Stepping into the future while considering the past (Wk8AssgnGeursG)

            When peer-to-peer file sharing program Napster debuted in 1999, technology experts all over the United States saw Napster for what it really was: a revolutionary innovation in music.  Since then, such file sharing programs such as BearShare, Limewire, and Kazaa (which I may or may not have used), as well as companies with pay-for-music services such as iTunes and Amazon have all provided services which can be traced back directly to the work of the Fanning brothers and Napster.

            Fifteen years ago, people would not have been able to guess how digital music would change, but they could make some pretty strong guesses.  In the same way, since distance education’s early days in 1833 with correspondence courses(Simonson, Smaldino, Albright, & Zvacek, 2012), the face of distance education has continued to progress alongside the technology it utilizes.

            The major technological force which propels distance education is the Internet and its communication tools.  Distance education heavily relies on communication between instructors and learners, especially as they are divided by time and geography.  As Dr. George Siemens points out, “More and more of us are communicating online” (Laureate Education, “The Future of Distance Education”).  This is a positive thing which will have a strong impact on public perception of distance learning five, ten, or even twenty years down the road.  As people become more comfortable communicating with each other over long distance, become familiar with the tools which they use in order to communicate, and become used to how the two can be used in order to exchange ideas and knowledge, distance learning’s perception will pick up speed and be viewed more and more positively as time goes on.

            Instructional designers have a challenge in the years upcoming related to improve social perception and continue to improve the quality of instruction in the field of distance education.  Through the use of the social channels to which instructional designers have access, they have the ability to engage community stakeholders by demonstrating the quality of distance learning programs by giving clear examples of work and how it matches up to brick-and-mortar institutions’ learning objectives for courses.  Instructional designers can also be agents for change by providing clear communication and example of how distance learning principles already are a part of individuals’ daily lives.  They can help in the improvement of distance education by listening to the voices of concerned stakeholders and looking for ways to alleviate their fears and concerns.  For example, if a stakeholder is concerned about having access to an instructor, the instructional designer should look for different avenues to provide the concerned person with solutions to the problem.

            The future of distance learning is as pregnant with possibility now as Napster was fifteen years ago.  Only the passing of time can demonstrate what changes and improvements will be birthed.  People engaged in the process such as instructional designers can have a large influence on the direction and quality of changes that are possible and they should make the most of every opportunity to make distance learning as effective as possible.

References

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from              https://class.waldenu.edu.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:             Foundations of distance education (5th ed.) Boston, MA: Pearson.

Who wants to learn about Fourier?

Stanford University on iTunesU:

http://itunes.stanford.edu/

            A dream of mine would be to one day complete post-graduate study at Stanford University.  Unfortunately, there are two things preventing me from accomplishing this dream: geography and money.  Stanford is located in California; I live in northeast Indiana.  Another thing preventing my ability to study at Stanford is the more than $14,000 dollars grade term’s tuition which I could not afford.  Thank you to the magic of the 21^st century technology, I can still study some of the same content from some of the same Stanford University courses for free.  And while it may not be as rigorous or as high quality education as taking a real Stanford course, it does provide for an opportunity to gain additional knowledge.  As an amateur quantum physics enthusiast, a concept I encountered in the book Quantum Physics for Poets by Dr. Leon Lederman is the Fourier transform.  The course I am currently taking through Walden University, “Distance Learning,” assigned me to provide an analysis of a free open course, so it was fortunate that Stanford’s iTunesU page had a course on Fourier transform that I could use to complete the application task.

            Stanford University’s “The Fourier Transform and its Applications” is laid out as an authentic college course.  Prof. Brad Osgood from Stanford is the feature lecturer in this series of 30 video lectures.  Along with each pair of corresponding lectures, the course provides a problem set of practice problems for the learner to complete and also provides the solutions and steps for how to solve the problems.  The Fourier course seems intentionally designed for distance learners, as the material is sequential in nature with later lectures and problems sets building on previous ones.  There is even a copy of both the midterm and final exams along with answer keys for the learner to be able assess him or herself on how well they are comprehending the material.

            As described by Saltzberg and Plyson in Simonson, Smaldino, Albright, and Zvacek (2012), this could be considered an example of distributed learning since the open course is “an instructional model that allows instructor, students, and content to be located in different, noncentralized locations so that instruction and learning occur independent of place and time” (pp. 123-124).  As an effective online course, this would not pass the textbook writers’ test, as it seems that the creators of this course do little more than put lectures and handout materials online for people to access (p. 134).  The course does not provide a detailed syllabus; the learner can get an idea of what will be covered by looking at the brief outline of topics. 

            The individual who compiled the video and problem sets for this open course seems to have implemented course activities to promote and foster learning, but I am not sure whether one could say that learning is maximized.  In the course description area, there is an outline of headings for the major topics covered.  The video lectures of Prof. Osgood feature him writing material on a chalkboard and giving clear explanation as he goes.  The problems sets contain solutions with explanations.  A student in the distance learning setting could benefit from having an area to ask questions or find additional support from the instructor.  The learner could also benefit from there being a resource that provides the individual topics for each lecture so that he or she may be prepared to take notes or read up on the topics ahead of time.

            My math skills do not extend much beyond simple trigonometry, yet I feel I understand Fourier transform a little better after watching the first few lectures.  Stanford University’s iTunesU course, while not the most easy to understand source on the topic of quantum mechanics, is a good place to go for quality distance learning on a wide range of academic subjects.  Not all courses contain the same level of quality materials as “The Fourier Transform and its Applications,” but all courses like it that I saw are laid out in a sequential fashion that will help the average learner take something away from the experience.

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

                distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

A unique distance learning scenario.

            When I was in high school, one of the best parts of the school year was when I had the opportunity to go on field trips.  There was something special about being able to go somewhere out of the norm; part of it was special for it being a unique learning opportunity, and the other part of it was special because it wasn't the four walls of the school building.  Living in a rural setting, I think to how I would be able to enable my students to experience learning environments like a history teacher trying to giver her students a learning experience by visiting art exhibits across the country without physically going to them.  And the way I would accomplish this daunting feat would be to enable my students to participate in a virtual art gallery experience.
            The first way I would attempt to provide a way to explore the pieces of art would be to assemble a board on Pinterest devoted specifically to the pieces of art.  Looking at an example for this board I began creating with education resources, I would find images for each art piece and assemble them in one location.  Each image could then contain links to additional information about the piece, much like one would find if he or she visited the real gallery.
            Another way I would attempt to give students the experience of visiting the art exhibits would be to see if a virtual gallery such as the one for the National Gallery of Art already exists, and if not, develop one.  Simonson, Smaldino, Albright, and Zvacek (2012) explain that using a virtual world such as this enables the "exciting potential for placing students in real-life applications of course content" (p. 132).  A virtual art gallery would provide the benefits of a Pinterest board art gallery along with a pseudo-spatial experience of walking around the gallery.
            Each unique learning environment comes with its own unique challenges.  Thanks to technological developments in distance learning, visiting an art gallery all the way across the country is not impossible, it simply takes some ingenuity and creativity.

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

A reflection on learning at a distance.

Learning is a natural process; horses learn to pull a plow, dogs learn not to urinate on the carpet, and high school students learn algebra –in most cases anyway.  Learners gain knowledge and new skill sets to use.  For generations, learning was done in person with a face-to-face approach, as seen through the example of oral tradition.  Geographical shifts and technological advancements have created both a need and opportunity for people in unique circumstances to be able to learn, even at a distance from whatever is considered the source for knowledge.

Distance learning has taken many shapes.  This is the case because as Simonson, Smaldino, Albright, and Zvacek (2012) explain, the word “distance” can include geographical, time, or intellectual aspects (p. 9).  As people move to new places, have new time constraints placed on their daily lives and schedules, and encounter new scenarios where new knowledge is necessary, life can require new and spontaneous ways of learning.

When I was younger I used to think of distance learning differently than I do now.  When I was in fifth grade, I wanted to take a creative writing class for elementary school students sponsored by Purdue University’s School of Education.  Since my parents were late in submitting the registration materials, I was unable to participate in the actual class.  I was, however, able to take the class by having the instructor send to my house packets of worksheets with directions which I completed and sent back to get feedback.  This correspondence course format closely resembled the way that Issac Pitman would offer shorthand writing courses in England during the 19^th century (Simonson et al., p. 37).  Up until recently, this was the only thing that came to mind when I thought of the term “distance learning.”

 I still see distance learning as opportunities for learning that happen when the learner is unable to be in a setting that involves direct contact with an instructor.  Advances in technology have made great strides to remove some of those barriers created by distance to create virtual learning scenarios for learners.  In the past, instructors would send pre-recorded video tapes of lessons; this was a good plan until the learner might have a question for the instructor or have a special need which the basic video could not address.  With new telecommunications tools such as YouTube and Skype, instructors can post videos in one location for learners to access and converse with learners to work with the learners to ensure knowledge transfer. 

As telecommunications technology improves and learner needs change, the look of distance learning will continue to change and develop.  The need of professionals to continue their education while remaining in their job setting was the catalyst for universities to develop degree programs through distance learning settings which could provide an equivalent education experience where “the distance education course is effectively designed…(so) potential learners will reach the course’s instructional objectives” (Simonson et al., p. 52).  While I cannot see into the future with my crystal ball of instruction design, learner needs will drive innovations in technology and instruction design so that distance learning continues to move towards providing the learner with the best learning experience available.

Above is a visual example of the distance learning web of which I am a part.  As a professional educator, innovations in distance education affect me, even though the only distance learning program in which I am actually enrolled is my higher education degree through Walden University.  If the reader of this blog post takes a minute to reflect upon his or her own learning, I feel certain that he or she will quickly realize that the changes that have occurred in distance learning also impact them on a daily basis.  As we look to the future, let us not be quick to dismiss distance learning, but instead ask how it can fill a need for learning and how well that need can be met.

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Reflecting on EDUC 6115

Learning is a process, an interconnected series of steps.  Learners may follow some of the steps, all of the steps, or none of the steps.  This illustrates a necessity for learning theories, as they provide a “source of verified instructional strategies, tactics, and techniques” (Ertmer and Newby, 1993, p. 51).  Going into EDUC 6115, I had a basic understanding of the fundamental concept of learning theories; what I did not realize is how intricate the learning process is or how there is no standard example of what and how learning looks like.

            In undergraduate study, I was taught the basics of multiple intelligences and that differentiation should use these intelligences as a focal point.  I thought that the more intelligences I could incorporate into a lesson to afford students who did not necessarily develop one certain intelligence or other, the better.  The truth though, as Gardner (2003) emphasizes, is that “multiple intelligences should not be in and of itself an educational goal” (“Multiple Intelligences after 20 Years”, p. 9).  Well developed instruction focuses on the learners’ values.

            A misconception that I had was that when it comes to learning theories, behaviorism is not a positive theory to incorporate into instruction because of the idea of rote memorization and performance of specific actions based on stimuli.  Instead, it is admirable to strive towards constructivist activities which require higher levels of cognition that allow a student to “monitor, direct, and regulate actions toward goals” (Ormrod, Schunk, & Gredler, 2009, p. 130).  In reality, “no one theory of learning or of facilitating learning trumps the others” (Foley, 2004, p. 55) because different learning tasks require different approaches to learning.

            Gaining new nodes of schemata is easier when the material is presented in a way that appeals to one of the intelligences which I have more fully developed, and is presented in a way where I can make personal connection and meaning from it.  I tend to buy in to learning new information if I “can direct (my) own learning,” and have an “immediate application of knowledge” (Conlan, Grabowski, & Smith, 2003, “Adult Learning”).  In my own learning process, if I feel that motivation is lacking, these are things to consider when self-monitoring my personal learning progress.

            Specific learning theories dictate which learning styles to incorporate due to their effectiveness, and how to use educational technology.  When faced with the task of designing instruction for a diverse group, it is helpful to understand that based on the needs of the group, one particular learning theory and its subsequent learning style dynamics will be more useful than another.  Whatever learning styles will be implemented, educational technology can be a valuable tool in the process.  Whether as a visual stimulus to assist in rehearsal as part of behaviorist conditioning, or as a connection tool for learning networks in connectivism, educational technology has its place in the instructional environment.  All of this is for the purpose of eliciting the highest levels of motivation in the learning environment.

            The material and discussions presented through this course will be beneficial to me as I move forward in the field of instructional design.  When presenting a new collection of knowledge to a group of learners, I will need to be intentional about providing clear moments of extrinsic motivation that do not eclipse the draw of intrinsic motivation.  Looking at new knowledge with which I will be asking learners to synthesize and make new connections, I will use the principles behind specific learning theories to design instruction that best meets the needs of the multiple intelligences and learning styles of the learners.  Learners will be able to see how to immediately apply gained knowledge; relevance is crucial.  In designing instruction, I will also work to allow for many instances of self-regulation.

            There are many factors involved in learning and designing effective instruction.  It all revolves around learning theories, styles, and how to keep learners motivated.  While being knowledgeable in learning theory may not be the ultimate trick to being a successful instructional designer or facilitator, it surely is a good place to start.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging

perspectives on learning, teaching, and technology. Retrieved from            http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing

critical features from an instructional design perspective. Performance Improvement

Quarterly, 6(4), 50–71.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global

era. McGraw-Hill Education.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the

American Educational Research Association, Chicago, IL. Retrieved from http://ocw.metu.edu.tr/pluginfile.php/9274/mod_resource/content/1/Gardner_multiple_intelligent.pdf.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate

custom edition). New York: Pearson.

To reflect is to demonstrate learning, unless you are a mirror.

            The past seven weeks have been an exercise in learning about learning.  Learning theories and learning styles have been the concentration of reading, discussion, and analysis.  As this course and semester draw to a close is the perfect time to reflect on what I how what I have learned about learning, theories, and technology apply to me.

            When it comes to gaining new knowledge, I find myself becoming frustrated with facilitators who spend what seems like an unnecessary amount of time working to establish a groundwork for more difficult concepts.  Without understanding the what of any process, I am not going to be able to follow the when and why of it (Ormrod, Schunk, & Gredler, 2009, p. 100).  I have always been quick to brush off the introductory steps without having a full understanding about why the fundamentals are necessary.  It is these what's however without which I would not have a why, when, or how to develop later.  I now can better appreciate these first steps for what they are.

            While I would not necessarily say my view on how I learn has changed, I acknowledge that I have a better understanding of the fact that  "intelligences (which I have) given a chance to develop" (Armstrong, 2009, p. 27) are the ones I tend to use in learning new material.  These intelligences are also ones which I tend to use on a daily basis on routine tasks, so if I can use these intelligences in learning material which will prove relevant, learning will occur and more successfully.  

             While I tend to lean on intelligences which I have more regularly used, I see the value in ensuring not to ignore other intelligences or not buy in to the idea that I am unable to develop them.  In their research case study, "Learning Styles: How Do They Fluctuate?", Gilbert and Swanier (2008) quote extensively from Felder and Silverman, including what seems like a seemingly obvious statement: "Teaching methods also vary" (p. 30).  This is not a simple observation; it carries a lot of weight to it.  If teaching methods vary, then the learner who is going to be successful is also going to be open to developing and utilizing multiple learning intelligences in the learning process so as never to be impaired.  

            Learning is a social experience for me.  While technology plays a role in creating product for specific tasks and assignments, they key way that technology aids me in learning is that it provides me to a vast array of networks, which the connectivist within enjoys and leverages.  To learn and put into practice skills, I will look to YouTube, discussion forums, Twitter and other social media, as well as professional sites and blogs which can provide the information I need.  It is the diversity of opinion which gives me the feeling of authenticity in what I am learning.  

            Learning is an intricate process, as is learning about learning.  The takeaways I have gained from this semester about how my interests and life experiences (that shape which intelligences I develop) are the reason why I use one particular learning strategy over another have also showed that it is possible to develop other intelligences and use other learning strategies as needed.  It is knowing and being able to practice these strategies which can make for the most effective learning by the most successful learner.

References

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA. Association for Supervision and Curriculum Development.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institiute for Learning Styles Journal [Vol. 1]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

So...ummm...reflection...yeah.

          Davis, Edmunds, and Kelly-Bateman (2008) explain connectivism as "driven by the understanding that decisions are based on rapidly changing foundations" ("Connectivism", from "Connectivism Defined").  In light of this fact, when looking at the mind map I posted earlier this week, it is interesting to note how broad some of the connections in my networks are and the potential to bring new information to my attention.  My learning network and what I have gained from it support the basics of connectivism by providing me with specialized connections to information, a broad aspect of opinions and expertise in the area of my profession (education), and also giving me a social aspect to go alone with it.
           The advent of social media such as Twitter has affected how information is shared and and synthesized.  I participate in Tweet chats through #PBLchat and #engchat with other educators from around the world.  These individuals become a sounding board for my thoughts and provide their own thoughts as feedback.  The additional layer of synthesis of information happens depending upon who is responding to my thoughts.  A person who I regard in high esteem is someone who I will be more likely to pay attention to as someone who is able to filter irrelevant material out of his or her speech before conversing with me; I am more likely to listen openly to what he or she has to say.  Socializing with these people I respect via Twitter is a way in "nurturing and maintaining connections...to facilitate continual learning" occurs (Davis, Edmunds, & Kelly-Bateman, 2008).
           These same "experts" are the ones to whom I turn when I am having conundrums over best practices.  If my friends and connections cannot point me in the right direction, I invariably will end up on a website such as Edutopia or Mindshift from KQED to see what opinions others have on the subject.  A variety of thoughts and opinions on a similar subject ensures that when I am trying to make sense of a topic, I can see multiple perspectives and evaluate which is the best fit way to apply new knowledge.
           Thanks to the advice of colleagues and learning network connections, I have been able to use some different web tools to aid learning in my classroom.  Web tools like Bubbl which I used to create my mind map, brainstorm apps like Scrumblr, and audio editting software like Audacity are all tools I have begun using based on the advice of those around me.  
            Whether I had a label to give this idea of broad input of information from various sources which are always changing (connectivism) or not, the fact is that I would still be benefiting from the the idea of it.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism.