also be well trained in order to keep a high confidence level to our participant. Never will we want to appear as “individuals who decided to teach” but rather professionals who are well versed in the education field.

      It is important that we always keep an open mind and embrace the role technology plays in distance education. Any new technology will be met with skepticism at first, but it is an educator’s responsibility to make an attempt to explore how it will be useful in the classroom. In my daughter’s kindergarten class, during the last week of school prior to the Winter break, her classroom teacher sent home a contract to sign for use and guidelines of a school sponsored iPad. Can you imagine what the reaction was initially regarding the costs and other underlying issues in providing every student with an iPad? However, someone or a group had to have been a strong proponent of its use and demonstrated how it would be beneficial to students. It is because of the strong support of instructional designers and theorists why we are able to implement such technologies, and it will be our duty to continue to push these agendas to these emerging technologies a mainstay in our educational environment.

References

Brynjolfsson, E., and Schrage, M. (2009, August 17). The new, faster face of innovation. The Wall Street Journal. Retrieved December 19, 2015, from http://www.wsj.com/articles/SB10001424052970204830304574130820184260340

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

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., and Zvacek, S. (2015). Definitions, history, and theories of distance education. In Teaching and learning at a distance: Foundations of distance education (6th eds., pp. 40). Charlotte, NC: Information Age Publishing.

      Authors Simonson, Smaldino, and Zvacek (2015), describe and open source management system as a free management system that supports learning and meets specific needs of a learning community. The course I choose to review was Human Emotion presented by Yale University’s Psychology department. I first accessed this course though my iTunes U app on my smartphone, however, when I attempted to search online on Yale’s Open Yale Course website, the course was not available. I believe that since this is a newer course (dated October 14, 2013), it has been integrated in iTunes U rather than being available on the website: http://oyc.yale.edu/. I will also be providing screenshots throughout my discussion to demonstrate my experiences as I navigated this course.

Figure 1: Screenshot of the course page on iTunes U.

      Overall, as a browsed contents of this course, it appears to be carefully pre-planned and designed for a distance learning environment. The first design element that I noticed prior to viewing the course, is that there is a video and audio component of the lecture, supplemented by an audio only component of the same lecture. I enjoy this features as this gives the participant the opportunity to choose how much data they are willing to use to access a lecture. For instance, for a participant who does not have access to Wi-Fi, they can choose the option of listening to the audio only, unless there is access to connect to an available network.  Another element that indicates this course was carefully planned is the orientation that is given prior to the actual lecture. During this course orientation, the instructor June Gruber provided an overview on how the course is structured, what to expect and offered external links to be successful in the course.

Figure 2: Screenshot of course orientation.

    In Simonson et al’s text (2015), the authors outlined four recommendations for distance delivered instruction which includes:

Organizational Guidelines

      While this course does not follow this guideline, it is still organized in a manner that it clearly outlines which topics it is going to cover and also indicates if it is the actual lecture, take away questions, or the expert interviews.

Assessment Guidelines

    The authors indicate that for distance delivered instruction, it should have at least one major assignment per unit and one major assignment per two or three modules. One feature of this course is that at the end of each lecture, take home questions are provided to viewers to reflex on what was discussed. After each lecture, participants have the option of participating in a live discussion panel to discuss information presented in the lecture and pose any additional questions one may have had.

Content Guidelines

      Not only are videos and audio files are available through the iTunes U app, but there is also a supplemental website in which participants can access additional materials, external links, and the expert series that is also available in catalog listing.

Instruction/Teaching Guidelines

      Unfortunately, I was not able to review this guideline as videos were not time/date stamped and all the episodes of the course were listed.

One of the best activities that I found to maximize active learning for participants was the opportunity and individual has to participate in the live discussion available. While there are no discussion boards available for this course, the live discussion session is a great alternative to encourage discussion and collaboration amount students.

Reference:

Simonson, M., Smaldino, S., and Zvacek, S. (2015). Instructional design for distance education. In Teaching and learning at a distance: Foundations of distance education (6th ed., pp. 153-156). Charlotte, NC: Information Age Publishing, Inc. 

Learning Management Systems at Work

      Described as one of the key components of e-learning, asynchronous learning is described as learning that is facilitated by various media such as discussion boards or email. This type of learning is supported by collaboration and learning between participants and the teacher, even when they all cannot be in the online environment at the same time (Hrastinski, 2008). This week, I choose the example of asynchronous training to explore. In this example, it described a biodiesel manufacturing plant that needs to implement safety training modules to staff regardless of their shift, and also a way for supervisors to monitor employees learning and engagement.

      Given this challenge, the first distance learning technology that I think suitable for this scenario will be the use of a learning management system (LMSs). According to Simonson, Smaldino and Zvacek (2015), unlike a course management system that focus on instructor management, a LMSs main focus is on the participant learning and learning outcomes over a period of time. In the example provided, it stressed the importance of shift supervisors being able to monitor employee’s growth to ensure that the modules promote learning in the workplace.

      In a 2014 article by Harven, several examples were chronicles several universities debating the switch from course management systems to learning management systems. In the article, one Associate Vice President of academic technologies at Santa Fe College, admits that the university was successfully able to switch to Canvas by Instructure due to its ease of use. One of the benefits highlighted in this article of using a LMSs, was that participants were primarily in control of their learning and they were able to track their progresses in each course far better than in a CMS.  

      In discussing CMS and LMS, I found an interesting graphic from mfldstein.com/state-us-higher-education-lms-market-2014-edition/ that shows the progression and development in the switch from CMS to LMS. This graphic is particularly interesting as it shows the shift from facilitator management to participant management.

      The above graphic demonstrates that although blackboard (a CMS) still has a share in the distance education market, LMS platforms continue to emerge and place their mark on the industry. The LMS platforms noted above are Canvas, Sakai, Moodle, Angel, Brightspace, and Learning Studio from Person. As displayed in the graphic, from 1997 through the early 2000’s, CMS had a monopoly on the distance education market, however that started to shift with the introduction of the LMS. While not completely phased out, the graphic clearly shows the development and successful implementation of LMS in not only corporate institutions, but also in higher learning institutions as well.

References:

Harven, M. (2014, July 10). Changing learning management systems in higher education. Retrieved November 13, 2015, from http://edtechtimes.com/2014/07/10/grumbling-learning-management-systems/

Hill, P. (2014, October 22). State of the US higher education LMS market: 2014 Edition. Retrieved November 14, 2015, from http://mfeldstein.com/state-us-higher-education-lms-market-2014-edition/

Hrastinski, S. (2008). Asynchronous & Synchronous e-learning. Educause Quarterly, 4, 51. 

      In 2008 when I started my online degree, my distance learning experience involved about 65% online learning while the other 35% of the time was spent in the physical classroom. At that time, everyone in my class resided in the state I lived in because we convened at least two days during the week for classroom time. My definition back then was: “distance learning is the process that afforded a student the ability to partake in classroom due to lack of time or some other instance, while still being able to have an educational community to support that learning.” Stating this course truly exposed me to what distance learning truly is: “A community of learners regardless of location, who are facilitated and guided electronically with the hopes of attaining the same goal; expansion of knowledge while obtaining a degree. While it may not be the same as an expert definition, Simonson, Smaldino, and Zvacek (2015), defined distance learning as “institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.”

      As I have learned in education, no definition remains the same as thoughts, and now technology are constantly evolving producing better ways of thinking and more efficient ways of doing things. Because of this evolution, the future of distance education will not remain as it is today, or even two years from now: what would work in today’s world, will not necessarily work in the future. This does not mean that what we are doing now will be null and void, however, the future holds much promise for advancement and new technologies. Distance education is not all about technological creations, but as the three part article from Moller, Foshay, and Huett (2008) discussed, facilitators and instructional designers alike have as much as a stake in the advancement of distance education.

      In my current career, the value of any type of education is held to a certain standard as high expectations are place on employees after taking the course. While not all courses are delivered online, the ones that are hold great promotional opportunities to employees, while classes held at a physical location are more for personal development. In addition, the distance education opportunities that are presented online by my employers, offer an immediate solution to training employees on the ever changing policies. For instance, during open enrollment for health insurance every year, rather than reduce customer service man hours, job aids are created for online learning so that employees are able to multi-task learning and actual production. I believe that distance education will have a different meaning in each field as each organization has different goals to fulfill. Distance education is not one dimensional as there are many reasons in which organizations and individuals choose to participate: ease of access, limited travel resources, ease of distribution of content, and a host of many others. Maybe ten years ago technical knowledge may have played a role but I no longer believe this is the case as the advent of smart phones and constant software and hardware upgrades are constant.

      In my opinion, the strength in the distance education course that my company provides is that content is used every day and the added benefit of being able to receive promotions or merit raises from partaking in the course. For instance, to advance from a Grade 9 to a Grade 10, employees will have to take a total of three course within their first year of employment. I clearly remember nearing my one year anniversary at my job, even though I was achieving all of the metrics set forth by the company, I still had to participate in various distance education programs that were available on the company’s intranet. In this instance, distance education will continue to flourish due to the investment placed into it. While this is the case at my organization, another organization may not stress the importance and value in distance education for its employees. I believe that it is up to each organization to continuously train and invest in its IDs to continue the expansion of distance education programs.

      As we continue to experience changes and upgrades in technology, I strongly believe that it is up to stakeholders to keep up-to-date and grow with it. Education is not stand alone and we must all make an effort to ensure its growth. While traditional institutions will not go away, it must be understood that increasing work, family, and personal commitments will continue to change the meaning of not only education but also distance education. In my hopes for the future of distance education, trainers will be able to hold short (about 15 minutes) video sessions in a training environment that encourage interaction among employees especially in large organizations. I believe there are enough programs available for this, however, other variables such as upgrading computer systems and maintaining productivity will have to be worked out.

     

Resources

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web.Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Definitions, history, and theories of distance education. In Teaching and learning at a distance: Foundations of distance education (6^th ed., pp31-40). United States, USA: IAP

Welcome, Welcome Welcome!!!

      After completing four semesters of MS in Instruction Design and Technology, I can do longer say that I am a newcomer to the field. Ever since I started my Associate's degree in Journalism and Communication, I have always been fascinated with how instructors do what they do to keep students engaged in learning. Although I continued and successfully completed a Bachelor's degree in Mass Communication, the desire to facilitate never wavered and I was able to earn a Master's in Adult Education.
      Throughout the years, I have always held some capacity in facilitating, whether it was mentoring new hires or developing a departmental guide. In an attempt to further my personal and professional development, I have embarked on this journey to not only expand my knowledge but to also foster a relationship with those in my field and use their experience as a guide in my own exploration.
      I am originally from Trinidad and Tobago, however, I currently reside in Little Rock Arkansas with my five (soon to be six) year old daughter Jazara. I am currently employed at Arkansas Blue Cross Blue Shield as a Customer Service Representative for the Blue Advantage National Accounts. Outside of work, I occupy my time by participating in crossfit activities, marathons, crafting wreaths and door hangers and also gift baskets for any occasion.
      I thank you for following me as I journey and share my thoughts for the duration of this course!!!