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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
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