Converting to a Distance Learning Format

What are some of the pre-planning strategies the trainer needs to consider before converting his program?
Before converting his training, the trainer has a few items that need to be addressed. Is he ready for the responsibility of an online course? Does he have all the material needed for the instruction? “Another important issue when teaching online is that of establishing the communications framework.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 164) Has he set aside a time for accepting appointments and dealing with student complaints or concerns? Has the instructor prepared a syllabus with a thorough explanation of the expectations, requirements and assignment due dates. The trainer also needs to ensure that he has the correct technology available for the course. “The instructor needs to consider the learning task, the instructional material and the teaching strategies, and also the role that the technology may have played in the instruction.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 165)
Main categories and subcategories of information that need to be considered are:
• Main decisions:
o Motivation for course conversion
o Modification of course content
o Form of content presentation
o Technology used for course development
o Technology used for course delivery
o Additions/modifications to pedagogical strategies
• Influencing factors:
o Institutional factors
o Players and roles
o Technology factors
o Other factors (Kampov-Polevio, 2010)
“Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)


What aspects of his original training program could be enhanced in the distance learning format?
In redesigning this course, the trainer need not dispose of his current training material. The current course material can continue to be used with enhancements. The trainer needs to ensure that he adds a form of interactivity for the learner. “Content is organized and sequenced with an orientation toward prescribed outcomes.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 198) In fact, if the trainer follows Sorensen and Baylen’s instructional practice guidelines the learner will become more involved and gain a more enhance and fulfilling learning experience.

How will his role, as trainer, change in a distance learning environment?
Online courses change the role of the trainers. It will demand a more interactive role on the part of the trainer in relation to his students. Because online learners require a more interactive environment, the trainer will need to change how he addresses these needs.
“Online education demands that student become engaged in the learning process.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 195) Students need to feel as though they are in control of their learning. The learning needs to “transform” from teacher centered to student focused. To do this the following needs to consideration need to be adjusted in the teaching strategy:
• From lecturing to coaching
• From taking attendance to log on
• From distribution of requirements to connected learning
• From credit hours to performance standards
• From competing to collaborating
• From library collections to network connections
• From passive to active learning
• Form textbooks to customized materials. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 196)

What steps should the trainer take to encourage the trainees to communicate online?
To encourage communication the trainer will need to provide opportunities for discussions and exchange of ideas. “Online teaching and learning environments are unbound and dynamic. Online learning environments include diverse range of pedagogical practices and are often characterized by active learning student-centered pedagogical techniques.” (Keengwe & Kidd, 2010) He will need to give ‘students opportunities to think about a topic and respond to actual hands-on manipulations of learning objects.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 201) These opportunities can include small group discussion, case studies, debates or virtual trips. “The key to active learning is to keep the learners involved in their own learning, not just keeping them busy.” (Simonson, Smaldino, Albright, & Zvacek, 2012)

My Generic Study Guide Outline:
Blended Learning
• Introduction
o Introduce yourself
o Have the class introduce themselves
 Separate the large group into smaller groups and exchange
• Name
• Where they come from/live
• Why they took the class
• If they have any experience in the class topic
• Learning Objectives
o Discuss how the class will be broken down
 Syllabus
 Lesson structure
• Face to face
• Online learning
o Expectations:
 What they can expect from the class
 What is expected from them
 How they can participate to add to their class experience
o Collaboration
 Discuss how this will take place
• Online
o Possible webinars for a collaborative and synchronous exchange of information and ideas.
• During class time
o As a group or in sub groups
• Discussion boards
o Exchange and share research on assignments
o Discuss findings and ask questions of your peers that will challenge and extend your understanding of the discussion
• E-mails
o Assignments
 Review main topic
 Discuss what the assignments are going to be
 Discuss due date
 Review if there will be group projects
• Breakdown
• Requirements
• structure
 Review the process for submitting the assignments
• E-mail
• blackboard
 Discuss requirements for the assignments
• Online project
• essay
• presentation
• any possible use of media for the assignments
o Grading
 Review how the grading is going to be structured
 Review what each assignment is worth
 Review deadlines and restrictions on late material
o Class Material, including assignments and handouts
 Posted online
 All material will be available for everyone at anytime

Since I was struggling a little with this assignment, I did some online research. I found a study guide online that I think would be very helpful once you know what your topic of instruction is going to be. I have attached the study guide template to my outline with some of my own modifications. I chose to use the topic for the online learning course from my course project “Project Management”, so that it would help me better prepare the study guide for this assignment. I did make some slight modifications to the project since this study guide is for a blended learning format.
The study guide is important to the educator because:“First, the use of handouts improves student note taking and makes it more efficient. Second, the ISG is a management tool that directs course activities before, during and after instruction. Finally, the ISG handout can be used in any classroom, including all categories of distance education systems.” (Simonson, Smaldino, Michael, & Susan, 2012)
 
References
Foote, K. E., & Sharron, L. C. (2009). Project Planning and Life Cycle. Retrieved from The Geographers Craft: http://www.colorado.edu/geography/gcraft/notes/lifecycle/lifecycl_f.html
Haughey, D. (2000-2012). Project planning a step by step guide. Retrieved from Project Smart: http://www.projectsmart.co.uk/project-planning-step-by-step.html
Kampov-Polevio, J. (2010). Considerations for supporting faculty in transitioning a course to online format. Online Journal of Distance Learning Admiistration, XIII(II). Retrieved 10 13, 2012, from http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html
Keengwe, J., & Kidd, T. T. (2010, June). Towards best practices in online learning and teaching higher education. Journal of Online Learning and Teaching, 6(2). Retrieved 10 13, 2012, from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance Foundations of Distance Education (Vol. 5th Edition). Boston, MA: Pearson.
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012

 





Study Guide for
(Assignment 7-Project Management)

www.adams.edu/extended_studies/img/general_instructions.pdf

(Project Management)
Review Page
On this page are listed the key points in short, easy to read statements. These key points can be concepts, facts, theories, etc.


1. Introduction to Project Management
• definition
• importance of project management
• project life cycle

2. Project Planning
• Project evaluation
• Estimation (cost, scheduling)

3. Project Management
• Demands on projects
• Selecting the right team
• Risk and quality Management

4. Project Leadership
• Developing your teams
• Management styles


Example:
1. There are four steps to Project Management Planning: http://www.projectsmart.co.uk/project-planning-step-by-step.html
• Project Goals
• Project Deliverables
• Project Schedule
• Supporting plans (Haughey, 2000-2012)

2. Project Planning: Life Cycle (Foote & Sharron, 2009)

(Liz McCrodden) Bio

School: NYIT
Background: BFA in Interior Design, MS in Instructional Design, I managed many small and large projects for a number of mill working firms. I have experience in both commercial and residential design. I have also worked in education for the last 5 years. I have worked in both the elementary industry and now the higher education online industry.

Content
(I really do not have a course developed so I kept the original integrity of the document in place. I felt it provides a good starting point for the beginning template of a study guide.)
Depending on how long this study guide is, the content can be structured in one of two ways.

1. If the study guide is relatively short, use this page to simply state what will be found in this study guide.
Examples:
• Background Information
• Practical Concepts
• Formulas

2. If the study guide is relatively long, use this page to create a full “Table of Contents.”
Examples:
Background Information Page 1
Roots in India Page 2
Uses in the 1800’s Page 3
Practical Concepts Page 4
Terminology Page 5
Formulas Page 6

Introduction
On this page, welcome the student to the course. Use this page to help the student understand what this material will help them learn, why they should know it, and how it is going to help them in the future.
Welcome to the Project Management Certification course. This course will be blended learning course in which you will learn at your own pace and together with the class. You interaction with your fellow classmates will be conducted via chartroom, discussion or the use of wiki or blogs. You are welcome to use twitter as another source for exchanging and sharing ideas throughout this course with your fellow classmates. This course will help better prepare you to manage not only the needs of your projects but also the needs of your teams.
The Project Management Certification course will introduce you to the steps and tools needed when dealing with the management of projects within your organization. You will learn how to facilitate your projects by learning how to manage timelines, budgets, team building, team management, and risks management.
(For this section I went back to my course project and pulled the information from there)

Learning Objectives
Add the learning objectives from the course on this page.
After completing this course, you will be prepared to take the PMI Certification exam and you will have the skills and training for better managing your projects.
Example:
Study of this material should provide a better understanding of these concepts and their application:
1. The importance of setting goals
2. The complexity of project management
3. The stages of project scheduling and deliverables
4. The necessity for risk management and quality assurance
5. The complexity of managing teams

 
Taking this Course

Use this page to give students a step-by-step instructions on the process of this course. For some courses, this will be longer than others.

Examples:
1. Read the following study material
2. Review the PowerPoint presentation online
3. Take the practice test
4. Review material
5. Take the exam

Set aside information that is particularly important by using a box or eye-catching images.

Examples:










How to Prepare for This Exam

Use this page to explain what study materials will be needed in order to prepare for the exam. Use a bulleted list to show any supplemental materials, software, or other exam preparation materials needed.

Examples:

• This study guide will provide you with the in-depth knowledge you will need in order to complete the exam.
• A PowerPoint presentation has been included in this study material and you will need the Microsoft PowerPoint software in order to view this material.
• The supplemental CD will expand your knowledge concerning this field.
• The sample questions and practice test at the end of this study guide will help you asses your knowledge before you take the examination.
• The book “________________” is not required to pass the exam; however, it will provide excellent additional information concerning this field if you choose to read it.


About this Study Guide

On this page let students know what is included in the study guide.

Examples:
• Terminology – A list of all the definitions and jargon that you will come across while studying this material.
• Study Material Information – The actual text/charts/graphs covering all the fields, topics, and information.
• Important Points – This bulleted list will give you a summarized version of all of the major topics covered in the section.
• Preparation Questions – At the end of each section there will be a list of walkthrough questions pertaining to the information you just covered, answers to these questions will follow immediately after.
• Citation – Name your sources



Prerequisites

Use this page to write out any prerequisites somebody should have, or needs to have, before sitting for the examination.

Examples:
• All applicants must have a current Certified Public Accountant license before qualifying to take this examination.
• Applicants should have a basic knowledge of all mathematical functions before sitting for this examination for they will not be taught in this study guide.



Section 1
(Insert title of section here)

Terms:
Place a bulleted list of the terms that students will need to know for this section. They do not have to be defined here; there will be a glossary at the end of the study guide for that.

Objectives:
Here list the different skills/techniques/knowledge that a student should know by the time they finish reading this particular section.

Body of Section

Now it is time to start filling in your study guide:
• Use clearly marked headings with a larger font or bold text
• Use bulleted list for easy to read, quick-fire learning and list
• Use charts, graphs, figures, illustrations, and screen shots to demonstrate meaning
• Give examples
• Don’t forget to use:



And





End of Section
Preparation Questions

At the end of each section have sample questions covering the objectives that were suppose to be learned in the section. These questions should be different then the questions that appear on the actual exam, but should still cover the same material.

After each question the answer should immediately follow along with an explanation on why that answer is the correct answer.

Example:

1) If a term is defined within the text of a section it does not need to appear in the glossary.
True
False

Correct Answer: False. A term needs to be in the glossary even if it has already been defined in order to provide the reader with a quick reference.


Citation

Cite all sources used for this section on this page. Proveide a list of sources to the reader should they wish to seek out extra information concerning a specific topic.


Stating at this point follow the template set up on pages 1-4 until you have completed all the sections you wish to include.


Glossary

In this section list (in alphabetical order), all the definitions to all terms, lingo, jargon, unusual wording and expressions found within the text.


Index

In this section list (in alphabetical order), important terms, names, places, events, and topics along with the page numbers where they are mentioned.

Examples:


Author, i, iii
course, v, vii
exam, vii, viii, 3
information, iii, vii, viii, ix, 4
Objectives, 1
PowerPoint, vii, viii
section, ix, 1, 3, 4, 6, 7
sections, 5
study guide, iv, viii, ix, x, 1, 2
Study Guide, i, ix
Title, i

The Impact of Open Source

Does the course appear to be carefully pre-planned and designed for a distance-learning environment?

For my open course site, I chose the Stanford University online open course site (http://itunes.stanford.edu/) “Developing Apps for the iOS”. This program begins with a video presentation to the class that reviews the content that is going to be covered throughout the course. The instructor gives a very thorough presentation for the syllabus and expectation for the course. He also addresses how the course is going to be covered during the online training and how the learning is going to be divided into segments. The presentation does a very good job of combining video along with PPT presentations to describe the topics discussed in class. The course did a very good job of providing a “correspondence study guide that would direct the learner to look at, listen to, or view various media, in addition to assigning more traditional readings.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 96) The instructor “used audiotapes to guide the distant learner through a series of learning events” (Simonson, Smaldino, Michael, & Susan, 2012) and he provided visuals to assist the learner in their understanding.

I feel for the experienced distance-learner this course did a very good job of informing the learner of their expectations and providing an outline of the program. However, for the novice or new learner I do feel the opening introduction did fail in providing a complete understanding of distance learning and the expectations that are associated with online learning.

Another issue with this online education is that it requires the learner to have access to iTunes. Although we are a society that has fully accepted the invention of the iPod, iPad and technology, not everyone has caught on to this phase.

One final comment about the initial presentation, there is too much one-way interaction. This course appears to be a face-to-face course that was recorded and then converted into a distance-learning course. It did not allow for any interaction between myself (the distance learner) and the class nor the instructor. I was just watching a prerecorded video of a live class.

I do not feel a thorough evaluation was conducted when creating this course. I do not believe the understood the concept of distance learning. “For successful learning to take place it is vital to determine what works and what needs to be improved.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153) The designers of this course did not take the time to evaluate how the course needed to be altered in order to meet the needs of the distance-learner. “Evaluation leads to revision of instruction, and revision of instruction helps secure the final outcome of helping students learn.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153)

Does the course follow the recommendations for online instruction as listed in your course textbook? Did the course designer implement course activities that maximize active learning for the student?

I chose this course in particular because of my inexperience with the development and creation of apps. I was curious to discover and learn what was involved with this process. After watching the first video for the course I cannot say that I understand the process any more than I did before I began the first presentation. I was never asked what level of experience or interaction I have had with iOS and the creation of apps. “Knowing the students and their interests or needs will help the instructor plan useful learning experiences to ensure transfer of learning.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 157) The form of instruction chosen did not allow for an exchange of ideas between the instructor and the students. The instructor did not consider that “courses previously taught in traditional classrooms may need to be retooled” (Simonson, Smaldino, Michael, & Susan, 2012, p. 153) for the needs of online instruction.

The instructor did not provide the learners with some basic essential information to the course. There was no form of communication established for contacting the instructor. And, there was no calendar or syllabus provided with due dates on assignments

There was no consideration to the learner and the needs of the learner in this course. “By knowing more about students, the instructor can develop supporting materials to individualize instruction.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 155) There was no consideration to interactivity, with the learner, to the presentation. “It is important to remember that no matter which technological formats are used in distance education, the trend is to reduce the amount of information delivered and to increase the interactive value of the learning experience.” (Simonson, Smaldino, Michael, & Susan, 2012, p. 157)


Reference
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance, foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012

Selecting Distance Learning Technologies

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.


As the instructional designer responsible for this program, one of the tools that I would implement in the development of this course is a Course Management System, like Course Site by Blackboard. CourseSite provides the instructor with the opportunity to create online courses where they have the ability to “add a web–based component to their courses, or even host an entire course on the Internet. You even choose your own URL, so students can find your page easily.” (Coursesites, 2012) It allows the instructor the option to create interactive e-learning platforms that allow for posting of course materials, videos, audio files, chat rooms, mobile learning access, lesson plans, collaboration and accessibility anytime and anywhere.


A second technology that I would incorporate into this program is the use of Adobe Captivate. Using this program would allow me the opportunity to incorporate simulated learning presentations, through virtual realities or prerecorded procedural videos, on the proper use of the equipment used throughout the plant. “The virtual worlds appear to have exciting potential for placing students in real-life applications of course content.” (Simonson, Smaldino, Michael, & Susan, 2012) My students could also watch videos that would present the proper safety procedures to follow on the plant floor, as well as watching videos that would present the procedures in the event of an accident. Adobe captivate could also create interactive assessments that would guide the student through the step-by-step process for completing and assuring they have mastered the skills needed for safely operating the machinery on the plant floor.


Finally, for this type of course the best teacher is a hands on program where the students can demonstrate, by doing, that they understand and have mastered the skills needed for successfully working the plant equipment.


References
Coursesites. (2012). Retrieved from Get the most powerful tools for your classroom: Week 3 Assignment
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012

Why do you feel the definition of distance learning is always changing and what factors drive that change? Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has?

In our text Distance education is defined as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 32) I feel this statement does complete justice to the experience that I have had with distance learning. “Distance education is a method in education in which the learner is physically separate from the teacher.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 35) The learner is not sitting in a classroom working with the teacher and in group studies. Learners are researching, studying and examining assignments on their own. They are exchanging and sharing information. The learner enters the online classroom to share and discuss their findings.

Distant learning to me is a method of education, outside of the traditional classroom setting using technology, in which the learner is provided with the resources and materials needed to discover and explore the topics and assignments provided by the instructor on their own, thus providing the learner with the experience of learning to explore, and research a given topic. It is an education that provides the learner with the practice of exploring and researching. It provides the learner with much needed skills that become crucial tools in the individuals’ future success and career.

Distance learning affords individuals who do not have the flexibility to attend a traditional classroom with the opportunity to continue their growth and education in a non-tradition format. The beauty of distance learning is that the individual is forced to become actively involved in their learning. They cannot sit back and wait for another student to answer the question. The learner needs to provide their input and findings which they will share in the online classroom.
When I first began thinking about distance learning my thoughts automatically went to the college level learning. I thought of distance learning as a course or program you partake in to accelerate the completion of your college level course work. After reading the article “Implications for Instructional Design on the Potential of the Web” I was reminded of the corporate world. The corporate enterprise has a separate world of learning that takes place often in a distance learning environment. Unlike college level course work there are limited forms of evaluating the success of the distance learning provided. “Evaluation of any kind beyond the smile sheet is not planned, and, often, there is no provision for the measurement of learning outcomes or utilization.” (Moller, Foshay, & Huett, 2008, p. 70) As Instructional the article reminded me that we are an important part of elevating the importance of distance learning and the value that it can provide to any organization. The article also reminded me of how crucial it is for designers to become the individuals responsible for the course material development and not the instructors. “The shortage of trained people results in e-learning initiatives built by individuals who lack the expertise to produce effective products. The end result is a lack of sound e-learning instruction. ” (Moller, Foshay, & Huett, 2008, p. 71) “There is little evidence that traditional classroom models are all that effective to begin with. Moller points out that while traditional institutions can benefit from using electronic delivery methods, new ways of using technology have to be employed and understood by educators and merely recreating the present classroom experience in a more efficient manner seems wasteful when the status quo is of questionable effectiveness.” (Moller, Foshay, & Huett, 2008, p. 67)

It is equally important to try and standardize e-learning practices. There needs to be a consistency in how material and course work is evaluated and produced. The level of quality work needs to be uniform so as to provide the quality education that schools and enterprises are looking for. “Distance education could eventually be the point of leverage to develop and to propagate performance-based quality standards throughout post-secondary education.” (Moller, Foshay, & Huett, 2008, p. 67)

The definition of distant learning is constantly evolving because the needs of our society are constantly changing. In 5 years we will notice again how the definition for distance learning has changed. The world and the needs of colleges, employers and students is constantly changing and as a result the way in which we educate them will also adjust to accommodate their needs.


References
Moller, L., Foshay, W. R., & Huett, J. (2008). The evolution of distance education: implications for instructional design on the potential of the web. TechTrends , 70-76.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance foundations of distance education (Vol. 5th Edition). Boston, MA: Pearson.

Link to my mindmapping: http://prezi.com/vjqa-kna0w66/copy-of-my-desktop-template/

Photoshop week 12

Photoshop week 11

Photoshop week 10