SELECTING DISTANCE LEARNING TECHNOLOGIES

Asynchronous training requires a delicate approach in its implementation. This blog explores the idea and importance of selecting the appropriate distance learning technology for such an environment as asynchronous training. In the scenario involving the efforts to improve poor safety records, biodiesel manufacturing plant is in need for a series of safety training modules. Some of the desired outcome expected by the shift supervisors is that the employees are able to engage in the training and demonstrate their learning from the modules.

With the advancements in technology it has afforded institutions of higher

learning and corporation’s with the ability to reach learners in ways that expand how we teach, communicate, learn and create knowledge. One of the advancements in technology involves the emerging use of Web 2.0 services such as blogs, wikis and social networking sites. To help capture step-by-step processes that the employees can review and ensure that they are made available to all shifts at the plant I would look to utilize quality videos that can be uploaded to networking sites such as Youtube. With YouTube’s ability to reach a number of learners several modules can be created to capture and illustrate the best practices of how to safely operate heavy machinery on the plant’s floor. McLoughlin and Lee explains, “In such a digital world, with high connectivity and ubiquitous, demand-driven learning, there is a need to expand our vision of pedagogy so that learners are active participants or co-producers rather than passive consumers of content, and so that learning is a participatory, social process supporting personal life goals and needs.” (p. 664).

In this learning situation we have adult learners with an immediate need to improve safety habits and a greater need that they be applied right away. In the article, “Youtube and the classroom,” author Reed Markham explores the use of Youtube technology in the classroom and concludes:

“YouTube videos can speed comprehension and add interest. Effectively integrating a
YouTube video can assist in audience understanding and comprehension of topics under
discussion. YouTube videos can also improve audience memory. Communication
research findings indicate that visual images improve listener recall.”

YouTube can be an effective tool to help workers that particularly need a visual approach in understanding complex safety issues and ideas.

Another important aspect to this training is the ability for trainees to collaborate and share ideas. Since we have an organization that operates around the clock, it will be imperative that information can be shared between the multiple shifts. The sharing of ideas and best practices is important to any organization that is looking to improve their operating procedures. I would look to establishing a place that would allow for asynchronous threaded conversations that can help to open the door for dialogue and further create a deeper understanding of the safety procedures. One method that can be used is the implementation of a discussion form through such sites as Tangler. It will be important that subject matter experts in the organization be brought into the discussion process. Mazzolini and Maddison (2005) explain, “Whether the instructor chooses to lead discussions or to keep a low profile it can affect student participation in surprising ways.” (p. 1). These subject matter experts can have great influence over the trainee’s discussions and participation. They can help to provide clarification to any safety methods that may not be clearly understood or choose to generate dialogue on a particular area of concern.

These are two pretty inexpensive ways for any organization to implement training that incorporate advance technology and not have to worry about a huge overhead cost. If optimizing development cost and time is a concern the combination of these learning methods has the potential to balance out deployment costs and time. Other methods of delivery may be too expensive to produce and may require other complicated resources, but combining a quality video that can be viewed at the learner’s pace along with a virtual method for discussion, collaboration and coaching sessions can help to improve the organizations safety program.

References

Markham, R. (2005). YouTube and the classroom. Retrieved from
http://ezinearticles.com/?YouTube-and-the-Classroom&id=1652151

Mazzoline, M. & Maddison, S. (2005). When to jump in: The role of the instructor in
online discussion forums. Computers and Education. Retrieved from
https://www.tlupress.com/~kpata/haridustehnoloogiaTLU/instructor.pdf

McLoughlin, C. & Lee, M., (2007). Social software and participatory learning: Pedagogical
choices with technology affordances in the Web 2.0 era. ICT: Providing choices for
learners and learning. 664-675. Retrieved from
http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf

Photos retrieved from www.flickr.com

DISTANCE LEARNING DEFINITION AND VISION - MINDMAP

Defining Distance Learning

Defining distance learning is forever changing because learner’s needs and the advances of technology are forever changing and it is the technology that has helped to shape these changes. I do not foresee a cookie cutter definition ever being designed to truly define distance learning. As our society expands in its desire to make education accessible to all who desires it the abilities of distance learning will take on various forms. The changes that may seem to help define distance learning should not be based upon an individual’s profession or their technical knowledge. The various forms from face-to-face, videoconferencing, online courses, and correspondence courses can all be explored in new ways with technology that will allow integration of these methods to establish an authentic learning experience.

Simonson, Smaldino, Albright, & Zvacek help to define distance learning by establishing four elements: (1) institution-based, (2) sharing of learning experiences (3) separated learning group, and (4) interactive telecommunications systems. Before beginning this course I never thought much about exactly what was or what was not considered distance learning. I took my first formal distance learning course around 1999 and I recall the excitement I felt. I was excited about the freedom and control that distance learning allowed me to have responsibility over my own learning. The freedom that it brought to me by freeing up my travel time in attending a traditional course allowed me to place more focus on actual learning. Although it brought me much freedom there was some apprehensions as well. Would I walk away at the end of course actually having learned something more than when I began? How would I feel not being able to instantly interact with my fellow classmates? The biggest concern, would I have an instructor that was responsive if I had questions? Simonson, et al. (2012) explains, “…the purest form of distance education occurs at different times and in different places.” (p. 10). Before the start of this course I would have simply defined distance learning as the ability for students to take learning materials and systematically apply the information that bring about learning on their own. I could not have ever been so wrong; distance learning involves much more than the learner’s involvement.

After spending time learning about distance learning I would have to place emphasis of the need for responsiveness of the content as well as the form and place of delivery. Distance learning should have a learner-focused and performance-centered approach. If the learning is designed effectively it should allow the learner the ability to master skills from the lesson, obtain knowledge for future use that will help them to be successful. The goal in any distance learning environment is that it adds value to the learning process. The change in our society, educational institutions, business organization, and individuals requires that responsive and responsible learning opportunities be provided according to their need no matter of time, place or space. The selection of the means for distance learning should not be taken lightly, but rather keep in mind that everything we use should always add value to everyone involved in the process.

At the rate technology is advancing our society the future of distance learning is endless. The future of distance learning will be shaped and defined as useful learning opportunities continue to present their needs. Education is no longer locked behind the walls of the traditional classroom setting. We must assure that we are responsive to learners’ requirements and this should include conveniences for the learner. Some worry that the traditional settings of education could potentially be eliminated with the improvements of distance learning. Simonson indicates that he does not see this as the case. Whatever the advances that technology has to offer to the improvements of distance learning instructional designers should keep in mind the overall goal of effective learning. When designing learning material they should use a learner-focused performance-centered approach. Keep in mind that no two learners are the same, knowing and understanding individual differences, motivation, and learning styles are important to helping them achieve the objectives in a distance learning program. The future of distance learning will require that the learning material and method delivered be fully responsive to the learner and how they best learn.

As we continue to progress as a society we should expect current forms of media to become easier to manage and integrate into the learning process. The fear that the traditional face-to-face education will vanish should not be a concern. The only concern that should be addressed is how do we keep up with these advances? Educators that are more accustom to their style of teaching will need to ensure they are willing participants in adapting to the uses of new technology. With the introduction of new learning mediums it further opens the door for more media choices to be incorporated in designing learning interactivities. We can expect all the previous methods of learning to continue even as new means of delivery are developed.

Resources:

Simonson, M. (n.d.) “Distance Education: The Next Generation.”
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

FITTING THE PIECES TOGETHER

When I initially began this course I honesty had not paid much attention as to how I have learned material in the past.  I thought that behaviorism and cognitive theories best described my learning habits.  Now that I have been exposed to so much more I have to rethink those theories.  In the big scheme of learning I think my personal learning experiences encompass a bit more of all the learning theories.  I rely heavily on visual and audio information to help in making the learning experience one that I can walk away from feeling like I will not only retain the information, but I will also be able to recall and apply it when needed. 

As an adult leaner the idea of drawing upon my self-concepts, life and work experiences, to draw on and help shape my learning motivates me to want to learn even more.  Also, my motivation for learning is very different than when I was in high school or even the first year of college.  Now my learning experiences are based on my desire to not only create meaningful learning experiences, but to apply the learned knowledge immediately in my professional setting.  Social Constructivism and Connectivism creates experiences where I can interact with other working adults to share information and learn from their past ideas and knowledge.  For example, when I began the learning process to understand how to utilize the LexisNexis legal research tool the instructor spent a lot of time initially explaining the layout without class participation.  This did not give me or other students the hands-on experience we were looking for to help us understand how the program functioned.  It was not until the instructor gave us some very much needed free range to start exploring how the system operated.  One of the ideas I was able to take away from many of the other learners in that shared experience was the idea that research could be accomplished in more than one way.   If I had not experienced this social learning experience I might have simply felt stuck in trying to manipulate my way around this learning process.

When it comes to technology, I have always been a bit fascinated with what they have to offer.  I must admit that I am no way the savviest of individuals when it comes to using technology, but I am very opened to the ideas and simplistic they bring to our everyday life.  Since I have begun this journey of educating others I have relied heavily upon the advancement of technology to not only spark excitement in the learning process, but to further help bring everyday devices into the classroom.  When I reflect back to when I received my initial training in the military as a paralegal the only piece of technology we were using was the electric typewriter.  I teach a course to the students on Emerging Technology within the field and they get a big laugh when I explain how we use to produce documents for clients and the headaches of conducting legal research.  The take away I ask them to remember is that today’s technology has advanced us so far in the work place; it is up to us to take advantage of all that these technologies have to offer.  The idea of being afraid to explore new technology should not be something anyone should shun away from, but they need to be embraced.  Any learner of technology should take on any new technology as a learning experience to expand their knowledge base and make their work experiences a much simpler and informative one.          

CONNECTIVISM - REFLECTION

How has your network changed the way you learn?

My networks have become vital tools throughout my learning process.  When I reflect back to my first online course I did not realize the role that many of these networks would play in my learning process.  Traditional classroom learning afforded me instant interactions with fellow classmates, but often times class resources were limited.  Since the invention of the internet it has expanded and opened me up to networks where I can interact with practically millions of other learners. Today’s technology like the internet, the growth of online education, and communities of practices has expanded my learning process exponentially.  Within the Navy Knowledge Online legal communities of practices I am able to ask questions concerning multiple legal matters and I receive insightful responses from experts within the field of practices.

Which digital tools best facilitate learning for you?

I have relied on many digital tools throughout my learning process.  I cannot say that there has been one tool better than another.  I have found that it really has been dependent upon what it was I was trying to learn.  Over the past five years I have spent much of my time learning about the law, so the best tool that helped facilitate my learning was LexisNexis.  It is one of the premiere digital tools that law practitioners turn to for fast results for research complicated law issues.  This site gave me instant access to a mass array of legal publications with helpful insight into the law from some of the country’s top attorneys and judges.

How do you gain new knowledge when you have questions?

I spoke of Communities of Practices within the Navy Knowledge Online earlier; it has been a tremendous source to gaining new knowledge.  These communities allow for a group of individuals that share similar interest or profession to gather together and ask questions.  Because members in the communities have a common interest in sharing information and their experiences I am able to have my questions addressed by professionals with the necessary expertise and experience that I can count on and trust that I will be pointed in the right direction.   

In what ways does your personal learning network support or refute the central tenets of connectivisim?

When looking at the components of Connectivism:

• Learning and knowledge rest in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known.
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

 

My personal learning networks definitely support the principals of the components of Connectivism.  Many of my networks open the door for a diversity of opinions and allow those opinions to be discussed and expanded upon.  Because these networks are of a professional setting it allows individuals to express their opinion without the feeling that their points of views are not important.  My network connects specialized areas of learning that individuals may use as their primary source of information.  Networks like Facebook have even allowed individuals within my career field to have a forum where we can meet to chat and explore current issues.  Many networks create an atmosphere for nurturing and allow learners to maintain the much needed connections that help in their continual learning process.  With an abundance of opinions these network align perfectly with the Connectivsm concept of connecting ideas and concepts.  They can be complied in one area and almost as a one stop shopping area.  It is very important to have accurate and up-to-date information that fosters a willing and open learning process.    I particularly enjoy the premises of Communities of Practice and how they are able to be a direct influence on an individual’s learning activity. 

CONNECTIVISM

Evaluating and Identifying Online Resources Wk2

I located two online journals that provide great discussions on information processing theory and the brain and learning.  The first journal reviews findings from neuroscience and cognitive science and the mechanisms of human learning.  The journal, “How People Learn: Brain, Mind, Experience and School by Bransford, J. D., Brown, A. L., & Cocking, R. R., provides three main points: (1) Learning changes the physical structure of the brain, (2) How learning organizes and reorganizes the brain, and (3) how different parts of the brain may be ready to learn at different times.  It begins by breaking down the basics of the brain and what takes place during the development process.  The authors further discuss how experiences and environments shape our brain development.  The article closes out with an in-depth look at the role of instruction in brain development.   The second journal, “Webs of Skill: How Students Learn” by Fischer K. W. and Rose, L. T., explores and identifies the complex and variable ways that students learn and develop.  It discusses the idea that with a deeper understanding of how students learn educators can provide differentiated levels of instruction.  One valuable point the article made was that educators recognizing the primary goal should be to improve the functional-level performance of students so they can produce the skill on their own.