Selecting Distance Learning Technologies

The use of technology tools in the distance learning environment, can provide students with many learning opportunities that they would not be able to easily experience otherwise. According to the scenario below, the high school teacher can benefit by using instructional media technology, such as still and motion graphics, interactive media software and pre-recorded resources to help build the learning experience.

Scenario 2: A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

To give the students a live tour experience, the teacher can have an interactive virtual web tour of the museums be created using an easy to use software called Easypano Studio 2014. Information in the form of digital artifacts can be researched and collected by using the museum website, knowledge from the curators and from the teacher herself. Of course, the teacher may have to get permission from the museum, to ensure that she is using the material for educational purposes. A sample using this software can be viewed here. The teacher can incorporate audio, video and photographs to produce an interactive 360 full virtual tour in a panoramic view. The software proves to be easy to use for first time users, and is not incredibly expensive. Creating this type of experience can "permit the educator to bring sights and sounds of the real world into the learning environment-the classroom" (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 92). It is important to be aware that not all learners have experience with museum tours, therefore, when building the experience, it is important to "be only as realistic as needed in order for learning to effectively occur"(Simonson, Smaldino, Albright & Zvacek, 2012, pg. 92).

To help the teacher capture her digital artifacts and experience, she can use a device called Google Glass, where the device can, "shoot relevant videos and images with a wink" (Foradian, 2014).

Furthermore, webinars and such can be streamed directly onto your Glass than your smartphone or laptop so that its easy to be accessed anywhere, anytime" (Foradian, 2014). If budget permits, this device has proven to be extremely convenient and useful to capture any live experiences, that can be shared seamlessly at a later time.

It is important to be aware that it does "take a great of time and extensive resources to provide totally authentic, real-world learning experiences continually" (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 116). Therefore, using software applications and recording devices that the teacher can use herself, may help with getting things done a lot quicker. Also, it is important to note that, at times depending on your need, the teachers need to be aware of the resources such as time it can take to build the ideal experience that they need versus want for their students. Planning ahead would always help in situations like these.

The teacher can also create a podcast series to capture her lecture experiences to share with the students. It can then be "stored on a website or other Internet location for easy access" (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 97) such as the content management system, virtual tour, or other web space that is being used for the course. A lot of the media resources that the teacher collects, can also be uploaded on Flickr or YouTube.

It could be useful to ask the museum, if they could provide some support to allow distance learning students to capture the real experience. For example, see if they have pre-recorded video or audio tours available for sharing or if they could allow a dedicated time to setup a video conference for students to ask questions after taking their virtual tour, to the docents available. 

Furthermore, for the two art pieces the teacher would like the students to critique, extra resources can be made available via hyperlinks in the interactive tour. Once the students are ready to critique their chosen art pieces, they can use a Web 2.0 tool called a wiki space. A wiki space would be beneficial for the students to collaborate on, where they can post their perspectives on the artwork. "A wiki can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online resource" (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 129). They can use a site called Wiki Space, which is nearly inexpensive to setup.

Creating a virtual world for the students, creates an "exciting potential for placing students in real-life applications of course content" (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 132). I am really looking forward to the time where "virtual environments 'built on the very premises of online engagement and interaction' will ultimately replace the World Wide Web"(Simonson, Smaldino, Albright & Zvacek, 2012, pg. 132). What an exciting distance learning education future to look forward too!

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston: Allyn & Bacon.

EasyPano Holdings Inc. (2014). Retrived from http://www.easypano.com/Panorama-software-36_281.html

Wiki Space. (2014). Retrieved from https://www.wikispaces.com

Foradian. (2014). Retrieved from http://foradian.com/googleglass/

Flickr. (2014). Retrieved from http://www.flickr.com

YouTube. (2014). Retrieved from http://www.youtube.com

Image taken from http://www.androidheadlines.com/2013/11/google-glass-explorer-family-grows-bit-bigger.html

Mindmap: My View of Distance Learning

Defining Distance Learning

Before the start of this course, I thought I had a good grasp of what distance learning was, but I was thrilled to expand my vocabulary to describe distance learning as a form of e-learning, virtual learning, correspondence study, distance learning, and distance teaching. The biggest realization is that this concept has grown since the 1800s and is evident in areas of training in organizations, higher education and perhaps K-12 education. It requires professionals known as instructional designers to apply their expertise to help build and develop a successful online learning experience. They are a key element to the building, structuring and assessment of the success of an online environment for any type of distance learning. They are able to help faculty with creating, "a clear framework, outlining the goals, delivery and structure of the e-learning program with clear benchmarks for success" (Moller, Foshay & Huett, pg. 68, 2008b).

An interesting tidbit I learned, was that the concept of distance learning has existed as early as the 1800s, where they used mail correspondence to deliver information. The amazing part is that we still use postage time to get responsive communication for our correspondence courses, such as I get with my knitting classes through The Knitting Guild Association. The biggest shift is the use of Internet technology and the introduction of email communication, where we can communicate more efficiently and receive on demand learning.

I can now see distance learning taking on a larger role in the training and learning communities. Previously, I was limited in my knowledge of even the types of jobs I could do, but now I can see that my skill set can be applied to many areas in different industries. After this first week in the distance learning course, I can say that when I see or hear the word distance learning, I think about the learner, teacher and instructional design team working together to help achieve a successful learning experience. Distance learning brings to mind the ability to learn from the comfort of your home, as long as you have an internet connection.

The biggest evolution has been that online programs are being accredited and being taught at a similar level as traditional educational institutions, if not more. A lot of the benefits are being recognized, which leads to many organizations adapting to the distance learning mindset. As Moller, Foshay and Huett mention, "distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds" (pg. 66, 2008b), it is becoming truly contagious. Everywhere I go, I hear people talking about upgrading their education to pursue higher career opportunities.

My vision for the future of distance learning is that it will only grow and get bigger from here. With having the proper building blocks in place, such as the instructional designers and dedicated faculty and learners, I see it going on a successful route. Dr Simonson brings up a wonderful statement about the current state, and that is "distance education is widely adopted and approaching critical mass society" (Laureate Education, n.d.). I feel that has been the biggest battle in some ways, as institutions are becoming more accepting and welcoming to the distance learning concept.

Overall, I feel that with the awareness and support from the Instructional Design community to keep pushing their professional practices into play, as they keep educating the team that there is value in doing this the right way, success is sure to follow. It is also important to note that online learning may not be able to replace every form of education, but can definitely be a part of the curriculum, such as using blended learning for practical programs with the culinary arts. Dr Simonson puts it nicely as he talks about how "distance education will grow significantly, but will not replace traditional schools" (Laureate Education, n.d.). The integration will introduce a lot of flexibility and value in ones time as they get the freedom to pursue their educational journey when and where they wish to do so.

References

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Laureate Education. (n.d.). Distance education: The next generation. Retrieved from https://class.waldenu.edu

Welcome to my blog space for the Walden course on distance learning. I really enjoy the field of instructional design and technology, and will be using this blog space to share more information about it. I welcome you to post your comments, so we can discuss and learn more from each other. I would love to know more about you, in reference to what made you decide to pursue Instructional Design.