Week 3: Selecting Distance Learning Technologies

First and foremost, here is the example I chose to discuss in this posting:

Example 1: Collaborative Training Environment


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.

It's a fairly well known fact that I am not only a student at Walden but an employee as well.  Walden's structure is much like the structure of the example above, in that there are multiple sites scattered all across the country.  There are enrollment advisors in all sites, in all time zones, and we often need to learn similar material at different times.  While the collaboration of our trainings doesn't match well to the example, I think the Walden model, properly modified, would serve well to act as a template for the development of the training workshop for the hypothetical company.
 
Since the staff of the hypothetical company cannot meet at the same time at the same location, it would seem that an asynchronous training platform would be a good fit for this workshop.  That way, staff can come and go to and from the workshop on their schedules.  However, the corporation has also made very clear to me as the instructional designer that collaboration between staff members is essential, that information sharing is crucial, and that this collaboration be on-going.  These requirements, to me, scream Web 2.0, and the employment of such technologies would serve the corporation well.  "In the early 2000s, a new generation of web applications emerged, tools that are highly participatory and promote collaboration, networking, sharing, and the widespread generation of content (Simonson et al., pg. 244, 2009)."  According to that definition, Web 2.0 technologies provide everything I need.  But which technology would be the best fit?  For my initial design, I will choose the wiki.
 
"A wiki is an online writing space designed to be created and edited by groups of persons" and "can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online source (Simonson et al., pg. 245, 2009)."  I've had previous experience with wikis in the program here at Walden, and I've found them to be terrifically valuable platforms for document sharing and collaborative document editing.  Many people can work with the same documents, edit them, and then post the edited documents to the wiki for further review.  This type of platform should be a great fit for a staff information system.  As staff rosters change, posted listings can be easily edited to reflect the new staff rosters.  If new information needs to be shared with all staff, the documents can be posted to the wiki to be accessed by all.  There are also many free wiki sites available, so the wiki would seem to be a cheap way to ensure staff collaboration across all sites.
 
In addition to the wiki itself, training would need to be designed and implemented to teach the staff of the corporation how to use a wiki.  A simple interactive wiki presentation could be built using Adobe Captivate (or MS PowerPoint) defining a wiki, explaining the beneficial uses of a wiki, and allowing learners to experience a wiki first-hand.  Then, assuming there are trainers located at each corporate site (like Walden has), an in-class session can be scheduled for the sites, allowing for staff to work with a wiki in the presence of co-workers and a trainer.  Once this practical application knowledge is acquired, staff should have no trouble using the corporate staff information wiki.
 
Wikis have been shown to be effective in this capacity before, and will show more effectiveness in the future.  A couple of examples to prove my point:
 

• "At Universitas 21 Global, selected faculty potentials undergo a mandatory three-week online faculty training programme (FTP), which they must successfully complete before they received their official appointment to teach an online class for U21Global (Gullett & Bedi, pg. 358, 2007)."  It was noted that due to the length of time of the FTP and the length of time to official appointment, it was easy for faculty to forget the information presented in the FTP.  The university implemented a collaborative wiki as a continuing part of its training and development program, allowing for faculty to access previous FTP materials, edit the materials for future use, and build social networks within the school.  This example shows well how a wiki can continue a training and development process, allow for staff collaboration, and enhance social networks.
• Innovative Learning Group in Michigan has a five-part series on YouTube extolling the virtues of interactive wikis in corporate training and learning environments.  Innovative Learning Group specializes in custom trainings, and for them to focus so much time and energy producing a five-part YouTube series extolling said virtues of wikis in training, says a lot for the increased use of wikis in training environments.  Tom Werner linked to this series on his site, workplace learning today; says Werner: "Wikis are probably the most relevant Web 2.0 tool for training because they are all about group contribution to content (http://www.brandon-hall.com/workplacelearningtoday/?p=4342)."

References:

Gullett, E. & Bedi, K. (2007).  Wiki: A new paradigm for online training and development of faculty.  Retrieved from http://www.ascilite.org.au/conferences/singapore07/procs/gullett.pdf.

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

Week 1: Distance Learning Defined

Walden University wasn't my first rodeo when it came to distance learning.  I had taken several online classes in my bachelor's program at Metro State University in St. Paul, MN, and even had the pleasure of completing a summer independent study class.  I will say, however, that in the years since I completed my bachelor's (I graduated in 2006), distance learning, especially in online learning, has come a long way.  With the way Walden integrates media into its online classes, I feel that a richer experience is felt by students.  Asynchronicity is a constant between my Metro State online classes and Walden, but to be able to take every class online in an asynchronous format has been realized by me to be very important and crucial to my success at Walden.  While my definition of distance learning hasn't changed much since my Metro State days, I will say that the delivery, efficiency, and consistency has improved tremendously.
As technology improves, the world gets smaller and it should then follow that distance learning delivery methods and efficiency increases at a proportional rate.  "Advances in electronic communications technology help[s] to determine the dominant medium of distance education (Simonson et al., pg. 38, 2009)."  Where the postal system first served as a delivery method for distance education, now the Internet serves as the primary delivery system.  Online education allows for learners and instructors to simulate a geographical closeness that is only trumped by in-class learning.  What happens to distance education when video conferencing software such as Skype becomes more prevalent?  At that point, is there any difference between in-class and online learning?  In terms of synchronous learning, I don't think there is much of a difference; the true differences will occur and be seen in synchronous vs. asynchronous learning.
 
This synchronous vs. asynchronous learning comparison is underscored in Michael Moore's Theory of Transactional Distance.  Moore describes transactional distance as being "composed of two elements, each of which can be measured.  First is the provision for two-way communication.  Some systems or programs offer grater amounts of two way communication than others.  Second is the extent to which a program is responsive to the needs of the individual learner.  Some programs are very structured, while others are very responsive to the needs and goals of the individual student (Simonson et al., pg. 43, 2009)."  Each system of learning has benefits and drawbacks; personally, I find asynchronous learning much more conducive to my particular learning style.  The ability to learn at my convenience and when I am ready to learn is the biggest reason for my success thus far in my program.  I never liked synchronous learning.  I was too depended on the hi-or-miss teaching talents of professors, and I hated sitting in class through discussions dominated by one or two students.  These programs were not very responsive to my needs as a learner.  Asynchronous learning has fit me like a glove.  I can come and go as I please, participate when ready and inspired, and get more out of instructional topics than I ever had before in synchronous environments.  Asynchronous learning environments allow me to participate more in class, so the two-way communication I have with my classmates and instructors have greatly increased since my in-class days.  According to Moore's Transactional Distance Theory, asynchronous distance learning is positively measured for me in both areas.
 
I think that technology will be the major driver in the development of distance learning; like I said, it seems that the more technology advances, the smaller the world gets.  It is crucial, however, that technology is not employed in distance learning simply because it can be, but that it is employed as a result of sound instructional design practice.  For example, Skype is an available technology that could greatly impact distance learning.  In the context of Moore's theory, Skype can greatly improve two-way communication in distance learning, and it serves the needs of learners who need face-to-face interaction with instructors and students.  However, if Skype were to be integrated in earnest into the  Walden experience, these same improvements may not be realized; I know they wouldn't be by me.  First, the two-way communication provided by Skype eliminates the asynchronous element of the Walden experience.  If I have to sit in front of a computer screen for two hours to attend a lecture, how is that any different that sitting in a classroom?  Also, two-way communication is served very well on the threaded discussion boards.  Who says that two-way communication must be synchronous and face-to-face?  In this example, employment of this available technology would not be rooted in sound instructional design practice.  The idea of Walden's asynchronous education is to make education available to busy, working professionals.  Introduction of a synchronous communication medium would violate the core design strategy of Walden's programs.
 
Consult the following Mind Map for a look at my personal take on the structure of distance learning:
 

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

Blog Dedux: Back To The Ol' Stompin' Grounds

When I created this blog in EDUC 6115, I had a hard time imagining ever using it again once the class ended.  So, upon looking at the first week's assignments in EDUC 6135 today, I was surprised to see that we'd be working with blogs again, and that use of a previously created blog was encouraged.  It's always nice to revisit the old neighborhood, so to speak, and it makes it even more enjoyable when that visit is for a purpose.  Welcome to my blog!  I look forward to engaging in future learning experiences here with all of you in the near future.

Trouble With Accepting Financial Aid?

Try out this tutorial I created for a group project in EIDT6100:

Accepting Financial Aid

If you do take a look at it, let me know what you think!

So much for Howard Gardner-ville...

I got stuck in a classic Stephen King novel (It; if you haven't read it, do.) and haven't been able to crack Frames of Mind yet...so sue me.  Seriously though, I do plan to delve into the works of the man as soon as my love for the works of King are sated (for the time being).  However, I did want to talk about a neat experience in EIDT6100.  My group project has been revolving around learning modules for applicants to Walden University, and supplemental materials that can be used by Walden enrollment advisors.  The work has been hard, especially we are at least one group member short, so the rest of us have expended a lot of energy shouldering the load of the missing member.  But the work has a certain rewarding quality to it, and I think that has a lot to do with the practical nature.  It really feels like we're "doing" instructional design right now, from all angles within the ADDIE model, and if this is what ID really is, I think I can handle doing this for the rest of my life.  I know the ADDIE model has been deemed by some to be rigid, cumbersome, and out-dated, but the process is essential, and if the process works then use it. 

I, as you may well know, am, in addition to a student at Walden, also and enrollment advisor at Walden.  The foundation for our group project is sound, and I can say that as not only an ID'er, but also as an SME, which I essentially served as throughout the process.  I can see myself using these modules in my everyday workings at Walden, and I honestly look forward to doing so.  Not because I made the stuff, but because I see true value in it.  I think this speaks for the efforts of my entire group, and I can honestly say we've done a tremendous job; not to toot my horn, but to laud the accomplishments of all involved.  I think that a well-designed instructional module is one that has practical application, and ours is that; the enrollment advisor in me has seen this.  And while our design has yet to receive any outside feedback, I'm confident it will be positive, if not constructive. 

Kudos to Mind Design Collaborations!

Foray into Howard Gardner-ville

I've recently come to the conclusion that anyone giving me Barnes & Noble gift cards for Christmas is essentially filling a meth addict's stocking with paint thinner and Sudafed; I'm hopelessly addicted to buying books.  Outside of the malignant connection I just made, some good can actually come of a book addiction.  I recently got a shipment that contained three books by Howard Gardner, including his groudbreaking work, Frames of Mind, which introduced the world to the Seven Intelligences (since expanded to Eight Intelligences).  I've made no secret of my recent infatuation with the works of Gardner, so to be able to get to the source is exciting.  I haven't started any of the books yet, but when I do, I have a feeling I'll be posting here fairly frequently regarding new inspiration I've received.

Stay tuned.

Reflections on a Wealth of New Knowledge

As the course comes to a close, the Christmas season begins, and thoughts turn to the new year and new possibilities, I can’t help but feel a sense of optimism, both for opportunities in the new year, and for the future of my Instructional Design program. At no point in my scholastic career can I remember a class that has taught me more on a subject I found so fascinating. I’ve always harbored a certain curiosity on the subject of learning, mostly because, to be perfectly honest, it has come so naturally and easily for me. I was always the student in class that grasped the idea or lesson right away, and was often deployed to the class to help tutor others. I’ve always wondered what made me so different in this sense. What is it about my brain or my technique that allows me to grasp concepts so quickly and fully? I feel that the material presented in this class allowed me to crawl inside my own head and to understand that question more deeply. While I believe several lifetimes can be devoted to the subject of learning styles, learning theories, and motivation, and still not be able to unveil all the mysteries therein, the concepts I’ve learned in this class will be very applicable in my future career as an Instructional Designer.


What struck me most about the concepts presented is the vastness and diversity of the subject matter. I found myself exploring one theory or style, grasping the concept of it, then being introduced to another concept that was completely different. While all of the theories presented different angles and sought different explanations, they all shared a common bond of a sincere quest for the understanding of the inner workings and processes of the human mind. This quest was not for personal gain, but for the advancement of human kind in an attempt to streamline and strategize the learning process. If efficiency in learning can be established, then learners can advance themselves to their full potential, helping all of human kind in the process. This altruistic vision is one that I hope to contribute to in my life as a designer of instructional environments.

Fortunately, I find myself more confident in my ability to achieve my contributive goal, because of the depth of knowledge I’ve gain in how people learn, and what approaches to take to best serve the learners I’m to communicate with. The largest lesson that I’ve learned is that no two people learn in the exact same way, so for me to design effective learning environments, I must incorporate as many strategies, styles, and stimuli as I can, to reach as many different learners as I can. I most associated with the Multiple Intelligences Theory of Howard Gardner. As I said in several discussion postings, it’s the idea that intelligence moves beyond the conventional logical/mathematical and linguistic categorizations, and considers the artistic and personal intelligences as well. All eight intelligences are given equal weight, and the ability and opportunity to develop and grow these intelligences is granted to all. I am inspired by this theory and plan to utilize it to its fullest potential in every learning environment I conceive, from the smallest training module, to the grandest of online educational institution. I have several of Gardner’s books on the way, and I can’t wait to delve deeper into his world.

The knowledge I’ve gained in the class will go a long way in the development of my future learning environments. There is no correct way to learn, so my challenge will be to incorporate as many techniques and styles as I can in my designs, for the benefit of a greater cross-section of humanity. I look forward to my continued studies, especially to the exploration of the Adobe design software. It is encouraging, however, to know that the foundation that has been built in the program is a strong one, and will serve me well in my future endeavors.