Sunday, February 20, 2011
Sunday, February 6, 2011
The Impact of Open Source
The free courses offered at the Massachusetts Institute of Technology (MIT) are very abundant and filled with information. The course that I chose to review was titled Principles of Engineering Practice (http://ocw.mit.edu/courses/materials-science-and-engineering/3-003-principles-of-engineering-practice-spring-2010/index.htm) Lecture notes, assignments, labs and sometimes solutions are available in pdf format. This site is definitely for an independent learner. There is an apparent sequence that course materials should be viewed but learners can access any resource or activity at any time and it is completely asynchronous. I would not recommended this site for learners who are just interested in a particular topic and hope to quickly learn more. The resources seem to be on a high level and require a good amount of prerequisite knowledge. There is so much available just from one screen that it is easy to get distracted and it can be difficult figuring out exactly what section of the course you are in.
In my opinion there was not a lot of initiative put forth to transition the course to an online delivery method that would engage the learner. Instructions for assignments require students to bring materials to class, how can this happen when it is now completely online? This is just another signal that minimal effort was put forth in transition from face to face to online. The variety of media is minimal, basically all pdf files which generally results in unengaged learners. The selection of media is crucial to distance learning, media should “...connect the learner, teacher, and learning resources...” and “...must be capable of conveying all necessary information.” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 92) Lecture notes are simply converted to pdf format and posted on the site leaving the learner to wonder what was said between section headings and bullet points. There is no accessibility to audio and to hear exactly what the instructor is saying. Adding graphs, images, tables, etc. can help to fill the void and more efficiently and effectively deliver content. Media should be used to help simplify complex concepts or ideas, there is no learner-instructor interaction and besides the sketched pictures and schematics in lecture notes graphics are at a minimum.
Given the fact that this course was originally designed for a face to face environment, from an organizational perspective it meets educational credit standards according to the Unit, Module, and Topic approach (UMT). Assessments are directly related to the learning outcomes, although some of the modules offered by MIT do not have answer keys or solutions available which lessens the amount of feedback learners can receive. Furthermore, there is no means of communication for the learner with the instructor, but MIT does allow for participant feedback, which can improve the course. As stated prior, content is made available but not very engaging. Simonson, et. al. (2009) identified one of the characteristics of a “high quality” online course is an “emphasis on the use of various forms of visual media to offer instructional content.” (p. 157) Still, there is an apparent instructional pace intended, which is organized in a hypercontent-design.
There are course activities available such as labs and experiments but being designed for a face to face environment they are not that effective for a distance learner and do not maximize interaction. Dikkers and Whiteside (2010), stated that “there is a tremendous need for specific, simple strategies that may maximize online interactions and meaningful learning outcomes.” Activities are vague and not specific as to exactly what the learner is to do. It is clear that the content delivered by MIT's open courseware is quality information but there does not seem to be an organized approach to develop the course for online delivery. Simonson et. al. (2009) stated that the “creation of successful courses-and the program of which they are a part-requires a 'systems' approach.” (p. 146)
References
Dikkers, A., & Whiteside, A. (2010). Strategies to maximize online interactions using the social presence model. Proceedings of the Learning effectiveness track, http://sloanconsortium.org/2010aln/presentation/strategies- maximize-online- interactions-using- social-presence-model
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Sunday, January 23, 2011
Application: Blog—Selecting Distance Learning Technologies
Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
To deliver the safety training I think that chunking combined with distance learning technologies such as podcasts and instructional videos would be the best approach. Categorizing the equipment by application, area in the factory, job class (if necessary), etc. should allow for easier chunking of content. Also, the advantage of chunking is that it can be easily disseminated. Since there are more than likely various department and not every machine is used in all departments the organizational leaders of the plant can attempt to customize training specific to each department. Utilizing instructional videos and audio to deliver content would be the best approach. Online assessment tools or course management systems can help to organize content and monitor individuals progress. Individual podcasts can be developed and assigned to the employees to listen to. One way audio/video would allow for transportability of modules in media form such as DVD's or streaming video such as podcasts. “Podcasts have become a huge new information and entertainment option for Internet users” (Simonson, Smaldino, Albright, & Zvacek, 2009, pg. 97). File formats such as mpg3 and mpg4 are small files that lend themselves to transportability and are very cost efficient. Basic terminology or even spoken step by step procedures could be created and learners could prepare themselves for a hands on portion of training. Since it would not be feasible to bore the employees with a long lecture, short concept blocks allow for efficient and flexible training with minimization of work time. If this approach were to be used the plant would need to consider its technological resources and any kind of initial financial commitment that would be required. Also, any required employee training to use the podcasts would need to be considered.
Podcasts have proven to be successful in corporate training. For example, an initiative by McLean, VA based Capitol One. “The company wanted a training program that would allow users to learn at their own pace and free them from sitting in classrooms and at their computers.” (HR Specialists: Compensation & Benefits, 2009) The organization passed out iPods to employees so they could self-pace themselves through the training. Employees were happy with the approach and said it “was a worthwhile investment of their time.” (HR Specialists: Compensation & Benefits, 2009)
It would be important to include learner interaction. Providing a video that illustrates safe operation of the machinery while having actual pieces of equipment to follow along with engages the learners and efficiently delivers content. This technology could be made available to trainees through the use of the internal web within the plant or as DVD's. Offering the visual based instruction has many benefits for the learner. The need for face-to-face training can be fulfilled by providing a facilitator that leads the learner(s) through the video.
Instructional videos have also been successful. The Baylor University Medical Center published a study done by Brannon, T.S., et. al. in 2009 that analyzed the effect that instructional videos had when teaching parents infant cardiopulmonary resuscitation. Their results showed that students that learned procedures via an instructional video showed significant improvement in skills when compared to those that attended an instructor led class. Since in this scenario there is a set of skills that are to be learned instructional videos would also be a good technology choice to deliver the training. Preparing the trainees by introducing them to procedures and terminology associated with safety via podcasts and then viewing instructional videos keeps the training flexible, accessible and storable. The training can be delivered as many times as necessary and relatively easily maintained.
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.
HR Specialists: Compensation & Benefits, . (2009, January 31). The 'ipod generation' soaks up employee training via podcasts. Business management daily, n.a.(n.a.), Retrieved from http://www.businessmanagementdaily.com/articles/6591/1/The-iPod-generation-soaks-up- employee-training-via-podcasts/Page1.html#
Brannon, T.S., White, L. Kilcrease, J.N., LaShawn, R.D.,Spillers, J.G., & Phelps, C.L. (2009, April). Use of instructional video to prepare parents for learning infant cardiopulmonary resuscitation. Baylor university medical proceedings, 22(2), Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2666859/
To deliver the safety training I think that chunking combined with distance learning technologies such as podcasts and instructional videos would be the best approach. Categorizing the equipment by application, area in the factory, job class (if necessary), etc. should allow for easier chunking of content. Also, the advantage of chunking is that it can be easily disseminated. Since there are more than likely various department and not every machine is used in all departments the organizational leaders of the plant can attempt to customize training specific to each department. Utilizing instructional videos and audio to deliver content would be the best approach. Online assessment tools or course management systems can help to organize content and monitor individuals progress. Individual podcasts can be developed and assigned to the employees to listen to. One way audio/video would allow for transportability of modules in media form such as DVD's or streaming video such as podcasts. “Podcasts have become a huge new information and entertainment option for Internet users” (Simonson, Smaldino, Albright, & Zvacek, 2009, pg. 97). File formats such as mpg3 and mpg4 are small files that lend themselves to transportability and are very cost efficient. Basic terminology or even spoken step by step procedures could be created and learners could prepare themselves for a hands on portion of training. Since it would not be feasible to bore the employees with a long lecture, short concept blocks allow for efficient and flexible training with minimization of work time. If this approach were to be used the plant would need to consider its technological resources and any kind of initial financial commitment that would be required. Also, any required employee training to use the podcasts would need to be considered.
Podcasts have proven to be successful in corporate training. For example, an initiative by McLean, VA based Capitol One. “The company wanted a training program that would allow users to learn at their own pace and free them from sitting in classrooms and at their computers.” (HR Specialists: Compensation & Benefits, 2009) The organization passed out iPods to employees so they could self-pace themselves through the training. Employees were happy with the approach and said it “was a worthwhile investment of their time.” (HR Specialists: Compensation & Benefits, 2009)
It would be important to include learner interaction. Providing a video that illustrates safe operation of the machinery while having actual pieces of equipment to follow along with engages the learners and efficiently delivers content. This technology could be made available to trainees through the use of the internal web within the plant or as DVD's. Offering the visual based instruction has many benefits for the learner. The need for face-to-face training can be fulfilled by providing a facilitator that leads the learner(s) through the video.
Instructional videos have also been successful. The Baylor University Medical Center published a study done by Brannon, T.S., et. al. in 2009 that analyzed the effect that instructional videos had when teaching parents infant cardiopulmonary resuscitation. Their results showed that students that learned procedures via an instructional video showed significant improvement in skills when compared to those that attended an instructor led class. Since in this scenario there is a set of skills that are to be learned instructional videos would also be a good technology choice to deliver the training. Preparing the trainees by introducing them to procedures and terminology associated with safety via podcasts and then viewing instructional videos keeps the training flexible, accessible and storable. The training can be delivered as many times as necessary and relatively easily maintained.
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.
HR Specialists: Compensation & Benefits, . (2009, January 31). The 'ipod generation' soaks up employee training via podcasts. Business management daily, n.a.(n.a.), Retrieved from http://www.businessmanagementdaily.com/articles/6591/1/The-iPod-generation-soaks-up- employee-training-via-podcasts/Page1.html#
Brannon, T.S., White, L. Kilcrease, J.N., LaShawn, R.D.,Spillers, J.G., & Phelps, C.L. (2009, April). Use of instructional video to prepare parents for learning infant cardiopulmonary resuscitation. Baylor university medical proceedings, 22(2), Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2666859/
Sunday, January 9, 2011
Distance Education Mind Map
Here is the link to the webpage also.
http://www.mywebspiration.com/view/700153a2757e
Defining Distance Education
Distance learning has evolved a significant amount throughout the past 200 years. Distance learning has its roots in Europe and evidence shows that as far back as 1883 there was a Swedish newspaper that “touted the opportunity to study composition through the post”. (Simonson, et. al, 2009) Many of the early versions of distance learning (such as correspondence courses) were excellent strategies that serve as the foundation for distance learning as it is known today. Prior to studying other aspects of distance learning such as delivery medium, support and quality my perception of distance learning was very narrow. I defined distance learning by one aspect; the physical separation of student and teacher. Although this is the fundamental concept of distance learning there are many aspects that need to be incorporated into distance learning.
Individuals pursue distance learning for a variety of reasons. Some professionals pursue distance learning to further their career or because it is required by the organization. Others pursue it out of their own desire and it is the only option, it is impossible for them to attend a campus based class due to personal responsibilities. These choices would not be available for the learners of today without the use of technology. Youtube, video conferencing and the widespread use of the internet can increase the effectiveness of distance learning, although there is some debate on the effect media has on actual learning. Results have shown that media is “merely a vehicle”. (Clark, 1983, as cited in Simonson, et. al, 2009). Clark's findings somewhat discounted the significance of media in distance learning but proves that there is much more to learn about distance learning. Current technologies are very innovative and are constantly changing; distance education has to stay current but be careful not to utilize technologies that can negatively affect the results of distance learning. For example, delivering course material that is in new proprietary file formats and will most likely not be able to be opened or viewed by the learner.
The impact of technology and further study on distance education causes the definition of distance education to evolve. As the meaning of distance education is updated other aspects are brought to theorist’s attention. Much more emphasis is being placed on supporting and developing rather than promoting the latest technological approach to distance learning. It is well known now those faculties involved in distance education have a significant impact on quality and results. Using methods such as ADDIE and HPT an efficient module can be developed that accounts for the many aspects of distance education.
Simmonson, 2010 defined distance learning as learning in which the learning group (teachers, students, and resources) are separated by geography and sometimes time. Distance learning utilizes instructional media and communication tools to deliver content and has developed into a learning/teaching approach that now requires constant maintenance. To completely define distance education the considerations of cost, quality and effectiveness need to be included. External factors such as drive for profit can negatively infect the intent of distance education. The demand for learning at a distance is very high, distance learning tools give institutions and corporations the opportunity to disseminate a great variety of information and instructional media in a quick and standardized method.
As stated previously, individuals pursue distance education for a variety of reasons and have different demands. Just as flexibility is important to distance learners the institution must also be flexible to student demands. To improve distance education it is important to have a method to assess its effectiveness and identify where improvement is needed. In order for distance education to continue quality must be an important aspect. Trained individuals will need to be in place to handle the continuing technological advances as they pertain to education. Just as the computer made its first appearance in classrooms then exploded, soon every classroom will have access to teleconferencing combined with face-to-face instruction. We do not want to be in a position where there is a lack of trained individuals and have “...e-learning activities built by individuals that lack expertise to produce effective products.” (Moller, Foshay, & Huett, 2008, p. 71) The use of distance learning will continue to grow and the challenge will be to design learning systems that provide equal learning experiences for all forms of learning and all types of learners.
References
Moller, L., Foshay, W., & Huett, J. (2008). 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.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Simonson, M. (Producer). (n.d.). Distance education: the next generation [Video Podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&
Individuals pursue distance learning for a variety of reasons. Some professionals pursue distance learning to further their career or because it is required by the organization. Others pursue it out of their own desire and it is the only option, it is impossible for them to attend a campus based class due to personal responsibilities. These choices would not be available for the learners of today without the use of technology. Youtube, video conferencing and the widespread use of the internet can increase the effectiveness of distance learning, although there is some debate on the effect media has on actual learning. Results have shown that media is “merely a vehicle”. (Clark, 1983, as cited in Simonson, et. al, 2009). Clark's findings somewhat discounted the significance of media in distance learning but proves that there is much more to learn about distance learning. Current technologies are very innovative and are constantly changing; distance education has to stay current but be careful not to utilize technologies that can negatively affect the results of distance learning. For example, delivering course material that is in new proprietary file formats and will most likely not be able to be opened or viewed by the learner.
The impact of technology and further study on distance education causes the definition of distance education to evolve. As the meaning of distance education is updated other aspects are brought to theorist’s attention. Much more emphasis is being placed on supporting and developing rather than promoting the latest technological approach to distance learning. It is well known now those faculties involved in distance education have a significant impact on quality and results. Using methods such as ADDIE and HPT an efficient module can be developed that accounts for the many aspects of distance education.
Simmonson, 2010 defined distance learning as learning in which the learning group (teachers, students, and resources) are separated by geography and sometimes time. Distance learning utilizes instructional media and communication tools to deliver content and has developed into a learning/teaching approach that now requires constant maintenance. To completely define distance education the considerations of cost, quality and effectiveness need to be included. External factors such as drive for profit can negatively infect the intent of distance education. The demand for learning at a distance is very high, distance learning tools give institutions and corporations the opportunity to disseminate a great variety of information and instructional media in a quick and standardized method.
As stated previously, individuals pursue distance education for a variety of reasons and have different demands. Just as flexibility is important to distance learners the institution must also be flexible to student demands. To improve distance education it is important to have a method to assess its effectiveness and identify where improvement is needed. In order for distance education to continue quality must be an important aspect. Trained individuals will need to be in place to handle the continuing technological advances as they pertain to education. Just as the computer made its first appearance in classrooms then exploded, soon every classroom will have access to teleconferencing combined with face-to-face instruction. We do not want to be in a position where there is a lack of trained individuals and have “...e-learning activities built by individuals that lack expertise to produce effective products.” (Moller, Foshay, & Huett, 2008, p. 71) The use of distance learning will continue to grow and the challenge will be to design learning systems that provide equal learning experiences for all forms of learning and all types of learners.
References
Moller, L., Foshay, W., & Huett, J. (2008). 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.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Simonson, M. (Producer). (n.d.). Distance education: the next generation [Video Podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&
Sunday, April 18, 2010
Fitting the Pieces Together
When I first began this course I strongly considered myself a hands on learner. I would develop connections between familiar circumstances and apply appropriate methods to deal with the situation. I still do this, but I have realized that there is a large influence of technology within my learning habits. If I am unsure of something or am asked a question that I don’t know the answer to I immediately Google it. I have developed my search skills to find an answer to my question and quickly find support via other sites. I still consider myself hands on because I will take what I learn from technology and apply it to physical activities. For example, step by step instructions on functions of new software. I can actively follow along through the steps and develop connections in my mind of familiar tasks.
I would categorize myself as a connectivist/cognitive learner. I obtain information in a connectivist fashion, e.g. internet, and develop connections. I may have to refer back to my resources at various times but once transference occurs remembering is a much easier task. I also feel aspects of social learning. I draw from other individuals experiences and relate that to what I know. Seeing individuals rewarded for accomplishments also gives me motivation, I never pass on an opportunity to learn.
Based on the previous statements it is obvious that technology plays a very important role in my learning style. I sometimes feel lost when I have no access to answers to my questions. I rarely write out ideas for posts, lesson plans, etc. it is all done in Microsoft word. The majority of my information recording is digital. The convenience that it brings is priceless. If I find myself with some free time and have access to a computer (which I usually do) I can accomplish my daily responsibilities. I think that technology needs to be embraced by all individuals. In some instances it can mean the difference between individuals understanding what you are trying to explain and having no idea what you are talking about.
I would categorize myself as a connectivist/cognitive learner. I obtain information in a connectivist fashion, e.g. internet, and develop connections. I may have to refer back to my resources at various times but once transference occurs remembering is a much easier task. I also feel aspects of social learning. I draw from other individuals experiences and relate that to what I know. Seeing individuals rewarded for accomplishments also gives me motivation, I never pass on an opportunity to learn.
Based on the previous statements it is obvious that technology plays a very important role in my learning style. I sometimes feel lost when I have no access to answers to my questions. I rarely write out ideas for posts, lesson plans, etc. it is all done in Microsoft word. The majority of my information recording is digital. The convenience that it brings is priceless. If I find myself with some free time and have access to a computer (which I usually do) I can accomplish my daily responsibilities. I think that technology needs to be embraced by all individuals. In some instances it can mean the difference between individuals understanding what you are trying to explain and having no idea what you are talking about.
Monday, April 5, 2010
Connectivism
Connectivism
How has your network changed the way you learn?
• My network has been a very useful asset in all of my learning’s. I have realized that there are many different answers for the questions out there. Each individual will have a different response based on personal experiences. The unique experiences of the individuals within my learning network allow me to consider varying points of view on topics. I have discovered that in many instances it is very hard to arrive at a concrete answer. There are a lot of what if’s and circumstances that I consider when searching for answers. My resources used for processing new information and answering new questions have opened up many new areas that have become of great interest to me. With the learning network I have established I feel that I can conquer any new material that I encounter.
Which digital tools best facilitate learning for you?
• The internet is by far the best digital learning tool for me. The fact that I have access to an unlimited amount of information and resources gives me a sense of security, just knowing that if I really need to know something I can invest my time to finding the answer. As we all know this can take some time using the internet. The fact that there is so much information available it is easy for me to get sidetracked and find myself completely off topic of what I was looking for.
How do you gain new knowledge when you have questions?
• When I have questions I always seek out an individual that has some relevant experience in the area in which the question lies. Experience is a great educator in my opinion. The knowledge that can be gained from experienced individuals is of very high quality. We must be careful. As with the internet the source of knowledge must be valid. It is also important to keep in mind that individuals have unique experiences; these are important factors to consider when obtaining information from interpersonal resources.
In what ways does your personal learning network support or refute the central tenets of connectivism?
• My personal learning network is definitely a result of the technological age we live in today. I learn vast information from one primary source, the internet. The availability of the internet is second to none. Personally, one of the best ways that I believe to learn is to have a professional guide me through new material and tasks. The only problem with this is that they cannot always be available when I need them.
How has your network changed the way you learn?
• My network has been a very useful asset in all of my learning’s. I have realized that there are many different answers for the questions out there. Each individual will have a different response based on personal experiences. The unique experiences of the individuals within my learning network allow me to consider varying points of view on topics. I have discovered that in many instances it is very hard to arrive at a concrete answer. There are a lot of what if’s and circumstances that I consider when searching for answers. My resources used for processing new information and answering new questions have opened up many new areas that have become of great interest to me. With the learning network I have established I feel that I can conquer any new material that I encounter.
Which digital tools best facilitate learning for you?
• The internet is by far the best digital learning tool for me. The fact that I have access to an unlimited amount of information and resources gives me a sense of security, just knowing that if I really need to know something I can invest my time to finding the answer. As we all know this can take some time using the internet. The fact that there is so much information available it is easy for me to get sidetracked and find myself completely off topic of what I was looking for.
How do you gain new knowledge when you have questions?
• When I have questions I always seek out an individual that has some relevant experience in the area in which the question lies. Experience is a great educator in my opinion. The knowledge that can be gained from experienced individuals is of very high quality. We must be careful. As with the internet the source of knowledge must be valid. It is also important to keep in mind that individuals have unique experiences; these are important factors to consider when obtaining information from interpersonal resources.
In what ways does your personal learning network support or refute the central tenets of connectivism?
• My personal learning network is definitely a result of the technological age we live in today. I learn vast information from one primary source, the internet. The availability of the internet is second to none. Personally, one of the best ways that I believe to learn is to have a professional guide me through new material and tasks. The only problem with this is that they cannot always be available when I need them.
Subscribe to:
Posts (Atom)