Selecting Distance Learning Technologies

IT IS NOT A MATTER OF AVAILABILITY, BUT OF APPROPRIATENESS

            In the 21^st Century there are numerous technology tools that could be used to design, develop, deliver, and enhance distance learning experiences.  Simonson, Smaldino, Albright, and Zvacek (2012) discuss how in the history of distance education we have evolved from correspondence studies using the post office service or electronic mail to virtual reality.  Distance educators have used technology resources such as audio and visuals to provide learning content to the learners through the senses.  In addition, the content taught at a distance has also been aligned with taxonomies of thinking skills which range from simple to a more complex development of cognitive abilities.  Similarly, the setting where education is offered to the learners has progressed from a traditional classroom to breaking of the barrier of time and space.  This advance increases the opportunities for learning to reach a broader number of the population that even though they could be separated by space and time, they come together through the existence of distance technology tools.  In the present, the exchange of learning experiences does not limit itself to face-to-face learning, but it also provides blended experiences as well as all-online formats. 

Web 2.0 Technologies

As a result of these available distance learning modalities, comes the selection of distance learning tools that are used as the vehicle to provide the learners with the most effective and efficient learning experiences.  For instance, we can incorporate Web 2.0 technologies that include blogging, Wikis, podcasting, social bookmarking, social networks, and virtual worlds.  At the same time, there are course and learning management systems which support these technologies so that learning experiences could be placed, organized, and accessed online promoting the interactivity between the educator, the learners, and the resources.  Analogous to the benefits that distance education brings to those involved, there is the matter of limitations too.  Among the limitations that Rashid & Rashid (2012) discuss concerning distance education, there is the issue of effective communication between the learners and the teachers and the misuse of technology.  Communication better translates to the quantity and quality of interaction between the educators, learners, and the instructional material.  Furthermore, technology refers to all the tools that are available to make distance education possible.  These two factors are interconnected as technology facilitates communication to become an operating system in order to make distance education possible.  The misuse of technology happens when the distance educator does not exploit the full potential of the technology tools, lacks of training in its utilization, or fails to select the appropriate technologies to provide effective learning experiences. 

            Consequently, it is imperative that the designer of instruction selects the most appropriate technologies to heighten the learning experiences.  To explain the importance of matching the learning experiences needed to the most appropriate technology tools, I have provided an example to further clarify the process of choosing these technologies.

Example # 1: Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

            Looking at the description of the case study, we can break down the objectives and the details of the training in the following points:

• The objective of the training is the implementation of a new staff information system.
• The new information system needs to be implemented in six different offices.
• The staff to be trained cannot meet at the same time or at the same place.
• The staff is required to share information using screen captures and participating in ongoing collaboration. 

One next step that could be taken after analyzing the required training could be the selection of a learning management system that can support the technologies that will be used to comply with the learning experiences that are required as part of the training.  Then, there is the selection of the technology tools that will make possible the asynchronous learning format, the use of screen captures, and the ongoing collaboration among the staff members.  Course management systems such as CourseSites or Moodle could be used for this training because these two systems support Web 2.0 technologies. PRNewswire (2011) reported that CourseSites presents an alternative for distance educators looking to test Blackboard products before making the decision of purchasing.  Among the many features that this course system has to offer, it includes the support of Web 2.0 technologies that make the distance learning experience a more interactive experience.  For example, CourseSites includes social learning tools, instant messaging, live collaboration, conferencing, voice tools, assessments, self-assessments, browser tools, and content authoring tools.  It also includes homepages and URLs for instructors, templates, themes, hosting, Cloud-based, social networking, and training resources.  The following video http://www.youtube.com/watch?v=64V5J9Ygp1E&feature=youtu.be shows all the features that this CMS has to offer as a learning platform that supports learning experiences in settings such as K-12, higher education, and corporate training.                            

  Likewise, Blackboard Inc. (2011) reported that the incorporation of this CMS has been a successful distance learning tool in Westinghouse’s corporate online learning. http://www.blackboard.com/CMSPages/GetFile.aspx?guid=4f534f26-159f-4a89-9454-67f845f55b91

Successful Distance Leaning Tool

On the other hand, Walsh (2010) informed that Moodle is an open source learning management system similar to Blackboard which includes pretty much the same features with the exception of a few.  Two of the most popular features of Moodle are Moodleroom and Remote Learners.  After selecting the CMS and making sure this system supports multiple Web 2.0 tools, there is the question of which technologies would be most useful to achieve the learning objectives?  Regarding the task at hand, it is clear that the technologies needed for this training should allow three important things to happen: asynchronous learning experiences, information sharing using screen captures, and ongoing collaboration.  Hrastinski (2008) defined asynchronous e-learning as the facilitation of instruction and resources through the use of media tools such as e-mails and discussion boards among teachers and learners that cannot be in the same place and at the same time.  The use of a learning platform such as CourseSites would facilitate this kind of interaction.  Moreover, there are many learning authoring tools that can aid the instructional designer to share information among the participants through the use of a variety of formats or a combination of these such as audio, text, graphics, voice, and video.   

Screencasting Tools

Walsh (2010) provides a comparison of nine screencasting tools that could be used to create stand-alone tutorials which combine screen images and screen motion with audio.  This can be seen in tools such as CamStudio, Camtasia, Captivate, and Articulate, Jing, etc.  Some of these tools are free while others are not, which means that this factor should be considered before choosing one of the many available software. 

 This video http://youtu.be/l72OBmoVGf4 showcases an example of how the use of a screencast tool can been successful in providing online tutorials about information systems.  Lastly, the learning platform provides the feature of collaboration; nevertheless, there are multiple tools that can be embedded in the learning platform for this purpose such as Wikis, Google Docs, Zoho, Buzzword, Etherpad, Peepel, and OpenGoo (Pierce, 2009).  THATSTECHNOLOGY.com (2012) provides an interesting list and description of online collaboration tools that have voted to be very effective for ongoing collaboration among coworkers in the corporate setting.   

To sum up, distance education technology tools must be selected carefully so that these can enhance the learning experiences consequently allowing the attainment of the learning goals in an effective and efficient manner.  There are key questions that need to be considered when selecting distance learning technologies and these are: 

• What is the purpose of the training?
• Who is the target audience?
• What is the availability of time and space of the learners?
• What special requirements or skills do the learners need to engage in or master?
• What are the technologies available to provide the training?
• What are the most appropriate technologies that could be used to design effective learning experiences in order to obtain the desired outcomes?

However, there are other important questions that could be added to the list as well.  Generally, the most important thing is to satisfy the learners’ need in order to increase their knowledge and productivity in the workplace selecting and using the most appropriate distance technology tools.  

References

Blackboard Inc.  (2011).  Blackboard powers online learning for Westinghouse.  Blackboard + Learn.  Retrieved from http://www.blackboard.com/CMSPages/GetFile.aspx?guid=4f534f26-159f-4a89-9454-67f845f55b91

Blackboard Inc.  (n.d.).  CourseSites by Blackboard.  [Video Webcast].  Retrieved from

http://www.youtube.com/watch?v=64V5J9Ygp1E&feature=youtu.be

Ferguson, C.  (n.d.).  HRA HRIS System overview.  [Video Webcast].  Retrieved from http://www.youtube.com/watch?v=l72OBmoVGf4&feature=youtu.be

Hrastinski, S. (2008).  Asynchronous and synchronous e-learning.  EDUCAUSE Quarterly, 31, (4). Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AsynchronousandSynchronousELea/163445  

Pierce, D.  (2009).  5 Great alternatives to Google Docs you should consider.  MAKEUSEOF. Retrieved from http://www.makeuseof.com/tag/5-great-alternatives-to-google-docs-you-should-consider/
 

PRNewswire.  (2011).  Blackboard launches CoureSites: A free, fully-hosted online coursesystem for instructors.   PRNewswire United Business Media.  Retrieved from http://www.prnewswire.com/news-releases/blackboard-launches-coursesites---a-free-fully-hosted-online-course-system-for-instructors-115707024.html
 

Rashid, N. & Rashid, M.  (2012).  Issues and problems in distance education.  Turkish Online Journal of Distance Education (TOJDE), 13 (1), 20-26.

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

THATSTECHNOLOGY.COM  (2012).  List of some of the best social networks or online communities for collaborative tools.  THATSTECHNOLOGY.COM Social Media Section.  Retrieved from http://www.thatstechnology.com/social-media/list-of-some-of-the-best-social-networks-or-online-communities-for-collaborative-tools
 

Walsh, K.  (2010).  Moodle 2.0 versus Blackboard 9.1: A brief comparison.  EmergingEdTech.  Retrieved from http://www.emergingedtech.com/2010/11/moodle-2-versus-blackboard-brief-comparison/

Walsh, K.  (2010).  Comparing 12 free screecasting tools.  EmergingEdTech.  Retrieved from http://www.emergingedtech.com/2010/01/comparing-12-free-screencasting-tools/

           

Distance Learning Mind Map

Defining Distance Learning

Distance learning is defined by Davey (1999) as “Any formal education process that occurs with the teacher and the student separated by either time or distance” (p.44).  On the other hand, Simonson, Smaldino, Albright & Zvacek (2012) explain the term as “Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (p. 32).  There are only two definitions out of the countless descriptions of distance learning.  Additionally, these definitions are an example of the evolution in terms of meaning regarding this subject.  These definitions have common denominators, although the latter incorporates the institution and the systems which make distance learning an accessible possibility.  This also proves that the definitions have changed over time due to the advents of technology.

Formerly, I had an imprecise definition of distance learning.  My thoughts about distance learning were limited to online formal learning which included features such as technology, teacher, students, and institution.  Correspondingly, the benefits of distance learning were related to the flexibility of the modality.  In the same way, its challenges included the lack of interaction among the individuals who preferred this study mode.  Likewise, there was also the challenge of the quantity and quality of the learning experiences; for example, excessive amount of study material and inferior education compared to face-to-face learning.   This narrow view of the term limited the comprehensive scope of distance learning resulting in the misconception of the word and its meaning. 

Currently by having studied the topic in more depth, I have realized that distance learning has a more extensive meaning than just online learning formal education.  A restatement of distance learning is the active and/or passive interactions between educators and learners who do not necessarily share the same time and space, with the purpose of transferring and exchanging knowledge using available technologies and systems that make this action possible.  As a result, benefits, challenges, and concerns originate as part of this learning modality.  Deal (2002) delineates some of the benefits of distance learning which are time-and-space-independent, flexibility, effectiveness, efficiency, multi-sensory experiences, interactivity, and affordability.  These benefits could transform into challenges if these are not carefully thought out.  For instance, the effectiveness of the learning experiences will only improve if there is an appropriate teacher-student feedback. 

Moreover according to Bloomfield (2001), some of the challenges; particularly for learners, are time demands, technical skills, equipment, required discipline and self-motivation, access to databases, networking processes, and technical support.  Furthermore, the lack of hands on experiences can also be a downfall in this delivery mode.  Davey (1999) indicates four main concerns surrounding distance learning.  These claims are that distance learning is a universally new and desirable phenomenon, it will replace face-to-face learning in the future, the methods are ineffective, and the learning experiences are inferior to campus-based learning.  These are all misconceptions that can be anticipated and prevented with careful planning and analysis of the learning experiences. 

At this time, distance learning has become a common delivery mode for numerous learning settings such as training and development and education in various levels.  Dr. Simonson (Video Program, n.d.) predicts that the exponential growth of distance learning will continue.  Moreover, this growth will not replace traditional learning, but it will be incorporated in most learning environments.  A viable prediction might be that not only will distance learning keep growing, but new assessment systems will be developed to prevent, monitor, and improve effective learning experiences.  Another expectation could be that there will be an incorporation of new ways to integrate more interactivity and hands on experiences into these learning experiences. 

To conclude, distant learning is an extended term that has developed as the result of the incorporation of new technologies and the demands of today’s society.  The concept of distance learning is in continuing evolution conditioned to the surrounding aspects and reality of the word.  The most interesting forecast is that this modality will continue to expand and adapt to societal needs and interests.  In short, distance learning is a phenomenon that came here to stay and will continued to be modified with time.

References

Bloomfield, J.  (2001).  Meeting the challenge of distance learning.  Australian Nursing Journal, 9 (5).

Davey, K. B.  (1999).  Distance learning demystified.  Phi Kappa Phi Journal, 79 (1).

Deal, W. F., III.  Distance learning: Teaching technology online.  Resources in technology. Technology Teacher, 61 (8). 

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

Video Program.  (n.d.).  Distance education: The next generation. (Dr. Simonson).  Laureate Education, Inc. 

 

 

Introduction

Distance education comprises four primary aspects which build its definition.  These aspects are institutionally based, separation of teacher and student, interactive telecommunications, and sharing data, voice, and video in learning experiences (Simonson, Sharon, Albright & Zvacek, 2008). 
 
It is amazing how education has evolved due to societal changes especially as a result of technological advances.  I still remember when study options were limited to face-to-face learning, paper and pencil, and chalkboards.  I also recall the first time I saw a computer and how difficult it seemed to use it.  However, as an educator I felt the need to become part of the evolution and progress of education.  Now I see how I manage and utilize technology every day with such ease that I sometimes cannot believe how times have changed and how I have been able to adapt my life and my work so rapidly to these changes.   Nowadays, there is a wide range of technologies used in numerous sectors such as education, workplace, socially, personal, etc.  Technology presents the biggest paradoxical idea of time and distance as it moves us farther and closer to each other simultaneously.  
  
This blog is the result of the learning experiences acquired and shared with my classmates in EDUC 6135 at Walden University and it is dedicated to distance education and how it relates and impacts various fields regarding teaching, learning, and instructional design.  I hope we can share our ideas on the subject making this interaction a truly remarkable learning experience. 

References: 

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