Distance learning is rapidly changing the face and potential of education for instructional designers, teachers, and learners. Many caveats of traditional learning environments can be countered or enhanced by the implementation of distance learning concepts, practices, or learning tools. The perceptions of distance learning are quite varied, today, and at the rapid rate of technology advancement, considering the Diffusion of Innovation Theory, perceptions will continue to change.
According to York University’s discussion on Diffusion of Innovation, the adaptation of technology to individual needs can change the nature of the innovation over time. In the next 5-10 years, learner demands or needs will continue to emerge as increasing factors or demands for changes to education or distance learning. In Kim and Bonk’s (2006) survey of college, online educators and administrators, the use of course management systems will rapidly increase, becoming a norm. In addition, asynchronous discussions, the use of web 2.0 tools, and online testing tools, are few resources noted by respondents to show increased use in the next 5-10 years. If the education world is to see such significant changes to both traditional and distance learning environments, undoubtedly, in the next 10-20 years, education, as we know it today, could be a discussion topic for progressiveness and rate of change.
As an instructional designer, introducing , implementing , and evaluating change, are critical aspects to improving societal perceptions of distance learning. ID shares with all design activities the challenge of creating something that accomplishes a given purpose within the constraints and parameters of the situation (Wilson, 1995). I consider my role or purpose as an instructional designer, as one that identifies the process needed to increase information processing by a learner, thereby meeting the intended goals or objectives for the intended design, more or less situated instructional design.
Operating as in instructional designer, in my opinion, suggests that I should always be a proponent for all things, options, or alternatives proven to be effective methods of instruction, ultimately increasing learner potential and effective instructors. This process of adaptation and using conceptual models as tools in a given situation is an essential ingredient of a situated approach to instructional design (Wilson, 1995). In order to be positive force for continuous improvement in the field of distance education, it is critical that I stay abreast of technology and educational advancements, available resources, and changing characteristics of learners. Lastly, incorporating or basing all of my work on theory, will allow me to be a valuable and reliable voice or advocate for continuous change in this field.
References
Website: York University. Diffusion of Innovation Theory. Retrieved on August 21, 2011 from http://www.fsc.yorku.ca/york/istheory/wiki/index.php/Diffusion_of_innovations_theory
Kim, K., and Bonk, C. (2006). The Future of Online Teaching and Learning in Higher Education: The Survey Says. Retrieved from EDUCAUSE Quarterly. Volume 29, Number 4, November 2006. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426
Wilson, B. G. (1995). Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction. In M. Simonson (Ed.), Proceedings of selected research and development presentations . Washington D. C.: Association for Educational Communications and Technology.
