Reflection on Distance Learning

There still may be some misconceptions about the value, validity and quality of distance learning and online degree programs. However, I believe we are on the road to changing those perceptions. As a student of an online graduate program, the reservations and concerns that I originally had – and that are shared by many individuals who have no firsthand experience with distant education – have largely been put to rest. When considering an online degree program, my biggest concern was what I thought would be lost by not being in a face-to-face setting. That is the perceived lack of discussion, human interaction and connection in an online environment. What I have found is that interactions and discussions are much more relevant, thoughtful, and scholarly than in a spontaneous face-to-face discussion.

The emergence and application of Web 2.0 technologies has produced an equivalent learning environment, through the use of asynchronous discussion threads. (Beldarrain, 2006; Hill & Raven, 2000; Simonson, et. al., 2009; Tam, 2000). It is through these collaborative interactions that thoughtful, provocative dialog and exchange of ideas takes place. In some respects it is preferable to the face-to-face environment because it allows the learner the time to be thoughtful and complete scholarly research before responding. This raises the level of quality due to the opportunity for thoughtful and relevant response. It also acts as a social equalizer because it provides more introverted or socially nervous students to participate as actively and thoroughly as those who might be more vocal or over bearing in a face-to-face setting.

As our technologies continue to evolve and our society continues to embrace and apply them, the more society will trust and become comfortable with virtual life and online exchanges. (Siemens, 2010). The technological inclination of digital natives and younger learners/employees will continue to drive the movement towards technology-oriented learning. (Prensky, 2005). I anticipate that this will include increased use of multimedia and immersive, virtual learning environments and methods of communication. “Our young people generally have a much better idea of what the future is bringing than we do. They’re busy adopting new systems for communicating (instant messaging), sharing (blogs), buying and selling (eBay), exchanging (peer-to-peer technology), creating (Flash), meeting (3D worlds), collecting (downloads), coordinating (wikis), evaluating (reputation systems), searching (Google), analyzing (SETI), reporting (camera phones), programming (“modding”/modifying), socializing (chat rooms), and even learning (Web surfing).” (Prensky, 2005). The youth – these technology driven members of society – are our future.

I believe technology will drive transformative changes in the realm of education. Not only in our teaching tools and delivery methods, but in how we define learning and the theory and methodology of our approach. As instructional designers, we have a significant responsibility in that transformation. As professionals, we must continue to evolve and become proficient in the current and emerging technologies. In addition, we must continually look for ways to enhance our online learning events and keep them relevant while utilizing contemporary tools in our instructional design.

Through this commitment to quality instructional design and by keeping learning events challenging, relevant and meaningful, we will continue to elevate the perceptions of distant education. By emulating the highest level of ISD professionalism and socializing our alumni status of an online graduate degree program we can also elevate the perceptions of online degree programs. The truth is we get out of life what we put into it. Education is no different! Whether you are an online learner or a student sitting in a classroom, your drive will determine how deep and how wide your learning goes. (Gambescia & Paolucci, 2009; Hill & Raven, 2000). Distant education provides incredible opportunities for expanded, deep learning through the technologies, tools and powerful interactions that are inherent in the online environment.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Hill, J.R. & Raven, A. (2000). Online learning communities: If you build them, will they stay? Retrieved on 12/15/2010 from http://it.coe.uga.edu/itforum/paper46/paper46.htm  

Piskurich, G., & Chauser, J. (2010). Facilitating Online Learning. Video. Retrieved on 12/24/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6262944&ClientNodeID=984650&coursenav=1&bhcp=1

Prensky, M. (2001). Digital natives, digital immigrants – Part I. Retrieved on 12/24/2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf  

Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? Retrieved on 12/24/2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf  

Prensky, M. (2005). Listen to the natives. Retrieved on 12/26/2010 from http://www.siprep.org/prodev/documents/Prensky.pdf

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Siemens , G. (2010). The future of distance education. Laureate Education, Inc. Baltimore, MD.

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

Tam, M. (2000) Constructivism, instructional design and technology: implications for transforming distance learning. Educational Technology & Society 3(2), 50-60. Retrieved on 12/24/2010 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.36.623&rep=rep1&type=pdf

Transitioning to Facilitating Distance Learning Events

There are wonderful advantages, for both instructor and student, to the distance learning environment. As an instructor, you will not have to travel or contend with the physical and logistical challenges of teaching in a “brick and mortar” setting. Additionally, both instructor and student benefit from a focused, methodical approach to distant education. This includes the flexibility and convenience of Web 2.0 technologies that can be typically be accessed 24/7. (Simonson, et. al., 2009).

New responsibilities, and significant changes in teaching approach, are required when facilitating an online distance learning event. As an instructor, one must move from an Instructor-Centered Model to a Learner-Centered Model in which learning environments are cooperative, individualistic, collaborative and supportive. (Simonson, et. al., 2009).  This means shifting from delivery of a lecture oriented course, in which you cover specific materials, to being a coach that guides the learner through the process of self-directed exploration of learning environments.  The students play an active role in their learning and a big part of that is sharing thoughts and ideas through collaborative discussion boards.

Web 2.0 technologies – for example, wikis/discussion boards and blogs – play a critical role in the distance learning (DL) environment. While we cannot duplicate the desired elements of face-to-face (F2F) learning, through well designed DL courses and utilizing Web 2.0 tools we can create equivalent learning outcomes. (Simonson, unk).  We must create an interactive forum to facilitate social learning for our online learners. (Berg, Z. & Collins, M., 1996). One of the most powerful tools used to create collaborative, shared learning communities is the discussion board or discussion thread. (Lambert, et. al., 2009).

As an instructor of distant education programs, you must become proficient in the tools used in your program. Managing these tools should be seamless, elegant and you must be able to easily support your students. The technology and tools must not be a distraction nor a hindrance to your students learning experience. Take the time (or the classes) necessary to become skillful in navigating and managing the tools of your course!

In addition to learning the technologies and tools you will use to manage the class, you must also shift your teaching approach.  The distance learning environment requires equal responsibility – from instructor and student – in achieving learning outcomes.  How do you, as the instructor, support behaviors that will ensure your students success? How will you motivate, guide, and encourage your online students?

As an instructor, shifting from face-to-face synchronous training to facilitating an asynchronous distance learning event requires significant shifts in perspective. You must change the way you teach and you must change your expectations of your students! According to Oblinger (1999), some of the more significant shifts for you and your students include changing from:

• Lecturing to coaching
• Taking attendance to logging on
• Distribution requirements to connected learning
• Credit hours to performance standards
• Competing to collaborating
• Library collections to network connections
• Passive learning to active learning
• Textbooks to customized materials

It is critical that you define and communicate clear expectations to your online students. This should include:

• Engagement guidelines and “Netiquette”
• Course syllabus
• Rubric(s) for grading
• Clear communication of expectations for:
              • Behaviors
              • Participation
              • Assignments
              • Discussions

As an instructor in a distant learning environment, there are several ways that you can engage students and create connection to enhance their learning experience.

• Discussion Boards
• Blogs
• Instant Messaging/Online Chat
• Traditional tools such as email, phone calls, and conference calls.

Creating a learning community - in which deep, meaningful learning takes place - is the responsibility of both teacher and student. As an instructor it is your role to continue to find ways to engage and challenge your students, expanding their self-directed learning and lifting them to higher heights.

References


Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Berg, Z., and Collins, M. (2006). Facilitating Interaction in Computer Mediated Online Courses. Retrieved from http://www.emoderators.com/moderators/flcc.html

Hill, J.R. & Raven, A. (2000). Online learning communities: If you build them, will they stay? Retrieved on 12/15/2010 from http://it.coe.uga.edu/itforum/paper46/paper46.htm

Lambert, J., Kalyuga, S., & Capan, L. (2009). Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design?. E-Learning Vol. 6 (2). Retrieved 12/14/2010 from www.wwwords.co.uk/ELEA

Ng, K. (2010). Availability of technology does not ensure accessibility. Retrieved on 11/06/2010 from http://www.digitalopportunity.org/comments/availability-of-technology-does-not-ensure-accessibility 

Oblinger, D.G. (1999). Hype, hyperarchy, and higher education. Business Officer, 33(4), 22-24, 27-31.

Piskurich, G., & Chauser, J. Facilitating Online Learning. Video. Retrieved 12/14/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6262944&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M. (unknown). Equivalency theory and distance education. Tech trends, Vol. 43, Issue 5. Retrieved on 12/18/2010 from http://www.springerlink.com/content/q39k5017415q8621/fulltext.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 Education, Inc.


Wikipedia: Communities of practice. (2010). Retrieved from 12/15/2010 http://en.wikipedia.org/wiki/Communities_of_practice

Wikipedia: Online learning community. (2010). Retrieved on 12/15/2010 from http://en.wikipedia.org/wiki/Online_learning_community

Multimedia Program: Week 1 "Distance Learning Timeline Continuum" (2010). Retrieved on 12/19/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6390536&ClientNodeID=984650&coursenav=1&bhcp=1

The Impact of Open Source: Open Courses, Opening Doors!

       In exploring the world of open source courseware this week, I was excited by the prospect that I could actually be a student of ivy league professors and enter the classrooms of Yale and Stanford Universities!  This is, in my opinion, an incredible opportunity!  So I sought out the list of available open source courses from Stanford University on iTunes and Open Yale Courses.  I chose an Open Yale course named “Death” (Philosophy 178).  I was quite excited to enter into this icon of academia, Yale University.  So I must begin by acknowledging that open source courses bring the best and the brightest, the most exclusive and expensive, and the most brilliant minds of our times to the living room, office or classroom of anyone with internet access… 24/7 and free of charge! What a gift to those of us who cannot afford or perhaps are too academically average to ever hope to be educated by such legendary institutions.

     The course I chose was a Yale College course, taught on campus twice per week for 50 minutes, and was recorded for Open Yale Courses in Spring 2007. It was originally delivered synchronously in a face-to-face, classroom setting with a lecture style presentation. I found it profoundly interesting… perhaps because of the offbeat topic or the quirky nature of Dr. Shelly Kagan, the professor.

     The course included a syllabus which explained very simple expectations and requirements. They included the requirement of attending all sessions and participating in all discussion sections. Expectations were stated: “poor attendance or non-participation will lower one's grade”. Beyond that, three short papers would be due. Each would be 5 pages, double-spaced. There was no final exam or assessment. The filmed lecture/course did not have all of the components that I would design for in a distance learning environment. For example, there was no way for an online, asynchronous student to participate in discussions or be a part of a learning community. (Simonson, et. al., 2009; Beldarrain, 2006). That would have enhanced the experience greatly. However, that said, I am simply grateful that these kinds of courses are available to all!

     Another wonderful site for open courseware is Open Culture which acts as a clearinghouse, of sorts, for many of the free courses available from Stanford, Yale, MIT and other resources. I found a powerful video there, “Hans Rosling's 200 Countries, 200 Years, 4 Minutes - The Joy of Stats”. I mention this video because it is an exceptional demonstration of how a very complex topic, referencing over 100,000 statistics, can be presented in an engaging and entertaining way. This video is worth watching for two reasons: 1. It is fascinating to see how our global health and economic development has evolved over the last 200 years. 2. The way in which the content is presented. It is a compelling 4 minutes and I think all instructional designers could benefit from watching it.

     The beauty in all of this is the realization that education is available to all. We may be limited by accessibility, bandwidth, hardware, software and other challenges… but if you can get to it, it’s there. (Ng, 2010).

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Ng, K. (2010). Availability of technology does not ensure accessibility. Retrieved on 11/06/2010 from http://www.digitalopportunity.org/comments/availability-of-technology-does-not-ensure-accessibility

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

Open Course Resources

Massachusetts Institute of Technology (MIT) Open Courses. http://ocw.mit.edu/index.html

Open Courseware. http://www.openeducation.net/category/opencourseware/

Open Culture. www.openculture.com/

Open Yale Courses. http://oyc.yale.edu/

Stanford on iTunes U. http://itunes.stanford.edu/

YouTube. www.youtube.com/

An Asynchronous Training Solution

This weeks application assignment is to review a training scenario and provide solutions that will meet the needs of the situation.  I've chosen Example 3: Asynchronous Training, which states, "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."

The primary technology I am focusing on for this asynchronous training opportunity is a Course Management System (CMS). A secure, internet-based CMS can be used to deliver course content that includes pre-recorded media such as video podcasts. Virtually delivered instructor led classes could be recorded and housed on the CMS or purely web-based courses could be developed. Either method can be made available 24/7 through asynchronous delivery via the CMS. “Web-supported instruction allows instructors to capture class activities and archive both process and product, enabling access to course content beyond the timeframe of the course; expands opportunities for students to contribute through use of asynchronous communication tools; is readily accessible and amenable to all schedules; and encourages active learning.” (Dabbagh, N., 2002). Course content can include a series of educational video podcasts, and supporting process documentation that provides step-by-step instructions regarding how to safely and effectively operate heavy machinery on the plant floor, can be “stored on [the CMS] website for easy access.” (Simonson, et. al., 2009). Learning objectives will be based on documented best practices and the step-by-step process instructions. The chosen CMS will manage online assessments that will test the participant’s mastery of the learning objectives. This will include delivery of the online assessment, recording student completions and providing reports on student scores/performance. Additionally, we might recommend that – given the criticality of topic, safety – the company implement post-training Level 3 evaluations, such as on-site observations to ensure employees are applying the concepts and safely operating the equipment on the job. The CMS of choice will also provide a collaborative work space through the use of Web 2.0 technologies such as discussion boards, forums, wikis or blogs. (Simonson, et. al., 2009). These tools support collaborative activities such as trainee-to-trainee and supervisor-to-trainee/trainee-to-supervisor communications. Activities may include guided discussions, follow up assignments, sharing of key learning, on-going collaboration and communications regarding best practices.

For a commercial training application, Moodle (www.moodle.org ), may be an appropriate CMS option for a commercial training application. Moodle does not provide web hosting services so it would require that the company provide a web server or choose one of many secure and affordable hosting options that are available. Moodle’s Open Source Course Management System is highly scalable and can be used for asynchronous online courses and/or synchronous virtual deliveries (blended learning). This solution also utilizes Web 2.0 technology to support collaborative learning communities through tools such as wikis, blogs, and forums. Multi-media elements (video podcasts) and online assessments are fully supported. Use of RSS feeds will also allow the organization to “push” information to subscribers. “In a study conducted to see the viability of using RSS feeds in a work setting, [it was] concluded that the main benefit for using RSS feeds is that it allows information to be “pushed” to the receiver, instead of the receiver having to see the information.” (Belderrain, Y., 2006). This is a powerful way to keep learners informed and current on important topics such as safety.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Dabbagh, N. (2002). Using a web-based course management tool to support face-to-face instruction. Retrieved on November 21, 2010 from: http://technologysource.org/article/using_a_webbased_course_management_tool_to_support_facetoface_instruction/ 

Moodle Open Source Course Management System … http://www.moodle.org/

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

Background

       It has been an eye opener to realize that distance learning originated in the early 19th century. The methods of delivery, over the years, have essentially utilized the most prevalent and advanced communication methods of the times. For example, in the late 1800’s, “correspondence courses” were available through the U.S. mail, America’s primary means of communication. The availability of these courses greatly impacted our society and our culture. It provided women an avenue for advancing their knowledge and education at a time when most women were expected to stay at home and care for their families. This initial form of distance learning, through home study, allowed women to raise their families and care for their husbands needs; all while acquiring knowledge and attaining higher levels of learning and education. Distance learning has had a powerful socio-political impact on our country. Particularly for those who have, historically, been considered second class citizens. 

       Today, distance education continues to evolve in step with our technological advancements. This includes the development and accessibility of the internet, the telecommunications networks on which it is built, the availability and greater affordability of personal computers and software programs. All of these elements have become more available and accessible to those living in more economically advanced countries. Of course, “availability does not necessarily ensure accessibility.” (Ng, 2010). Domestically and globally, economic conditions can still negatively impact individuals and communities living with diminished financial resources and economies.

What is Distance Learning?

    Distance Learning Today

       There are four main components to the definition of distance education. Distance education is institutionally based; the teacher and learner are separated; it is distributed through interactive telecommunications technologies; and last, the learning experience is shared via data, voice and video. (Simonson, et. al., 2009). From a practical standpoint, this means that with technology as its foundation, learning institutions can bring geographically dispersed teachers and students together to provide formal learning events and higher education.



        Just as was the case with the earliest correspondence courses of the late 1800’s, education is now available to those who might not otherwise have access. Today, accessibility is expanded beyond borders, time and space! Classes can be facilitated in either a synchronous (live/real time) or asynchronous (on the learners schedule) mode. (Simonson, et. al. 2009). Walden University is a perfect example of an institution utilizing telecommunications technologies to deliver asynchronous, higher learning between geographically separated teachers and students. They do a wonderful job of using a variety of formats to deliver content and resources. This includes data, voice and video. In addition, the graduate program that I am participating in guides students in using online tools to create, submit and share their work. Examples include free online services such as this blog, wikis, online mind mapping, online shareable bookmarking, course development and LMS launch sites. These online tools make sharing, across time and space, not only possible but convenient!

Benefits of Distance Learning

       If it were not for distance learning, I would not be able to attend graduate school at this time in my life. I have an incredibly demanding career and family demands that dictate my schedule. This often includes travel. I require the flexibility that an asynchronous program offers, to work around these demands to complete my studies. Regardless of time or space/location, I am able to access my classroom and my colleagues. Walden has made it easy for me to direct my own learning – in terms of exploration, research, self reflection – while working collaboratively with my fellow students through the use of discussion boards and online collaboration. I have learned that I get out of it, what I put into it. Distance learning may require a shift in our mindset from learning models that many of us grew up with. However, if a student is motivated, open, and willing to learn new ways of learning … there is nothing lost through distance learning and so much to be gained.

The Future of Distance Learning

My vision for the evolution of distance learning is that telecommunications bandwidth and equipment will become more and more affordable/accessible. (Simonson, 2010).  As we expand our comfort levels with the tools that are available today, we will utilize them more fully in the future. I also hope that we will expand our learning communities, globally. Distance learning provides such a phenomenal vehicle for expanding our world to include distant cultures and diverse perspectives.

References

Ng, K. (2010). Availability of technology does not ensure accessibility. Retrieved on 11/06/2010 from http://www.digitalopportunity.org/comments/availability-of-technology-does-not-ensure-accessibility

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. Chapter 2, Definitions, History, and Theories of Distance Education.

Class multimedia resource: Distance learning timeline continuum. (2010). Walden University.

Video Program: Simonson, M. (2010). Distance education: The next generation. Walden University.

Website: International Council for Open and Distance Education... http://www.icde.org/

Reflection: This Journey...

This journey through our exploration of learning theory has provided me with a wealth of insight and understanding regarding how people learn. Including myself! Behavioral and Cognitive theories have provided a foundation that gives structure, definition and language to articulate what, previously, were only intuitive glimpses into “what works”. However, some of the most meaningful ideas have been the more contemporary concepts that focus on the impact of technology on how people learn. As a result of our studies, I now understand that Connectivism best encompasses the breadth and depth of my learning process. Until I had taken the opportunity to map out my learning network, I didn’t realize how expansive the influences of my learning experience were. Nor did I realize how much technology AND relationships played a part. Another theorist who expanded my understanding is the work of Marc Prensky (see http://www.marcprensky.com ) and his contribution to the discussion on the impact of technologies on learning. He coined the phrases “digital immigrants” (which I am) and “digital natives” (the target audience of the training I support). His work provides insights and guidance to teach this new generation of learner (Millennials/Gen Y and Gen X students).

This journey has taught me that there is a world of thought, theory, data and ideas that speak to the many and varied styles of learning and what motivates learners. What I walk away with now is the notion that there is no one way to successfully meet learners needs. There is no single path to effective teaching or learning. Each theory and approach has evolved from earlier models and – based on agreement or challenge – one has built on another. There is truth and meaning in each evolutionary step. Today, as we move from the industrial age deeper into a technological/information age, we are in the midst of a revolutionary change in the way that we learn and, therefore, the way we must teach. This new territory is both exciting and challenging. My mind has been expanded and I have glimpses into how I, as an instructional designer, can create a meaningful learning experience for my students. More than anything I have a new appreciation for the NEED to do so. I trust that the depth and breadth of my understanding will continue to grow and drive my pursuit of better ways to meet the needs of today’s learners.

References:

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Prensky, Marc. (2009). Timeline of the History of Learning. Found at: http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html

Prensky, Marc. (2001). Digital Natives, Digital Immigrants – Part 1. Found at: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prensky, Marc. (2001). Digital Natives, Digital Immigrants – Part 2: Do they REALLY think differently? Neuroscience says yes. Found at: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf

Prensky, Marc. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Found at: http://www.innovateonline.info/pdf/vol5_issue3/H._Sapiens_Digital-__From_Digital_Immigrants_and_Digital_Natives_to_Digital_Wisdom.pdf

Prensky, Marc. (2009). Essential 21st Century Skills. Found at: http://www.marcprensky.com/writing/Prensky-Essential_21stCenturySkills.pdf

Fitting the Pieces Together

In my very first discussion post I expressed: “In one respect or another, each philosophy and [learning] theory resonated with me and my experience as a learner. However, I relate most to Humanistic theory because I am motivated by the notion of self-actualization and fulfilling my potential; Cognitive theory because it provides critical mental constructs that lead to integrative learning, while including many of the fundamental behavioral concepts associated with creating environments that are conducive to learning. I also learn well through the Social and Situational theory because it enhances the learning experience through interaction. I think, ultimately, ‘participation in a community of practice’ further solidifies and expands my learning through observing others, sharing ideas, and even teaching others. (Smith, 1999). I realize that I have been ‘operating under the constraints of a limited theoretical background.’ (Ertmer, 1993) and I am a bit embarrassed to admit that, historically, I have relied on the ‘naïve theory’ of ‘intuitive understanding’ (Ormrod, 2009), thus far in my career as an instructional designer.”

When I began this journey, through the land of learning theory, I believed that cognitive theory was the central construct of my learning. I also knew that my motivation for learning and development was anchored in my Humanistic desire to find meaning, purpose and self-actualization. The Learning Theories and Instruction course has provided me with the knowledge I’ve needed to either confirm what I knew intuitively or the knowledge to correct my course.

Now, after many weeks of studying various learning theories, I still believe that there is validity and value in each of them. There is no one approach that singularly meets the complex needs of todays learner. One of the most important things I’ve realized is that the evolution of learning theory has woven itself into a web of connections that now culminates in learning networks. While internal, cognitive processes help me find meaning and construct knowledge, external sources and influences nurture and feed that learning process. Today, as a result of this enlightening journey, if I had to subscribe to a single learning theory, my answer would be Connectivism. It best describes and encompasses the way in which I learn.

As a digital immigrant, I am personally experiencing the powerful impact of technology on the way I learn. From how I gather information, the way I fill information gaps to create understanding, assimilate that information and build my knowledge, how I apply that knowledge to what I do every day, to how I share and exchange knowledge with others. In my self-directed search for information and knowledge I Google, bookmark great finds using Delicious, brainstorm and map out ideas using Webspiration, quickly access my Google Dashboard to share their impact using Google Blogger and to learn from others using my Google RSS feed. This list will continue to grow as technology weaves its way into almost every aspect of my life. Technology is at the center of modern life.

Another question and gap for me, prior to this class, was how we can meet the needs of the Millennials. Generational diversity is currently a challenge for my company and will become an even bigger focus as these digital natives enter the workforce. The days of flat, linear teaching, spoon feeding students content based on 30-50 year old curricula, will have to come to end. Self-directed, open, experiential learning will be embraced as more than just a “nice thing to do when you have the time”. One of the most impactful videos I watched was the story of Vicki Davis, a “teacherpreneur”, who has mastered use of technology in the classroom and whose teaching style should be a model for teaching this new generation of learners. She brought my level of excitement - about what is possible and how we can successfully meet this challenge - to an entirely new high. This is an exciting time to be an instructional designer. Technological change is coming fast. The question is, will educators be able to keep up and meet the emerging needs.

References

Ertmer,P.A. & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Ormrod, J. (2009). An Introduction to Learning. (video)

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Smith, M. K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/b-learn.htm

Edutopia: http://www.edutopia.org/  … Vicki Davis - Harness Your Students’ Digital Smarts … http://www.edutopia.org/digital-generation-teachers-vicki-davis-video  

Connectivism and My Learning

When I think back to my method of study during my under-grad program – almost 15 years ago – and look at my learning network today, the difference is astounding! “Back in the day” it was stacks of books, visits to the library and – if I was lucky – locating an occasional online article or research project accessed via the university’s online library. My cohorts and I would sometimes meet for study groups or we would partner up to support each other.

Today, as you can see by My Learning Network below, the internet has blown the availability of information and connections wide open! As a result, time and space no longer limit access to information and social interaction. Today, I experience a robust variety of resources and support. Besides my Walden University IDT program, this includes many online resources such as professional and other educational organizations that act as clearinghouses for information and social networking. ASTD is an important resource for training and development information. LinkedIn is a great professional networking site. Google alone has opened up the world, providing instant access to all kinds of information regarding technologies, concepts, theories and ideas. Google Blogger and RSS Reader allow participation and tracking of an open exchange of thoughts and ideas; allowing me to engage in conversation with other IDT and training professionals and scholars, if I choose to. Delicious provides bookmarking and easy organizing & access to favorite learning sites. But one thing that has not changed is my reliance on social interaction. My peers and colleagues are essential to my learning as we discuss ideas and share our professional learning experiences.

It is through the process of linking concepts and putting the pieces together – from all these various sources of input – that has exponentially expanded my thinking and my learning experience. My personal learning experience supports the central tenets of Connectivism in the following ways:

Principles of Connectivism

1. Learning and knowledge rests in diversity of opinions. Use of blogs, wiki’s, forums and discussion boards, and discussions with peers and colleagues, provide diversity of opinions and build my ability to analyze, synthesize and evaluate my learning.

2. Learning is a process of connecting specialized nodes or information sources. The knowledge received through my IDT program, the opportunity to apply it within the context of my work and the discussion that takes place around the learning – both in class and at work – greatly enhance and solidify my learning. Again, the internet allows me to research and fill the gaps that sometimes occur.

3. Learning may reside in non-human appliances. Most of my learning occurs through acquiring knowledge from my online degree program, online research, online communication and social networking tools and online work relationships.

4. Capacity to know more is more critical than what is currently known. My desire to learn and know more feels endless. Each piece of information that I receive builds on the last and the connections come from piecing together the wealth of knowledge and information that flows from all of my learning network resources.

5. Nurturing and maintaining connections is needed to facilitate continual learning. This is so very true for me. My work connections and the interactions shared in our IDT course discussions, and of course with my professors, are instrumental in applying and expanding my learning.

6. Ability to see connections between fields, ideas, and concepts is a core skill. This ongoing gathering of information, from so many resources… and the ability to access new and desired information so easily, as needed… continues to link pieces of information and put the puzzle pieces together to create deeper knowledge and understanding. The connections are at the center of it all.

7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. The self-directed approach to learning, used in the IDT program, creates learning that is current and individualized. Relying on current and accurate resources that provide valid information coupled with the dynamic discussion on topics provides a current, fresh learning experience.

8. Decision-making is itself a learning process. I have learned that for me to make good decisions I have to understand the key elements effecting the situation. This drives my desire to gather new “pieces” of information and to fill gaps in understanding. Finding a context and a place to plug in newly gathered pieces of information is at the center of my learning process.

Reference: see Principles of Connectivism at http://www.elearnspace.org/Articles/connectivism.htm

Connectivism

The theory of Connectivism is reflected in this depiction of My Learning Networks and the many resources and interactions that support my learning process.

Cognitive Processes and The Learner

This week I found a site that, based on Jung’s cognitive processes, provides a wealth of information on the various personality types defined by the Myers-Briggs Type Indicator® Instrument. It provides information on Cognitive Processes and Problem Solving and Cognitive Processes and Learning. These variables are aspects of our target training audiences that we should consider when designing and developing learning events. The site states:  When we look at learning, we need to examine three factors: 1. What—the content or skill to be learned; 2. How—the learning context; and 3. Who—the learning style of the learner. When these items are congruent, effective learning occurs.

If you’d like to take the test to determine your personality type, there are free online sites. You can try Human Metrics or Similar Minds.
 
Additional online tests are available to determine your Cognitive Learning Style: Memletics Learning Styles Questionnaire,  Edutopia's What's Your Learning Style? or AES which offers a great tool for your students/younger folks.
 
Some additional sites I found interesting:

• For K-12 educators, you might find Dr. Kathie Nunley’s Brains.org site interesting. Dr. Nunley is committed to connecting “current psychological and neurological research to the classroom”.
• Cognitive Sciences Archive … An extensive electronic archive hosting papers in the areas of psychology, neuroscience, computer science, philosophy, biology, anthropology and medicine. 

IDT Resources and Blogs: Scratching the Surface!

The American Society for Training & Development (ASTD) is an invaluable resource for the IDT professional. You will find the most extensive amount of training and IDT information available on this well established website. While their site partially intends to promote their training programs and conferences, there is an incredible amount of “free” information available on this site for non-members. That said, I highly recommend becoming a member of ASTD as membership will get you significant discounts on their programs, give you access to a wealth of in-depth articles and a subscription to their monthly publication, T+D magazine. T+D magazine, available online and in traditional print, never fails to provide meaningful articles by industry leaders on cutting edge learning technologies, best practices and cutting edge approaches to training (both f2f and eLearning). You will also find practical information on the challenges of IDT and training professionals with recommendations and innovative solutions. ASTD is the leading professional organization in the Training and Development industry. Be sure to check them out!

 The Instructional Design & Development Blog is a well developed site through DePaul University. There is some excellent blogging going on there amongst students and professionals of IDT. Some of the interesting categories include Pedagogy (the art and science of teaching), Web Tools, Digital Living, Video & Audio and Library. Bloggers share their experiences with various development tools and provide recommendations, tips and tricks. This is an active and interesting blogging site.
 If you've spent any time reviewing blogs, you realize that - generally speaking - you must be a tad skeptical and always consider the source when reading or gathering information. Everyone has an opinion and it's a good idea to consider blogs a place where people share them! That said, educational and professional forums and sites like ASTD's tend to provide more reliable and valid content. The point is, it's important to keep your "critical thinking" cap on when exploring the world of blogs and forums.

The Innovative Learning website has an impressive collection of information and resources. The site provides clear and concise information about various aspects of instructional design, online learning, instructional technology and Teaching and Learning. A list of Educational Blogs is available with a link to the Innovative Learning blog.

Another site I ran across was Instructional Design Central. They provide a well rounded list of IDT resources on everything from ID History and ID Models to ID Jobs. The IDC Forums and Blogs offer a place for discussions and exchanges on ID Design Resources, eLearning Technology and Tools and ID Theory & Models. This seems to be a fairly new site but appears to be a good place to share information or post your IDT related questions for discussion. The Blogs and Forums sections of the site has the potential to be quite helpful – particularly for those new to wiki’s/blogs and IDT. The site is well organized and easy to navigate. The non-intimidating simplicity of the IDC site, wiki discussions and blogs might be good place for folks that are new to blogs and wiki's to get their feet wet.

Welcome!

Hello and welcome!  My name is Beth Graham and I'm an instructional designer/Lead Training Manager for a global telecom corporation. I've created this blog as a forum to share my experience from my work, as well as thoughts, information and key learning from my M.S. in Instructional Design and Technology degree program. I look forward to an exchange of ideas with fellow IDT students and other IDT professionals. 

Please share your thoughts, experiences and other valuable information regarding learning theories, methodologies, training strategies, technologies and tools of the profession. Use this space to share and discuss IDT challenges, solutions, tips and tricks...and be sure to check back often for updated links to meaningful instructional design & technology related sites, design & development tools and blogs!

Thank you for stopping by and I hope you'll be back soon!