Selecting Distance Learning Technologies

Asynchronous Training

Background

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Distance Learning Technology Solutions
 

1.

Podcasts - a podcast "is usually a prerecorded single-concept lesson" that can combine audio with motion visuals (Simonson, Smaldino, Albright, & Zvacek, 2009, 97). Since each lesson is presented as a single item as a part of a series, podcasts are an excellent option for stand-alone modules. This is important due to the theory of limited capacity, where learners can only pay attention to a few things at a time. Also since verbal words can be integrated with visual images, learners experience the benefits of dual processing learning, which research has shown to increase achievement of learning objectives (Mayer, 2008, 761). Podcasts allow for asynchronous learning because they can be accessed at anytime from anywhere. This is necessary for this company because of the different shifts that will access the training at different times. Another benefit of podcasts are that they can be easily be updated (Simonson et. al., 2009, 97). If machinery changes, the training can easily be updated.

2.

Animated media - these technologies provide both animation and narration, utilizing both channels of processing. These tools can incorporate podcasts. In addition, pretraining components can be added to each module. Pretraining breaks down a whole (piece of machinery) into its component parts. Pretraining helps students build models of each part of the whole so they can better understand the following training (Mayer, 2007, 176). In addition, instructional designers would be able to incorporate branching options, so learners can progress at their own speed. Learners that master concepts would move on to the next topic, while those who do not would receive additional instruction. If employees only need training in one module, the learner would have the option of completing only that module. Training can be accessed at anytime from anywhere.

Either of these technologies could be incorporated into a course management system (CMS) that could help track compliance with safety training. Most CMS technologies are designed to easily integrate the above tools. In addition, the CMS would help supervisors to verify learners completed and passed all training modules. Safety records could also be maintain for employees in the CMS, automatically triggering notification of any employee who might need a refresher course.

Successful Uses of Distance Education Technology

	Podcasts	Animated Media
Example 1	In 2004, forty-eight classes at Duke University participated in couses utilizing iPods and podcasts. Duke found many benefits of using of podcasting in these courses. Podcasts were used to disseminate pre-recorded content and to record lectures and discussions.  Students could playback/review of material multiple times while multitasking.  Some students created there own podcasts outside which they used in classroom discussions and projects.  Podcasts were used most often in music and language courses. Duke found the benefits to be: (1) portability convenience for both instructors and students, (2) flexible access to materials at any time, anywhere, (3) effective and easy use, (4) increased student engagement and interest, and (5) enhanced learning preference support (Duke University, 2005, 1-2).	Animation media are being used in engineering courses. "Animation software allows objects or processes to be shown in motion.  By combining these two capabilities, a fuller description of a physical object can be presented to the student.  Better images can facilitate the mental visualization that is so necessary to understanding and solving engineering problems. Animation also offers a medium for a new generation of computer-based learning tools.  The traditional instructional device – example problems – can be greatly enhanced through animation to emphasize and illustrate desired problem solving thought processes in a more memorable and engaging way.  Animation can also be used to create interactive tools and games that focus on specific skills students need to become proficient problem-solvers.  These computer-based tools can provide not only the correct solution but also a detailed visual and verbal explanation of the process needed to arrive at the solution" (Philpot, Hubing, Flori, Hall, Oglesby, & Yellamraju, n.d).
Example 2	The Stanford Anesthesia Informatics and Media Lab (AIM) use.s an iPad application as an educational tool in the critical care student clerkship at the School of Medicine called StanMed. The application is used in the classroom and at patients' bedsides. It includes educational modules, tutorials, videos, podcasts and cognitive aids to help facilitate learning at the point of care (Stafford, 2010).	India has long used distance education and 3D technology plays a significant role in engineering and science using 3D models. These models help teach difficult concepts, providing better understanding,clarity, and effectiveness (Narayanan, 2010, Role of technology section, para. 3).

References

Duke University. (2005). Duke university iPod first year experience final evaluation report. June 2005. Retrieved from http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf.

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 19, 177-213.

Mayer, R. E.  (2007).  Five features of effective multimedia messages.  An evidence-based approach.  In Fiore, S. M., & Salas, E.  (Eds.).  Toward a science of distributed learning (pp. 171-184).  Washington, DC.  American Psychological Association.

Narayanan, H. (2010). The future of distance education. Retrieved from http://www.educationtimes.com/educationTimes/CMSD/Distance-Learning/5/2010010820100107124500141cb1f6cac/The-future-of-distance-education.html.

Philpot, T. A., Hubing, N., Flori, R. E., Hall, R. H., Oglesby, D. B., & Yellamraju, V. (n. d.). Computer-based instructional media for mechanics of materials. University of Missouri-Rolla. Retrieved from http://www.ijee.ie/OnlinePapers/Interactive/Philpot/philpot_media_mm.htm.

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

Stafford, J. (2010). Stanford anesthesia lab launches educational iPad app. Scope Medical Blog, Sep 30. Retrieved from http://scopeblog.stanford.edu/archives/2010/09/stanford-anesth.html.

Defining Distance Education

Prior Personal Definition

Before starting this degree, I looked at distance education as a tool mostly for higher education. I did not realize that distance education was composed of four elements: (1) institutionally based; (2) separation of students and teacher; (3) interactive telecommunications; and (4) sharing of data, voice, and video. (Simonson, Smaldino, Albright, & Zvacek, 2009, 32-33) While I knew that students and teachers must be separated for distance education and that there must be interactive telecommunications with a sharing of data, it did not occur to me that distance education needed to be institutionally based or that the sharing of information would also include voice and video. While I understood my motivations for engaging in distance education, I never considered the motivations of the institutions providing distance education. I also did not realize how long distance education has existed. Although I knew that early distance education started with correspondence, I did not know that it started in the early 1830s. I also was not aware that distance education was offered via radio, television, or telephone. I also did not know that Internet distance education was offered as early as 1979. (Distance Learning Timeline Continuum, date unknown)

My prior personal definition of distance education would have been: learning that is undertaken where the student and the teacher are not together and must communicate distantly through the mail or by Internet. This learning would usually be for the purpose of higher education or business, but could also include informal learning experiences outside an institution for personal growth.

Revised Personal Definition

After this week's reading, I've come to realize that distance learning is more formal than I imagined. It does not include personal study that is not institutionally based. Distance education is rapidly changing as technology changes. Distance education allows learning experiences to be offered to many people at the same time. (Simonson, Smaldino, Albright, & Zvacek, 2009, 35) The institutions that offer distance learning have motivations for offering the courses, just as the learners have motivations for taking distance education courses. Distance education allows smaller institutions to reach more people, increasing competition. (Moller, Foshay, & Huett, 66) Distance education provides many challenges for developers and instructors. At this point, many courses are being developed by individuals with no formal training in developing online instruction. (Moller et. al., 2008, 67) Often instructors are teaching online courses without training in new uses of technology, "new pedagogical issues surrounding student interactions, course content design and delivery, multiple levels of communication, defining new types of assignments and performance expectations, and different assessment and evaluation techniques. (Moller et. al., 2008, 67) At the K-12 level, there is concern that the students involved in distance education are the least likely to succeed in that environment. Students need to be independent, autonomous, metacognitive, motivated, and possess self-regulatory skills. Younger students may not yet have developed these skills. (Huett, Moller, Foshay, & Coleman, 2008b, 64)

My revised personal definition of distance education is: learning that takes place for an institutional purpose (education or training). There is a separation between the student and the teacher, physically and/or temporally. There is two-way communication between students and teacher that leads to relationships and provides feedback. The sharing of data can take many forms including text, video, voice, or a mixture of forms. Both the student and the institution has a motivation for utilizing distance education.

Future of Distance Education

Tracey & Richey state that "the evolution of distance education has paralleled advancements in technology, but its development is also a reflection of changing educational values and philosophies." (17) I believe that both components of this statement are very important. Innovations in technology continue to rapidly emerge. With each innovation comes more possibilities and potentials to improve both face-to-face and distance education. As learning experiences continue to improve, society's attitudes toward distance education will become more accepting and appreciative. This changing view toward educational values and philosophies has led to distance education being widely adopted with exponential growth expected to continue. (Simonson, date unknown)

Unfortunately, there has not been enough research into acceptable practices, there are not enough training instructional developers, and training has not been consistently provided to instructor. If distance education continues to be developed by untrained personnel, distance education will continue to be looked upon with apprehension and distrust. For distance education to be widely accepted as an effective learning medium, business need to look beyond their bottom line to providing training based on "quality; needs assessment, ROI and measurement of outcomes; the influence and fusion of training, performance support, and knowledge management; the need for better instructional systems design methodologies; and the revision of learning models." (Moller, Foshay, & Huett, 2008a, 71) This is the time for instructional designers to conduct research into the benefits of distance education in all learning environments, to persuade institutions on the necessity to develop effective learning experiences based on the research, and to convince decision makers to provide training and support to instructors before instituting distance education. If quality learning experiences developed by instructional designers and based on research are combined with trained instructors, distance education has a bright future.

Mind Map of Distance Education

References:

Distance learning timeline continuum. (Date unknown). Laureate Education, Inc. Multimedia Program.

Huett J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). Tech Trends, 52(4), 63-67.

Moller, L., Foshay, W. R., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). Tech Trends, 52(3), 70-75.

Moller, L., Foshay, W. R., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). Tech Trends, 52(4), 66-70.

Simonson, M. (Date unknown). Distance education: The next generation. Laureate Education, Inc. Video.

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

Tracey, M. W., & Richey, R. C. (2005). The evolution of distance education. Distance Learning, 2(6), 17-21.

Introduction to EDUC 6135 Class

Greetings!  I am a high school teacher and department chair of the business & technology department at a parochial school.  I am interested in learning how to incorporate technology in all classes.  To help meet this goal, I am currently enrolled in a master's degree in instructional design & technology.  I hope you enjoy my site.!

I have experience as a consumer of online education, but have never considered constructing online experiences for learners.  I look forward to navigating through the class with you all!