Open Course Source

The Impact of Open Source

Open courses provides free and open access to a selection of courses.  The aims of the course are usually to expand access to educational resources to expand your knowledge.  One source of open courses is Harvard Open Courses: Open Learning Initiative; http://www.extension.harvard.edu/open-learning-initiative.  The Harvard open courses at Harvard Extension School are videos for the following free Harvard courses are made available by the Harvard Extension School’s Open Learning Initiative. Featuring Harvard faculty, the noncredit courses are open to the public. You do not need to register to view the lecture videos.

A word to the wise as it relates to online learning the courses are not designed of online learning.  Keep in mind that courses previously taught in traditional classrooms may need to be retooled.  The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information (Simonson, Samaldino, Albright & Zyacek 2012).  The courses are truly informative and quality lectures. The courses fit the basic definition of distance education.  Distance education emerged in response to the need of providing access to those who would otherwise not be able to participate in face-to-face course (Beldarrain, 2006).  The course in a traditional learning environment was well thought-out and planned.  They do not however follow the basic recommendations for online instruction Instructional design is a systematic process.  A critical part of the process is to consider the components of  a successful learning system(Dick et al., 2009) These components are the learners, the content, the method and materials, and the environment, including technology.  The interactions of these components create the type of learning experience necessary for student learning (Simonson, Samaldino, Albright & Zyacek 2012). 

 

 

 

Resources

·         Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

·         Dick, W., Carey,L., & Carey, J.O.(2009).  The systematic design of instruction,(7^th ed.). new York; Longman

·         Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.  Chapter 7, "The Student and Distance Education” (pp. 150 - 191)

Tools to Create Interactive Tours

Interactive Tours

Case Scenario
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. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. 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?

Web 2.0 tools are the tools of the future for teachers.   As the twenty-first century progressed, it has become more and more evident that course management systems, and indeed the Web itself in its first decade of widespread public use, reflected the teacher-centered instructional paradigm(Brown, 2007) Beginning in the early 2000s, however, a new generation of web applications emerged, tools that are highly participatory and promote collaboration, networking, sharing, and widespread generation of content, and the editing and mixing of content from diverse sources for new purposes (Simonson,  Smaldino, Albright, & Zvacek, 2012).  The teacher can combine several Web 2.0 tools to create the desired interactive environment provided by interner4classrooms(Brooks & Byles,2012):

1. Audio/Podcasting- Online audio broadcasting. Will allow for two way communication between the students and the museum curators.
2. PLN Tools - Personal Learning Network - A PLN is a collection of people with whom you engage and exchange information, usually online. There are many tools that help you in creating your own personal PLN for professional.  The PLN tools can also facilitate the conversation between the curators, teacher and student.
1. Twitter - Connect with other teachers and share, discover and discuss ideas.
2. Plurk - Connect with others to share ideas, events, and information.
3. Ning - Online service for creating, joining and sharing Social Networks
4. Twitter Kit - What is a PLN? Why is it important? Module 1 - Watch more Tech Videos at Vodpod.
3. Graphic Organizers - Use these tools to create a picture representation of relationships between facts, terms and ideas.  The organizers can support the students in participating in a group critique of the individual work of art.
1. Bubbl.us - Create mind maps online. The directions for using this tool are on the right side of the page.
2. Cacoo - Click on play for instructions, then create a mind map.
3. Gliffy - draw and share diagrams on the web
4. Mindomo - Web-based mind mapping tool - free registration - very similar to inspiration

Please leave any comment suggest of ways to support the teacher.

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.

Web Resources

http://web2012.discoveryeducation.com/web20tools-presentation.cfm

http://www.internet4classrooms.com/web2.htm

http://cooltoolsforschools.wikispaces.com/

Defining Distance Learning

Distance learning is ever changing and growing.  In simple terms the definition to me is learning from a distance or the absence of the face to face traditional classroom.  Distance education is defined by(Simonson & Syacek, 2012) as instruction-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructions.  Edwards(1995) uses the term open learning to describe a new way of looking at education in a quickly changing and diverse world.  He indicates that distance education and open learning are two distinct approaches to education. 

Distance learning may seem like a new idea or concept but it is not.  However, the concepts that form the basis of this type of education are more than a century old(Simonson & Syacek, 2012). Distance education can be determined as far back as over 160 years.  An advertisement in a Swedish newspaper in 1833 touted the opportunity to study “composition through the medium of the post.” In 1840, England’s newly established penny post allowed Isaac Pitman to offer shorthand instruction via correspondence.  Three years later, instruction was formalized with the founding of the Phonographic Correspondence Society, precursor of Sir Isaac Pitman’s Correspondence Colleges(Simonson & Syacek, 2012).

I am in the education field and staff development days are becoming fewer and fewer.   The need for web based training and learning opportunities are growing. The motivating factors for corporate e-learning are predominantly economic (Moller & Huett, 2008).  The benefits of distance learning for me have been , convenience, no travel time to a site,  the ability to complete my assignments at my own rate by assigned due dates of course.  In the technology world distant education is no longer a thing of the future but of the present.   With rising cost of gas and everything else the need for distance training and education is a must to cut cost for businesses and individuals.

Distance learning is here to stay.   The Distance Education and Training Council(DETC) calls distance education a “mainstream “educational delivery method and predict more than a 300% increase in students served in the next five years(DETC,2004) The rapid growth in information technology is reshaping the learning styles of students.  The education field must be ready and keep up with this ever changing environment.

In this fast pace changing environment of distance  education a lot is still left  learn In this environment  it is difficult to arrive at on definition or agree on a theory on how to practice and do research in the field of distance education(Simonson & Syacek, 2012). New technology is developing and growing daily and so does the need to address student learning in non-traditional methods.

Reference

·         Distance Education Survey,(2004).  A report on course structure and educational services in distance education and training council member institutions.

·         Edwards,R.(1995).  Different discources, discourses of difference: Globalisation,distance education, and open learning.  Distance Education,16(2),241-255

·         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

·         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.

·         Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.  Chapter 2, "Definitions, History, and Theories of Distance Education" (pp. 32–41 only)

Distance Education Mind map

Fitting the Pieces Together

Over the past 7(seven) weeks we have visited many learning theories and learning styles, and all have increased my knowledge.  The information will also increase my skills as an instructional designer.  The information has not changed my view on how I learn however it has provided a deeper understating on knowing how I learn and how it affects others. There is no one way to understand learning; just as learners and educators are each very different and constantly changing (Fenwick & Tennant, 2004)

1.     First, no one theory of learning or of facilitation learning trumps others

2.     Second, learning is no a mental process occurring in a vacuum.

3.     Third, the “learner” is no an object separable from the “educator’

     The past weeks have sparked me to think about how I learn and perhaps why I learned the way I did in the past as well as today. I have always had strong processing skills however in some cases they have been limited to experience-expectant. To use the experiences that human beings encounter in virtually any environment to fine tune its powers (Ormrod & Gredler, 2009). For example I am a visual learner however my experience-expectant processing has limited me in learning a second language and is making me stretch as an instructional designer in knowing that how I learn best is not how others learn therefore I must consider all types of multi-media for presentations in order to ensure maximum processing, retention and retrieval for the learner.

     My next challenge has been in my ability to retrieve information quickly. It is like I know it is in my mind however where to find it is the trouble. I may need to refresh myself with some quick reading, practice or look at and work out some examples. By being so one sided in the way I want to receive and process information has limited the my ability to retrieve information quickly ( Ormrod,2012 ).

     Technology lately has played a hugh role in my learning lately.  Before I began at Walden technology played a small role in my learning with the exception, to complete research or type assignments. As instructional designers we must consider now strongly consider what role technology plays in learning.  According to Keegan (1980) in Bruce Spencer’s,2004 writings, this ‘separation of teacher and student’ is the first of six elements present in all well established definitions of distance education, the others are:

• the influence of and educational organization, especially in the planning and preparation of learning materials;
• the uses of technical media
• the provision of two-way communication
• the possibility of occasional seminars, and
• participation in the most industrialized  form of education.

     While the list is focused on distance education is can very well apply to any type of learning that is technology driven.  As I move closer into my desired career as an instructional designer; I must acknowledge my preferred theories and styles of learning.  I must also be aware of others and how to apply them and incorporate them into effective and diverse instructional design. 

Resources

• Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education; Chapter 4, “Understanding Adult Learners” by Tara Fenwick and Mark Tennant
• Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education; Chapter 11, “On-line Adult Learning” by Bruce Spencer
• Ormrod, J.,2012, Information Processing and Problem Solving[Video podcast]. Los Angeles. Laureate Education ,Inc. Retrieved from http.//sylvan.live.ecollege.com
• Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. , Chapter 2, p 42
• Ormrod,2012 "Information Processing and the Brain[Video podcast]

Adult Learning Connections

    

We are in an ever changing world not only has the network in which I learn changed but the way I lean has to. New technology forces the 21^st century learner to process and apply information in a very different way and at a very different pace for any other time in history (Davis ,Edmonds, Bateman,2008)I am still a visual/ tactile learner accept how I need to see and feel things have changed. 

     The computer in a portable format is the best tool to facilitate learning.   A well-equipped machine with the right software is key.  In my past few classes I have been able to learn about so may tools available to me.  I thought I would have to purchase fancy of expensive software to maintain or get ahead.  There are some many free tools available; to design instructions, create web pages, create an interactive classroom, and to promote ongoing communication the resources are out there and not necessarily at a cost. 

     As I am moving through this new network I am having to make adjustments to the way I ask questions when I do not understand or need clarifications. Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. I still resort to traditional ways such as asking a friend or someone with knowledge in person or over the phone (Davis ,Edmonds, Bateman,2008). I also had to embrace the new ways of asking through emails, posting questions on discussion boards, student lounge area of our course and of course goggle or sites of the same nature.   The RSS feed option in my blogs and others allows me to access others views, opinions and topics of interest or on the same subject matter as my own. 

     Connectivism is presented as a learning theory that integrates technology, social networks, and information (Siemens, 2012).  My new personal learning network supports this definition.   The use of base knowledge of theories, human growth and development, social networking sites, and blogs supports this learning network.  Learning and education is an ever changing; what is in today is out tomorrow.  Technology is so ever changing who knows what tomorrow will hold.  Today I would say education is complex, and complexity is like a weather system, lots of multiple impacting factors.  We suspect it will be like this tomorrow, but if this storm system comes up form over here of this factor changes over there, it will be completely different (Siemens, 2012). 

Resources

• Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
• Siemens, George “Connectivism” (2012), Laureate University;  video podcast.
   

Mind Map Online Learning Connections

    

Information Processing

How the brain processes information?  This question is key to instructional designers.  This week I am sharing a couple of resources to assist with this question.




 Information Processing – by Michael Orey -  Michael has successfully explained the cognitive processing theory of information processing.   In simple terms what is going on in the head as somebody learns or behaves.  He goes on to increase one understanding of the Sensory Registers (SR), Short-term Memory (STM) and Long-term Memory (LTM) and how to utilize the information to benefit instructional learning.




Educational Leadership Articles - Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 150,000 members in more than 145 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.  If you are looking for a one stop shop for professional articles and resources this is great.




Why do some seek knowledge daily and thrive on acquiring while others are content at being stagnant where they are.  From the time we are in the womb learning begins at a rapid speed the minute our cells and neurons begin their jobs.  Researchers have just touched the surface of how the brain process information it is up to us to stay current on the most up to date information and research to become better instructional designers.

The Doorway to Professional Learning Communities

If you are interested in taking your lesson plans, training, e-learning, starting your own blog or any type of instructional design, take a moment to review the links below.


Blogs in Plain English by Common Craft: It the video beginning bloggers have been waiting for. Finally if you want to know what a blog is and how to get started this video is for you. It is really for a beginner. I am truly a beginner and was able to take this information and get started. It includes great diagrams and step by step instructions

Edu. Blogs: are just right if you are trying to get started or trying to get your students are staff started; this is the site for you. Edublogs has grown from a single idea in 2005 into the largest and most trusted provider of educational blogging in the world. James Farmer is the Founder and CEO of Edublogs. He’s worked previously as a teacher, Lecturer in Education Design at Deakin University and Online Community Editor of The Age. For students, teachers, colleges, and schools this is the place to start and visit. I found the site useful and easy to start and create a blog. I was even able to share it with a fellow teacher who has started it to help his math students with assignments.

Instructional Design for eLearning Approaches: is a blog truly for the e-learning community. The author is Ferdinand Krauss has both an educational and instructional application in design. If you want to take your designs to the next level, this site is great. It takes you through theories, design, standards of design, evaluation and links to so many other areas to enhance your knowledge and skills. Take a moment to also read and browse the links that are also amazing. It is jammed packed with information and resources.

Internet Time Blog: appears to be by a great designer who understands what it takes to get started. The author Jay Cross has been passionate about harnessing technology to improve adult learning since the sixties. Fresh out of college, he sold mainframes the size of Chevy Suburbans. Later, he designed the University of Phoenix's first business degree program. If you are looking for a one stop shop for beginning designing basics this is the place for you. Take time to read through the post before you get started with instructional design or if you just want additional information to enhance your current designs. It gives you the background information you will need as well as design samples and must have elements.

Blogs about: Instructional Design: Open source WordPress has been incredibly successful and risen from a handful of users to the most-used blog tool in its category. WordPress wants to bring the WordPress experience to a larger audience. So they created WordPress.com, a hosted version of the open source package where you can start a blog in seconds without any technical knowledge. I found this site a bit overwhelming. It is just a site filled with various blogs on instructional design. It would take me a while to go though and find some sites of interest and well set up. It was very helpful however to browse and see various sites. It helped me in determining my design and what to include and what not to include.

Take the next step and start your own blog , it is quick and easy. If you have experienced it, are doing it or having trouble with it; someone else is to.


Happy Blogging






Come back next week for more instructional design information.