Project Management in Education and Training

 

~And the journey continues...

Future of Distance Learning

What do you think the perceptions of distance learning will be in the future?

In the future, the depiction of distance learning, distance education and online learning/education will lose its stigma as an inferior alternative for higher education.  Distance learning will become synonymous with traditional learning and at some point it will be difficult to distinguish between the two formats in regards to superiority.  “Growing acceptance of distance education is fueled by; the increase of online communication, practical experience with new tools, growing comfort with online discourse, and the ability to communicate with diverse and global groups.”  (Laureate Education, n.d.).  More university and colleges will incorporate distance learning into their education platforms and it will become “central to an institutions operation” (Osborne, 2013).  Along with distance learning becoming a standard, Massive Open Online Courses (MOOCs) will gain more ground as businesses begin to use these courses to train employees.  Living in a technological world where internet and mobile messaging are the primary source of communication in the workplace, employers may require students have online courses in their portfolio as a way to show they can work with and in a diverse demographic. Just as paper and pen has given way to tablets and drop boxes, online learning will become par in higher education institutions and business training.

Included in the shift to distance learning and almost half (45%) of college students “taking at least one online course” (Bolkan, 2013) is the increased trend of adults entering higher education.  While “a large a majority of the American public and…business leaders say it is more important for job candidates to be well-rounded with a range of abilities than to have industry-specific skills” (Stratford, 2013), adults are finding themselves taking remedial courses to obtain their degree, which costs valuable time many do not have. With this thought in mind, the flexible course design can “shorten the process and will focus on learner-directed activities, including project work and multimedia assignments (Osborne, 2013). Speeding up the process of learning while still creating well-rounded educated adults is the Kentucky Community & Technical College System.  The Learn on Demand program lets “students work through the models sequentially, completing each in a dramatically shorter period of time and progressing at their own pace” (NextGen Learning, n.d.).  Remedial courses can be taken and completed in a 3-week module as opposed to a typical 16-week semester.  Adult learners will save precious time and can soon focus on program courses.

 

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

While distance learning still provides “institutionally-based and formal education” (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 32) means the outcome is to continually provide superior and quality education to the learner.  Flexibility is a major proponent of online learning and creating courses that engage the learners increase satisfaction and will also increase popularity.  As we continue to create course and design the learning experience, one group of potential students to keep in mind is the student who is anxious to try distance learning.  “The challenge we face as designers is to create distance learning that … draw in those who prefer face-to-face, and convert those that fear it” (Trask, 2014). How, as an instructional designer do we appeal to and attract students who have never taken an online course?  One way is to design a course with required elements (and outcomes) but allow the learner to “pick and choose what they want to do and what they want to avoid” (Bull, 2014). This buffet-style design will work with assessment options as well, adding differentiation to appeal to a variety of learning styles as outcomes measure what is learned not how they learned it.

 

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

 Designing courses that are equivalent and that the learning activities, though different, have the same effect on the course outcomes.  An important factor in continuous improvement is the learning experiences; “anything that promotes learning, including what is observed, felt, heard or done” (Simonson, et al, 2012, pg. 53).  This includes designing opportunities for extensive collaboration between students and copious instructor interaction.  Personally, I feel education is life-long and I plan to continue my educational journey through specialized training to update my skills and knowledge and as we are well aware, Improvement starts with ‘I’.

 

References

Bolkan, J. (2013, June 24). Campus Technology. Report: Students Taking Online Courses Jumps

             96 Percent over 5 Years --. Retrieved June 25, 2014, from

            http://campustechnology.com/articles/2013/06/24/report-students-taking-online-courses-

           jumps-96-percent-over-5-years.aspx

Bull, B. (2014, February 3). 10 Assessment Design Tips for Increasing Online Student Retention,

            Satisfaction and Learning. Faculty Focus 10 Assessment Design Tips for Increasing

Online Student Retention Satisfaction and Learning Comments. Retrieved June 26, 2014, from http://www.facultyfocus.com/articles/online-education/10-assessment-design-tips-increasing-retention-satisfaction-student-learning-online-courses/

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved

            from https://class.waldenu.edu

NextGen Learning. (n.d.). Kentucky Community and Technical College System | NextGen

            Learning. Retrieved June 25, 2014, from http://nextgenlearning.org/grantee/kentucky-

community-and-technical-college-system 

Osborne, C. (2013, January 8). Top ten predictions for online learning in 2013. SmartPlanet. Retrieved June 26, 2014, from http://www.smartplanet.com/blog/bulletin/top-ten-predictions-for-online-learning-in-2013/?tag=content%3Bsiu-container#.UUCUKgTXh5o

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

Stratford, M. (2013, September 18). Poll: Most Americans and business leaders say graduates should be well-rounded @insidehighered. Poll: Most Americans and business leaders say graduates should be well-rounded @insidehighered. Retrieved June 25, 2014, from http://www.insidehighered.com/news/2013/09/18/poll-most-americans-and-business-leaders-say-graduates-should-be-well-rounded#sthash.wgWe0AlU.dpbs

 

Converting To a Distance Learning Format

 

 

Converting to a Distance Learning Format

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new.  With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment.  In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

 

Pre-Planning Strategies include:

·         The Learners
·         The Content
·         The Method of Deliver
·         The Material
·         The Learning Environment
·         The Necessary Technology

“The interaction of these components creates the types of learning experiences necessary for student learning”…and they must…”interact both efficiently and effectively to produce quality learning experiences” (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 152).  Interaction will be both face-to-face and online (synchronous and asynchronous) so decisions will need to be made as to what aspects of discussions will be in which format.

 

Distance learning brings its own set of engagement challenges; strategies to combat lack of involvement include problem-based learning, collaboration (group work) and discussion boards.  Learning activities are imperative in a distance learning environment.  While the content is significant and essential, it is the activities that will keep the learner committed and enthusiastic as they learn the content. Visuals in online learning, such as multimedia elements, can be used as a benefit to augment and develop key concepts. “Visuals that break down a complex idea in to components can show relationships that might otherwise be confusing to students” (Simonson, et al, 2012, pg. 160). Care must be taken when choosing applicable technology that is relevant to objectives and as a way to eliminate extraneous information.

As a distance learning facilitator, the role changes to that of a student supporter, communication guide and active participant.  Students need to know the trainer has their best interest in mind and without visual cues from the students, support should come from both emotional and evaluative by communicating through comments and discussion responses.  This goes with being an active participant in the course, especially during discussion boards.  Discussion boards are a powerful tool in distance education and discussion threads (can) require student response and interaction.  By setting posting and response requirements, students have a clear expectation of how to continue the thread.  Using a variety or combination of factual, evaluative, convergent and divergent questions, that require more than a yes or no answer will also help sustain the dialog.

 

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson

 

Open Online Courseware & MOOC's

Open course or Massive Open Online Courses (MOOC’s) are a relatively new format of distant learning; online courses that allow anyone the opportunity to take for free.  This new phenomena is about educating the world, as Professor Agarwal states in the Colbert Report, “an educated world is a better world for everybody”.  Though there is often no degree or certificate for the free courses and limited instructor interaction, participants can choose what and where to learn; simply a way to acquire knowledge in the form of a unique learning experience. I chose to analyze and take the DemoX edX Demonstration Course (orientation course) through edX.org, a collaborative effort of dozens of higher education schools offering MOOC courses; free for informational audit or for a nominal fee for a certificate.

For an online course to be successful, I am looking for certain criteria; was it carefully planned for distance education, does it implement course activities that “provide ample opportunity for online learners to explore on their own” (Laureate Education, n.d.) and does it follow the recommendations and theories for online instruction.  My initial overview of the course leads me to believe it is centered on the Constructivism Theory, where “the individual gives meaning to the world through experience…through the process of personal and cooperative experimentation, questioning and problem-solving” (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 57).  By this, I mean the opportunities for peer-to-peer dialog in the form of discussion boards and wiki’s are abundant.

The course is clean and streamlined with extremely easy user-friendly navigations.  Because this is an orientation course, there are many opportunities to try the features used in other courses, without fear of making mistakes.  There are discussion boards, videos, interactive quizzes and readings available to familiarize yourself with the process.  The interactivity of assignments is amazing, connects to objectives and will definitely appeal to millennials. These activities fall in line with the Andragogy Theory by Malcom Knowles; “the development of a design for activities that clarifies resources and strategies to accomplish objectives” (Simonson, et.al. 2012, pg. 51).   If you have not had the opportunity to experience a MOOC, I highly suggest starting with edX.  The design of the course is superior to most CMS systems available, even the ones you pay to use.

 

 

  

 

Resources

'Colbert Report' Explains MOOCs . (2013, July 26). . Retrieved June 5, 2014, from

https://www.edx.org/

Laureate Education (Producer). (n.d.). Planning and designing online courses [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