Converting To A Blended Learning Course

Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

The first thing that the training manager should do is use a instructional design model such as the ADDIE model.  Here is a link to a website that explains the ADDIE process. http://www.instructionaldesign.org/models/addie.html

The process of moving a face to face course to a distance learning course should first be looked at in terms of whether this environment will be best for a distance learning environment.  Simonson states that if the objectives of the course are able to be met by a distance learning course, then distance learning is an effective means of education. (2012)

The next step is organizing the structure of the course.  The training manager in this situation wants to convert all of the current training modules into the blended learning format.  This is a good start, but he should also be aware that he must plan to spend time organizing the course.  Simonson suggests that it is the responsibility of the instructor, [in a distance learning environment] when designing the course, to be certain that there are hints and suggestions, clearly articulated expectations, and information presented in multiple locations for easy access.  (2012)

What aspects of his original training program could be enhanced in the distance learning format?

Interactive Media is one part of his original training program that could be enhanced in the distance learning format.  By using video, audio, wikis, and apps such as google docs the students will be able to interact with the material and collaborate with other students.  Simonson et al state that distance students derive value from collaborative learning environments.

How will his role, as trainer, change in a distance learning environment?

An instructor of a distance learning course will be more of a facilitator of learning.  He will need to make sure to set specific expectations of the students.  He will need to communicate and encourage students to participate and communicate.  He will be responsible for providing timely feedback and ensuring success of the students.

What steps should the trainer take to encourage the trainees to communicate online?

Some steps that the trainer should take to encourage communication is to set up the expectations.  He will need to state in the syllabus that students are expected to participate in communicating respectfully.  He will also have to provide a framework for how students can contact the instructor.  Simonson also states that he should provide information on the syllabus on what to do if the students are having technical difficulties. (2012)

References

ADDIE model, (nd) retrieved on August 19^th 2014 from http://www.instructionaldesign.org/models/addie.html

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

Open Culture Initial Review

This week my course assignment asked me to choose a free open course site and review and reflect on what I have learned from designing instruction.  I have chosen to review Open Culture.  www.openculture.com

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

At first glance, the website seems to be very organized.  You can choose from several categories including audiobooks, ebooks, online courses and more.  You can also search their resources.  After your initial selection you can choose a category and subcategory to help find relative information.  I viewed a few psychology courses to give me an idea of what was in their courses.  Open Culture took me to a free itunesU lecture.  It was just the audio of the lecture.  I felt that it was very easy to navigate and find what I was looking for.  Simonson et al state that the componenets of a successful learning system are the learners, the content, the method and materials, and the environment. (Simonson et al, 152)

Does the course follow the recommendations for online instruction as listed in your course textbook?

Although the material seemed to be organized well, I felt that it did not meet recommendations for online instruction as listed in my course textbook.  For example, the psychology course was an audio of a traditional lecture from a class.  Simonson et al state that the focus of instruction shifts to engaged learners, alternate ways to illustrate key concepts and activities that encourage interactivity.  (Simonson et al, 152)  The course was more of a podcast.  That is not to say that you would not learn anything from it, but it did not include some of the activities that are important in distance learning.

Did the course designer implement course activities that maximize active learning for the students?

In the courses that I viewed, there were no course activities in any of them.  Most of the content was a video or audio of a traditional course lecture.    “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 et al, 157)

References

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

Open Culture, retrieved on August 2^nd, 2014 from www.openculture.com

Tools for Collaboration

Example 1: Collaborative Training Environment

 A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.


In my Walden Class, I have been asked to respond to this example with my own ideas.  One of the things that I though of right away was google docs.  I use google docs at work frequently, and it is a great collaborative tool.  In an article written by Ronald Wagner from the California University of Pennsylvania, he points out the effective uses of the tools.  The users can create, share and edit documents, spreadsheets, forms, drawings, and presentations. (Wagner, 2010)

As the ID on this project, I would create documents for collaboration to provide the staff members with a way to collaborate on the project.  You can also share screen captures to allow other members to view.  You can create documents or spreadsheets and allow others to read them or comment on them.  Simonson et al states that “Training is technologically based, highly visual, and available on demand.”  Simonson, 2012)  The book goes on to state that the training is available whenever and wherever students need it.  This is an important point in this scenario because if the staff are located all over the country, they may be in different time zones and not able to view resources at the same time.

The other technology tool that came to mind are wiki’s.  A wiki is a web application which allows people to add, modify, or delete content in collaboration with others.  (Wikipedia, 2014)  In one of my previous Walden courses, I worked collaboratively with a group of students in a wiki.  It was a great collaboration tool.  We were able to share, change, and comment on documents and photos.  You can upload files in many different formats for others to view.

In 7 things you should know about Wikis, the article states that anyone with a web browser and access to the internet can asynchronously communicate and collaborate with the group across the internet.  Wikis can incorporate sounds, movies, and pictures and can be a simple tool to create multimedia presentations. (Educause Learning Initiative, n.d.)

References:

Educause Learning Initiative.  7 things you should know about Wiki’s.  retrieved on July 19, 2014, from  http://net.educause.edu/ir/library/pdf/ELI7004.pdf

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

Wagner, R. Educational technology: Using Google Docs as a Collaboration Tool.  Athl Train Education J.  2010;5(2):94-96

Wiki. (n.d.).  In Wikipedia. Retrieved on July, 19, 2014, from http://en.wikipedia.org/wiki/Wiki

Distance Education

Distance education has many different definitions depending on what source you are talking to.  Most people agree that distance education is when the teacher and student are separated.  It can not only be web-based but can be any assignment that a student learns away from the learning environment.  Previously, when I thought of distance education, I thought of web-based or online learning.  I thought of something similar to Walden University’s program.  From my first week of class, I have learned that it can be so much more.  I am excited to learn more about distance education.

As another online class comes to a close, I will be reflecting upon what I have learned and how I will apply what I have learned in future courses and in my career.  I have found myself very happy with the courses I have taken and will continue on my path.

As I have furthered my knowledge in how people learn, something that I found surprising is how interrelated the learning theories can be.  I am impressed with the fact that the theories that I have learned can be used in combination with each other and not used in isolation.  “Understanding these different learning styles can help you to design more effective learning experiences for all learners.” (Ormrod, 2009

I have learned that I am intrinsically motivated to learn.  Some of the styles presented in this class reflect my own person learning style and I have acquired some strategies to help myself learn in different ways.  Educational technology is a field that I am interested in and I love learning about the new advances in technology related to education.

Ertmer and Newby bring up an important point in their article.  They said that “linking” the understanding of these learning theories and instructional design is the key to having a successful learning experience. (Ertmer et al, 1993)  This information is important to me in my path towards a career in instructional design.  I must know the learning theories and put them into my design to have learners benefit from them.  Another important piece of information that I have learned in this course is that I cannot tailor all of my instruction to only one learning strategy, or try to encompass all of the strategies in one lesson. 

My favorite part of this course was the last week’s lesson on motivation.  I believe that motivating learners is an important part of education.  Even though adult learners are mostly intrinsically motivated to learn, I feel that making sure the content is relevant to the user and “grabbing” the attention of the learner is so imperative.

References

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

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.

Mind Map WIth Connectivism

Mind Map with Connectivism

My assignment this week asked me to create a mindmap to illustrate my network connections.

How has your network changed the way you learn?

My network has changed the way that I learn by using these new technologies to gain information.  Not only do I have the paper, pencil and book to learn, I also have the social networking and research.  Another way that it has changed the way I learn is that I am always wondering "what is the resource?" for the things I read online.  We obviously have to be careful, because anyone can post online.  

Which digital tools best facilitate learning for you?

I find I best learn from a good discussion or a video or powerpoint presentation.  Although I read the book and materials, I have an easier time understanding the material presented when I can watch a video or a powerpoint presentation on it.

How do you gain new knowledge when you have questions?

If I have a question I search for the answer online.  I would do some internet research to find out more information.  If that does not work, I post a question to my professor or work colleagues.  The response generally clears up any information I need.

In what ways does your personal learning network support or refute the central tenets of connectivism?

Connectivism is the notion that we learn through the networks that we construct to obtain knowledge.  Most of my networks support the central tenets of connectivism.  I would say that facebook mostly does not support my knowledge.  Although, sometimes some of the people in my same line of work post relevant knowledge that I learn from.  The blogs, internet research, PD, and classroom resources definitely give me ways to gain new information.