Reflection

Introduction 

Distance education has been changing throughout the time according to the way society communicate their needs and wants. Dr. Simonson stated that distance learning has been around for many years (Simonson, 2012). Distance learning time continuum show us how distance learning started since the 1830s when European newspapers offered courses through mail correspondence. In 1996 Learning management systems become the mainstream distance learning environments. Many learning portals emerge. By 2006, Blackboard, Inc. affirmed the uniqueness of its course delivery system. Now my final project is reflect about the what will be the perceptions of distance learning in the future, and what can I do to promote and improve distance learning.  

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

As Dr. Simonson (2012) points out, "distance education is going to increase dramatically in the next few years, in the next few decades." In the next 5-10 years, I believe distance learning will continue to increase with the innovation of technology and the new web tools. Early childhood programs are increasing the use of technology exposing young children to technology. I had been working in the field of early childhood education, and this year at the national conferences for Head Start programs region V, I could find new technological programs for young children promoting literacy, math and science. These days you can hear a lot the word Net Generation, this generation has been using technology from their early years, and the parents are observing all the new features and benefits that this innovative technology is bringing to their children and themselves. Dr. Siemens (2010) stated that distance education is growing acceptance in society because every day we have experiences communicating online. Considering my own experience with technology, and the responses from some friends, colleagues, family, and instructors, I believe that we are going to accept more the idea of distance learning while internet providers are improving their services with fast speed internet in more areas.

In the next 10-20 years, I believed that distance education will have more acceptance at all levels in education. Dr. Simonson stated that distance learning will grow significantly, but will not replace traditional schools. He also points out that distance learning will be included into most learning environments. On these days, we can find the term E-learning or online learning in reference to distance learning, with all the innovations of technology it is more likely that the term will change, but not the objectives of distance learning. Technology is improving its features making it more fast and with better quality. To conclude my vision of distance learning in the next 10-20 years, I think that Dr. Simonson (2012) says it better with his statement "as communication technologies improve in quality we are going to start to see the educational model around it ramp up significantly."

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

One way to promote perceptions of distance learning is speaking out my experiences as a distance learning, and to be professional in my work putting high the name of instructional designers. A way to do that is using the preplanning and planning strategies before I start designing and developing programs and courses for corporations or schools. I need to follow the principles of instructional design systems. Dr. Piskurich (2012) states that instructional designers should develop good lesson plans for the instructors. The lessons should include activities that cover the learning objectives. Then train my facilitators on the software that they and their students will be using. Another way to promote distance learning is designing instruction that include the precise mix of media and content to meet learning objectives and goals. According to Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., the key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies (p. 115, 2012).

How will you be a positive force for continuous improvement in the field of distance education?

I will try new ideas as well as find out ways to access my new learners by means of technology. It is important that as an instructional designer, I need to know the basic principles of instructional design. If I follow those principles, then I can help to ensure that what is produced serves a necessary purpose, meet the needs of students, is attractive and well organized. I need to make sure that the material is delivered in an appropriate mode, and that is continually evaluated and enhanced (Morrison, Ross, Kalman, & Kemp, 2011). Every year we have more needs and new technologies in the area of instruction, for instance, it is necessary to keep myself updated with all innovations and to do some research before designing instructional programs.  

References

Simonson, M. (2012) “Distance Education: The Next Generation” Laureate Education, Inc.

Siemens, .G, "The Future of Distance Education" [video format] Retrieved from Lecture Notes Online Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5089759&Survey=1&47=7136420&ClientNodeID=984650&coursenav=1&bhcp=1

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.

Laureate Education, Inc. (2012). "Distance Learning Timeline Continuum"
This multimedia, interactive timeline chronicles the evolution of distance learning from 1833–2009 [Video transcript]

Lauretate Education, Inc. (Producer). (n.d.) Facilitating Online Learning [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8910814&ClientNodeID=984650&coursenav=1&bhcp=1

The Impact of Open Source

Open Yale Courses: A free open website offering a number of introductory courses taught by Yale University professors.

http://oyc.yale.edu/

This week's application is to evaluate an open source course available on the Internet, considering the standards and guidelines that should be use in distance learning courses. "Open source software is intend to be freely shared and be improved upon and redistributed to others." "Open source does not mean unlicensed. Open source software typically has a license, but the terms of the license should comply with the Open Source Initiative definition before the software is truly open source." (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2012, pp. 141)

Walden University provided some links from Open Course Websites to chose one and reflect about what I learned from this week. I will consider the fundamentals of teaching online shared by Simonson, et al., (2012) in our course text.

1. Avoid “Dumping” a Face-to-Face Course onto the Web
2. Organize the Course and Make the Organization and Requirements Clear to Students
3. Keep Students Informed Constantly
4. Think about Course Outcomes
5. Test Applications, Not Rote Memory
6. Integrate the Power of the Web into the Course
7. Apply Adult Learning Principles with Nontraditional Students
8. Extend Course Readings Beyond the Text
9. Train Students to Use the Course Website
(Simonson et al., 2012, pp.134-137)

The open course that I decided to evaluate is Open Yale Courses. This courses provide free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. (Open Yale courses website, 2012). This open source was open to everyone, and it did not require a registration process in order to have access to the information. Learners are not going to acquire course credit, degree or certificate. This site provides several courses from 20 different departments. I decided to explore the astronomy department, which includes courses in astronomy, physics, and mathematics.

I had the opportunity to explore Frontiers and Controversies in Astrophysics. It is great to have access to this open source without registration, but the on this way the instructor does not know who are the learners. "Taking the time to learn about the learners in the class yields a more productive learning environment." (Simonson, et al., 2012, pp. 154). At the same time, this open source fails to meet the primary consideration to integrate the power of the web into the course. In other words, "no powerful opportunities for resource utilization, collaboration, and communication" (Simonson, et al., 2012, pp. 136) are offer on this open source course. It is clear that this course did not avoid "Dumping" a face-to-face course onto the web. (p. 134), the course was video-taped and shared to learners via you-tube. The open course is providing two ways to have access to the content with a link to view class sessions and downloading all course pages. The crucial problem is that it does not provide the "goals and objectives for instruction" (p. 158), and there is "no detailed assignment instruction" (p. 134), as well as no announcement tools to "keep students informed constantly" (p. 135), and "no training to students about how to use the course website" (p.137).

The course has two midterm exams, and the learners can have access to PDF examples and responses. This confirm that the course was design to be face-to-face and dumped to the web. "Student assessment must be designed to reflect the specific behaviors identified in the course outcomes" (p. 135). Again this course does not have interaction among learners and instructor, making it impossible to offer other forms of testing, and we are not sure if the learner is acquiring the information. The design of this course is not following the distance learning guidelines. There is no contemplation for learning styles, and learning environment.

In conclusion, there are many benefits of open source including the price "free". You can learn about one topic using the benefits of distance learning. However, no course credit, degree, or certificate is available. The course about Frontiers and Controversies in Astrophysics offered a full set of class lectures and other course materials. The lectures are available through PDFs and videos. This are some of the benefits that this open source provided, still the weaknesses that I found make this course does not fit to all learners. It seems to be a great face-to-face course with very experienced instructors, but "online activities for students should have specific pedagogical or course management purposes." (Simonson et al., 2012 p. 134).

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.

http://oyc.yale.edu/astronomy

A Case Study: 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.

Blog "Blogs can be open to the publci or restricted to group of readers determined by the blogger." (Simonson, Smaldino, Albright, & zvacek, 2012, p.129. A blog is considered a collaboration tool, and the staff members from the different regional offices can have access at any time. The instructional designer can add videos, and text to explain how to use the automated information system. The I.D. can add a PowerPoint Presentation or slides with important information that learners can print. Using this web application the I.D. can include podcast to present some information.

Simonson et al 2012 stated that 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, and the editing and mixing of content from diverse sources for new purposes through a model called the mash up, by both group and individuals.

Click here to have access to the 10 Best Corporate Blogs in the World.

The goals using blogs are different and vary from Problem Solving, Community-building, and loyalty for Caterpillar.
Another example is from Starbucks that main goal is for new product development and engagement.

Another interesting example is from Soutwest Airlines that the main goal is to enhance corporate image and integrate with traditional media.

This are just three examples from the list provided above. Technology has been used to collaborate and provide trainings, it can be used to promote sales and communicate with clients, and to share information with others about different topics.

Blackboard Collaborate is a CMS that can provide a collaborative experience that engages everyone, every time and everywhere. This tool can help you create virtual classrooms, offices and meeting spaces that open more possibilities to more students.(Blackboard, 2012).

Combining the capabilities of industry leaders Wimba and Elluminate, Blackboard Collaborate provides a comprehensive learning platform designed specifically for education. It is helping thousands of higher education, K-12, professional, corporate, and government organizations worldwide deliver a more effective learning experience through online, blended, and mobile learning. And it will help you open up all-new aspects of real time, or anytime, learning to engage more students and improve outcomes.(Blackboard, 2012).

There are different organizations sharing their testimonial about Blackboard Collaborate. "Blackboard Collaborate is unquestionably a “game-changer,” a disruptive technology, if you will, when it comes to e-learning. The ability for faculty and students to collaborate in real-time breathes new life into the online classroom by giving aural and kinesthetic learners what they have needed for years—a synchronous learning experience. What has surprised me the most is that faculty who teach in a traditional classroom are discovering that they can better leverage its asynchronous tools to extend learning beyond the time-and-space limits of the traditional classroom. Through the archive and file download features, students are able to benefit exponentially from repeated interaction with content and collaborative experiences. Blackboard Collaborate is a perfect blend of synchronous and asynchronous learning environments in a user friendly package. I would not want to develop an online program without it."
— Mark Burris
Director of Scholarly Technology and Resources
University of Arkansas at Little Rock


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.

http://www.blackboard.com/

Ferdy's Distance Learning

Copy of Ferdy's Distance Learning on Prezi

Future of Distance Learning

The Four Components of Distance Education

Defining Distance Learning

Defining Distance Learning throughout my life

My Personal Definition of Distance Learning in the Past

I remember I was a student in High School when I heard of another kind of education. It was the first time "Telebachillerato" was going to be introduced to the community by the government of my state Aguascalientes in Mexico. This kind of education was going to be offered to adults who wanted to finish their High School equivalent diploma. For me and others who were attending high school at an institution, this alternative education was quite insecure for many reasons. The students were not taking classes at any institution or school they were at home watching TV. How could they learn without explanation or assistance from the instructor? My friends and I questioned our teachers. Since this was a very new program for some instructors who were use to teach face-to-face courses, they did not believe it was the best option for young people. Our instructors use some Video Cassettes to present some educational materials, but after watching the videos we received immediate information for clarification of the programs. 

I was a student who always wanted to learn about new products, and that motivated me to start working some evenings assisting one of the instructors from the "Telebachillerato".  It was then when I realized that this alternative education was endorse by the public schools. All the learners could continue with their studies and attend to college. This alternative education was helping all the individuals who were working and wanted to continue with their education. In other words, when my friends asked me What is this "Telebachillerato" education? I answer "it is a new form of education where the adults are not face-to-face with the teacher, and they receive more of the educational program throughout television. Where the adult learners can receive assistance from an instructor once a week, and they take a quiz to prove that they are learning. To conclude, explain that this alternative education is endorse by the public schools. In other words, something similar to what I learned later it is distance education.   

New Perspective and Definition of Distance Learning

It is interesting how the definition of distance education changed for me throughout time. As I mentioned above, "Tele-bachillerato in Mexico was going to be called "Open Education" or alternative education for me,  that was mainly for adults who did not have the opportunity to complete their education attending school every day in a face-to-face approach.  Many people were considering that open education, was only for adults with limited economic resources. After reading this week's resources, I realized that in other time and on other country this type of education was for people who had the economic resources to buy the materials. We can observe how in Europe between the years of 1833 and 1873, some newspapers were offering composition, language, and civil service examination courses through mail correspondence Laureate Education (n.d) "Distance Learning Timeline Continuum." Multimedia Program.

After my first experience 20 years ago, my thoughts about distance learning had been changing since I started to take online courses. Before, I was just looking at the fact that the student had been not taking classes face-to-face with the instructor and that the public schools send the instructor to clarify questions and give quizzes to the learners. I can even say that I thought it was something like self-study. Now, I understand that other components are going to be required in order to have a distance learning experience. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012) states that in order to differentiate self-study from distance learning it is requiring a main component "institution" that is what give us the first component "Institutionally based". When I came to America, is when I was part of distance education as a learner. I was taking classes at a community college on the face-to-face way, but one course was going to be offered through television. I was observing the theoretical explanation through TV, completing a workbook, and communicating with the instructor by e-mail. The exams were going to be offered on campus, and I received the credits for the class. It was a complete experience of communication using technology. I was using print and telecommunications for my learning experiences. Later, I started to take courses at Kendall College, and again it was necessary to take some courses online. Finally, I came to Walden University where I became a distant learner. Seeking my new degree as Instructional Designer gave a clear perspective of what it is Distance Learner. Today, if some of my ex-classmates ask me what is Distance Education I will include much more information from my previous experience of open education.

I will say, innovative education that can be provided to many people at different geographical places. The education is going to be supported by an institution that will provide a degree to the learners enrolled who complete all courses with them. This innovative education might use interactive communications to present educational materials to the students. A knowledgeable instructor will be interacting with the learners, and the learners might be able to participate on the course at any convenient time; but following the guidelines established by the institution, and the course program. Learners may have different educational experiences, as well as ways of learning. The instructional materials can be presented via electronic media, vhs/dvd, or telecommunication system Simonson et al (2012). Some learners might be located on different counties, states, countries or even continent. To complement distance education, it is necessary the connection of learners, resources, and instructors.

How do I see the future of Distance Education?

I can see the future of distance education as the new option for many students everywhere in the world. Technology is changing every year, and with the latest technology, distance education can be helpful for many communities. I believed that some of the learners that will benefit a lot of distance learning education, and among them will be Students with Special Needs. There are communities that have to travel long distances to receive basic education. These communities do not have an option to complete or continue with superior studies because of many economic and academic limitations on their communities. Distance Learning is the option to help those who dream to have a degree. Technology is the innovation of today's world, and we can use this technological innovation in something big. We can call it e-learning or "distance learning education" Dr. Simonson (n.d) states that distance learning education needs to be nurtured, supported and inculcated into what we do. 

Generation Y or Millennium Generation is spending several hours using technology to communicate with others through social media and texts. Some children are going to be exposed to technology at early years, attracting the attention of many children. Some three-year-old students know how to manipulate the mouse and know how to turn on and off a computer. Children who are language impaired are using technology to communicate their needs. I had been helping children with Spina bifida to communicate using technology. I was teaching the student how to manipulate a pencil with an electronic board to communicate his / her needs with others. Considering all of this benefits, we can reach many students everywhere in the world. I want to look at distance learning as the opportunity to Future Generations. 

In conclusion, the future of distance learning is big and can be offered everywhere. I can imagine how students from around the world will be communicating through technology. This technology will be innovating products and ideas to connect all type of learners and students from any age. My vision of Distance Learning is that students from Kindergarten all the way through doctorate will have the opportunity to learn everywhere in our world. Corporation will be using distance learning to train and capacitate their employees, as well as the opportunity to acquire certificates and degrees. 

Resources

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

Simonson, M. (2012) “Distance Education: The Next Generation” Laureate Education, Inc.

Laureate Education, Inc. (2012). "Distance Learning Timeline Continuum"
 This multimedia, interactive timeline chronicles the evolution of distance learning from 1833–2009 [Video transcript]