The Impact of Open Source
Open sources software is intended to be freely shared and can be improved upon and redistributed to others (Simonson, Smaldino, Albright, & Zvacek, pg. 256). Open courses allow for learning environments and resources to be shared at any point in the learning process, by anyone interested in the information being disseminated. In review this week, my Distance Learning course, through learning resources and selected examples, explored the concept or idea of Open Courses and the impact of Open Source. The idea of “open” courses is being implemented in various capacities by the educational community.
Taking a further look into Open Courses, one valuable example is Yale University’s, Open Yale Courses, viewable online at http://www.oyc.yale.edu/ . Yale, through the use of open sources software, has made available a variety of introductory level courses (in different subjects), open to the public, including syllabi, tests, quizzes, assignments, and class resources. In an effort to provide a more substantial look into an actual course, I selected Yale’s, CLCV 205 - Introduction to Ancient Greek History, from their Classics selections.
Does the course appear to be carefully pre-planned and designed for a distance learning environment?
Yale has taken measures to design and develop this course with distance learning as a primary focus. The course management system is functional and simplistic. Each course has the same layout, provides each learner with course descriptions, found in the Course Contents. Lectures for this course were prerecorded and are reviewable as audio files (mp3 format) or video files (flash format).
Does the course follow the recommendations for online instruction as listed in your course textbook?
Simonson, et al., lists, as noted by the Massie Center, five abilities that e-learning standards should enable:
1. Interoperability
2. Re-usability
3. Manageability
4. Accessibility
5. Durability
The Yale Open Courses are easily accessible and manageable through various systems. The prerecorded lectures and coursework can be reused for other sessions or courses. Each course has survey or evaluation to be completed by the learner upon finishing the course. All course materials are made available at all times. Lastly, the course management system is flexible in is design, making upgrades or course re-design simple.
Does the course designer implement course activities that maximize active learning for the students?
Effective communication is a critical aspect of distance learning. This particular open course utilizes study groups to facilitate communication amongst student peer groups. The study groups, in my opinion, represents an activity that supports the learning process. The study groups illicit further discussion of course topics and assignments, serves as a method to stimulate learner engagement through the process, active learning.
References:
Open Yale Courses: A free open website offering a number of introductory courses taught by Yale University professors. http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Wayner, P. (2011). Open source programming tools on the rise. 13 open source development projects making waves in the enterprise. Retrieved July 30, 2011 from http://www.infoworld.com/d/application-development/open-source-programming-tools-the-rise-740?page=0,0&source=fssr
Sunday, July 31, 2011
Saturday, July 16, 2011
Selecting Distance Learning Technologies Assignment
Scenario-Asynchronous Training-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.
Technology can be a great asset to enhance learning. The fore mentioned example will rely on technology in great detail for its implementation. To provide and effective asynchronous training module design, an instructional designer should consider or incorporate Charles Wedemeyer’s Theory of Independent Study and/or Borje Holmberg’s Theory of Interaction and Communication. Wedemeyer set forth a system with 10 characteristics emphasizing learner independence and adoption of technology as a way to implement that independence (Simonson, Smaldino, Albright & Zvacek, p.42). In addition, Holmberg asserted, according to Simonson, et al, teaching and learning rely on mediated communication, usually based on preproduced courses.
The safety training modules requested by the biodiesel manufacturing plant would best be implemented through the use of prerecorded media and the use of a course management system. The need is for a step-by-step process the outlines safety procedures for operation of heavy machinery, but the target audience is limited in time due to the plant operating in shifts. Evaluation of the modules effectiveness and the learner’s information processing ability is also required.
Course Management Systems allow podcasts to be uploaded, viewed infinitely, with no restrictions on start and stop points, turning synchronous learning into asynchronous through the use of the internet for course delivery. A podcast provides the flexibility and medium for the process to be divided into individual learning modules. Rather, it is best to “chunk” a 50 minute class into five or six single-concept blocks, each as a separate learning object (Simonson, Smaldino, Albright & Zvacek, p97). Thereby meeting the need designated by the client.
In a study conducted by Chris Evans for the Centre for Educational Multimedia, the use of podcasts as a revision tool used by learners after their traditional lecture course has finished, but before their final examination, was conducted. Their interest was in learner perceptions of the technology, which lead to the development of a learner-centred design, noting the learners’ opinions on the course revisions and implementation of podcasts. As a result, the students reported that the podcasts were “efficient, effective, engaging and easily received learning tools.” Podcasting appears to have significant potential for enhancing the revision process (Evans, 2007).
The question of whether listening or watching something repetitively means you have processed information and can retrieve it, is the basis for the study conducted by Reynolds and Bennett with students working towards a Foundation Degree in e-learning. The study focused on student responses to two questions:
1. Do students like listening to educational podcasts?
2. Do students learn from using podcasts?
In this case study, results were largely favorable of the effectiveness and usefulness of the podcasts, though a significant number reflected negatively. The negative responses were narrowed down to the learners experience with particular modules, they were given a total of 13. Reynolds and Bennett report the following recommendations on the use of podcasts in teaching and learning have been drawn from the findings of the study; ensure pace, style, content and length of podcasts consider guidelines based on the research of Cebeci and Tekdal (2006) and of Kallinen and Rajava (2005):
• Podcasts should be less than 15 minutes. long
• Recordings should be logically sequenced.
• Speech should be interspersed with music.
• Content should be placed in the context of the course of study and of the learner’s own working practice.
• Pace of speech should be approximately 143 words per minute.
• Ensure that audio content forms part of a wider range of learning activities that allow students to process, discuss and apply what they have heard and to gain formative feedback on their responses.
• Recommend that students undertake cognitive activity whilst listening to the podcasted material but take account of the type and level of learner in deciding upon the form this activity should take. Lower level learners might appreciate structured activities which higher level learners might find inhibiting.
• Inclusion of audio content may help students to retain information more effectively than purely text-based delivery.
• Provide appropriate metadata for podcast episodes to allow learners to glean the essentials and assess the relevance and content of the episode before they listen to the whole thing.
References:
Evans, C. (2007). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Science Direct Computers & Education 50 (2008) 491–498. Retrieved from http://uwpodcast.pbworks.com/f/Podcast_Effectiveness.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Reynolds, C. , Bennett, L.(2008). A social constructivist approach to the use of podcasts. Association for Learning Technology, Issue 13, July 2008. Retrieved from http://newsweaver.co.uk/alt/e_article001142653.cfm
Cebeci, Z. & Tekdal, M. (2006) ‘Using Podcasts as Audio Learning Objects’ Interdisciplinary Journal of Knowledge and Learning Objects, v2, pp. 47-57
Sunday, July 3, 2011
Defining Distance Learning
Defining Distance Learning
Distance learning is continuously evolving, in my opinion. Now, if the previous statement is confirmed true, then the notion that the definition of distance learning is always changing should be validated as well. At first introduction to distance learning, I considered it to mean online classes (in education settings) or meetings/trainings (in professional settings) conducted through the use of technology, for individuals that were incapable of participating in that class or meeting in person. Over time and experiences, my personal definition of distance learning has evolved or changed.
Simonson, et al, expound, in great detail, various definitions of distance education, including components, such as the concept that distance education is institutionally based, has separation of the teacher and the student, incorporates interactive telecommunications, and lastly involves connecting learners, resources, and instructors. I would also push the notion further to say the definition of distance learning or education should incorporate time in some context. Whether from personal educational achievement or workplace performance, my experience or use of distance education was always shaped by the nature of its ability to factor in time, or shall I say time management.
Now, this evolving definition of distance learning or education can be contributed to several factors, such as, need, technology advancements, and learning environments. Through my studies, as a student at Walden University, the distance learning phenomena has included the components noted by Simonson, et al, but has effectively taken advantage of this learning experience by the flexibility in its use of time for non-traditional students, such as myself. In my professional setting, distance learning has become an integral service offering in response to time, cost effectiveness, and technology.
Distance learning or education is much more complex and possibly not quite easily definable with one set grouping of words. So, it is quite understandable how this phenomena can illicit such an array of definitions. When asked, in reference to changes in the definition of distance learning, “Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has,” I would have to say both provide supportive context for “a definition”. Open learning shifts from mass production and mass consumption to a focus on focal and individual needs and requirements (Simonson, Smaldino, Albright, & Zvacek, p.35). Now, before becoming a Walden student, my only interaction with distance learning was limited to my professional context, which I might add, was limited to videoconferencing, conference calls, or webinars for conducting meetings or continuing education trainings for social service providers. My limitations or experience was directly reflective of my profession and technical knowledge. Now, as an online student, I am a distance learner, gaining knowledge and experience through an institution, but notably separated (physically) from my peers and instructors, using interactive technologies, and connected to other learners and resources.
Now, at the onset of a Master’s level class and discussion on Distance Learning, combining both professional and personal experience with distance learning, I anticipate my position or definition to continue to evolve. Incorporated below is my expounded definition, via mind map, of distance learning. Through this exercise, I might add, I was challenged by my own definition, and the influence this week’s resources (through my Distance Learning class) are having on me. Just as noted by Simonson, et al, my position may correlate with or reflect opposing opinion to that of others, but I welcome that discussion as well.
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Reference:
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 is continuously evolving, in my opinion. Now, if the previous statement is confirmed true, then the notion that the definition of distance learning is always changing should be validated as well. At first introduction to distance learning, I considered it to mean online classes (in education settings) or meetings/trainings (in professional settings) conducted through the use of technology, for individuals that were incapable of participating in that class or meeting in person. Over time and experiences, my personal definition of distance learning has evolved or changed.
Simonson, et al, expound, in great detail, various definitions of distance education, including components, such as the concept that distance education is institutionally based, has separation of the teacher and the student, incorporates interactive telecommunications, and lastly involves connecting learners, resources, and instructors. I would also push the notion further to say the definition of distance learning or education should incorporate time in some context. Whether from personal educational achievement or workplace performance, my experience or use of distance education was always shaped by the nature of its ability to factor in time, or shall I say time management.
Now, this evolving definition of distance learning or education can be contributed to several factors, such as, need, technology advancements, and learning environments. Through my studies, as a student at Walden University, the distance learning phenomena has included the components noted by Simonson, et al, but has effectively taken advantage of this learning experience by the flexibility in its use of time for non-traditional students, such as myself. In my professional setting, distance learning has become an integral service offering in response to time, cost effectiveness, and technology.
Distance learning or education is much more complex and possibly not quite easily definable with one set grouping of words. So, it is quite understandable how this phenomena can illicit such an array of definitions. When asked, in reference to changes in the definition of distance learning, “Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has,” I would have to say both provide supportive context for “a definition”. Open learning shifts from mass production and mass consumption to a focus on focal and individual needs and requirements (Simonson, Smaldino, Albright, & Zvacek, p.35). Now, before becoming a Walden student, my only interaction with distance learning was limited to my professional context, which I might add, was limited to videoconferencing, conference calls, or webinars for conducting meetings or continuing education trainings for social service providers. My limitations or experience was directly reflective of my profession and technical knowledge. Now, as an online student, I am a distance learner, gaining knowledge and experience through an institution, but notably separated (physically) from my peers and instructors, using interactive technologies, and connected to other learners and resources.
Now, at the onset of a Master’s level class and discussion on Distance Learning, combining both professional and personal experience with distance learning, I anticipate my position or definition to continue to evolve. Incorporated below is my expounded definition, via mind map, of distance learning. Through this exercise, I might add, I was challenged by my own definition, and the influence this week’s resources (through my Distance Learning class) are having on me. Just as noted by Simonson, et al, my position may correlate with or reflect opposing opinion to that of others, but I welcome that discussion as well.
Reference:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Defining Distance Learning
Defining Distance Learning
Distance learning is continuously evolving, in my opinion. Now, if the previous statement is confirmed true, then the notion that the definition of distance learning is always changing should be validated as well. At first introduction to distance learning, I considered it to mean online classes (in education settings) or meetings/trainings (in professional settings) conducted through the use of technology, for individuals that were incapable of participating in that class or meeting in person. Over time and experiences, my personal definition of distance learning has evolved or changed.
Simonson, et al, expound, in great detail, various definitions of distance education, including components, such as the concept that distance education is institutionally based, has separation of the teacher and the student, incorporates interactive telecommunications, and lastly involves connecting learners, resources, and instructors. I would also push the notion further to say the definition of distance learning or education should incorporate time in some context. Whether from personal educational achievement or workplace performance, my experience or use of distance education was always shaped by the nature of its ability to factor in time, or shall I say time management.
Now, this evolving definition of distance learning or education can be contributed to several factors, such as, need, technology advancements, and learning environments. Through my studies, as a student at Walden University, the distance learning phenomena has included the components noted by Simonson, et al, but has effectively taken advantage of this learning experience by the flexibility in its use of time for non-traditional students, such as myself. In my professional setting, distance learning has become an integral service offering in response to time, cost effectiveness, and technology.
Distance learning or education is much more complex and possibly not quite easily definable with one set grouping of words. So, it is quite understandable how this phenomena can illicit such an array of definitions. When asked, in reference to changes in the definition of distance learning, “Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has,” I would have to say both provide supportive context for “a definition”. Open learning shifts from mass production and mass consumption to a focus on focal and individual needs and requirements (Simonson, Smaldino, Albright, & Zvacek, p.35). Now, before becoming a Walden student, my only interaction with distance learning was limited to my professional context, which I might add, was limited to videoconferencing, conference calls, or webinars for conducting meetings or continuing education trainings for social service providers. My limitations or experience was directly reflective of my profession and technical knowledge. Now, as an online student, I am a distance learner, gaining knowledge and experience through an institution, but notably separated (physically) from my peers and instructors, using interactive technologies, and connected to other learners and resources.
Now, at the onset of a Master’s level class and discussion on Distance Learning, combining both professional and personal experience with distance learning, I anticipate my position or definition to continue to evolve. Incorporated below is my expounded definition, via mind map, of distance learning. Through this exercise, I might add, I was challenged by my own definition, and the influence this week’s resources (through my Distance Learning class) are having on me. Just as noted by Simonson, et al, my position may correlate with or reflect opposing opinion to that of others, but I welcome that discussion as well.
Reference:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
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