Converting to a Distance Learning Format

In chapter 12 of Teaching and Learning at a Distance: Foundations of Distance Education by Simonson, Smaldino, Albright & Zvacek, there is a section titled, Distance Education: Eight Steps for Transforming an Organization.In the above scenario, the facilitator has identified the need to take his training to a new level in order to extract the quality necessary for his trainees success. He sees the original formula is not working any longer.  Based upon the the eight steps highlighted in Teaching and Learning at a Distance: Foundations of Distance Education by Simonson, Smaldino, Albright & Zvacek, the leader must “first establish a sense of urgency” (Simonson, Smaldino, Albright, & Zvacek, 2009).  He saw the opportunity and maximized it by approaching his supervisor and sharing his valid concern, reasons, and solution. He obtained permission and buy-in.  

Next, Simonson, Smaldino, Albright, & Zvacek  indicate the need to “form a powerful planning group”(Simonson et al, 2009). The facilitator will want to follow this advice by inviting key people from existing departments to contribute to the effort in order for it to be done well. For example, he should seek out colleagues who share his vision and go from there adding others with expertise.

Step three is for the leader to formulate the vision itself, followed by communicating the vision. In our scenario, the facilitator has already set the stage for these two steps when communicating with upper-level management and his planning group. The planning group will serve as the cheerleaders behind the transformation. They are the biggest supporters and will spread the word, thereby creating buy-in and expectation from outsiders.

Step five is to delegate to supporters. Give them ownership interest in the project. Allow for the ideas of others to flow through brainstorming sessions and risk-taking opportunities. This leads into step six of “planning for and creating short-term wins” (Simonson et al, 2009).  It is vital for all involved to see victories during the process.

Step seven encourages leaders to diversify the distance education activities collected. This moves the project of change forward. It is here that ever player is put into position and is ready for the introduction of change. Finally, step eight is to display the success stories and tie it all in to the mission of the organization.

By following these eight steps, the facilitator in the scenario mentioned above is sure to have begun a new era within his organization.

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

Open Course Distance Learning

Based upon my research, I am finding that all aspects of the planning process is crucial from its inception and on-going. The planning process never seems to end because after the program is up and running, it is essential to solicit for feedback from students on their level of satisfaction with the program. Therefore, when I think of the phrasing, “most important aspects of the planning process for distance learning”, it is easy to assume there are some facets of the planning process that receives more attention than others. According to our course text, “the absence of a realistic business plan is a foremost reason why online learning ventures fail” (Simonson, Smaldino, Albright, & Zvacek, 2009). The authors specify that included in thorough business plans are the following:
•Market analysis
•Compatibility with institutional positions
•Institution’s ability to support necessary technology requirements
•Institution’s capacity to support online faculty
•Institution’s capability to offer student support to online learners
•Institutional policies must be able to welcome an online program
•Marketing campaign
Quality control processes
•Who and how will the program be governed
•Cost to attend
•Operational expenditures

            The aforementioned are, indeed, essential.  While it is impossible to access Yale’s business plan, it is convenient to experience the online course to be able to adequately identify evidence of thorough pre-planning.  According to the course text, Teaching and Learning at a Distance, organization of the course is important.  Students deserve to have a clear, concise understanding of course requirements. This includes “calendars, activities, and expectations” (Simonson et al., 2009). The developers did not include a calendar, however, included was a syllabus that clearly informs students of the name of the professor, a brief description of the course, required textbooks, attendance expectations, and grading information. Simonson, Smaldino, Albright, & Zvacek (2009) feel it pertinent that students have a constant stream of updated information through timely announcements.  No announcement page exists in the open course site.  How are students kept abreast of changes in deadlines, schedules, supplemental resources, etc.?  Is this due to the program not offering course credit? Possibly, the use of personal email accounts are being used where the professor blasts to the entire course population. Unfortunately, there is no evidence that answers this question.

There are so many aspects of the planning process that are absolutely essential for distance education programs, but are too numerous to mention here. With this in mind, designers should take away the one fact that to plan thoroughly is to plan successfully.

           
             The Open Course site I chose is Open Yale Course located at http://oyc.yale.edu/religious-studies/introduction-to-new-testament.  The course I examined is Introduction to the New Testament History and Literature. The course developers followed the suggestion of “extending course readings beyond the text” (Simonson et al., 2009) by incorporating the Bible as an extension of the reading materials to be consulted. In addition, the course was developed with the adult learner in mind. Seeing as adult learners are more self-directed in how they acquire information, the developer offered a variety of ways for students to access lectures. They can access materials in a way that motivates and maximizes their  learning experience. The course does not micromanage learners. Expectations are clearly set and communicated through the syllabus and the class sessions.

Unfortunately, the activities in this course are limited to lectures that are provided in the form of transcript, audio, and video. Included in the activities are required readings from the course textbook and the actual Bible, itself.

References

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

Williamson, J. (2010, June 18). Distance Learning for Students with Disabilities: Distance Education.org. Retrieved February 1, 2011, from http://www.distance-education.org/Articles/Distance-Learning-for-Students-with-Special-Needs-260.html

United States Department of Justice. (2006). Customers with Disabilities Mean Business (2006). Washington, D.C.

Solution: Collaborative Training Environment

Scenario: A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

In this scenario, the client is in need of a training experience that would connect staff to the same content and connect the staff to each other because they are all housed in different locations and time zones. To ensure staff  has means to share screen shots, documents and participate in group discussions and projects, the robust features offered by VoiceThread is an excellent choice.  

“Software companies are creating user-friendly applications that are an asset to business and educational settings alike” (Beldarrain, 2006). This is, especially true of the company that produces VoiceThread. Communnication-driven, VoiceThread allows for the “overlapping fields of  experience” (Simonson, Smaldino, Albright, & Zvacek, 2006) of students of varying levels, teachers, parents, administrators, managers, etc. This innovation is so easy to incorporate and use that elementary school children are participating in projects using VoiceThread. “VoiceThread is a collaborative, multimedia slide show that holds imges, documents,and videos and allows people to navigate slides and leave comments in 5 ways- using voice (with a mic or telephone), text, audio file, or video (via a webcam). Share a VoiceThread with friends, students, and colleagues for them to record comments too” (Voicethread, 2011). 

VoiceThread is portable so that instructional designers can integrate into their Learning Management System (LMS). Voice Thread allows for discussions and comments “using voice (with a mic or telephone), text, audio file, or video (via a webcam)” (Voicethread, 2011).    A VoiceThread can, even, be embedded into the company website “allowing you to add interactive group discussions to any website. Simply copy and paste the embed code to your website and let the conversations begin. Whether it's feedback, critique, or group story-telling, collect it how, when, and where you want.” (Voicethread, 2011).

An example of successful usage of VoiceThread in distance learning can be found in a recent Walden University course I completed.  Another successful example of VoiceThread integration is available on the VoiceThread website, http://voicethread.com/ that hosts a gallery of ideas suitable for the collaborative application.

Another application that would work for this scenario is Live Documents by InstaColl.  “Live Documents is a web-enabled, collaborative office productivity suite that merges the richness and responsiveness of desktop software with the collaborative capabilities and reach of browser-based services” (Live Documents, 2010).  Live Documents allows end-users to work within and collaborate on documents and/live presentations.  Beldarrain emphasizes that “editing documents with

InstaColl™ is user-friendly; each student collaborating is assigned a color to identify individual edits” (Beldarrain,2006). This is an valuable organizational tool for the facilitator to track who is contributing to group projects. For the purposes of the scenario chosen, any group projects can be managed in-house to protect company integrity using the application in conjunction with the company’s firewall. Nothing needs to be installed and Live Documents is designed to work seamlessly with Microsoft Office products.  Live Documents require end-users have internet connectivity and a web browser along with Flash 10.  Live Documents offers a free version that does not limit the bells and whistles but does limit the document creation and storage space allowance.  

References:
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and   
     collaboration. Distance Education, 27(2),139–153.

InstaColl (2010). Retrieved January 22, 2011 from http://www.live-documents.com/index.html.

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

VoiceThread  (2011). Retrieved January 22, 2011from  http://voicethread.com/.

Distance Learning: From Mail-Order Correspondence to Web 2.0

    

My Personal Definition of Distance Learning

     My initial, personal perception of distance education originates from my early college years. My alma mater implemented a distance learning course during the early 1990s. I was a skeptical candidate for the course and, ultimately, turned down the opportunity. I felt insecure about not having an instructor somewhere on that campus to support me when needed. It scared me to think I would be in a classroom with twenty to thirty other students and nothing but a television standing in the place where a person should be. My mental list of 'what-ifs" began to grow before I selected a place to sit.  How many others have felt this way? Numerous, I would venture to guess.  

     To really grasp a comprehensive meaning of what distance learning is, I required an understanding of what it used to be. Women have been one of the earliest beneficiaries of distance learning dating back to the 1800's thanks to "Anna Eliot Ticknor, an author and advocate for women's education establishing the 'Society to Encourage Studies at Home" (Distance Education:The Next Generation, date unknown). Dr. Simonton's contribution to the aforementioned timeline provides an excellent visual cue of the history of distance learning. I was surprised to learn the origin dates back as far as the 19th century with individuals accessing coursework to be completed at home. So, my personal definition began to change with this knowledge alone.

My Evolving Definition: Distance Learning is an ever-evolving, historical, educational concept that supports the academic, professional, and personal growth needs of everyone who possesses a desire to learn via a non-traditional setting.  

     I found the following visual of value when determing the definition that deliverers of distance education collectively have and drew from that to further guide the formation of my own definition.

Effective Practices provided by Sloan-C
http://sloanconsortium.org/effective

My Evolving Definition: Distance Learning is an ever-evolving, historical educational concept offering quality content and qualified instructors that supports the academic, professional, and personal growth needs of everyone who possesses access to and a desire to learn via a non-traditional setting.  

My Vision for Future Distance Learning 
     My vision for distance learning in the future benefits individuals with developmental disabilities.  I dream of being able to write a grant large enough to equip the center with assistive technology that supports distance learning opportunities for adults who require a secure environment but exposure to the world around them. This would mean so much for consumers who desire to learn skills without the group setting. I see developing online programs that cater to the community access needs of individuals who are transitioning back into society's mainstream.

My MindMap
Click below to visit the mindmap
http://www.spinscape.com/app/spinscape.jsf?map=32779



References:

Distance Education: The Next Generation [Vodcast without audio]. (Date unlisted). United States: Laureate Education.

Website: The Sloan Consortium. http://sloanconsortium.org/