Selecting Distance Learning Technologies

Instructional Design Problem: Interactive Tours


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. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

Instructional Design Solution: Synchronous Media & Blog Post Discussion
Many CMS platforms, including COURSEsites (https://www.coursesites.com/) provide both synchronous media opportunities and blogging/message forums. The teacher could use a CMS platform to kill two birds with one stone, or the teacher could use several open source websites. For example, she could use Skype (education.skype.com) to take a virtual tour and to host a discussion, with the aid of the curator of course, and she could use an open source blog / message board such as Google’s Blogger (www.blogger.com) to post artwork and lead a discussion / critique of the artwork.
If the teacher chooses to use a CMS, she would register her class on the CMS and create a module for the students to follow (Simonson, 2012). Each student would then register themselves on the CMS and participate accordingly. Depending on the CMS, the teacher could track student participation. This would allow the entire lesson to remain private and in one Internet location, easily accessible to all involved.
If the teacher chooses to utilize Skype and/or Blogger, a Google search could provide her many powerful insights into best practices while using these sources. For example, it is important for the teacher to recognize and adhere to privacy and copyright laws while Skyping and Blogging (Simonson, 2012). It would also be important for the teacher to become familiar with both resources prior to introducing them in the classroom (Simonson, 2012).
Although it may take some extra energy on the teacher’s part to incorporate these activities, it will be well worth the effort. Skype has been used successfully in many classrooms over the past few years to challenge and motivate students. Neil Stephenson, a middle school teacher in Canada provides his students with an ongoing Skype conversation with a curator at Canada's National Museum as students work on history units. This use of technology allows students “to see the value of their work in the context of the work of a historian, to get feedback, and to hear firsthand about what curatorial work is and does” (Skype, 2013). The Eisenhower Middle School in Wickoff, New Jersey, used Skype to record interviews with other students on field trips to historic sites. In Virginia, a first grade class used Skype to correspond with a penpal in London (Skype, 2013). These teachers all used technology to broaden their classroom walls and incorporate authentic collaboration into their instructional design.

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.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Skype. (2013). Teachinghistory.org. Retrieved May 25, 2013, from http://teachinghistory.org/digital-classroom/tech-for-teachers/23569

Defining Distance Learning

Prior to exploring this week’s resources, I had a limited definition of distance learning, which only included Internet technology.  However, after exploring this week’s resources, I am proud to say that I am a product of distance learning, most of which greatly reflects the timeline of distance learning.

In the 1800s, correspondence courses were offered in composition, handwriting, and various other related courses.  The Society to Encourage Studies at Home, the Chautauqua Institute, Hermods, and the University of Chicago begin offered courses through correspondence.  Telecommunications technology was born with the invention of the “black box” in 1897.  In the early 1900s, radio technology, television technology, and telephone technology increased the popularity of distance education.  In 1969, the US government creates ARPANET, which springboarded Internet technology.  In 1974, John Bear wrote Bear’s Guide in order to aid in the understanding of the benefits offered by distance education.  Throughout the 1970s and 1980s, universities began using videos, satellite television, and the Internet to educate distance learners.  In the 1990s, virtual and online schools gained popularity.  In the 2000s, developers created and modified Internet learning platforms such as Blackboard, incorporating Web 2.0 tools.  Currently, more than 6 million people participate in distance education in the U.S. alone (Simonson, 2012).  Moller, Foshay, and Huett (2008a) note that there are several factors that will have a profound impact on distance learning with particular attention given to the field of instructional design: (a) quality, (b) needs assessment, ROI, and measurement of outcomes; (c) the influence and fusion of training, performance support, and knowledge management; (d) the need for better instructional systems design (ISD) methodologies, and (e) the revision of learning models (p. 71).

As a child, I participated in distance learning.  I was homeschooled though Christian Liberty Academy Satellite Schools through 7^th grade.  Although my mother had a K-8 Elementary Education degree, which qualified her to educate myself and my six siblings, she still decided that it was important to educate us through an institution.  My mother agreed with Moller, Foshay, and Huett (2008a) that distance learning “allows for learning strategies that may not be possible in a classroom or other traditional environments,” presenting opportunities to engage with the material “whether one prefers to learn individually or within a collaborative environment,” and “can serve remote learners as well as they serve local ones” (pp. 74-75).

As a high schooler, I participated in the International Baccalaureatte program.  Although this school was physically located within a Florida public high school, in completing the program I received both a Florida High School Diploma and an International Baccalaureate Degree.  Although I attended traditional classrooms, the curriculum was derived from European IB guidelines.  Further, my final exams and my final projects were sent away to the IB program to be assessed and returned, and international collaboration with other IB students, instructors, and schools was encouraged.  Now it may be a stretch to say that this was distance learning, but all IDers agree that assessment and collaboration is an integral part of the education experience.  Essentially, the IB program marries traditional and distance learning to accomplish the goal of educating young minds.

Correspondence studies have been around for centuries.  Open Universities in Europe have been around for decades.  Recently, distance education has been popularized and made an important factor in US academia (Simonson, 2012).  According to Moller, Foshay, and Huett (2008b), this educational platform “is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds” (p. 66), especially with the use of digital platforms, such as Blackboard.  Personally I have made this choice as I am working through Walden University to earn a Masters Degree.  Distance learning suits my needs as an adult learner.

My definition of distance learning is much broader than earlier in the week.  Now I ascribe to Simonson’s idea that distance education is formal, institution based education, including both distance teaching and learning, where the learning group (teacher, learner, and resources) are separated by geography, and sometimes, time.  I also echo his thoughts on the future of distance learning.  He says that exponential growth is expected to occur, based upon past distance education patterns.  However, distance education technologies will not replace the traditional format of education (Simonson, 2012).

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.

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

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

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 Overview

Check out my Prezi on the evolution of distance learning.

Distance Learning: A Brief Overview

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