The Impact of Open Source

Learning can occur anytime. Technology allows learners to participate in courses online where they can learn at their own pace, while promoting active learning and tracking their needs (Simonson et al. 2009).

A good course management system (CMS) enables “teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time” (Simonson et al. 2009, p.238). Some of the tools that can be utilized within a CMS to enhance student learning include a strong communication link which would allow participants to create an online journal using a blog format or a discussion board allowing open communication among students and the instructor (Simonson et al. 2009).

This week I chose to review an open source course to see if it would deliver what it advertised. Yale University offers free courses ranging from chemistry to sociology. I was intrigued by their choice called the ‘classics’ so off I went to see what the course contained. http://oyc.yale.edu/classics

I love Greek history so was thrilled to see the free course offered by Professor Donald Kagan. The overview of the course was specific and detailed each session along with how the material could be obtained. The course met the requirements for distance learning as it provided the material in three different formats; audio, video, and course materials. Simonson et al. (2009) noted for,”high-quality courses, there should be an emphasis on the use of various forms of visual media to offer instructional content” (p.157).

 http://oyc.yale.edu/classics/introduction-to-ancient-greek-history/content/sessions.html

Each lecture provided the learner with transcripts which I found very useful to download and save for future reverence. http://oyc.yale.edu/classics/introduction-to-ancient-greek-history/content/transcripts/transcript2-the-dark-ages

This course provided a syllabus along with all downloads required for the course.

http://oyc.yale.edu/classics/introduction-to-ancient-greek-history/content/sessions/session-2-the-dark-ages

 There was a survey for participants to complete and the course included a component called ‘study group’ which allowed me to discuss the course with other learner’s.

http://retro.openstudy.com/study-groups/CLCV%20205,%20Introduction%20to%20Ancient%20Greek%20History%20(Open%20Yale%20Courses)

I find I learn best by watching videos along with reading the course material. The videos were clear and crisp. Distractions were non-existent allowing me to focus on what Professor Kagan said. Below is the link to the intrdocution video by Professor Kagan.

http://www.youtube.com/watch?v=9FrHGAd_yto

 Each session included videos making it easy to move back and forth between sessions without difficulty.

I truly enjoyed this course as it maximized my learning potential and included sufficient activities for me to remain engaged throughout the entire course (Simonson et al. 2009).I can honestly say I was so impressed by this course and how it was designed that I have participated in most of the other free courses that Yale offers. Engaging a learner is one thing, but to keep them wanting more is truly magical.

References

Kagan, D (2007). CLCV 205. Introduction to ancient Greek History. Retrieved July 31, 2011 from:

http://oyc.yale.edu/classics/introduction-to-ancient-greek-history/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Distance Learning Technologies

Interactive Tours

A high school history teacher located on the west coast of the United States wants to showcase new art exhibits (to her students) that are currently displayed at museums in New York City. Costs prohibit her from sending all her students to New York City just to view the exhibits, so her proposed solution is to provide interactive virtual tours and have the students critique the work in group settings. This can be achieved by utilizing Web 2.0 tools. They are, “highly participatory and promote collaboration, networking, sharing, and the widespread generation of content, and the editing and mixing of content from diverse sources for new purposes through a model called the mash-up, by both groups and individuals” (Simonson et al, 2009. p. 244).

A Web 2.0 tool that could easily be incorporated by the students for this scenario is a blog. Blogging is considered an excellent platform for student reflection or reporting activities defined in a teaching experience (Simonson et al, 2009). As the history teacher wants the students to critique the works of art in a group format, blogging will allow learners easy access to collaborate on their findings. Setting up a blog is free on several sites and the one I found to be user friendly was blogger. The site is easy and guides participants through every phase of creation.

 https://www.google.com/accounts/ServiceLogin?service=blogger&ltmpl=start&hl=en_GB&passive=86400&continue=http://www.blogger.com/home#s01

A perfect example of how successful this tool works for learner participation is the site from which you are reading this discussion. I am able to post thoughts and comments for fellow learners to view. Comments and feedback allow for learner interaction among colleagues and instructors. Blogging is fast, safe and allows the learner the ability to participate at their own pace and schedule.

Bringing the art exhibit to the students on the West coast is easy thanks to virtual tours, which can also be designed to be interactive for the learner.

Virtual tools can be used by incorporating a Youtube video which would display the art exhibits in a video format or using a platform such as Previsite allowing the instructor the ability to create their own virtual tour.

The video below shows participants how to make a virtual tour.

http://youtu.be/tPKa6iOyFRQ

 

There are numerous sites that incorporate virtual tours allowing learners to ‘view’ the knowledge without leaving home. The teacher’s guide.com has a link to a Virtual fieldtrips for students to view learning material from an Ancient Roman Villa

http://www.villa-rustica.de/tour/toure.html

 to the Great Wall of China Virtual Tour.

http://www.thebeijingguide.com/great_wall_of_china/index.html

“Course management systems are also commonly used for distributed learning purposes, enabling teachers of conventional face - to–face courses to provide learning resources and conduct course – related activities, such as discussions and testing, outside of normal class time” (Simonson et al, 2009, p.238).

With such a diversity of online systems available, learning will never be the same.

References

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc

The Teacher’s Guide (n.d.). Virtual Fieldtrips. Retrieved July 16, 2011 from:

http://www.theteachersguide.com/virtualtours.html

YouTube(2009). How to make a Virtual Tour with Previsite.. Retrieved July 16, 2011 from:

http://www.youtube.com/watch?v=tPKa6iOyFRQ

 

Evolution of Distance Learning

Personal Definition

Distance learning is a term I really did not consider when looking at education and the various platforms it can be delivered. I always considered terminology like e-learning, online education or even virtual learning, but distance seemed ‘out of reach’. I completed my undergraduate work via an online program and understand the dynamics behind distance education, but never really considered how distance learning has impacted today’s educational culture. I was able to communicate with my fellow learners in various platforms and found it easier to succeed than the traditional face to face session given I could flex my study time around my work commitments. Wikipedia (2011) defined distance learning as “Distance education or distance learning, is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom.” Distance education allows adult learners an opportunity to continue on the path of life- long learning where, traditional classroom learning still remains a closed door for many. This week I have discovered there are many avenues a learner can follow with distance learning and it has become a confusing time for designers to sometimes find the right road from which to begin.

Revised Definition

Distance learning incorporates many formats and is in alignment with my personal definition. Simonson et al (2009) notes there are four components to distance education. They include:
Institutionally based
Separation of teacher and student
Interactive telecommunications
Sharing of data, voice, and video (learning experiences)
Discussions this week among my fellow classmates and work colleagues has given me insight into the world of distance education. Education and learning mirror each other and learners can choose how, when and where to pursue further education. Initially, I thought adults were the main target audience for online learning, but soon discovered that distance education is for all ages and is encouraged in most schools as a way to engage young minds (Huett et al, 2008). I was also surprised that not all learners want to participate in distance learner but rather favor face to face sessions instead (Simonson et al, 2009).

http://www.youtube.com/watch?v=hWaspxmM-1Q

Vision for the Future

Innovative technology is moving at a faster pace than most of us could have ever imagined. Growing up with limited technology forced many of us to find our own strengths and weakness with education and learning. Today, learners can be overwhelmed with all the technology and need to find their strength and weakness on what format best suits their learning potential. Too many choices can confuse and distract so as a future designer, it is important to always remember the learner (Moller et al, 2008).
Moving forward as an instructional designer, practice and patience will be my best friends as I develop distance learning programs for my adult learners. There are so many ways to entice learners into the online world, that it is vital for designers to formulate a plan, stick to stated goals and remember their intended audience (Moller et al, 2008). Our traditional classroom sessions can be reduced in frequency as we move with innovative technology and embrace what the online education world can offer. Distance education is here to stay and it is vital that organizations, along with institutions partner together to engage and encourage learners. “In the short term, ID faculty should lead the effort to shape institutional policies on distance education quality standards and accreditation and should actively engage in consultation and development (Moller et al, 2008, p.70). Technology is amazing and enticing but useless and distracting if the learner never learns.

Mindmap

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.
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.
Wikipedia (2011). Distance education. Retrieved July 3, 2011 from: http://en.wikipedia.org/wiki/Distance_education