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The availability of learning resources made possible by modern telecommunication technologies has transformed the educational landscape in the past several years. One impact is the growing acceptance of distance education throughout the world. Online learning and teaching resources have made it possible to provide effective instruction to populations once limited by time, distance, and economics. Today, anyone with access to a computer can gather information on any topic of interest from almost any data base around the world. In addition to information acquisition, is the availability of free online social and academic networking resources such as Facebook and MySpace for communicating with others worldwide at any time, day or night.
Today’s communication technologies are more compact, lightweight, and powerful digital tools capable of storing vast amounts of information retrievable in seconds. These technologies are well known to the younger generations who, as Peter Drucker expressed, have become computer literate before they have learned to read and write. With this new reality comes an increasing challenge for the current education profession to incorporate these technologies into the classroom setting. The growing acceptance of distance learning throughout higher education may mean that we in the adult education community need to prepare for these demands.
In the next 5 to 10 years we may see the hardcopy textbook replaced with the E-book, interactive learning software that uses entertainment as a means of educating. This one change can have a domino effect on the education industry worldwide. For example, all students could be provided with hand-held computers containing electronic versions of any book ever published. In essence, students could carry an entire library of information available to them at any time. This would mean that school libraries would become obsolete thus putting entire education communities out of work. The transportation, paper, ink, and other industries would also be affected as the education institutions move toward a totally virtual environment.
In 10 to 20 years the entire education system will probably be restructured with virtual schools being the norm and brick and mortar institutions reserved for those able to afford them. Open courses may evolve into open programs, schools and universities offering low cost quality education online or even education at no cost. This would result in an educated populace worldwide and possibly an unprecedented “new age of enlightenment”.
With these changes in the horizon, we must prepare ourselves and others in the education professions. Teachers must be technically competent to communicate with their students as well as share online resources with them and one another. Experienced educators at all levels must be encouraged to accept, learn, adopt, and incorporate new and emerging technologies into their classrooms, conventional and distant. Instructional Designers can act as proponents of distance education technologies by accepting this as a social responsibility.
Being a positive force for continued improvement in distance education may start with each individual educator. Incorporating online technologies into the classroom will only motivate students to learn using these resources. Measuring the impact of online learning technologies on student success will provide the evidence-based information necessary for moving distance education in the right direction.
Sunday, December 26, 2010
Monday, December 20, 2010
Distance Education, Converting to a Distance Learning Format
Consider the case of a training manager frustrated with the quality of communication among trainees during face-to-face training sessions. A possible solution may be to convert current training modules to a blended learning format that would add a new dimension to the learning process by introducing an online or distance learning experience for all concerned. Making training materials available on a server will provide trainees with access to resources and assignments at all times. Blending face-to-face instructional settings with distance education resources may improve interaction between trainees and trainers.
Converting face-to-face training modules to a blended learning format by adding online resources requires consideration of several factors. These factors include pre-planning strategies, recognizing aspects of original training program that may be enhanced in a distance learning environment, necessary changes to the role of the trainer, and steps to encourage trainees to communicate online.
Technical considerations such as availability of computer and internet, learner computer and internet literacy, and learner preparedness for success in a distance learning environment. Preparing for the possibility that technical problems may occur is another pre-planning consideration. Students should have assignments and projects that are not dependent on technologies for their completion. With transferring aspects of the original training program to an online setting, Simonson suggests that “courses previously taught in traditional classroom may need to be retooled” and that instructors should avoid “dumping” the course materials onto the online course. He recommends that classroom materials be revised with illustrations that provide a visual representation of key concepts (Simonson, Smaldino, Albright, & Svacek, 2009).
The role of the trainer is another significant change to be considered when adopting online formats of instruction. Distance learning shifts the teacher-centered approach to a learner-centered format. This means that the instructor must shift his/her instructional methods from lecturing to coaching because students will change from passive to active learners involved in collaboration with one another as well as the instructor. Therefore, consideration must also be given to interactions that encourage trainees to communicate online.
Ref:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Converting face-to-face training modules to a blended learning format by adding online resources requires consideration of several factors. These factors include pre-planning strategies, recognizing aspects of original training program that may be enhanced in a distance learning environment, necessary changes to the role of the trainer, and steps to encourage trainees to communicate online.
Technical considerations such as availability of computer and internet, learner computer and internet literacy, and learner preparedness for success in a distance learning environment. Preparing for the possibility that technical problems may occur is another pre-planning consideration. Students should have assignments and projects that are not dependent on technologies for their completion. With transferring aspects of the original training program to an online setting, Simonson suggests that “courses previously taught in traditional classroom may need to be retooled” and that instructors should avoid “dumping” the course materials onto the online course. He recommends that classroom materials be revised with illustrations that provide a visual representation of key concepts (Simonson, Smaldino, Albright, & Svacek, 2009).
The role of the trainer is another significant change to be considered when adopting online formats of instruction. Distance learning shifts the teacher-centered approach to a learner-centered format. This means that the instructor must shift his/her instructional methods from lecturing to coaching because students will change from passive to active learners involved in collaboration with one another as well as the instructor. Therefore, consideration must also be given to interactions that encourage trainees to communicate online.
Ref:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Friday, December 10, 2010
Midwife Training and Distance Education
Certified Professional Midwife
Midwives are not required to be nurses. They help to identify physical, social, and emotional needs of women during pregnancy. A Midwife is defined as “a trained professional with special expertise in supporting women to maintain a healthy pregnancy birth, offering expert individualized care, education, counseling and support to a woman and her newborn throughout the childbearing cycle” (Citizens for Midwifery, 2010).
The Midwives’ Model of Care is described as a woman-centered model of care. Their responsibilities include monitoring the physical, psychological, and social well-being of the mother throughout the childbearing cycle. They provide the mother with individualized education, counseling, prenatal care, and continuous hands-on assistance during labor and delivery as well as postpartum support. Midwifery is expected to minimize technological intervention and to identify and refer women who require obstetrical attention. This model of care is said to reduce the incidence of birth injury, trauma, and cesarean section (Citizens for Midwifery, 2010).
The institution that develops and administers the Certified Professional Midwife (CPM) exam is the North American Registry of Midwives (NARM). NARM requires applicants for certification to have graduated from an education and training program accredited by the Midwifery Education Accreditation Council (MEAC). MEAC creates standards and criteria for the education of midwives. (MEAC accredited programs are listed and described in the attached spreadsheet). These programs range from 1 year to 5 years in length and are all non-nursing in scope (Midwifery Education Accreditation Council, 2010). According to the MEAC, two institutions offer distance education curricula: the Midwives College of Utah (http://www.midwifery.edu/) and the National Midwifery Institute.
The content for most of the didactic courses in the distance midwifery programs is delivered online. However, the clinical portion of the program is scheduled for onsite training with an approved proctor in a local setting. This tells me that a midwifery program, although advertised as an online program, is actually a blended program with both distance and local or face-to-face modules. MEAC and NARM both require that applicants for the CPM exam complete a hands-on practicum consisting of the following:
• Must attend a minimum of 20 births.
• Functioning in the role of primary midwife* under supervision, you must attend a minimum of an additional 20 births:
• A minimum of 10 of the 20 births attended as primary under supervision must be in homes or other out-of-hospital settings; and
• A minimum of 3 of the 20 births attended as primary under supervision must be with women for whom you have provided primary care during at least 4 prenatal visits, birth, newborn exam and 1 postpartum exam.
• At least 10 of the 20 primary births must have occurred within three years of application submission.
• Functioning in the role of primary midwife* under supervision, you must document:
• 75 prenatal exams, including 20 initial exams;
• 20 newborn exams; and
• 40 postpartum exams.
These requirements cannot be simulated or virtual. However, the didactic courses should include virtual experiences as part of preparing the learner for these real-world experiences.
Learner progress can be assessed by utilizing those “assessment strategies” as described in the required text (Simonson, Smaldino, Albright, and Svacek, 2009). Assessment strategies include quizzes and tests, asynchronous and synchronous communication, portfolios papers and essays, presentations and problem-based activities as well as journal writing (Simonson et al., 2009).
In terms of evaluating program effectiveness, focus should be directed on gathering qualitative and quantitative data. These measures include measures of activity, efficiency, outcomes, program aims, policy, and organization(Simonson et al., 2009, pages 350 to 351).
Simonson mentions the evaluation process used by the Open University of Great Britain (page 350) as an example of “the systematic investigation of the merit of a particular distance education program, curriculum, or teaching method.” This includes the collection of data relating to carefully selected variables before, during, and after the instructional intervention. I interpret this to include such variables as student retention and graduation rates, placement rates, and course passing / failing rates.
Program assessment can also be carried out using the AEIOU approach whose six areas of focus include institutional and programmatic accountability, effectiveness, impact, organizational context, and unanticipated consequences. The AEIOU approach can be used for performing an assessment of a midwifery certification program.
Accountability information can be gathered from administrative records to determine if project goals, objectives and activities have been completed. Assessment for program accountability would gather information on the appropriateness of the size and number of class sessions as well as the provision of required resources such as textbooks, software, internet access, and handouts.
Program effectiveness could be determined by measuring student and faculty perceptions and attitudes relating to project activities, levels of newly acquired skill and knowledge. Simonson mentions the use of survey questionnaires, grades, and achievement tests for gathering qualitative and quantitative data on program effectiveness.
The impact of the program determines what changes take place as a result of the learning intervention. Simonson suggests the collection of longitudinal data using learner’s progress in subsequent courses or the workplace “to determine if what was learned ….was useful”. Standardized tests, follow-up surveys, focus groups and direct observation can be used to determine the impact of a program.
Organizational context evaluation focuses on “structures, policies, or events in the organization or environment” (Simonson et al, 2009, pg. 354) that increase or decrease program success with accomplishment of goals. This type of evaluation may require closer involvement with the program on the part of the evaluator. Simonson suggests that the evaluator may have to go as far as actually enrolling in program distance education courses.
Determining unanticipated consequences or changes of importance that occur as a result of the project is also evaluated. These unanticipated changes could include unexpected changes in relationships between stakeholders, development of complimentary projects, linkages, and unexpected impact on student learning.
Ref:
Citizens for Midwifery, (2010) http://cfmidwifery.org/midwifery/faq.aspx
North American Registry of Midwives, (2010) http://www.narm.org/htb.htm
Midwives College of Utah, http://www.midwifery.edu/
Midwifery Education Accreditation Council, (2010). http://meacschools.org/accredited_schools.php
Simonson, Smaldino, Albright, & Svacek, (2009). Teaching and learning at a distance: Foundations of Distance Education, Allyn & Bacon.
Midwives are not required to be nurses. They help to identify physical, social, and emotional needs of women during pregnancy. A Midwife is defined as “a trained professional with special expertise in supporting women to maintain a healthy pregnancy birth, offering expert individualized care, education, counseling and support to a woman and her newborn throughout the childbearing cycle” (Citizens for Midwifery, 2010).
The Midwives’ Model of Care is described as a woman-centered model of care. Their responsibilities include monitoring the physical, psychological, and social well-being of the mother throughout the childbearing cycle. They provide the mother with individualized education, counseling, prenatal care, and continuous hands-on assistance during labor and delivery as well as postpartum support. Midwifery is expected to minimize technological intervention and to identify and refer women who require obstetrical attention. This model of care is said to reduce the incidence of birth injury, trauma, and cesarean section (Citizens for Midwifery, 2010).
The institution that develops and administers the Certified Professional Midwife (CPM) exam is the North American Registry of Midwives (NARM). NARM requires applicants for certification to have graduated from an education and training program accredited by the Midwifery Education Accreditation Council (MEAC). MEAC creates standards and criteria for the education of midwives. (MEAC accredited programs are listed and described in the attached spreadsheet). These programs range from 1 year to 5 years in length and are all non-nursing in scope (Midwifery Education Accreditation Council, 2010). According to the MEAC, two institutions offer distance education curricula: the Midwives College of Utah (http://www.midwifery.edu/) and the National Midwifery Institute.
The content for most of the didactic courses in the distance midwifery programs is delivered online. However, the clinical portion of the program is scheduled for onsite training with an approved proctor in a local setting. This tells me that a midwifery program, although advertised as an online program, is actually a blended program with both distance and local or face-to-face modules. MEAC and NARM both require that applicants for the CPM exam complete a hands-on practicum consisting of the following:
• Must attend a minimum of 20 births.
• Functioning in the role of primary midwife* under supervision, you must attend a minimum of an additional 20 births:
• A minimum of 10 of the 20 births attended as primary under supervision must be in homes or other out-of-hospital settings; and
• A minimum of 3 of the 20 births attended as primary under supervision must be with women for whom you have provided primary care during at least 4 prenatal visits, birth, newborn exam and 1 postpartum exam.
• At least 10 of the 20 primary births must have occurred within three years of application submission.
• Functioning in the role of primary midwife* under supervision, you must document:
• 75 prenatal exams, including 20 initial exams;
• 20 newborn exams; and
• 40 postpartum exams.
These requirements cannot be simulated or virtual. However, the didactic courses should include virtual experiences as part of preparing the learner for these real-world experiences.
Learner progress can be assessed by utilizing those “assessment strategies” as described in the required text (Simonson, Smaldino, Albright, and Svacek, 2009). Assessment strategies include quizzes and tests, asynchronous and synchronous communication, portfolios papers and essays, presentations and problem-based activities as well as journal writing (Simonson et al., 2009).
In terms of evaluating program effectiveness, focus should be directed on gathering qualitative and quantitative data. These measures include measures of activity, efficiency, outcomes, program aims, policy, and organization(Simonson et al., 2009, pages 350 to 351).
Simonson mentions the evaluation process used by the Open University of Great Britain (page 350) as an example of “the systematic investigation of the merit of a particular distance education program, curriculum, or teaching method.” This includes the collection of data relating to carefully selected variables before, during, and after the instructional intervention. I interpret this to include such variables as student retention and graduation rates, placement rates, and course passing / failing rates.
Program assessment can also be carried out using the AEIOU approach whose six areas of focus include institutional and programmatic accountability, effectiveness, impact, organizational context, and unanticipated consequences. The AEIOU approach can be used for performing an assessment of a midwifery certification program.
Accountability information can be gathered from administrative records to determine if project goals, objectives and activities have been completed. Assessment for program accountability would gather information on the appropriateness of the size and number of class sessions as well as the provision of required resources such as textbooks, software, internet access, and handouts.
Program effectiveness could be determined by measuring student and faculty perceptions and attitudes relating to project activities, levels of newly acquired skill and knowledge. Simonson mentions the use of survey questionnaires, grades, and achievement tests for gathering qualitative and quantitative data on program effectiveness.
The impact of the program determines what changes take place as a result of the learning intervention. Simonson suggests the collection of longitudinal data using learner’s progress in subsequent courses or the workplace “to determine if what was learned ….was useful”. Standardized tests, follow-up surveys, focus groups and direct observation can be used to determine the impact of a program.
Organizational context evaluation focuses on “structures, policies, or events in the organization or environment” (Simonson et al, 2009, pg. 354) that increase or decrease program success with accomplishment of goals. This type of evaluation may require closer involvement with the program on the part of the evaluator. Simonson suggests that the evaluator may have to go as far as actually enrolling in program distance education courses.
Determining unanticipated consequences or changes of importance that occur as a result of the project is also evaluated. These unanticipated changes could include unexpected changes in relationships between stakeholders, development of complimentary projects, linkages, and unexpected impact on student learning.
Ref:
Citizens for Midwifery, (2010) http://cfmidwifery.org/midwifery/faq.aspx
North American Registry of Midwives, (2010) http://www.narm.org/htb.htm
Midwives College of Utah, http://www.midwifery.edu/
Midwifery Education Accreditation Council, (2010). http://meacschools.org/accredited_schools.php
Simonson, Smaldino, Albright, & Svacek, (2009). Teaching and learning at a distance: Foundations of Distance Education, Allyn & Bacon.
Sunday, December 5, 2010
Open Course MIT
Open courses offered online by the Massachusetts Institute of Technology (MIT) appear to be carefully pre-planned and designed for a distance learning environment. Courses follow recommendations for online instruction with course activities that maximize active learning for the students.
This Website provides a list of disciplines from which the students may select a course of interest. I selected course 16.346, Astrodynamics. The web page provided a course description, course feature, and technical requirements for the course. A visual representation of the movement of stars was provided on the first page. This kept my interest focused on this page.
A section on the left side of the page provided tabs for selecting course information such as course syllabus, lecture notes assignments, and video lecture presentations. A list of lecture notes provided information on 33 separate modules by “figure, problem, and page numbers in the lecture notes, all referring to sections of the course textbook with relevant content.” Lecture notes were in PDF format and could be easily downloaded for printing or saving in separate storage device. No external resources or links were included with the course information and documents. All course content appeared to be contained within the MIT open course website. The list of course lectures appeared well defined and notes on PDF documents are succinct. However, module learning objectives are unclear or not defined. This may be a problem with distance learners.
The components of the CMS for this open course includes reading assignments, and content presentations using videotaped lectures. However, I did not see information relating to course communications between student and learner. The only communication feature seemed to be a tab for providing feedback on the course. No digital dropbox for submitting required work was provided. Teacher-learner interaction mediums were not provided. Tabs for active discussion of course content or question and answer sessions were also not provided.
Reference:
Battin, Richard. 16.346 Astrodynamics, Fall 2008. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu(Accessed 06 Dec, 2010). License: Creative Commons BY-NC-SA
This Website provides a list of disciplines from which the students may select a course of interest. I selected course 16.346, Astrodynamics. The web page provided a course description, course feature, and technical requirements for the course. A visual representation of the movement of stars was provided on the first page. This kept my interest focused on this page.
A section on the left side of the page provided tabs for selecting course information such as course syllabus, lecture notes assignments, and video lecture presentations. A list of lecture notes provided information on 33 separate modules by “figure, problem, and page numbers in the lecture notes, all referring to sections of the course textbook with relevant content.” Lecture notes were in PDF format and could be easily downloaded for printing or saving in separate storage device. No external resources or links were included with the course information and documents. All course content appeared to be contained within the MIT open course website. The list of course lectures appeared well defined and notes on PDF documents are succinct. However, module learning objectives are unclear or not defined. This may be a problem with distance learners.
The components of the CMS for this open course includes reading assignments, and content presentations using videotaped lectures. However, I did not see information relating to course communications between student and learner. The only communication feature seemed to be a tab for providing feedback on the course. No digital dropbox for submitting required work was provided. Teacher-learner interaction mediums were not provided. Tabs for active discussion of course content or question and answer sessions were also not provided.
Reference:
Battin, Richard. 16.346 Astrodynamics, Fall 2008. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu(Accessed 06 Dec, 2010). License: Creative Commons BY-NC-SA
Tuesday, November 23, 2010
Sunday, November 21, 2010
Selecting Distance Learning Technologies: The Collaborative Training Environment
Implementation of a new automated staff information system requires more than simply purchasing and installing new software. This is especially true when faced with technologically uniting or linking regional offices that may be located throughout the country or even in different countries around the world. Providing staff training workshops for such a scenario requires that the Instructional Designer(ID) employ distance education tools and technologies, taking into consideration such factors as scheduling conflicts due to differences in time zone, information exchange, and document sharing between staff members. The ID must also consider training in the use of technologies that facilitate and encourage ongoing participation and collaboration between regional offices and staff members. Consideration must be given to the level of learner proficiency in the use of distance education technologies, which, according to experts, “are tools that must be mastered to be effective” (Simonson, Smaldino, Albright, & Svacek, 2009).
Simonson suggests that successful distance education is “learner-centered instruction” and depends on “collective knowledge” as well as what information is communicated using appropriate technologies. Four steps are prescribed for selecting appropriate technologies: 1) assessing available technologies; 2) determining learning outcomes; 3)identifying learning experiences and matching each experience to the most appropriate available technology; and 4) preparing the learning experiences for online delivery (Simonson et al. 2009, pages 115 to 119).
Available technologies can be found in such CMS resources as Web2.0 which provides online capability for blogging, wikis, and podcasting(Simonson et al., page 244). Staff members are able to share visual, audio, and textual information across spatial, geographical, and time differences asynchronously. Encouraging staff members to participate in ongoing collaboration via these technologies as well as mastering the use of these technologies is considered essential. Nash suggests that “Best practices that take into consideration learning theory and behavioral psychology, including motivation, have a higher likelihood of success”(Nash, 2005).
Social networking online seems to have become commonplace at work and at home. Simonson cites a 2005 study by the Pew Internet and American Life project that reports web sites such as Yahoo.com, Google.com, Facebook and MySpace are used extensively for social networking purposes(page 246. These online resources should be considered as motivational tools for encouraging participation and ongoing collaboration. These online resources (including CMSs) provide the virtual environment for “technologically based training” that is "available on demand"(Simonson et al., page 26).
References:
Nash, S., (2005). Learning objects, learning object repositories, and learning theory: Preliminary best practices for online courses, Interdisciplinary Journal of Knowledge and Learning Objects Volume 1, (page 11).
Laureate Education, Inc., ( 2004), “The Technology of Distance Education” http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6435139&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Simonson suggests that successful distance education is “learner-centered instruction” and depends on “collective knowledge” as well as what information is communicated using appropriate technologies. Four steps are prescribed for selecting appropriate technologies: 1) assessing available technologies; 2) determining learning outcomes; 3)identifying learning experiences and matching each experience to the most appropriate available technology; and 4) preparing the learning experiences for online delivery (Simonson et al. 2009, pages 115 to 119).
Available technologies can be found in such CMS resources as Web2.0 which provides online capability for blogging, wikis, and podcasting(Simonson et al., page 244). Staff members are able to share visual, audio, and textual information across spatial, geographical, and time differences asynchronously. Encouraging staff members to participate in ongoing collaboration via these technologies as well as mastering the use of these technologies is considered essential. Nash suggests that “Best practices that take into consideration learning theory and behavioral psychology, including motivation, have a higher likelihood of success”(Nash, 2005).
Social networking online seems to have become commonplace at work and at home. Simonson cites a 2005 study by the Pew Internet and American Life project that reports web sites such as Yahoo.com, Google.com, Facebook and MySpace are used extensively for social networking purposes(page 246. These online resources should be considered as motivational tools for encouraging participation and ongoing collaboration. These online resources (including CMSs) provide the virtual environment for “technologically based training” that is "available on demand"(Simonson et al., page 26).
References:
Nash, S., (2005). Learning objects, learning object repositories, and learning theory: Preliminary best practices for online courses, Interdisciplinary Journal of Knowledge and Learning Objects Volume 1, (page 11).
Laureate Education, Inc., ( 2004), “The Technology of Distance Education” http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6435139&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Sunday, November 7, 2010
Distance Education
A Personal Definition of Distance Education
Mention the term “Distance Education” and my mind begins to process information and experiences that have evolved with newly acquired knowledge. My previous definitions included one online resource for classroom discussions, turning in coursework, and looking up related literature. Producing a link to any other site was new to me one year ago. Today, I copy and paste URLs onto MS word documents, blogsites, online classrooms, and emails. Today, I relearned to apply a skill I learned less than a year ago and, namely, to post mind maps onto a blog site. Technical know-how seems to define the limits and possibilities for my online learning opportunities as I continue forward along this path to becoming a skilled Instructional Designer.
My definition of distance education prior to beginning this course (EDUC-6135-2 Distance Learning) was never really well defined. In retrospect, I had not considered the components used in today’s definitions, or at least those components expressed in the references for this writing. But, if I had to define distance education prior to beginning this course, I would define it as “Teaching and learning via online resources using a structured course plan”. As you can tell, I overlooked or took for granted, the institutional, administrative, and supportive components that are needed for conducting online education. Four components, however, are reported as necessary for defining modern day distance education. First, the program must be institutionally based. The second component is separation of the teacher and student, both geographically and in time (asynchronous). The third and fourth components are interactive telecommunications and the sharing of data, voice and video learning experiences (Simonson et al, 2009, page 32). It appears to me that our present course provides all four components and thus qualifies as distance education. As an aspiring Instructional Designer, I feel very fortunate to be challenged with learning to use current and future online resources for developing training modules. Distance education has evolved over the past 160 years , growing from a postal service dependent method to one that is hi-tech dependent, especially with internet resources without which a distance learning program would be impossible, in my opinion (Simonson, Smaldino, Albright, & Zvacek, 2009). The definition for “Distance Education” seems to have evolved with the technological advances in space age electronics and telecommunications.
E-learning or online courses present even more challenges to the Instructional Design (ID) profession. Moller, Foshet, and Huett mention that “The challenge for the ID profession is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise”(2008). I interpret this to mean that the fundamental principles of effective instructional design are essential to the instructional design process, no matter what new or future technological innovations or delivery systems are used. M. David Merrill (2009) makes a similar argument. He mentions that online technologies for instruction must provide an effective learning experience, efficiently, and by engaging the learner with application of newly acquired skills. He coins the phrase “shovel ware” in reference to the shoveling of information onto the internet and passing it off as instruction (Merrill, 2009).
Merrill’s warning on “shovel ware” seems applicable to what may be seen with “corporate e-learning implementations” where “effectiveness is either naively assumed or not particularly valued” (Moller et al, 2008, page 70). This attitude on the part of corporate management could have “five potentially profound impacts” on the ID profession. These include quality, needs assessment, return on investment measurements of outcomes, knowledge management, instructional design system methodologies, and the revision of learning models (Moller et al, 2008, page 71). These opportunities exist today within the post-secondary adult education industry in El Paso, Texas, where instructors are recruited more on the basis of professional experience in a respective field than on the ability to provide instruction. Developing online instruction for such topics as learning theories, events of instruction, and student assessment models could have a positive impact on effectiveness of adult training programs in this region.
Moller, Foshet, & Huett (2008 ) suggest that the ID profession may not be recruited for developing e-learning initiatives by private schools. They mention the "case"method where a private school might require faculty to develop online courses using “what has worked in the classroom environment”. I agree with them that this method will not provide the quality learning experiences that distance education should deliver. I’ve been an instructor teaching adult level courses in post-secondary schools the last 14 years. Utilizing online resources is not a common practice within the industry. My observation is that utilization of online resources is the exception, with most instructors resistant to the idea. My goal is to establish a well structured and effective online in-service training program for vocational school instructors. My first attempt at this was during my employment with a local school whose instructors I had helped train with course content delivery. I employed a Wiki (pbworks) and started with a discussion on leadership as the first of a planned list of topics leading to classroom management. The resistance was what surprised me the most. Holding asynchronous in-service sessions did not go over too well. I didn't take the time to present convincing rationale for promoting participation. One reason for the resistance that I encountered is that the training was being conducted "off the clock",without pay. This may very well be one of the main reasons why seasoned instructors will resist changing to an online setting.
References:
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
Merrill, M., D. (2009) Video, Merrill on instructional design. http://leelearning.wordpress.com/2009/09/20/merrill-on-instructional-design/
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. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. Chapter 2, "Definitions, History, and Theories of Distance Education" (pp. 31–40
Mention the term “Distance Education” and my mind begins to process information and experiences that have evolved with newly acquired knowledge. My previous definitions included one online resource for classroom discussions, turning in coursework, and looking up related literature. Producing a link to any other site was new to me one year ago. Today, I copy and paste URLs onto MS word documents, blogsites, online classrooms, and emails. Today, I relearned to apply a skill I learned less than a year ago and, namely, to post mind maps onto a blog site. Technical know-how seems to define the limits and possibilities for my online learning opportunities as I continue forward along this path to becoming a skilled Instructional Designer.
My definition of distance education prior to beginning this course (EDUC-6135-2 Distance Learning) was never really well defined. In retrospect, I had not considered the components used in today’s definitions, or at least those components expressed in the references for this writing. But, if I had to define distance education prior to beginning this course, I would define it as “Teaching and learning via online resources using a structured course plan”. As you can tell, I overlooked or took for granted, the institutional, administrative, and supportive components that are needed for conducting online education. Four components, however, are reported as necessary for defining modern day distance education. First, the program must be institutionally based. The second component is separation of the teacher and student, both geographically and in time (asynchronous). The third and fourth components are interactive telecommunications and the sharing of data, voice and video learning experiences (Simonson et al, 2009, page 32). It appears to me that our present course provides all four components and thus qualifies as distance education. As an aspiring Instructional Designer, I feel very fortunate to be challenged with learning to use current and future online resources for developing training modules. Distance education has evolved over the past 160 years , growing from a postal service dependent method to one that is hi-tech dependent, especially with internet resources without which a distance learning program would be impossible, in my opinion (Simonson, Smaldino, Albright, & Zvacek, 2009). The definition for “Distance Education” seems to have evolved with the technological advances in space age electronics and telecommunications.
E-learning or online courses present even more challenges to the Instructional Design (ID) profession. Moller, Foshet, and Huett mention that “The challenge for the ID profession is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise”(2008). I interpret this to mean that the fundamental principles of effective instructional design are essential to the instructional design process, no matter what new or future technological innovations or delivery systems are used. M. David Merrill (2009) makes a similar argument. He mentions that online technologies for instruction must provide an effective learning experience, efficiently, and by engaging the learner with application of newly acquired skills. He coins the phrase “shovel ware” in reference to the shoveling of information onto the internet and passing it off as instruction (Merrill, 2009).
Merrill’s warning on “shovel ware” seems applicable to what may be seen with “corporate e-learning implementations” where “effectiveness is either naively assumed or not particularly valued” (Moller et al, 2008, page 70). This attitude on the part of corporate management could have “five potentially profound impacts” on the ID profession. These include quality, needs assessment, return on investment measurements of outcomes, knowledge management, instructional design system methodologies, and the revision of learning models (Moller et al, 2008, page 71). These opportunities exist today within the post-secondary adult education industry in El Paso, Texas, where instructors are recruited more on the basis of professional experience in a respective field than on the ability to provide instruction. Developing online instruction for such topics as learning theories, events of instruction, and student assessment models could have a positive impact on effectiveness of adult training programs in this region.
Moller, Foshet, & Huett (2008 ) suggest that the ID profession may not be recruited for developing e-learning initiatives by private schools. They mention the "case"method where a private school might require faculty to develop online courses using “what has worked in the classroom environment”. I agree with them that this method will not provide the quality learning experiences that distance education should deliver. I’ve been an instructor teaching adult level courses in post-secondary schools the last 14 years. Utilizing online resources is not a common practice within the industry. My observation is that utilization of online resources is the exception, with most instructors resistant to the idea. My goal is to establish a well structured and effective online in-service training program for vocational school instructors. My first attempt at this was during my employment with a local school whose instructors I had helped train with course content delivery. I employed a Wiki (pbworks) and started with a discussion on leadership as the first of a planned list of topics leading to classroom management. The resistance was what surprised me the most. Holding asynchronous in-service sessions did not go over too well. I didn't take the time to present convincing rationale for promoting participation. One reason for the resistance that I encountered is that the training was being conducted "off the clock",without pay. This may very well be one of the main reasons why seasoned instructors will resist changing to an online setting.
References:
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
Merrill, M., D. (2009) Video, Merrill on instructional design. http://leelearning.wordpress.com/2009/09/20/merrill-on-instructional-design/
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. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. Chapter 2, "Definitions, History, and Theories of Distance Education" (pp. 31–40
Friday, April 2, 2010
Laboratory Training
One learning experience that was most effective for me as a student was a clinical laboratory course that I attended. One particular module comes to mind. We had received prerequisite training in the use of the microscope and blood staining techniques as well as microscope glass slide preparation The objective was to perform a white blood cell differential (WBC w/ diff) using the appropriate equipment, methods, stains etc… In order to perform this procedure the learner must first know how to visually differentiate between the different types of white blood cells according to various physical features and staining characteristics. We’ll refer to this as the sub-objective.
We had already received instruction on cell characteristics using color photographs in our textbooks but the cells looked much different when viewed through the microscope.
Our instructor was aware of this so he used a slide projector to display large images or pictures of each type WBC noting cell size, staining characteristic, presence or absence of granules within the cytoplasm, and cell nucleus characteristics. He repeated this process using several dozen images. We then took turns going up to the screen and identifying the cell characteristics in front of the class. Afterwards, we were tasked with using the microscope for cell identification. This lesson took place in 1973. Today I teach this same module at a private college in Texas.
This was a great learning experience for me. The instructor remained focused on the main sub-objective throughout the lesson. He maintained consistency by using visual and auditory sensory input for delivering relevant information without the use of text information that may have added to the cognitive load already processing the visual and auditory data.
The sequence of each part of the lesson was progressive starting with an overview of the lesson objective as well as the rationale for his instructional method. (He had asked us to close all books, not to write down notes, and to pay full attention to his instruction). He used appropriate pacing by making very specific observations to each visual display as well as using cues that guided the learner to the next step. He reduced the extraneous cognitive load by using the same criteria for identifying each cell presented on the screen. The intrinsic cognitive load for learning each type cell remained consistent.
Ref: Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.
We had already received instruction on cell characteristics using color photographs in our textbooks but the cells looked much different when viewed through the microscope.
Our instructor was aware of this so he used a slide projector to display large images or pictures of each type WBC noting cell size, staining characteristic, presence or absence of granules within the cytoplasm, and cell nucleus characteristics. He repeated this process using several dozen images. We then took turns going up to the screen and identifying the cell characteristics in front of the class. Afterwards, we were tasked with using the microscope for cell identification. This lesson took place in 1973. Today I teach this same module at a private college in Texas.
This was a great learning experience for me. The instructor remained focused on the main sub-objective throughout the lesson. He maintained consistency by using visual and auditory sensory input for delivering relevant information without the use of text information that may have added to the cognitive load already processing the visual and auditory data.
The sequence of each part of the lesson was progressive starting with an overview of the lesson objective as well as the rationale for his instructional method. (He had asked us to close all books, not to write down notes, and to pay full attention to his instruction). He used appropriate pacing by making very specific observations to each visual display as well as using cues that guided the learner to the next step. He reduced the extraneous cognitive load by using the same criteria for identifying each cell presented on the screen. The intrinsic cognitive load for learning each type cell remained consistent.
Ref: Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.
Thursday, March 11, 2010
Rapid Prototype and Change Leadership
Ruben Ramos 11 Mar 10 8:47 PM MST
Mike,
I remember the topic of 'change leadership" during the Organizations course with Dr. Hazari. I am sure that implementing a Rapid Prototype (RP) intervention for improving the situations that I have described would meet with resistance to change.
Convincing the lab instructors to help with implementing the change is the biggest leadership challenge. We have the time and the resources with which to move forward.
Time is not an issue because students attend 60 contact hours for practical skills training. Resources are not the problrm because the lab is equipped with state of the art equipment, both manual and automated. The school administration allows for instructor overtime as needed.
I substituted for one of my top instructors last week. According to the course schedule for Anatomy & Physiology II, the topic was the "Blood System". Over the years I have noted that students in the advanced lab courses have had problems with this same topic. Instead of lecturing for the entire hour, I turned on the computer and projector to google image "Blood Smear". The hundreds of slides provided with visual images of blood cells in normal and various pathological states. To my surprise this simple intervention resulted in a very positive learning experience for the students. If this is a rough example of the RP intervention at work, then I guess I've used it to some degree.
Mike,
I remember the topic of 'change leadership" during the Organizations course with Dr. Hazari. I am sure that implementing a Rapid Prototype (RP) intervention for improving the situations that I have described would meet with resistance to change.
Convincing the lab instructors to help with implementing the change is the biggest leadership challenge. We have the time and the resources with which to move forward.
Time is not an issue because students attend 60 contact hours for practical skills training. Resources are not the problrm because the lab is equipped with state of the art equipment, both manual and automated. The school administration allows for instructor overtime as needed.
I substituted for one of my top instructors last week. According to the course schedule for Anatomy & Physiology II, the topic was the "Blood System". Over the years I have noted that students in the advanced lab courses have had problems with this same topic. Instead of lecturing for the entire hour, I turned on the computer and projector to google image "Blood Smear". The hundreds of slides provided with visual images of blood cells in normal and various pathological states. To my surprise this simple intervention resulted in a very positive learning experience for the students. If this is a rough example of the RP intervention at work, then I guess I've used it to some degree.
Response From Dr. Burke
Michael Burke 11 Mar 10 2:23 PM MST
Ruben, your comparison is very good. I especially appreciated the personal examples to illustrate your points. What barriers do you see in the use of the rapid prototype model?
Ruben, your comparison is very good. I especially appreciated the personal examples to illustrate your points. What barriers do you see in the use of the rapid prototype model?
Instructional Design Models; A Brief Comparison
This writing provides a description and comparison of the ADDIE and Rapid Prototyping Instructional Design models.
The ADDIE model consists of five phases: analysis, design, development, implementation and evaluation. This model provides for a systematic instructional design procedure that can be used for the creation and maintenance of course content and delivery. Each phase provides the building blocks or foundation upon which to build each succeeding phase.
The analysis phase is used to identify the learning problem, goals and objectives, student or audience needs, existing knowledge and other relevant factors. These factors may include the learning environment, constraints, delivery options and the project timeline. During this phase the designer develops a clear understanding of the “gaps” between competencies or desired outcomes and the student’s existing knowledge.
The design phase of the ADDIE model specifies learning objectives and content for the course or presentation. The design phase may include the development of prototypes, graphic design, and user-interface.
The development phase is used to create the actual content and learning materials based on the design phase.
The implementation phase is where the plan is tried and procedures for training are developed. Training materials are used for delivering course content and competencies based upon the course objectives. Training materials are evaluated for effectiveness.
The evaluation phase consists of formative and summative evaluation. Each stage of the ADDIE process is evaluated and the overall training effectiveness is evaluated as well by tests designed for criterion-related reference items and user feedback. Necessary revisions are made during this phase.
In contrast to the ADDIE model, the Rapid Prototyping Design Model is a four level process that is used for creating instruction for specific lessons. These four levels include a needs analysis, constructing a prototype, utilizing the prototype to perform research and installation of the final system. Wilson, Honassen & Cole define Rapid Prototyping as the “early development of a small –scale prototype used to test out certain key features of the design”. (Wilson, et al.).
Both models provide for a systematic approach to instruction development. The ADDIE model seems more extensive or elaborate and may require more time and expense than does the Rapid Prototype model.
In terms of flexibility, the Rapid Prototype model appears to provide more than ADDIE. The Rapid Prototype is described as allowing for “greater flexibility in defining the goals and form of instruction at early stages” thus being the preferred model when “time, budget, and environmental restraints” are factors to consider.
As a student in the IDT program, I find guidance, reasoning, logic, and rationale in the ADDIE and Rapid Prototype models. Both have flexibility but the ADDIE builds phases one atop the next from analysis to evaluation.
The Analysis phase for the ADDIE model prepares the stage for decisions made during all five phases. The ADDIE model may not provide necessary feedback because of this characteristic of phase dependency. Reciprocity or feedback of information between the designer and the target audience will probably be delayed until the final phase of the ADDIE model. This delay in time may make the ADDIE model less attractive to designers who need to implement something in a short period of time.
I am interested in the ADDIE model because I see its relevance to program development initiatives taking place at my workplace. It could serve to guide the process of developing such educational opportunities as college degrees in applied health science. Allied health programs in Health Information and Orthopedics technology are in the analysis phase at Southwest Career College. These associates’ degree- two-year curricula have been put on paper and are ready to be designed and developed, implemented and evaluated.
The structured processes prescribed by the ADDIE design would match the six to twelve month process needed to finish a new associates degree program. The analysis phase would consider such facts as community needs and other factors relating to the potential for employment of graduating students. In El Paso, this would be of extreme importance for any college starting a new program because the state of Texas requires that private schools provide employment or placement for at least 72% of all graduates. Employment opportunities for graduating students are essential for the success of any new program.
A group of students were prescribed remedial training in clinical skills. They reported to the clinical laboratory as scheduled and practiced practical skills in medication administration. Students were given the opportunity to practice intradermal, subcutaneous, and intramuscular injection techniques. Four instructors were made available to assist the 16 students in the group. The session lasted 30 minutes and I personally witnessed several students qualify in all three techniques. I think this would be the right context for using the Rapid Prototype model. The students have the necessary competencies already. Developing proficiency in carrying out these injection procedures would be a valid goal. Lesson objectives such as using aseptic technique and the rights of medication administration could be used to design instruction using the Rapid Prototype model.
References:
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.
Wilson, et al., in http://www.cudenver.edu/bwilson/training/html, accessed March 8, 2010
Instructional Design Interactive Media, Instructional Technology / Instructional Design / Rapid Prototyping, http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html
The ADDIE model consists of five phases: analysis, design, development, implementation and evaluation. This model provides for a systematic instructional design procedure that can be used for the creation and maintenance of course content and delivery. Each phase provides the building blocks or foundation upon which to build each succeeding phase.
The analysis phase is used to identify the learning problem, goals and objectives, student or audience needs, existing knowledge and other relevant factors. These factors may include the learning environment, constraints, delivery options and the project timeline. During this phase the designer develops a clear understanding of the “gaps” between competencies or desired outcomes and the student’s existing knowledge.
The design phase of the ADDIE model specifies learning objectives and content for the course or presentation. The design phase may include the development of prototypes, graphic design, and user-interface.
The development phase is used to create the actual content and learning materials based on the design phase.
The implementation phase is where the plan is tried and procedures for training are developed. Training materials are used for delivering course content and competencies based upon the course objectives. Training materials are evaluated for effectiveness.
The evaluation phase consists of formative and summative evaluation. Each stage of the ADDIE process is evaluated and the overall training effectiveness is evaluated as well by tests designed for criterion-related reference items and user feedback. Necessary revisions are made during this phase.
In contrast to the ADDIE model, the Rapid Prototyping Design Model is a four level process that is used for creating instruction for specific lessons. These four levels include a needs analysis, constructing a prototype, utilizing the prototype to perform research and installation of the final system. Wilson, Honassen & Cole define Rapid Prototyping as the “early development of a small –scale prototype used to test out certain key features of the design”. (Wilson, et al.).
Both models provide for a systematic approach to instruction development. The ADDIE model seems more extensive or elaborate and may require more time and expense than does the Rapid Prototype model.
In terms of flexibility, the Rapid Prototype model appears to provide more than ADDIE. The Rapid Prototype is described as allowing for “greater flexibility in defining the goals and form of instruction at early stages” thus being the preferred model when “time, budget, and environmental restraints” are factors to consider.
As a student in the IDT program, I find guidance, reasoning, logic, and rationale in the ADDIE and Rapid Prototype models. Both have flexibility but the ADDIE builds phases one atop the next from analysis to evaluation.
The Analysis phase for the ADDIE model prepares the stage for decisions made during all five phases. The ADDIE model may not provide necessary feedback because of this characteristic of phase dependency. Reciprocity or feedback of information between the designer and the target audience will probably be delayed until the final phase of the ADDIE model. This delay in time may make the ADDIE model less attractive to designers who need to implement something in a short period of time.
I am interested in the ADDIE model because I see its relevance to program development initiatives taking place at my workplace. It could serve to guide the process of developing such educational opportunities as college degrees in applied health science. Allied health programs in Health Information and Orthopedics technology are in the analysis phase at Southwest Career College. These associates’ degree- two-year curricula have been put on paper and are ready to be designed and developed, implemented and evaluated.
The structured processes prescribed by the ADDIE design would match the six to twelve month process needed to finish a new associates degree program. The analysis phase would consider such facts as community needs and other factors relating to the potential for employment of graduating students. In El Paso, this would be of extreme importance for any college starting a new program because the state of Texas requires that private schools provide employment or placement for at least 72% of all graduates. Employment opportunities for graduating students are essential for the success of any new program.
A group of students were prescribed remedial training in clinical skills. They reported to the clinical laboratory as scheduled and practiced practical skills in medication administration. Students were given the opportunity to practice intradermal, subcutaneous, and intramuscular injection techniques. Four instructors were made available to assist the 16 students in the group. The session lasted 30 minutes and I personally witnessed several students qualify in all three techniques. I think this would be the right context for using the Rapid Prototype model. The students have the necessary competencies already. Developing proficiency in carrying out these injection procedures would be a valid goal. Lesson objectives such as using aseptic technique and the rights of medication administration could be used to design instruction using the Rapid Prototype model.
References:
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.
Wilson, et al., in http://www.cudenver.edu/bwilson/training/html, accessed March 8, 2010
Instructional Design Interactive Media, Instructional Technology / Instructional Design / Rapid Prototyping, http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html
Monday, March 1, 2010
On Learning Theories; A personal perspective
One recurring thought throughout this course in learning theories was the factor of the amount of time required for learning. Some people require more time then others to learn similar content. I have discovered that I am not a slow learner but simply require a little bit more time to process certain types of information. Or perhaps by not considering the factor of relevance to associating course content with real world application, I have short changed myself with the opportunity to understand these theories. If anything, I think that I may have at one time attempted to establish a “one method fits all” style of learning for all lessons in the past. I may have not given enough consideration to the issue of situation and context. I may have failed to consider the situational and contextual nuances that influence learning styles and approaches to learning specific information or skill. For example, when learning a practical skill such as a clinical laboratory procedure, manual or tactile learning provides the stimulation for cognitive understanding of prescribed competencies. With regard to the more cognitive or information processing types of abstract learning, I would learn best in a secluded area with minimal distractions and maximum resources to stimulate thinking as well as visual resources of relevant information for approaching a topic from various perspectives.
I have found that with time, motivation and resources, I am able to gain a more comprehensive understanding of constructs or concepts or theories. With respect to relevance, what has helped me out the most is total transfer of learning to application in a professional setting. This course has been of tremendous relevance to my professional work. I am convinced that my attempts to apply this knowledge have benefited the school, faculty, and student body of Southwest Career College. I consider myself most fortunate to be able to apply these concepts to real world settings. Finally, I have come to a realization that the learning process is a continuous process because what may be relevant today may not be relevant tomorrow. This may be why life long learning is so important for personal and professional growth.
I have found that with time, motivation and resources, I am able to gain a more comprehensive understanding of constructs or concepts or theories. With respect to relevance, what has helped me out the most is total transfer of learning to application in a professional setting. This course has been of tremendous relevance to my professional work. I am convinced that my attempts to apply this knowledge have benefited the school, faculty, and student body of Southwest Career College. I consider myself most fortunate to be able to apply these concepts to real world settings. Finally, I have come to a realization that the learning process is a continuous process because what may be relevant today may not be relevant tomorrow. This may be why life long learning is so important for personal and professional growth.
Wednesday, February 24, 2010
Student Motivation
Factors that are most likely to motivate someone in an online classroom setting include intrinsic and extrinsic motivational factors. These factors can be both physiological and psychological. Maszlow’s Heirarchy of needs, as described in the course text (Ch. 7), proposes five different sets of needs. Extrinsic factors or needs include physiological needs, safety needs, and love and belongingness needs. Intrinsic factors include esteem needs and needs for self-actualization. (Ormrod, et al. 2009).
Esteem needs and self-actualization needs are most relevant to the need for individual self-determination. These intrinsic factors are relevant to student motivation for online studies because they involve the achievement and mastery of specific skills, knowledge as well as fulfilling the need to learn and grow intellectually. ( Ormrod et al., 2009).
Students in all learning environments must find the subject matter interesting because it captures and keeps their attention. Student interest in the course topics has “a strong cognitive component” especially if presented in a “way that is not expected” by students. Supportive learning environments can provide the motivation students need for success.
Presentation of course content in an interesting format provides mental stimulation.
Interesting course content has meaning or association and tends to enhance cognition or information processing thus increasing student competence. Learners who have success at learning new competencies are more motivated to learn even further. This fulfills the need for self-determination or autonomy (Ormrod, Video, 2009).
Fulfilling the need for relatedness or the “need to interact with other human beings” is another strong motivating factor. Ormrod mentions that the classroom environment must “convey a sense of enthusiasm” and a “sense of belonging”. She recommends a positive learning environment where the student is encouraged to become involved in the learning process and interacting with other students and the instructor as well as getting immediate feedback.
John M. Keller describes methods for improving student motivation using the “ARCS Motivational Process”. A plan to boost the motivational level in online classes experiencing high student attrition rates requires consideration, evaluation, planning and implementation of various factors.
An instructional design intervention must evaluate such design factors as learner characteristics, learner’s attitudes towards learning tasks, the instruction medium such as computers and software, and motivational tactics for the lesson.
Let us assume that we are faced with a challenge to improve the motivation level of a particular online course experiencing high student attrition rates. We would begin with determining the student attitudes toward distance learning as well as the factors that make the course attractive to the student such as relevance to his/her professional goals.
Another factor to consider would be the course design in terms of degree of complexity or simplicity. Is the course structured in such a way that the student can accomplish progressively challenging objectives or is it so vague or confusing in its structure that it undermines the chances for student success thus decreasing student motivation and client satisfaction?
If we find that course design and instructional delivery is not meeting student expectations, then we need to create a plan to boost motivational levels of these online learners. Using Keller’s ARCS model, I would improve student motivation by implementing the following plan (Keller, 1999).
Instructional Design Plan for Improving Online Learner Motivation Using the ARCS Model
Phase I: Course Information
Attention: Provide description of course objectives by degree of complexity from simple to more challenging.
Relevance: Overview of course objectives provides student with the opportunity to relate them to professional goals. This will help student decide if course meets career aspirations.
Confidence: Student attains satisfactory level of knowledge about course objectives, relevance to professional goals and confidence with own ability to succeed with completing objectives.
Satisfaction: Student has clear understanding, expectations of what knowledge, skill, and competence course is expected to provide as well as expectations of instructor.
Phase II: Course introduction
Attention: Course content overview is presented with context, as it will apply to new profession, setting competencies and student career goals.
Relevance: Student perceives course overview in connection to real world applications of the profession.
Confidence: Student succeeds with understanding introduction to concepts, principles, and applications relative to career goals.
Satisfaction: Student acquires a “sense of success” by passing introductory course content application of concepts and principles to real world context. Sees career benefits of continuing with course.
Phase III: Course intermediate level content
Attention: Intermediate level content is a continuation of introductory level content. Student interest is high because previous level content provided solid foundation upon which to build intermediate level content.
Relevance: Professional career context is seen in real-world terms. Application, skill, objectives, fit into grand scheme of career goals. New knowledge and skills are relevant to chosen profession. Student motivated to move to next level.
Confidence: Newly acquired skill, competence, knowledge, progressively challenging but successfully acquired. Student can apply competencies in real world or simulated settings
Satisfaction: Student feels fulfillment with newly acquired knowledge, skills, and competencies. Can demonstrate proficiency in professional setting. Has ability to move forward with next level challenges. Looks forward to advanced level.
Phase IV Course advanced level content.
Attention: Advanced level content is continuation of intermediate level content.
Relevance: Student sees course content is high because successfully completing course objectives is assured. Application to career, professional goals are clear. : Acquired proficiency with competencies, skills, knowledge arms student with necessary tools for success.
Confidence: Student is able to discuss and apply concepts, principles, and knowledge within a professional setting as well as instruct others.
Satisfaction: Student has successfully completed course objectives, which are perceived as providing him/her with the tools necessary to continue professional/ career goals
. .
References:
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction
Ormrod, J. Video Program: “Motivation in Le
Esteem needs and self-actualization needs are most relevant to the need for individual self-determination. These intrinsic factors are relevant to student motivation for online studies because they involve the achievement and mastery of specific skills, knowledge as well as fulfilling the need to learn and grow intellectually. ( Ormrod et al., 2009).
Students in all learning environments must find the subject matter interesting because it captures and keeps their attention. Student interest in the course topics has “a strong cognitive component” especially if presented in a “way that is not expected” by students. Supportive learning environments can provide the motivation students need for success.
Presentation of course content in an interesting format provides mental stimulation.
Interesting course content has meaning or association and tends to enhance cognition or information processing thus increasing student competence. Learners who have success at learning new competencies are more motivated to learn even further. This fulfills the need for self-determination or autonomy (Ormrod, Video, 2009).
Fulfilling the need for relatedness or the “need to interact with other human beings” is another strong motivating factor. Ormrod mentions that the classroom environment must “convey a sense of enthusiasm” and a “sense of belonging”. She recommends a positive learning environment where the student is encouraged to become involved in the learning process and interacting with other students and the instructor as well as getting immediate feedback.
John M. Keller describes methods for improving student motivation using the “ARCS Motivational Process”. A plan to boost the motivational level in online classes experiencing high student attrition rates requires consideration, evaluation, planning and implementation of various factors.
An instructional design intervention must evaluate such design factors as learner characteristics, learner’s attitudes towards learning tasks, the instruction medium such as computers and software, and motivational tactics for the lesson.
Let us assume that we are faced with a challenge to improve the motivation level of a particular online course experiencing high student attrition rates. We would begin with determining the student attitudes toward distance learning as well as the factors that make the course attractive to the student such as relevance to his/her professional goals.
Another factor to consider would be the course design in terms of degree of complexity or simplicity. Is the course structured in such a way that the student can accomplish progressively challenging objectives or is it so vague or confusing in its structure that it undermines the chances for student success thus decreasing student motivation and client satisfaction?
If we find that course design and instructional delivery is not meeting student expectations, then we need to create a plan to boost motivational levels of these online learners. Using Keller’s ARCS model, I would improve student motivation by implementing the following plan (Keller, 1999).
Instructional Design Plan for Improving Online Learner Motivation Using the ARCS Model
Phase I: Course Information
Attention: Provide description of course objectives by degree of complexity from simple to more challenging.
Relevance: Overview of course objectives provides student with the opportunity to relate them to professional goals. This will help student decide if course meets career aspirations.
Confidence: Student attains satisfactory level of knowledge about course objectives, relevance to professional goals and confidence with own ability to succeed with completing objectives.
Satisfaction: Student has clear understanding, expectations of what knowledge, skill, and competence course is expected to provide as well as expectations of instructor.
Phase II: Course introduction
Attention: Course content overview is presented with context, as it will apply to new profession, setting competencies and student career goals.
Relevance: Student perceives course overview in connection to real world applications of the profession.
Confidence: Student succeeds with understanding introduction to concepts, principles, and applications relative to career goals.
Satisfaction: Student acquires a “sense of success” by passing introductory course content application of concepts and principles to real world context. Sees career benefits of continuing with course.
Phase III: Course intermediate level content
Attention: Intermediate level content is a continuation of introductory level content. Student interest is high because previous level content provided solid foundation upon which to build intermediate level content.
Relevance: Professional career context is seen in real-world terms. Application, skill, objectives, fit into grand scheme of career goals. New knowledge and skills are relevant to chosen profession. Student motivated to move to next level.
Confidence: Newly acquired skill, competence, knowledge, progressively challenging but successfully acquired. Student can apply competencies in real world or simulated settings
Satisfaction: Student feels fulfillment with newly acquired knowledge, skills, and competencies. Can demonstrate proficiency in professional setting. Has ability to move forward with next level challenges. Looks forward to advanced level.
Phase IV Course advanced level content.
Attention: Advanced level content is continuation of intermediate level content.
Relevance: Student sees course content is high because successfully completing course objectives is assured. Application to career, professional goals are clear. : Acquired proficiency with competencies, skills, knowledge arms student with necessary tools for success.
Confidence: Student is able to discuss and apply concepts, principles, and knowledge within a professional setting as well as instruct others.
Satisfaction: Student has successfully completed course objectives, which are perceived as providing him/her with the tools necessary to continue professional/ career goals
. .
References:
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction
Ormrod, J. Video Program: “Motivation in Le
Sunday, February 21, 2010
Reflections on Learning
My views on how I learn best have changed. I now understand that learning is more than just my approach to understanding new topics or subjects. I find that learning is a network of the many dimensions that make up my existence. I am now aware that the learning experience involves more than cognitive storage of facts and figures, more than the memorization of definitions.
Considering what knowledge I bring to each lesson has given more depth to my level of understanding new information. Past and present experiences, relationships, academics, all provide for a resource of tools that I can integrate into my new learning experiences.
Consider for example, my previous difficulties with understanding learning and behavioral theories. I would read literature repeatedly to try and understand it in an abstract context. I did not attempt to find meaning to these concepts but instead kept them in the intellectual realm without relating them to past experiences. I approached these subjects without considering their relevance to personal and professional applications but instead attempted to memorize each and every detail of the information.
Reflecting on the relevance of each learning theory (Behaviorism, Cognitivism, Constructivism, Social learning, and Connectivism) I now realize that learning is contextual and situational as much as it is memorization and understanding. No one learning theory provides the best explanation of how I learn. However, I find that connectivism provides a more complete explanation of learning in today’s world of global communications and related technologies.
This blog represents a newly acquired resource for sharing insights on learning and for acquiring meaningful information relevant to my personal and professional growth via internet resources. The connection with the many sources of information found via internet technologies has opened new doors for learning and teaching opportunities.
Thanks to my on line connection with classmates, I have discovered websites that provide for creating online classrooms to communicate information and monitor student participation (http://www.4teachers.org/tools/) . These online resources are free of charge and available to teachers worldwide. I will now be able to provide in-service training to faculty members without imposing on work schedules or departmental productivity. Another important new development is the use of a virtual library provided by Cengage Publishers (http://library.cengage.com/) which our school recently purchased. Our students will now be able to access publications, books, journals and other sources of information to complete coursework. Instructors can now provide an online resource that will enrich student learning. I am just now realizing how important these technologies are for both learning and teaching. I look forward to the discoveries that current and emerging technologies will provide with learning as well as teaching.
Considering what knowledge I bring to each lesson has given more depth to my level of understanding new information. Past and present experiences, relationships, academics, all provide for a resource of tools that I can integrate into my new learning experiences.
Consider for example, my previous difficulties with understanding learning and behavioral theories. I would read literature repeatedly to try and understand it in an abstract context. I did not attempt to find meaning to these concepts but instead kept them in the intellectual realm without relating them to past experiences. I approached these subjects without considering their relevance to personal and professional applications but instead attempted to memorize each and every detail of the information.
Reflecting on the relevance of each learning theory (Behaviorism, Cognitivism, Constructivism, Social learning, and Connectivism) I now realize that learning is contextual and situational as much as it is memorization and understanding. No one learning theory provides the best explanation of how I learn. However, I find that connectivism provides a more complete explanation of learning in today’s world of global communications and related technologies.
This blog represents a newly acquired resource for sharing insights on learning and for acquiring meaningful information relevant to my personal and professional growth via internet resources. The connection with the many sources of information found via internet technologies has opened new doors for learning and teaching opportunities.
Thanks to my on line connection with classmates, I have discovered websites that provide for creating online classrooms to communicate information and monitor student participation (http://www.4teachers.org/tools/) . These online resources are free of charge and available to teachers worldwide. I will now be able to provide in-service training to faculty members without imposing on work schedules or departmental productivity. Another important new development is the use of a virtual library provided by Cengage Publishers (http://library.cengage.com/) which our school recently purchased. Our students will now be able to access publications, books, journals and other sources of information to complete coursework. Instructors can now provide an online resource that will enrich student learning. I am just now realizing how important these technologies are for both learning and teaching. I look forward to the discoveries that current and emerging technologies will provide with learning as well as teaching.
Friday, February 19, 2010
Incorporating Technology with Lab Instruction
I came upon this link from the Edutopia web site after visiting a laboratory setting where the instructor was going from table to table demonstrating the blood smear techniques for a clinical lab. While taking ten minutes or more to demonstrate this technique to a small group of students, the rest of the class was sitting around waiting for their turn with the demonstration.
Given the basic tools available with which to instruct, the teacher was doing the best he could with what he had. I thought of how we, the school administration, can provide better resources for this outstanding lab instructor.
Two technologies described in The Horizon Report, Mobiles and Cloud Computing, seem to be a viable and practical solution to improving instruction in our clinical lab (Johnson, 2009). We can start by employing the Active View Visual Presenter (www.prometheanworld.com) for demonstrating technique on a large screen. Large, clear images will provide students with visual input augmented by the auditory input from the instructor’s explanations.
The Active View Camera is connected to a computer which is connected to a projector, simple enough. Video recordings can then be downloaded, saved and transmitted to the student’s mobile phones for review, discussions, elaborations, insertion into PowerPoint video presentations, etc... These video recordings can also become part of a You tube collection for student viewing as part of homework or reference resources.
The scenarios described above are a mixture of classroom and online learning environments. The technology integration I am proposing, and will probably implement in the near future, should provide a contextual framework upon which students can build knowledge as well as continue to add to this knowledge base. Students should be able to make sense of the information provided via these technologies thus offsetting the concerns proposed by Lim (Lim, 2004).
References:
Active View Visual Presenter, http://www.prometheanworld.com/server.php?show=nav.21224&cmp=AvEdutop , Accessed 2-16-10
Edutopia: http://www.edutopia.org/ http://www.edutopia.org/technology-integration-introduction-video
Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/
Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.
Given the basic tools available with which to instruct, the teacher was doing the best he could with what he had. I thought of how we, the school administration, can provide better resources for this outstanding lab instructor.
Two technologies described in The Horizon Report, Mobiles and Cloud Computing, seem to be a viable and practical solution to improving instruction in our clinical lab (Johnson, 2009). We can start by employing the Active View Visual Presenter (www.prometheanworld.com) for demonstrating technique on a large screen. Large, clear images will provide students with visual input augmented by the auditory input from the instructor’s explanations.
The Active View Camera is connected to a computer which is connected to a projector, simple enough. Video recordings can then be downloaded, saved and transmitted to the student’s mobile phones for review, discussions, elaborations, insertion into PowerPoint video presentations, etc... These video recordings can also become part of a You tube collection for student viewing as part of homework or reference resources.
The scenarios described above are a mixture of classroom and online learning environments. The technology integration I am proposing, and will probably implement in the near future, should provide a contextual framework upon which students can build knowledge as well as continue to add to this knowledge base. Students should be able to make sense of the information provided via these technologies thus offsetting the concerns proposed by Lim (Lim, 2004).
References:
Active View Visual Presenter, http://www.prometheanworld.com/server.php?show=nav.21224&cmp=AvEdutop , Accessed 2-16-10
Edutopia: http://www.edutopia.org/ http://www.edutopia.org/technology-integration-introduction-video
Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/
Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.
Wednesday, February 10, 2010
Learning Styles & Strategies
Elaboration as described by Dr. Ormrod seems to me to be the most logical teaching and learning strategy. Elaboration is described as adding to already existing information or knowledge (Ormrod, 2009).
I recently applied idea with a class of clinical skills students where we began with demonstrating procedures for measuring (taking) blood pressures on several volunteers. The day prior to this we had discussed the dynamics of cardiac output so we had introduced a basic knowledge.
I noted that students previously bored out of their minds and rarely participating in previous discussions now were the first to grab the blood pressure cuffs (sphygmomanometers) with stethoscopes at the ready. These students reminded me of what was described as “concrete perceivers” or learners who absorb information by doing, acting, sensing, and feeling (Gilbert & Swanier, 2008). Others sat back and carefully noted the blood pressure results and quietly read through their notes from the previous session. These reminded me of the “active and reflective processors” as described in the same reference.
The discussions that resulted revealed unique though similar perspectives on the same subject. Almost every student participating in this exercise was able to explain, in very unique ways, how the blood pressure results related to cardiac output. One student brought up the concept of “Starling’s Law” which resulted in the rest of the class thumbing through their notes and textbooks for a quick refresher. The fact that I did not begin this session with a lecture but rather a demonstration appeared to have resulted in a one-hour discussion among students and student groups. My question was a very simple and probably unexpected one, “what is blood pressure?”.
This reminded me of what Dr. Gardner had written (Gardner, 2003) in the required readings article: “Efforts to cover too much material doom the achievement of understanding” and “we are more likely to understand if we probe deeply in a small number of topics”. It seems to me that our traditional education delivery systems have missed the bus for many generations who may have been labeled as lacking “intelligence” and unable to “understand” subject matter. Dry and boring lectures are a waste of time, energy, and money.
Instructional designs that focus on student participation with projects, both individual and group, as well as elaboration as described by Dr. Ormrod will be part of the focus for program improvements in my career as an instructional design professional
References:
Ormrod, J., Learning Styles and Strategies, 2010, Video
Gardner, H. Multiple Intelligences After Twenty Years, 2003
Gilbert, J. E., & Swanier, A., Learning Styles: How Do They Fluctuate, 2008
I recently applied idea with a class of clinical skills students where we began with demonstrating procedures for measuring (taking) blood pressures on several volunteers. The day prior to this we had discussed the dynamics of cardiac output so we had introduced a basic knowledge.
I noted that students previously bored out of their minds and rarely participating in previous discussions now were the first to grab the blood pressure cuffs (sphygmomanometers) with stethoscopes at the ready. These students reminded me of what was described as “concrete perceivers” or learners who absorb information by doing, acting, sensing, and feeling (Gilbert & Swanier, 2008). Others sat back and carefully noted the blood pressure results and quietly read through their notes from the previous session. These reminded me of the “active and reflective processors” as described in the same reference.
The discussions that resulted revealed unique though similar perspectives on the same subject. Almost every student participating in this exercise was able to explain, in very unique ways, how the blood pressure results related to cardiac output. One student brought up the concept of “Starling’s Law” which resulted in the rest of the class thumbing through their notes and textbooks for a quick refresher. The fact that I did not begin this session with a lecture but rather a demonstration appeared to have resulted in a one-hour discussion among students and student groups. My question was a very simple and probably unexpected one, “what is blood pressure?”.
This reminded me of what Dr. Gardner had written (Gardner, 2003) in the required readings article: “Efforts to cover too much material doom the achievement of understanding” and “we are more likely to understand if we probe deeply in a small number of topics”. It seems to me that our traditional education delivery systems have missed the bus for many generations who may have been labeled as lacking “intelligence” and unable to “understand” subject matter. Dry and boring lectures are a waste of time, energy, and money.
Instructional designs that focus on student participation with projects, both individual and group, as well as elaboration as described by Dr. Ormrod will be part of the focus for program improvements in my career as an instructional design professional
References:
Ormrod, J., Learning Styles and Strategies, 2010, Video
Gardner, H. Multiple Intelligences After Twenty Years, 2003
Gilbert, J. E., & Swanier, A., Learning Styles: How Do They Fluctuate, 2008
Monday, February 8, 2010
Reflections on Connectivism
The network posted previously has changed my learning style in several ways. One way is in the way I teach courses at Southwest Career College. It used to be that teaching innovations were seen as novelties rather than examples of cognitive development and metacognitive learning development. With the recent coursework I have realized the importance of identifying with organizational culture and understandingh of the organization's overall vision, goals and objectives. Another way is in my understanding of the importance of implementing learning strategies that are based on proven theories of learning with metacognition being most influential in recent months.
The digital tools that best facilitate learning for me include those resources found in the internet such as lecture videos, and ebooks found in the ebrary from Walden University. A resource recently discovered is the use of Blogs and Reader subscriptions. I find these tools highly effective with accessing online information that comes to me in the form of email subscripitons and feeder/reader subscription connections. I find the videos in the required reading section very interesting and presented in a way I can understand. The old fashioned way of reading abstract information blends well with new visuals and concept simplification
I gain new knowledge by processing relevant information presented in text, videos, blogs, etc.. I test learning theories in real classroom settings and measure effectiveness empirically. Recently, my students have been using selected websites on such topics as medication information which they must find, interpret, and present to fellow students. This has opened new doors of instructor opportunities.
My personal learning network tends to challenge my gaining new knowledge depending upon who I engage with conversation and exchange of information. At work I have the opportunity to speak with medical school graduates and allied health specialists as well as practicing physicians in the community.
The digital tools that best facilitate learning for me include those resources found in the internet such as lecture videos, and ebooks found in the ebrary from Walden University. A resource recently discovered is the use of Blogs and Reader subscriptions. I find these tools highly effective with accessing online information that comes to me in the form of email subscripitons and feeder/reader subscription connections. I find the videos in the required reading section very interesting and presented in a way I can understand. The old fashioned way of reading abstract information blends well with new visuals and concept simplification
I gain new knowledge by processing relevant information presented in text, videos, blogs, etc.. I test learning theories in real classroom settings and measure effectiveness empirically. Recently, my students have been using selected websites on such topics as medication information which they must find, interpret, and present to fellow students. This has opened new doors of instructor opportunities.
My personal learning network tends to challenge my gaining new knowledge depending upon who I engage with conversation and exchange of information. At work I have the opportunity to speak with medical school graduates and allied health specialists as well as practicing physicians in the community.
Thursday, February 4, 2010
Wednesday, February 3, 2010
Adult Learners
Most adult learners in school settings bring certain characteristics. My observations about adult learners are that most have a mature sense of responsibility, a better sense of direction in their career paths, and are experiencing the burdens of responsible adulthood.
Five assumptions about adult learners are that the adult student has an independent self-concept, has life experiences that are a rich resource for learning, has needs that correspond with changing social roles, is problem centered and interested in immediate application of knowledge as well as being self-motivated (Conlan).
For the adult learner, Andragogy that is efficiently effective and engages the student in powerful learning experiences becomes a source for realizing the hopes for a better quality of life. A professional career is made possible and increased financial earnings can improve living standards.
Learning challenging lessons has always been a positive influence on my experience as an adult learner. Beginning with the training and on the job experiences in the U. S. Navy, as well as earning my first bachelor’s degree in health science to teaching adult learners since 1997. Formal and informal learning experiences have summed up to a great career with my present employer. This could not have been made possible without the education and professional experiences I’ve gained.
Today I am considering familiar aspects of instruction in a different dimension, on line instruction. Distance teaching makes me appreciate the term “facilitator” and I find it preferable because personal interaction is limited. Guiding the student through the necessary sources of information and asking the specific questions necessary for understanding the subject matter is very different from lecturing behind the podium.
Siemens mentions visualization and I notice that PowerPoint presentations on large screens and visual demonstrations capture and keep the attention of the adult learner for a longer period of time.
I would recommed a "student-centered" approach to distance teaching allowing for self-directed learning that encourages the student to interact with other learners, explore topics, create meaning and solve complex problems. Finally, the students would be required to share findings and conclusions learned from group and individual projects.
References:
Conlan, J., Grabowski S., & Smith K., (2010), Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology found at: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.
Hunt, J., Strategies for Middle School and High School Faculty Development in Media
and Technology, 2005.
Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.
Siemens, G. (2010), Theory of Connectivism. Video.
Five assumptions about adult learners are that the adult student has an independent self-concept, has life experiences that are a rich resource for learning, has needs that correspond with changing social roles, is problem centered and interested in immediate application of knowledge as well as being self-motivated (Conlan).
For the adult learner, Andragogy that is efficiently effective and engages the student in powerful learning experiences becomes a source for realizing the hopes for a better quality of life. A professional career is made possible and increased financial earnings can improve living standards.
Learning challenging lessons has always been a positive influence on my experience as an adult learner. Beginning with the training and on the job experiences in the U. S. Navy, as well as earning my first bachelor’s degree in health science to teaching adult learners since 1997. Formal and informal learning experiences have summed up to a great career with my present employer. This could not have been made possible without the education and professional experiences I’ve gained.
Today I am considering familiar aspects of instruction in a different dimension, on line instruction. Distance teaching makes me appreciate the term “facilitator” and I find it preferable because personal interaction is limited. Guiding the student through the necessary sources of information and asking the specific questions necessary for understanding the subject matter is very different from lecturing behind the podium.
Siemens mentions visualization and I notice that PowerPoint presentations on large screens and visual demonstrations capture and keep the attention of the adult learner for a longer period of time.
I would recommed a "student-centered" approach to distance teaching allowing for self-directed learning that encourages the student to interact with other learners, explore topics, create meaning and solve complex problems. Finally, the students would be required to share findings and conclusions learned from group and individual projects.
References:
Conlan, J., Grabowski S., & Smith K., (2010), Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology found at: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.
Hunt, J., Strategies for Middle School and High School Faculty Development in Media
and Technology, 2005.
Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.
Siemens, G. (2010), Theory of Connectivism. Video.
Sunday, January 31, 2010
Dr. Hazari,
Thank you for your response and reference. I found the following regarding your questions on variables to consider when teaching via online. Moore explains that "teachers must be mentors, subject matter experts, counselors and social psychologists" as well as “understand social forces and theoretical thoughts for effective classroom teaching." He explains that "effective teachers must engage in quality planning and preparation, prepare a positive classroom environment, use proven instructional techniques and exhibit professional behavior and take into account student needs, differences, and abilities.
I agree with Moore that teachers are more than just providers of facts and figures. but more than this, a significant influence on overall personal and professional development of the student. I interpret Moore as promoting a truly more holistic approach to teaching, even mentoring and guiding each student as much as time and resources permit.
Ruben
Reference:
Moore, K., Effective Instructional Strategies: From Theory to Practice, 2nd Edition Sage, 2008
Thank you for your response and reference. I found the following regarding your questions on variables to consider when teaching via online. Moore explains that "teachers must be mentors, subject matter experts, counselors and social psychologists" as well as “understand social forces and theoretical thoughts for effective classroom teaching." He explains that "effective teachers must engage in quality planning and preparation, prepare a positive classroom environment, use proven instructional techniques and exhibit professional behavior and take into account student needs, differences, and abilities.
I agree with Moore that teachers are more than just providers of facts and figures. but more than this, a significant influence on overall personal and professional development of the student. I interpret Moore as promoting a truly more holistic approach to teaching, even mentoring and guiding each student as much as time and resources permit.
Ruben
Reference:
Moore, K., Effective Instructional Strategies: From Theory to Practice, 2nd Edition Sage, 2008
Professor Responds
Sunil Hazari 28 Jan 10 8:28 AM MST
Ruben,
You have provided good information from a student's perspective. Now let's pair this with the instructor's perspective so we can form a picture of the whole enviornment and variables needed for it to be effective.
Moore (2005) writes that the constructivism approach requires teachers to re-think teaching. No longer are students to be thought of as an empty vessel to be filled. Instead of focusing on memorization and fill in the blank definitions, students are encouraged to seek understanding of concepts themselves. Active techniques such as “real world problem solving” are strategies that enable students “. . . to create more knowledge and then to reflect on and talk about what they are doing and how their understandings are changing” (Moore, 2005, p. 11).
What lessons will you take away from this, if, say, you were to teach an onlne class?
Moore, K. (2005). Effective instructional strategies: From theory to practice. Thousand Oaks, California: Sage Publications.
Respond
Ruben,
You have provided good information from a student's perspective. Now let's pair this with the instructor's perspective so we can form a picture of the whole enviornment and variables needed for it to be effective.
Moore (2005) writes that the constructivism approach requires teachers to re-think teaching. No longer are students to be thought of as an empty vessel to be filled. Instead of focusing on memorization and fill in the blank definitions, students are encouraged to seek understanding of concepts themselves. Active techniques such as “real world problem solving” are strategies that enable students “. . . to create more knowledge and then to reflect on and talk about what they are doing and how their understandings are changing” (Moore, 2005, p. 11).
What lessons will you take away from this, if, say, you were to teach an onlne class?
Moore, K. (2005). Effective instructional strategies: From theory to practice. Thousand Oaks, California: Sage Publications.
Respond
Wednesday, January 27, 2010
Social constructivism and Elearning
Learning from the environmental influences is continuous and deeply rooted in an individual’s mind. Vygotsky’s key theoretical points seem to revolve around this common theme. Environmental factors such as family structure, socio-economic status, language, symbols, norms, and rules of behavior all teach a child how to cope, survive, and thrive in a particular setting. (Ormrod, J., et al, 2009)
Traditional students are provided with the ideal tools to learn problem-solving skills that they encounter in their roles as students and citizens in varied social settings and circumstances. Learners have personal interaction with instructors and fellow students. The more that zone of proximal development is enriched with new and positive settings, the more one expands that zone in productive and effective instruction through guidance and positive role modeling (Ormrod, 2009). For the student, this role modeling may come from leaders of community organizations such as private businesses and public entities as well as non-profit organizations.
I think that online university settings are examples of those environmental influences that provide choices to students for their academic success. I believe that online instruction, when effectively administered, does become an influence for higher learning within the student’s “zone of proximal development”.
Elearning provides the learner those lessons that can enhance personal awareness, understanding and self-realization as well as the transfer of these skills into the professional setting. However, online instruction does not provide the opportunity for personal contact and communication among classmates. I think much is lost without personal communications, but I think that increased focus on subject matter is gained.
During the past several months I have been a member of this online social circle, in this and a previous course. The communications have been meaningful and helpful to my understanding theories relating to organizational change, leadership and culture as well as learning theories. Most of my reflections have included personal insights shared by my classmates and professor.
In this context, I can say that online learning with its discussions format has given opportunity for interpersonal communications in a social setting. It includes reciprocal teaching, peer review, and problem-based instruction (Kim, 2001) along with required readings, viewings and interactions. Online instruction has had a positive impact on the enhancement of my own learning process.
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Video: Ormrod, J., “Theory of Social Cognitive Development” (2010)
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Traditional students are provided with the ideal tools to learn problem-solving skills that they encounter in their roles as students and citizens in varied social settings and circumstances. Learners have personal interaction with instructors and fellow students. The more that zone of proximal development is enriched with new and positive settings, the more one expands that zone in productive and effective instruction through guidance and positive role modeling (Ormrod, 2009). For the student, this role modeling may come from leaders of community organizations such as private businesses and public entities as well as non-profit organizations.
I think that online university settings are examples of those environmental influences that provide choices to students for their academic success. I believe that online instruction, when effectively administered, does become an influence for higher learning within the student’s “zone of proximal development”.
Elearning provides the learner those lessons that can enhance personal awareness, understanding and self-realization as well as the transfer of these skills into the professional setting. However, online instruction does not provide the opportunity for personal contact and communication among classmates. I think much is lost without personal communications, but I think that increased focus on subject matter is gained.
During the past several months I have been a member of this online social circle, in this and a previous course. The communications have been meaningful and helpful to my understanding theories relating to organizational change, leadership and culture as well as learning theories. Most of my reflections have included personal insights shared by my classmates and professor.
In this context, I can say that online learning with its discussions format has given opportunity for interpersonal communications in a social setting. It includes reciprocal teaching, peer review, and problem-based instruction (Kim, 2001) along with required readings, viewings and interactions. Online instruction has had a positive impact on the enhancement of my own learning process.
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Video: Ormrod, J., “Theory of Social Cognitive Development” (2010)
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Sunday, January 10, 2010
Selected Blogs for Instructional Design
The first blog site I am discussing is eLearning Technology (http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html). This site seems to have an extraordinary abundance of articles, information, and links to the on-line learning industry. It is owned by Tony Karr, CEO/CTO of TechEmpower, an on-line learning service bases in Los Angeles, California. One article in this blog is on ‘personal learning environment’. Personal knowledge management is interesting for me because I am in the process of planning the implementation of a long-range training plan to provide in-service training for my 25 medical instructors. The idea of individual knowledge management seems like an idea worth looking into. Too often we provide company sponsored in-service training without seeing the benefits to efficiency within the program. I am interested in introducing the idea of self-managing knowledge to my peers. (http://elearningtech.blogspot.com/2007/05/personal-learning-environment-ple.html#ixzz0cGUFE8Qa)
The second blog site is IDEAS: Instructional Design for eLearning Approaches (http://ideas.blogs.com). This site is owned by Mr. Ferdinand Kraus of Ontario, Canada.What I found most interesting was an introduction to the ‘Seven Principles of Effective Teaching’ attributed to Chickering & Gamson (1987). These seven principles include: 1) encouraging contact between students and faculty; 2) developing reciprocity and cooperation among students; 3) giving prompt feedback; 4) emphasizing time on task; 5) encouraging active learning; 6) communicating high expectations, and ; 7) respecting diverse talents and ways of learning. Another interesting post concerns the Knowledge Media Design Institute (KMDI) from the University of Toronto which “conducts research in all areas of knowledge media design”. KDMI is described as “an exemplar for the design, production and sharing of knowledge” with a “human centered design philosophy”. Our school, Southwest Career College, has earned the necessary monetary resource for implementing state of the art technologies. However, the human factor must be paramount when we consider how we will spend these resources.
The third blog site is entitled ‘Living In Learning’ (http://livinginlearning.ning.com). This site caught my attention because I have recently discovered the concepts of “knowledge workers” and “learning organizations”. It appears to have posts from medical experts discussing various issues in clinical medicine as well.
The second blog site is IDEAS: Instructional Design for eLearning Approaches (http://ideas.blogs.com). This site is owned by Mr. Ferdinand Kraus of Ontario, Canada.What I found most interesting was an introduction to the ‘Seven Principles of Effective Teaching’ attributed to Chickering & Gamson (1987). These seven principles include: 1) encouraging contact between students and faculty; 2) developing reciprocity and cooperation among students; 3) giving prompt feedback; 4) emphasizing time on task; 5) encouraging active learning; 6) communicating high expectations, and ; 7) respecting diverse talents and ways of learning. Another interesting post concerns the Knowledge Media Design Institute (KMDI) from the University of Toronto which “conducts research in all areas of knowledge media design”. KDMI is described as “an exemplar for the design, production and sharing of knowledge” with a “human centered design philosophy”. Our school, Southwest Career College, has earned the necessary monetary resource for implementing state of the art technologies. However, the human factor must be paramount when we consider how we will spend these resources.
The third blog site is entitled ‘Living In Learning’ (http://livinginlearning.ning.com). This site caught my attention because I have recently discovered the concepts of “knowledge workers” and “learning organizations”. It appears to have posts from medical experts discussing various issues in clinical medicine as well.
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