Converting Face-to-Face Learning into a Blended-Learning Opportunity

      On-line education is increasingly becoming more acceptable as a viable learning format option.  New technologies allow for instruction to be targeted, individualized and therefore more meaningful than ever before.  Many face-to-face learning formats are being converted into blended-learning formats in order to broaden the possibilities available to the learners.  However, merely making the materials accessible on-line and transferring the assignments will not make the desired changes.  The instructional designer creating the change must pre-plan carefully, designing new activities that make the most of the opportunities awarded through a blended-learning format.  The role of the trainer will also shift significantly from a face-to-face environment.  He/she should  be 'trained' in order to understand and make the most of the changes. 

Open Courses Increasing Access to Education

Open Courses have emerged all over the Internet.  They reinforce the belief that education should be accessible to all.   Often provided by the top universities around the world, open courses are an opportunity to learn for free, and considering the price of a tertiary education these days, they are worth taking a good look at!

I have chosen to look at the open courses offered by Yale, known as Open Yale courses.  The courses range from Introduction to the Old Testament to Frontiers and Controversies in Astrophysics. .  Specifically, I am looking at a course entitled SOCY 151: Foundations of Modern Social Theory. The welcome message from the Founding Director and Principal Investigator, Diana E. E. Kleiner, expresses the goal of the initiative.  “We hope the lectures and other course materials, which reflect the values of a Yale liberal arts education, inspire your own critical thinking and creative imagination” (Open Yale Courses).

Excited about the potential of the initiative, I quickly got started.  The course consists of a course overview, a topical syllabus with lecture videos, assigned reading lists for each lecture, transcripts of each lecture and descriptions of the assessments used in the Yale for credit course. 

I teach the advent of communism in my IB History class so I was particularly intrigued by the videos on Marxism.  Each video is approximately one hour long and the first one I watched was incredibly interesting.  I viewed it with a copy of the transcript open and learned quite a bit in the process, which I plan to share with my students in the near future. 

Distance learning has opened the doors to many learners thirsty for knowledge but lacking access.  The potential for distance learning to revolutionize education everywhere is already being realized and much emphasis is being placed on how to improve learning through distance, online opportunities. 

Best practices in distance learning involve many of the same ideas as in traditional classroom teaching.  Planning is an essential component.  Understanding your learners and the learning context is the first step in the planning process.  The next step, creating good objectives and a specific plan or syllabus can then reflect the learners’ environment more accurately.  Designing instruction for specific learners enhances the learning experience and makes the process more efficient and effective.  The Yale Open courses are designed for those potential learners that have the interest to learn from the most respected lecturers in their field, with the hope that these lectures will inspire learners to improve their lives and the lives of others.  Although they are open to all with access to the Internet, they are not designed for someone that requires a specific skill or content understanding.  

Interactivity is an essential component of quality distance learning programs.  Although the Yale Open courses allow would-be learners to access professors and experts that would otherwise have no access due to financial restrictions, lack of admission to the university or/and distance, they allow for no interactivity with either the professors or the other learners.  Moderated interactivity is time consuming and costly and could not be offered free of cost. 

Assessment is important to learning in all types of settings.  Although the Yale Open courses list the types of assessments required by the credit earning, tuition paying students, neither the actual assessments nor the rubrics used to assess are shared.  That is a component I would of enjoyed using and missed from the course.  I understand that feedback would not be available in a free environment however I was ready to write about the issues, to reflect, to engage with the content. I was left wanting more.   But, as the goal of the courses is to “inspire…critical thinking and creative imagination”, my experience with Professor Ivan Szeleyni through the SOCY 151: Foundations of Modern Social Theory Yale Open course was a success. 

Donald Kirkpatrick offers a straightforward approach to evaluating learning programs (Simonson, Smaldino, Albright, Zvacek, 2012, p. 349) (Clark, n.d.).   The first level deals with the reactions of the learners, “Did they like it?”.  I did enjoy reviewing the course and the one session I participated in.  The second level deals with learning, “Did they learn it?”.  In an attempt to evaluate the degree to which I “have advanced in skills, knowledge, or attitude” (Simonson, et al, 2012, p. 349), I realize I did get something more concrete than mere enjoyment out of the course.  I can speak on the subject and elaborate on the ideas discusses.  I am not certain whether this new knowledge will remain a part of my long-term memory, but at the moment it has inspired new thinking and the creation of differing perspectives than those previously held.    The third level deals with the transfer of knowledge, “Will they use it?”.  I have already incorporated one of Dr. Szeleyni’s ideas into my lesson on the origins of communism.  The fourth level, results, is more difficult to assess in this situation.  Obviously the impact of the course would have been more profound if the course offered interactivity and if the assessments and rubrics had been shared. 

I admit that as an adult learner with a profound interest in modern social theory, I am not the typical learner.  The for credit version of SOCY 151: Foundations of Modern Social Theory is designed for exceptionally talented, young adults, recent high school graduates not for a teacher with 22 years of experience.  Therefore, Dr. Szeleyni is not looking at learners like me as he speaks yet I felt connected in the experience.  Perhaps, this is because as Malcolm Knowles describes in his Andragogy theory, “[adults] should acquire the habit of looking at every experience as an opportunity to learn and should become skillful in learning from it” (Smith, 2002).   I think the Yale Open courses, and specifically the one I participated in, SOCY 151: Foundations of Modern Social Theory , is worthwhile for adults interested in the subject.

References

Clark, D. (n.d.). Kirkpatrick's four level evaluation model. Retrieved October 5, 2012,

            from http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html

Open Yale courses. (2012). Retrieved October 5, 2012, from http://oyc.yale.edu/ 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning

at a distance Foundations of distance education (5th ed.). Boston, MA: Pearson.

Smith, M. K. (2002) 'Malcolm Knowles, informal adult education, self-direction and

andragogy', the encyclopedia of informal education, www.infed.org/thinkers/et-knowl.htm.

SOCY 151: Foundations of Modern Social Theory. (2012). Retrieved from 

            http://oyc.yale.edu/sociology/ socy-151#overview 

Interactive Tours for the 9-12 classroom

“Technology has the shelf life of a banana.”  Scott McNealy

As the speed of technological innovation continues to hasten, so does the potential for enriched distance learning.  Instructional designers are creating new, exciting opportunities for learners everywhere.  The immense choices of technologies available provide an exciting range of possibilities. 

Case in point

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the artwork on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. (Walden University)

Role of the Instructional Designer

There are numerous ways that the instructional designer can help the teacher develop this learning module.   But, the most important first step is to determine the lowest common technologies (LCT).   This can be done through a student survey where the students are prompted to list the technologies available to them (Simonson, Smaldino, Albright, Zvacek, 2012, p. 116).   Survey Monkey is a user friendly and efficient tool to use to create and administer surveys.  There is no point in developing a module that requires technologies not available to the learners.

Facebook

High school students are likely to be familiar with social networking sites such as Facebook.   “According to a recent study by the Pew Internet and American Life project, 55% of precollege Americans ages 12 to 17 were active on social networking sites in 2006” (Simonson, et al, p. 131).  Using Facebook, students can easily take a picture of the two pieces of artwork they choose to critique and begin discussion threads. Similarly, the museum curator can log in to the Facebook page and interact with the students asynchronously.  He /she can engage in a Q&A with the students regardless of time zone or location.

The “tour” of the museum exhibition(s) can take place through video created by the museum and placed on to the Facebook page.  Further, most museums already have virtual tours of their regular collection, albeit they reserve their special exhibits for those that come in for the face-to-face visit. 

Developing a rubric in order to determine if the learning outcomes have been reached is important to the design of this module.  Discussion threads are an easy way to evaluate the students’ ability to question and analyze content. 

Kristen Nicole Cardon, a student in a British Literary course, describes how her teacher facilitated discussions in her class using a Facebook page. She describes various benefits of the use of Facebook in her class including, “We were able to benefit from insights from peers who generally don’t participate in class discussion” and “Through contributions from our classmates, we understood how each distinct text related to the others and to the class focus, and so on” (Walsh, 2010).  Facebook is a great tool to use for lively discussion threads particularly because of the familiarity of the platform and the ease of use. 

Facebook is also used in the classroom for other purposes.  Not only do the discussion threads provide a platform for developing your ideas but also Facebook gives students a voice they may not of otherwise had.  In a recent article from the popular educational website, Edutopia, I learned how teachers have been using Facebook to give students a voice and to promote advocacy (Walpert-Gawron, 2010). The Buffelgrass Shall Perish fan page provided Mr. Brian Kievit’s middle school students the opportunity to send their message to a broader community using Facebook (2010). 

Facebook is a useful tool, with which the teacher can effectively apply distributed learning, 

allowing “instructor, students, and content to be located in different, non-centralized locations so that instruction and learning occur independent of place and time” (Simonson, et al, 2012, p. 124).

Virtual Worlds

Perhaps a bit ambitious, but another exciting possibility is the use of virtual worlds such as Second Life. Virtual worlds “appear to have exciting potential for placing students in real-life applications of course content”  (Simonson, et al, 2012, p. 132).  The instructional designer can recreate the desired exhibition and the students’ avatars can interact with the art within the virtual world.  

This is an exciting concept but the limitations may be too difficult to overcome.  The necessity of a large bandwidth for users and the extensive amount of time required to recreate the scenarios (Simonson, et al, p. 132) may make this technology impossible for the teacher and instructional designer alike.  However, once developed it would be the next best thing to purchasing a round trip ticket to New York City and being there in person.

Many educators are already experimenting with tools like Second Life.  As part of a Global Kids Inc. initiative, Second Life was used to enhance content in urban classrooms.  They warn not to underestimate the power of Second Life as an instructional tool especially when teamed with other Web 2.0 tools (Joseph, Santo, Tsai, 2007, p. 18). Global Kids offers some ideas for implementing Second Life in classrooms such as creating interactive workshops and photo shows (Joseph, et al, 2007, p. 19).  Both of these would be useful in our scenario. 

Wikis, Blogs and Video Conferencing (Skype)

Depending on the availability of technology and the experience of the instructional designer and the teacher, the right choice may be different from the two outlined above.  Wikis provide an easy to use platform for collaboration.  Videos can be loaded as widgets and discussion threads can be used to critique artwork or/and interact with the museum curators.  Other possibilities include the use of blogs for ease of communication and or video conferencing tools such as Skype to interact with the museum curators in real time.    

References

Joseph, B., Santo, R., & Tsai, T. (2007, July). Best practices in using virtual worlds for education 

     [PDF]. 

Scott McNealy's top five. (2006, April 25). Retrieved from Tech Republic website:

     (http://www.techrepublic.com/blog/hiner/scott-mcnealys-top-five-one-liners-of-all-time/349)

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a    

            distance Foundations of distance education (5th ed.). Boston, MA: Pearson.

Walsh, K. (2010, August). Facebook as an instructional technology tool [Newsgroup post]. Retrieved 

     from EmergingEd Tech website: http://www.emergingedtech.com/2010/08/ 

     facebook-as-an-instructional-technology-tool/ 

Wolpert-Gawron, H. (2010, May). Social media in education: The power of Facebook [Newsgroup post]. 

     Retrieved from Edutopia website: http://www.edutopia.org/ 

     social-media-education-examples-facebook 

 

What the Future Holds: The Evolution of Distance Education

When I graduated from high school in 1985, there were many factors that affected future educational choices.  Had distance education offered the range of opportunities it does today, my choices would possibly have been different.  Although distance education has been around for over 160 years, in 1985 it was not even a consideration for most of us.  I had no idea that distance learning degrees were offered although the limited scope of these would of have hampered my interest in them even if I had known.   Upon starting my teaching career in 1990, I became aware of correspondence courses offered to many high school students, particularly those that needed remediation or wanted to take courses not offered at the school.  

A few years later, when I moved to the American School in Kingston, Jamaica, I found myself coordinating the correspondence course program offering high school degrees from the University of Nebraska. These courses were comprehensive, required self-motivation and initiative from the students, and provided very limited interaction between the teacher/facilitator and student. I think it was this early experience with distance education that made me so skeptical about participating in an online degree program.  Prior to my experience seeking a degree in Instructional Design and Technology, distance learning was something that you engage in if you have absolutely no other alternative.  I viewed distance education as a reading list and a set of questions, only there to demonstrate what we already knew or could learn on our own. 

Today, distance learning is not only defined by what is available now but also by what is possible in the near future. Distance education connects the learner and the teacher using the ever increasing advances in technology communications.   Garrison and Steele offer the following criteria for distance education:

            1. Distance education implies that the majority of educational communication

between (among) teacher and student(s) occurs noncontiguously.

2. Distance education must involve two-way communication between (among)

teacher and student(s) for the purpose of facilitating and supporting the

educational process.

3. Distance education uses technology to mediate the necessary two-way

communication. (Simonson, Smaldino, Albright, Zvackek, 2012, p. 35)

Distance education today is much more than a mere reading list and set of questions.  It requires interaction between teacher, student and content.  An interesting debate has emerged possibly sparked by the work of Otto Peters.  Peters used industrialization to explain his rationale for distance education. Focusing on the changes in distance education over the years, educators have used Henry Ford’s industrialization model to explain its evolution.  Post-Fordist thought focuses on “product innovation, process variability, and labor responsibility” (p. 54).  It stresses the needs of the student and the responsibility of the teachers to meet these needs and provide feedback. It is more flexible and individually customized as it focuses more on the consumer, the students, than the product.  While educators continue to research and debate over how learning takes place, what conditions are best and which strategies are most effective, post-Fordists promote a constructionist view of learning. Distance learning today adheres to many of the post-Fordist ideas encouraging students to learn through experiences (p. 58).  The idea of mass produced learning programs (Fordist) would not meet the needs or the expectations of this technology savvy generation.

The future of distance education will be driven by technological advances and research on learning theory.  The ability to target instruction so that optimum learning takes place using all of the technology resources available, I believe, is the goal of distance education.   Not only will distance education offer learners more choice and flexibility, but quality of education will also become a benefit.  Much more research needs to be collected on the use of eLearning for K-12 (Huett, Moller, Foshay, Coleman, 2008) but more and more we will see blended approaches in traditional settings. The future will bring exponential growth of distance education (Laureate Education, n.d.).  As e-schools emerge and the use of technology is prevalent in K-12 settings across the world, it is easy to conclude that web-based learning will be used across grade levels and through higher education, although it is unlikely to ever replace traditional face-to-face instruction particularly in the K-12 environment (Laureate Education, n.d.). 

 See "The Future of Distance Education: The Sky's the Limit"

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), 63–6 7.

Laureate Education Inc., (Producer). (n.d.). Distance education: The next generation [Video]. Baltimore, MD : Simonson, M.

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

Distance Learning

Distance learning is changing how we view education.  Education is becoming more accessible and personalized as a result.  As a student in an on-line learning situation, I am a major benefactor of the advent of distance learning.  I look forward to posting much more on this in the coming weeks.

Tutorial Designers and Learning

Integration of technology into existing K-12 curricula effectively is more than just teaching basic computer skills and software programs in a separate computer lab.  Technology is everywhere; it is an integral part of our everyday lives.  Yet, because this transformation has happened, and continuous to happen, at such a fast pace, schools have struggled with making the shifts effectively.  Heidi Hayes-Jacobs in Curriculum 21 addresses this issue directly and encourages beginning the transformation through the lens of the curriculum, assessment in particular (Hayes-Jacobs, 2010). 

Learning Theory

Constructivist theory tells us that education is not about what the teacher can provide in a classroom, but what the learner can process through experiences with their environment (Ormrod, 2009). The role of the teacher as ‘sage on a stage’ shifts to that of a mentor and facilitator of learning.  Assessments therefore also shift from solely knowledge-based assessments to more performance-based assessments.

Social learning theory considers what people learn from each other.  Some of our learning occurs through observations of others and the outcomes of the observed behaviors.  Albert Bandura, the foremost proponent of social learning theory, describes the four conditions necessary for learning through modeling: attention, retention (ie. using rehearsal), motor reproduction (ability to replicate) and motivation (the desire to demonstrate what they have learned) (Ormrod, 1999).

One Example

Sal Khan and his Khan Academy have become a YouTube phenomena.  Sal Khan appeared on 60 minutes recently to discuss the future of education.  His concept of providing quality education to everyone, everywhere has taken off .  At the top of the website, he prompts the prospective learner with a message, "Watch. Practice. Learn almost anything for free" (Khan Academy, 2012).  Inspired by the success of Sal Khan, many teachers have implemented a variety of the principles of constructivism to enable students to design their own tutorials.

Using Camstasia, teachers can record their lessons and students can teach each other.  They can pause, replay and essentially learn at their own pace from each other.  Eric Marcos, a Math Teacher at Lincoln Middle School in Santa Monica, California has created, along with many of his students, numerous tutorials using Camstasia (Curriculum 21, 2010).  They can be viewed at Mathtrain.com, a website he created to showcase the tutorials.  

This activity reflects the tenants of constructivism and social learning theory, focusing on performance-based assessments that enable students to learn through interactions and modeling while using technology. 

As the educational sector struggles with the conflicting opinions on educational reform, it is clear that technology is not a passing fad.  Digital immigrants get ready.

References

Camstasia:mac.  Retrieved from http://www.techsmith.com/camtasia.html

Hayes-Jacobs, H. (2010). Curriculum 21: Essential Education for a Changing World.  Alexandria, VA: ASCD.

Khan Academy (2012).  Retrieved from http://www.khanacademy.org/.

Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.