Developing Oneself for Success

Although it is required to identify a development plan on an annual basis, my personal development plan has been more of a career planning road map. Upon entering the organization, we were asked to map out a five year plan and present it to our immediate Supervisor. As memory recalls, my five year plan consisted of the following:

Reflecting back, it seems that I have taken that five year plan and stretched it across a career with the intended goal of becoming a Professor later in years. From an organizational development perspective, many opportunities have been offered, but none so rewarding as those in the past two years.

For the purpose of this blog the following reflect types of developmental opportunities, as identified by Noe (2010), have been offered to me and have provided the opportunity of enrollment a Master’s program with Walden University, has enabled me to become more focused, and allowed me to consider/embrace other developmental opportunities in the very near future. The following table captures these development opportunities and how each plays a critical role in my career path and success.

In addition, the opportunity to enhance development within the organization is also milestone. The below presentation captures a drafted proposal to increase developmental tactics and identifies its importance as it relates to the organization's mission and vision.

Promoting Employee Development

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References

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

To “E”, or Not to “E”; That is the Question

As a distance learner, accessibility to information and learning tools is an important aspect of learner development. In distance learning, multimedia and computer-based training offer the learner various means of connection to critical information and learning tools through audiovisual components, the internet, e-learning, and web-based training. Although Noe (2010) categorizes each of these technological methods as extensions of the other, each offers accessibility in various methods that can enable a learner to expand their knowledge. For instance, the internet serves as a launching pad for e-learning and web-based training, but as a standalone tool, the internet offers the ability for a learner to take a journey through search engines and hyperlinks. Overall each offers the ease in accessibility, flexibility and, at times, cost-efficiency necessary to introduce a subject matter to an individual or a global community.

Imaging the unmanageable schedule of juggling a family, fulltime employment, and a fulltime course load is off in distant memory. The introduction of “e” to learning has offered numerous opportunities to many regardless of race, gender, religion, class, or status. But when does the question come to mind: “e”, or not to “e”? The basis of distance learning is to drive learning through self-motivation, generate social interaction, and offer global expansion (Noe, 2010).

The concept of distance learning has brought a new frontier of innovation and the need to provide education on the go. So how can distance learning be achieved in a more flexible and accessible manner from a learner perspective? How about through e-readers?! The e-reader (e.g. iPad) is the latest innovative method of “e”ducation of the go! Created to be taken on the go like a good paperback novel, the e-reader was agreed to be lightweight, convenient, and portable; yet conversely, the lack of desktop publishing (i.e. note taking and/or highlighting) impacted many of the learners’ decisions regarding continued use of the device as a primary learning tool (Janssens, G. & Martin, H, 2009; Shurtz, S. & von Isenburg, 2011). Although there is still room for improvement, technology continues to grow and change. Through innovation, the e-reader can be enhanced to meet the desired needs of educators and learners at a global level bringing back the nostalgia of opening a book while considering global efficiencies through reducing waste and expanding the avenues of accessibility to the desired learning portal no matter where the learner is located. Now that’s something to ‘chat’ about!





References

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Janssens, G., & Martin, H. (2009). The Feasibility of E-Ink Readers in Distance Learning: A Field Study. International Journal of Interactive Mobile Technologies, 3(3), 38-46. doi:10.3991/ijim.v3i3.726

Shurtz, S., & von Isenburg, M. (2011). Exploring e-readers to support clinical medical education: two case studies. Journal of the Medical Library Association, 99(2), 110-3. doi:10.3163/1536-5050.99.2.002

A Needs Assessment

When planning a needs assessment for any organization, institution, or independent company, accessing information is critical. Informational assets could drive the need and/or methods and approach for training implementation. A key component in accessing information relies in the stakeholder identification. It is essential to consider the perspective of the stakeholder while contemplating the most effective and efficient instructional design direction. For the purpose of this week’s entry, a needs assessment is being conducted for a major food chain named Whole Foods. To better illustrate the process, the following is a hypothetical scenario related to the process.

Whole Foods’ premise is based upon community, diversity, wellness, and environmental awareness. The Regional Training team is seeking external instructional design guidance regarding the customer service training course “How to "WOW" Our Most Important Stakeholder”. The latest sales projections reflect a downward curve for a west coast store that generally would generate revenue over the weekly projections. This downward trend raised concern among the Board of Directors and the Leadership team resulting in the possible need for training.

After meeting with the Regional Training team the following were identified as key Whole Food stakeholders:

• Customers
• Employees
• Philanthropic partners
• Agricultural partners
• Environmentalists

To gain additional insight regarding the store and Whole Foods it had been decided to interview, observe, and research the identified stakeholders and organization. The interviewing method would be conducted through online surveys via the Whole Foods website and at the store front location to provide flexibility in participation. To gauge a better sense of the organizational setting, observations and personal interviews would be scheduled and conducted by the instructional design team to gain an internal perspective. Lastly, training and other supporting materials were provided to understand the vision and mission of the organization better.

To effectively manage the needs assessment stakeholders were asked questions during key phases of the process. The following illustrates the analysis phase, stakeholders, and questions posed.

Whole Foods had managed its advertising of local product and market goods. The community relies on knowing when the newest arrival of produce becomes available because of the high vegetarian and vegan population and restaurant venues catering to the local community. Upon the initial opening of the store location marketing enabled the community to plan for various harvest festivals and understand how to best manage nutritional care. The marketing efforts were primarily promoted by its front line employees upon entering the store or during the time of check out. The Regional Training team identified that this particular location changed over the store educator last fall and training the customer service training courses had taken a backseat to other business and stakeholder impactful events.

In this scenario, the importance of assessment is identified as critical. Without the effort, it would have been challenging to illustrate the stakeholders’ concerns and the root cause. As noted by Noe (2010), “The first step in a successful training effort is to determine that a training need exists through a…needs assessment” (p. 132), and in this case training and other identified areas of improvement were required to continue the Whole Foods’ success story.


Reference

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

The “Truth” About Training: Taking It All Into Consideration

For audio: http://www.mediafire.com/?bhy73mpjfxocz2t

It can be argued that training serves as a pillar in organizational success. Consider this. A new hire employee enters a training room with the anticipation of starting the first day in a formal training setting where the appropriate knowledge transfer takes place whether through eLearning, simulation, instructor-led (ILT) or on-the-job training (OJT). Instead, the new employee is welcomed to the organization with a firm handshake and a congratulatory smile followed with “welcome to the job and good luck”. Without hesitation the new hire employee is shuffled off into the workplace environment and expected to meet the desired monthly performance metric.

Different? Definitely. Innovative? Possibly. Competitively smart? Let us consider this. It has been discovered that training can aid in organizational success by:

• Providing opportunities to enhance knowledge and skill development (Bradley, 2010)
• Initiating structured programs to drive knowledge transfer of both explicit and tacit knowledge (Noe, 2010; Laureate Education Inc., n.d.)
• Building (reproducing) preferred behaviors regardless of environmental factors and/or changes (Laureate Education Inc., n.d.)

Taking these factors into consideration there is a higher probability in increasing retention rates, gaining return on organizational investments, and decreasing costs, in turn creating a more competitive advantage. When all is considered, training appears to be the better option!


References

Bradley, A. (2010). Shifting away from an employer’s market. Training and Development, 64(7), 16–17. Retrieved from the Academic Search Complete database.

Laureate Education Inc., (Producer). (n.d.). The Truth About Training. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693735&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

EIDT-6501-1 Training and Development

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Change?!? Oh, change...inevitable change.

Over the past 10 years, the standard format for the new hire training model consisted of a 6-week didactic learning session with intermittent practical sessions. The new hire training sessions tend to be driven based upon the business need and organization headcount. In 2010, the leadership team, consisting of the local Site Lead (Manager) and Supervisors, decided to schedule a new hire training to begin in the month of August. In preparation of the scheduled training the training team began project planning. August approached and the new hire class began and ended as scheduled. As the trainers evaluated areas of opportunity to prepare for potential trainings in 2011, the leadership team landed news on the team regarding an additional new hire training class intended to begin in the month of November. Although unanticipated, the trainers were prepared to revamp the August schedule for the upcoming class and extend the designated training room; the leadership team agreed.

As time grew closer to the November training start date changes to the training (project) plan became vast. To ensure the new hire associates received the appropriate human resource information and tools for the job the leadership team requested that five 1-hour or 2-hour modules be added to the training roster without the extension in project timeframe. The requested changes identified the need to change the scope of the project in relation to the timeline, resource allocation, and identify potential business impacts. In such cases, Greer (2010) offers potential solutions on how to effectively address and manage scope creep. One key element of consideration would be to remain calm (p. 36). Scope creep, whether positively or negatively impacting a project, can be overwhelming and at times generate additional energies in relation to the project team and resource allocation. To avoid becoming overwhelmed any change in scope should be backed by written approval by project stakeholders and/or the client (Greer, 2010; Laureate Education, Inc., n.d.).

The training team scheduled a meeting with the leadership team to further discuss the identified changes which resulted with an agreement between both parties to extend training an additional two weeks which allowed for the new hire associates to receive the equal amount of time of subject matter training in relation to previous programs. Unfortunately such a changed also extended the timeframe in which the trainers would be allocated to the project 100% of the time impacting the base business requirements. Looking back on the experience, the requested change would have been managed differently by scheduling the human resource information and tool sessions during a designated week either before or after the subject matter training to maintain focus and avoid potential business impacts and mitigate risk. To date, the new hire training has been under a microscope in relation to delivery methods and approach to further mitigate risk in direct relation to timeframe and resource allocation. To address many of the underlying issues the new hire training will be revamped to be inclusive of a blended and self-paced e-learning environment. Although ideal from a regional perspective, budgeting is another aspect of such a change and result of scope creep that must be considered to be success. Either way, obtaining approval is critical and being flexible in relation change is even more critical!



Resources

Greer, M. (2010). Project “post mortem” review questions. In The project management minimalist: Enough PM to rock your projects!. Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf

Laureate Education, Inc. (Producer). (n.d.). Practitioner voices: You can’t win them all. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

How to Keep it within Budget

Whether as a client, an instructional designer, or a project manager, it is important to understand how to effectively work within and/or manage a budget. The purpose of this week's posting is to provide a few useful tools related to budgeting and provide visibility to some alternative options when approaching instructional design or projects in the near future.

Clark (2010), author of Estimating Costs and Time in Instructional Design, provides a high level overview on project budgeting and critical elements to consider when budgeting for a project. Clark provides examples of training cost estimates, development hours, and varying timeframes related to budgeting for a training project. Clark’s approach provides the novice and veteran instructional designer a sample checklist or sounding board in preparation of a project. Although each component is found to be beneficial, one component stood out the most: seat time. When taking into consideration project budgets, especially for training or educational projects, a project manager or instructional designer may overlook the necessity to factor in the “seat time” in relation to the budget. However “seat time” is something to strongly consider in relation to meeting project deliverables. Determining the “seat time” could ultimately determine the type of delivery method and the costs related to the chosen delivery method or style. For instance, while working on a current project to transform the current new hire training module from instructor-led-training (ILT) to a blended (or hybrid) training model consideration of the duration of ILT modules must be taken into account. Based upon limited resources and the need to train four satellite departments, the need for online and interactive learner driven methods is extremely high and necessary. Calculating “seat time” as a factor not only provides insight to the stakeholders and project team that may not have been seen had not been taken into consideration during budget planning resulting in making an less educated decision on how to best proceed with meeting the project deliverables in the most effective and efficient manner, but also considers the perspective of the learner and the time required to learn a subject matter versus from the instructor or facilitator perspective which also drives another aspect of success.

Radcliffe (2009) offers budgetary insight from an instructional designer perspective useful for the novice to the most veteran Instructional Designer in the presentation Course Development on a Budget – Reasonable Options to Save Time and Money. In this presentation Radcliffe offers alternative solutions in relation to project development and time management needs. Although Radcliffe does not address the methods on how to go effectively approach budgeting for a project, the alternative solutions offer another avenue to potentially alleviate frivolous product costs or inflated budgets. Course Development on a Budget – Reasonable Options to Save Time and Money (Radcliffe, 2009) provides a comparison of solutions and the benefits of less expensive selections. What was found most useful, from a personal perspective, were the high level breakdowns of user-friendly software that could aid an instructional designer to meet many of the desired results in relation to a project. For instance, SnagIt and Jing are great tools to meet various instructional design needs from graphic capture for document creation (e.g. training manuals) or multimedia presentations (e.g. online learning tools). In previous experiences, each has served as beneficial, supplementary, and cost effective tool/software to meet project deliverables with emergent turnaround times. For additional information, review the following presentation.

Course Development On A Budget

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Resources

Clark, D. (2010, June 23). Estimating Cost and Time in Instructional Design. Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html


Radcliffe, T. (2009). Course Development on a Budget – Reasonable Options to Save Time and Money [PowerPoint slides]. http://www.slideshare.net/tradcliffe/course-development-on-a-budget

It's All In the Approach: The Art of Effective Communication

The Art of Effective Communication (Laureate, n.d.) offers three modalities regarding peer-to-peer communication concerning the need for data in order to meet a required deadline. The modalities were delivered in written (email) and spoken (voicemail and face-to-face) form. The following provides a summary of how each modality was interpreted or what was perceived based upon the content, tone, and delivery of the message.

Ironically, the need for the data referenced in the message was consistent across each modality. Yet the there was a variance in tone and expression. Although delivered in written form the email prompted more urgency to the reader while the voicemail gave a sense of concern. Since emotions were translated through visual stimulation during the face-to-face conversation, the message was perceived as more engaging and straightforward versus accusatory as it could have been portrayed to others via email.

Each modality delivered the message clearly however, the voicemail seemed to be conveyed best based upon the utilized words, phrases, and tone. For instance, the use of first and second person seemed to lack in emphasis than did other key words such as “ETA”, “report”, and “data”. One of the main factors that influenced this selection, or choice, was the tone of the message. Although sounding concerned, the caller was able to portray a sense of urgency in the need for the data without seeming overly accusatory. Most importantly, the closing was perceived as sincere unlike the face-to-face interaction which was perceived as less sincere.

As proven through this exercise, different interpretations or perceptions can be drawn through different modalities. The critical lesson learned from this exercise in relation to project work and/or project management is how important and effective or ineffective the mode and method of communication can be in situations. Portny, et al. (2007) find one aspect of success is the ability to communicate effectively, and argue that “Through communication people exchange and share information with one another, and influence one another’s attitudes, behaviors, and understandings” (p. 357). Taking this into consideration it is important to hone in on effective communication skills whether through written or verbal form by recognizing how to build a rapport with our clients and team members, when to introduce the use of first, second, or third person, to be aggressive in the approach, or decide the best mode of delivery to the intended audience. Starting off with these few items provide steps closer to potential success.


Resources

Laureate Media (n.d.). Art of effective communication. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Learning from a Project “Post-mortem”

Upon the conclusion of any project, questions may be raised regarding the actual effectiveness of the implementation. In The Project Management Minimalist, Greer (2010) raises various post-mortem questions regarding the project, its effectiveness, and thoughts surrounding best practices and better approaches for the next release (p. 42-43). Referencing some of these questions, the following provides a high-level post-mortem analysis for a project executed and implemented for a regional supply chain customer service organization.

In January 2010, the regional Customer Service Centers were faced with a massive overhaul in system integrations and upgrades. Such changes prompted differences in business with customers as well as daily business processes. By March 2010 the return rate increased 3 times more than the previous year. With raised concerns, the Returns Business Process Owner raised the task in determining the reason for such an influx and how the data translated into a quality performance metric. Through data validation two areas of opportunity were identified: training and system functionality. From a training perspective, it was identified that the Associates required cognitive skill building in the area of customer returns. The training session were scheduled in June through July 2010. Each session was structured in three two-hour blocks and delivered by one instructor and facilitator daily. To drive learner engagement, the sessions focused on cognitive skill building through interactive group activities and open forum discussions. Due to the limited timeframe, the training was delivered without performing an initial needs assessment or conducting a formal evaluation phase. At the conclusion of each training session the associates were asked to complete a reaction survey on a non-mandatory basis (Evans, 2010).

From a general overview of the project, there were many identified successes. Many of the completed reaction surveys reflected extremely positive reactions and feedback regarding the approach to the subject matter and training environment. Many times, training sessions conducted for the organization were instructor-led and highly didactic. To promote learner engagement, the sessions took on the structure similar to an open forum, or outlet, for the associates to discuss concerns or regarding the returns process among peers which promoted engaged discussions allowing the chance to dispel misconceptions and provide insight on how to effectively and efficiently approach the varying customer situations when managing returns. Because of such an approach, learner engagement was higher than expected driving success in the area of interpersonal skill building, collaboration, and communication. To drive deeper engagement, learners were further stimulated by viewing “how to” directed video podcasts. The podcasts served a dual purpose. One purpose of the podcasts were to engage the learners visually and in an auditory manner to potentially commit the process to memory, and the second purpose was to allow the learner to have access to the podcasts for later retrieval for self-learning, and/or reinforcement, sessions.

Conversely this approach also created a greater possibility in training variances. Although the training was led by a primary instructor with rotating facilitators, at times the posing of different questions from session to session caused a slight deviation from the prepared materials and training session structure.Yet, the most challenging aspects of the project were in making the attempts to draw out cognitive reasoning in relation to the processes. It was unfortunate that during the information sessions, the Return BPO was unable to provide any insight regarding the intricate processes and how each impacts the site (local) or regional model. Taking this into consideration, it would have been ideal to schedule mandatory meetings with the BPO to ensure all pertinent information was being addressed and the processes were aligned with the intended regional model.
Another identified area of opportunity was in direct relation to the lack of a needs assessment and a formal evaluation. Due to time constraints, the conduction of a needs assessment was curtailed eliminating visibility to any learner weaknesses and/or strengths to aid in the design and delivery of the training. Assumptions were high in the area of delivery, being certain to steer away from a traditional method of delivery (i.e. didactic) versus the more unconventional method (i.e. open forum). Although the collected reaction surveys identified this as a success, it masked any underlying issues for those associates that were not readily active during the sessions or may not have comprehended the information being delivered. To rectify this issue in future trainings, a mandatory reaction survey will be conducted prior to and after the sessions to set the tempo and gauge the best approach for those attending each session.

In retrospect, the project lacked project management. Portny, et al. (2008) urge consideration of whether a project should begin before moving forward with any aspect of the project at all (p. 77). If it has been determined to proceed with the project, than unlike the manner in which the returns project was handled, it is essential to establish, or define, a plan. Although the overall concepts were presented, the returns project lacked a firm and formal plan. For instance, the involvement of other team members would have alleviated strain on the primary instructor and would have level set expectations regarding deliverables and goals. As noted by Portny, et al. (2008), it is ideal to “Prepare a separate description of needs for each category of personnel to be recruited” (p. 85). Doing so provides transparency to the needs and responsibilities of those actively involved in the project and promote organization and efficiency. With such lessons learned, it is recommended, regardless of how small or large of a project that project management be highly considered.


Resources

Evans, R. (2010, August 11). The importance of evaluation [Msg 1]. Message posted to http://sylvan.live.ecollege.com/ec/crs/default.learn

Greer, M. (2010). Project “post mortem” review questions. In The project management minimalist: Enough PM to rock your projects!. Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

EDUC-6145-1 Project Management

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Distance Learning: An Instructional Designer’s Perspective

As the world continues to become more innovative in the use of technology and making technology accessible throughout the world, more social connections are created. Figuratively speaking, “yesterday” connecting with another individual equated, at the very least, to having a face-to-face interaction. The introduction of telephony, correspondence, radio, and the internet changed the very notion of what it meant to be “connected” to another individual, a cause, a subject matter, and even the classroom. As the world experiences social change the need to remain connected becomes greater. It is imperative as an instructional designer to understand the flux of the world and be able to meet the needs of today’s distance education learner. Today, online courses, virtual classrooms, and online degree programs are prevalent and readily in demand to meet the flexible lifestyles of millions. Yet the looming question still remains, what does the future have to offer in respect to distance learning, distance education, and instructional design?

Siemens (Laureate Education, Inc., 2010) would urge that the growth of online utilization and accessibility would provide a greater understanding and “growing comfort” to its audience; such capabilities would also drive a sense of “global diversity” and interaction throughout the world closing a gap or disconnection. Naone (2011) would argue, however, that the future of distance learning and the instructional design approach would be more learner-centric and emotion based. In Computers Get in Touch with Your Emotions, Naone touches upon the innovative methods in which Design Interactive have taken to understand how to effectively train naval defense service men and women through the use of biotechnology. Although this method is in a research and development phase, this type of interaction would offer the world of instructional design a new approach to all methods of learning. It would ultimately stimulate a learner based environment upon their cognitive output in turn generating the need to for instructional designers to understand the concepts of emotional intelligence (Goleman, 1998) and cognitive load theory (van Merri¨enboer, J. G., Sweller, J., 2005) at a more finite level. Whether seeking the answer through the methods of closing the global gap or through highly learner-centric driven approaches, the commonality between the two remains: the need for instructional design.

Part of being an instructional designer is taking on the responsibility of identifying how to be an effective proponent of change: positive change. To aid in improving societal perceptions of distance learning and distance education it is essential to work closely with those requesting guidance and those requiring it, explain how implementing change would promote positive results and drive success towards desired goals or needs in a more efficient manner through analysis, assessments, and evaluations, and drive the benefits of distance education through the continuous development of effective and efficient courses backed by supportive data to drive a deeper success. To have a positive influence on or a positive force in the field of distance learning or distance education it is imperative to continuously learn and understand not only the industry and direction of instructional design but past, current, and forecasted societal changes that would have potential impact to instructional designer worldwide. For instance, as the need for democracy was declared by millions of Egyptians and those in support of the nation’s liberties, on Feb 1, 2011 in counteraction of the planned peaceful protests to drive President Mubarak out of office the nation’s internet access was disabled (Wedeman, B. et al., 2011). How were distance learners, educators, and organizations impacted by this social cataclysm? In the efforts toward environmentalism (Kovarik, n.d.; Barton, 2002) organizations have changed methods in training delivery streamlining the need for paper-based or instructor-led training by incorporating the use of online modules and interactive media. What impacts did such a change have on meeting deliverables or learner capabilities? In each case, whether through societal turmoil or radical change, it would be critical for an instructional designer to understand how to approach the needs of the learner.

As an instructional designer, it is important to formulate analyses to better assess situations to find effective approaches that meet the needs of the learners or intended goals and objectives set forth by the learner, educator, or client. In order to do so, continuous knowledge of learning theories, models, and concepts aid in the development of an instructional design approach that would be beneficial for the proposed time or when the societal climate shifts. Taking such a formative stance would provide an avenue for those seeking an instructional design answer closer to acceptance of distance learning as a feasible method or mode of approaching learning in turn creating a more positively receptive of distance education. With this in mind, perceptions of distance learning may be shifted to a more positive view.

Yet with any change there is skepticism. Simonson, Smaldino, Albright, and Zvacek (2009) argue “communications with someone you can see has a visceral element that is missing when that person or group of people is not “in sight”…The heart of distance education is the concept of separation of teacher and learner” (pp. 125). In such cases it is the role of the instructional designer to aid in smoothing the transition, for example, from a traditional based classroom setting to a blended or an online environment as effectively as possible by promoting continuously engagement and opportunities of interaction with a learner’s colleagues and instructor; for it is the visceral and emotional connection that aids in driving self-motivation or building a strong foundation toward success.


Resources

Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2010, December 9). Reference list: Books. Retrieved from http://owl.english.purdue.edu/owl/resource/560/08/

Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2011, February 3). Reference list: Electronic sources (web publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/

Barton, G. (2002). The green movement. In American environmentalism (pp.127- 170). California: Greenhaven Press.

Goleman, D. (1998). Appendix 1: Emotional intelligence. In Working with emotional intelligence (pp. 317-318). New York: Bantam Book.

Kovarik, W. (n.d.). Environmental history timeline. Retrieved from http://www.environmentalhistory.org/?13c4cfd8

Laureate Education, Inc. (2010). The future of distance education. [Video file]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Noane, E. (2011, February 24). Computers get in touch with your emotions. [Web log content]. Retrieved from http://www.technologyreview.com/computing/32429/?p1=MstRcnt&a=f

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

van Merri¨enboer, J. G., Sweller, J. (2005, June). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. doi: 10.1007/s10648-005-3951-0

Wedeman, B., Pleitgen, F., Watson, I., Ahmed, H., Faraj, C., Abdelaziz, S., Abedine, S., Theodorou, C., Verjee, Z., & Lee, I. (2011, January 31st). As Mubarak cuts communications, major demonstrations expected. [Web log content]. Retrieved from http://www.cnn.com/2011/WORLD/africa/01/31/egypt.protests/index.html

Making a Transition: Converting to a Distance Learning Format

Making a transition from a traditional, face-to-face, learning environment to a blended (hybrid) or distance education environment poses many questions at times left unanswered without additional guidance and best practices. This guide is intended to provide a high level overview of best practice methods and/or considerations when taking steps to transition from one learning delivery method to another, specifically traditional to blended or distance learning.


Converting to a Distance Learning Format

Before reading further take a moment to think about the objectives, desired goals, and intent of the course being considered for distance learning conversion. If the previous sentence prompted a second guess or generated more questions then take some additional time to consider the need of converting any courses to a distance learning format. Ready? If so, then a considerable amount of time has been taken to understand the objectives, desired goals, and intent of the course being considered for conversion to a distance learning format. This guide is intended to outline some of the best practices when considering the transition from traditional face-to-face (F2F) learning course to a distance learning format.

Whether the transition is from a F2F learning environment to a blended (hybrid) learning environment (Simonson, Smaldino, Albright, & Zvacek, 2009), or to a strictly asynchronous internet, or intranet, based environment, the following information is outlined to create a framework to aid in the process of a successful conversion. However, one underlying importance of this guide is to drive the understanding that it is highly critical and essential to harness a strong and continuous relationship with the learning audience to ensure overall success. Trainer, instructors, and facilitators must be able to actively and continuously engage the learners while assessing the learners’ comprehension and cognitive skills to drive success. Durrington, Berryhill, and Swafford highly encourage learner support as “the change in delivery system from traditional face-to-face instruction to an online mode presents challenges to distance education…” (para.3). Lack of learner support and/or guidance would foster a potentially unstable learning environment and decrease the chance of goal attainment. While reading the various sections of this document keep this in the forefront of thought to promote a better sense of judgment in delivery method and course content transition.

Pre-Planning Strategies
Aside from determining whether such a transition is ideal for the course and its learners, there are various aspects of consideration. Pre-planning strategies can serve as a preparatory checklist to making the final decision to move forward in the conversion efforts. Although the following is not a comprehensive list of pre-planning strategies, it does draw out some of the most important ones.

Course Assessment
Before drafting out graphic representations of interactive modules and storyboarding Adobe Flash designs, it is critical to assess the course(s) intended for transition to determine the efficacy and/or potential impacts of transition. While assessing the existing courses intended for transition attempt to gauge what components of the course would translate effectively in a different format, whether F2F or in a distance learner environment (Laureate Education, Inc., n.d.). If it is discovered that some of the courses would be more effective in their current state then assess the next course and so on until all courses have been reviewed and a determination has been made on the best method and mode to deliver the course content.

Learner Assessment
Course and learner assessment, at times, can be equated to the “chicken and the egg” theory or discussion. Which one should come first? Frankly, it may demand on the familiarity of both. However, the main consideration when approaching the learner assessment would be to focus of the attributed of the learning audience and identify areas of opportunity in relation to learner adaptability and/or comfort. Motivation and interactivity are commonplace attributes when speaking of learner success in a distance education environment (Simonson, Smaldino, Albright, & Zvacek, 2009; Lambert, Kalyuga, & Capan, 2009; Durrington, Berryhill, & Swafford, 2006). Addressing the variations in learner attributes provides another framework on the best method on how to approach the conversion or how to enable the learner with the appropriate tools to be successful in managing and completing the course(s). Some learner attributes to consider would be:

• Preferred method of training delivery (asynchronous vs. synchronous)
• Self-motivating
• Technological “know how”

To aid in this assessment process it is recommended to review studies or analyses related to learner attributes. For example, Jegede and Kirkwood (1992) evaluate the adult learner and the introduction to distance learning has on a learner’s anxiety, lifestyle, and success.

Asynchronous versus Synchronous
Another aspect to consider during the pre-planning strategy is whether or not components of the course will be delivered asynchronously or synchronously. Asynchronous methods should be considered when there is limited need to have real-time interactions with a learner versus a synchronous method which offers the flexibility to real-time interactions with the learner whether in or out of the classroom. Some considerations when making the decision to take an asynchronous and/or synchronous approach are encompassing of some of the following pre-planning strategies such as budgetary concerns and accessibility.

Budgetary Considerations
Drafting a strong project plan can aid in discussions concerning budgetary considerations and return on investment (ROI). Although through various evaluations and feedback sessions areas of opportunity have been identified in relation to the course learning delivery mode or method, much of any of the recommended edits or changes to the existing materials will take time and at times it can be substantial. Financial buy-in can be a critical contributing factor in the consideration of the overall design and approach to the course transition. Simonson, Smaldino, Albright, and Zvacek (2009) speak to the realism in effective business planning when considering distance education (p. 328 – 329). Although much of the feedback provided is in direct relation to the platform or delivery and design components of a distance learning course, it must be understood that these aspects also generate a need for revenue. The ROI must be transparent to the stockholders to ensure a potential budgetary foundation that is a strong and solid one. If the means far exceed the dollars allotted to the project or overall effort reconsider the approach and spend within the budgetary means.

Accessibility
Once any budgetary concerns have been addressed and solidified, it’s time to start thinking about accessibility. Remember, think outside the box. Accessibility considerations should be taken into account for the learner, instructor, facilitator, and any other individual that is required to have access to the course and its content. If it has been determined that a portion of the course content requires role playing this is an opportune moment to draft out effective and efficient methods on how to incorporate this into the course to meet the desired goal(s). Mantyla (1999) offers various methods of adapting existing F2F exercises to a distance learning environment. For instance, Mantyl offers video teleconferencing as a potential option in meeting such an instructional design problem (p.87). Yet when considering the various possibilities it is essential to think realistically and within the limitations of the receiving and delivering audience. Referencing this example, some questions to possibly consider would be:

• If delivered by video teleconferencing, will the learners have access to view the media during the teleconference?
• If the learners require accessibility to the video teleconferencing media and related equipment, whom will be responsible for purchasing, delivering, enabling, managing , and aiding technical support of the equipment?

Although the above list only captures a few questions to consider in relation to the noted example, it should be understood that a more comprehensive list of questions would aid in understanding the accessibility needs and potential impacts on a larger scale.

Bandwidth/Connectivity
After it has been determined the most effective and efficient manner method or mode of accessibility, the next consideration would be bandwidth and connectivity. Even though bandwidth and connectivity are terms most often related to the utilization of the intra- or internet, it is important to understand that these terms are also interchangeable in other environments. Bandwidth, at times, is used in relation to the resources, whether electronic or human, available to aid the success of the project. Without taking the amount of bandwidth of the resources into consideration, energies could be exhausted before the project gets off the ground. Connectivity is also another important term. If it has been decided that a portion of the course should be delivered utilizing the intra- or internet, it is critical to understand how the connectivity is enable and maintained. Build a relationship with the technical team as well as the operations or maintenance personnel. Keep in mind, connectivity is not only related to successfully accessing an online course but also relates to the equipment that allows such access. Electrical power, computer passwords, and other aspects of the F2F and distance learning environments also provide a source or method of connectivity. To mitigate any risks in this area revisit technical specifications and worker commitments and availability.

From Trainer to Facilitator
At times, the transition from a F2F environment calls for the transformation of the role of trainer or instructor to facilitator. No need to have great concerns, a transition from trainer to facilitator would not limit the interactions with the learning audience in fact it may be of an equal or greater effort to maintain interaction among the learners. The main variation between trainer/instructor and facilitator is how the approach to the course content will be managed. In a F2F environment a trainer/instructor would engage the learner through didactic sessions and direct questioning.

A facilitator, whether in a F2F or distance environment, would approach the learner from a more guided perspective through thought provoking questioning methods. However, regardless of the role, it is important to maintain a positive classroom culture. Simonson, Smaldino, Albright, and Zvacek (2009) argue the importance of creating a collaborative classroom culture through the generation of continuous engagement by discussions or group work assignments (p. 165- 166).

Other aspects to consider in relation to role transition from trainer/instructor to facilitator would be the expansion of personal knowledge of the learning audience, distance education, distance learning, and how effective the actions taken in the new role equate to the old. As previously mentioned, building strong partnerships with other department personnel would aid in the success of the course project. Yesterday trainers may have managed 95% of course updates and troubleshooting scenarios. Tomorrow there may be a need to partner with others, such as instructional designers, graphic artists, and technicians to ensure the course is deliverable.


Enhancing the Original Training Program
Contingent upon what the desired goals/objectives will determine what aspects of the original training program could be enhanced in the distance learning components. Much of this would be considered upon the pre-planning phase of the project, more so during the course and learner assessments with great consideration of the budgetary limits. So ways to enhance the original training program, or components of the training program, would be to consider programs or applications that offer user-friendly navigation, accessibility, and would be cost effective. Dependent upon the intended design, some of the following programs or applications could enhance the F2F and distance learning experience:

• Wikis – A web 2.0 capability which promotes asynchronous interactivity and collaboration (i.e. Wikileaks (http://213.251.145.96/))
• Blogs – A web 2.0 capability which promotes interactivity, collaboration, and chronicling (i.e. Google blogspot (http://googleblog.blogspot.com/))
• SharePoint – Provides capabilities which serve as a document repository and encompasses web 2.0 features (i.e. wiki pages and blogs) to enhance interactivity
• Podcasts – Audio or video broadcasting through the internet by method of a media player. Provides the option of enhancing the learning experience in an asynchronous or synchronous learning environment (Simonson, Smaldino, Albright, & Zvacek)

Whichever chosen method, the most critical to remember is keeping the learner engaged through interactivity but ensuring to minimize cognitive overload (Lambert, Kalyuga, & Capan, (2009). Best of luck in a sure to be adventurous instructional design journey!


Resources
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Jegede, O. & Kirkwood, J. (1992). Students' anxiety in learning through distance education. Retrieved from http://www.eric.ed.gov/PDFS/ED360476.pdf

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, 6(2), 150-163. Retrieved from http://dx.doi.org/10.2304/elea.2009.6.2.150

Laureate Education, Inc. (Producer). (n.d). Delivery Analysis. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Mantyla, K. (1999). Interactive distance learning exercises that really work!. Virginia: American Society for Training & Development.

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

Open Source Distance Learning

Autonomy in learning has infinite possibilities for the learner and educational institutional by promoting learner responsibility, determination, drive, and various characteristics in relation to student-centered learning (Simonson, Smaldino, Albright, & Zvacek, 2009). A recent solution to broaden a learner’s educational experience, limit costs, and continuously promote autonomy has been bundled in what is called open source courses. Open source courses provide free public online access to various educational institutional (i.e. college and university) courses. Although open source courses are not credit-based or matriculating courses, they offer the same caliber of information in which a student enrolled with the institution would have received (Simonson, Smaldino, Albright, & Zvacek, 2009). As an instructional designer, open source courses may also be considered an option to an instructional problem. To better understand the features and functionality of an open source environment the MIT open source portal and two courses: SP.400 Special Topics in Women, Spring 2010 (King, 2010) and PE.720 Weight Training, Spring 2006 (Taylor, 2006) were reviewed.

Upon first glance the MIT open source portal appeared to been pre-planned and designed to meet the needs of a distance learning environment. However, after navigating through the introductory pages a few discoveries were made. Although pre-planning may have been conducted there were still areas of opportunity from a structural or navigational perspective. As identified by Piskurich (Laureate Education, Inc., n.d.). the initial stages of developing an online course should consist of storyboarding and site mapping. In this case, the site mapping component required more attention. For instance, the overview referencing the tools and “how to” criteria for the portal and courses was hidden under the help menu. Unfortunately, it was not obvious, from an end-user or learner perspective that this information should be viewed prior to proceeding with the available courses. It lacked directed navigation on where and how to start. After some time, a video, Getting Started with OCW (n.d.), file was discovered that enabled further learner engagement.



In relation to the two reviewed courses, SP.400 Special Topics in Women, Spring 2010 (King, 2010) and PE.720 Weight Training, Spring 2006 (Taylor, 2006), the effectiveness in pre-planning differed. Each course presented a navigational bar on the left of the main page of the course, and the navigational bar provided hyperlinks to the various components such as the syllabus and related materials necessary for the learner’s success. However, from a learner’s perspective SP.400 Special Topics in Women, Spring 2010 (King, 2010) provided a limited amount of detailed information in reference to the subject matter.

Although student writing samples were made available for the SP.400 Special Topics in Women, Spring 2010 (King, 2010) course, this method alleviated the ideal interaction that other online distance education courses promote among colleagues and instructor frequently engaged with the course. The lack of instructional guidance for this course leaves the learner open for self-interpretation versus direct guidance and comprehension of the subject matter and suggested readings. For those unfamiliar with the subject matter or limited monetary resources, the need to purchase the readings with limited information could potentially generate the sense of isolation from the learning experience or leave the learner uninterested in proceeding with the course altogether. The course assignments highlighted the opportunity to read certain books related to the subject matter, but did not offer the chance to interact with others regarding the topic of discussion which had been offered to those enrolled in the course with the educational institution diminishing an avenue towards effective active learning. A learner interested in this course must have a strong desire to proceed without the assistance of others; the learner must be able to work autonomously.

Conversely, PE.720 Weight Training, Spring 2006 (Taylor, 2006) provided a valued amount of detailed information in reference to the subject matter. Video references and detailed lecture notes provided guidance regarding the physical exercises and how to execute each exercise properly. From a technical aspect, the accessibility of the detailed lecture notes via Adobe Acrobat reader when the option to download the video programs were not a viable option made the learning experience better. In addition, the course identified some of the technical requirements upon the introduction to the course which allowed transparency to the needs of the learner to be successful in taking the course. To effectively promote active learning, the PE.720 Weight Training, Spring 2006 (Taylor, 2006) course promoted the need for potential engagement with others when practicing lifts (i.e. spotter) or when utilizing a gym.

As outlined by Simonson, Smaldino, Albright, and Zvacek (2009), the fundamentals of online teaching serve as a framework or guideline for instructional designers regarding the efforts towards creating an effective online distance learning course (pp. 248 – 251). Between the two courses, the PE.720 Weight Training, Spring 2006 (Taylor, 2006) course was found to be more effective and provided a more organized layout. Each made attempts to apply some of these guidelines to promote learner success. The courses alleviated cognitive overload through effective site mapping and promoting self-paced, or student-centered (Simonson, Smaldino, Albright, & Zvacek, 2009), learning. Yet whether distance learning occurs through the methods of open source capabilities, course management systems, learning management systems, or in a traditional classroom setting, it is important to consider the utilization of a structured learning model such as ADDIE (Learning Theories Knowledgebase, 2010). Without a firm foundation to structure a course or training, learning may be haphazard and detrimental to its learners.

Resources

King, Sarah E. SP.400 special topics in women, spring 2010. (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/courses/special-programs/sp-400-special-topics-in-women-gender-studies-seminar-latina-womens-voices-spring-2010/

Laureate Education, Inc. (Producer). (n.d.). Planning and designing online courses. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Learning Theories Knowledgebase (2010, May). ADDIE Model. Learning-Theories.com. Retrieved from http://www.learning-theories.com/addie-model.html

Massachusetts Institute of Technology: MIT OpenCourseWare (Producer). (n.d.). Getting started with OCW. Video file retrieved from http://ocw.mit.edu/help/get-started-with-ocw/

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

Taylor, H. PE.720 weight training, spring 2006. (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/courses/athletics-physical-education-and-recreation/pe-720-weight-training-spring-2006/

Making Distance Education Tools Work for Schools

Moments can be recalled when anticipation would set in awaiting the class trip to the Museum of Modern Art and the Metropolitan Museum of Art. Luckily being a resident of New Jersey, the travel time and distance were not a deterrent for a high school class to take on a journey of history and the arts. However, Shale Gardner faced such a dilemma with her high school history class in San Diego, California. Professor Gardner, excited about teaching the history of man and art to her students, decided a class trip was in order to broaden the students’ comprehension and culture. Unfortunately, due to educational budget cuts and restrictive policies, Professor Gardner was unable to travel outside of the state for such a venture. So, without hesitation, Professor Gardner reached out to the school district’s instructional design team for additional insight and/or assistance. As one of the instructional designers on the team, after hearing about Professor Gardner’s goal and determination, there was not second guessing taking on this project. The following provides an overview of the approach in which the design team presented to Professor Gardner to fulfill the needs of the class and provide a memorable, as well as knowledgeable, experience for the students.

The “Tour”

One key aspect to consider when tackling an instructional design problem is will the end product be just as effective in delivery as it is in presentation or packaging? Professor Gardner requested that the students have the capability to take a “tour” of the desired museums and have the functionality available to interact with museum curators and view the displayed exhibits. To answer this instructional problem, the design team presented the concept of a virtual three-dimensional tour. The tour (or course) will allow each student to access the module remotely at the same time without interfering with another’s entry. Upon entry each student would be prompted to create an avatar from a basic selection of characteristics to represent him or herself. Once created, each avatar will be visible to others taking the tour. This creates a student-centered learning environment (Simonson, Smaldino, Albright, & Zvacek, 2009) which provides the students a sense of being virtually together inside the museum regardless of their physical locations, similar to the Madden NFL™ programs but without the tackling, and allows each student to flexibility to venture the different exhibits at his or her own pace.

Another example from an educational perspective that has been noted by Berrien RESA, in 2008, as a successful three-dimensional learning tool is NASA digital learning network. Although accessibility is granted to the public, there are specific sections geared towards educators and highly informative for students of various levels of education. This site offers various supplemental tools such as guides, posters, and interactive games to aid on an instructors needs and/or a learners’ success.

Although virtual tours, worlds, or reality may depict an appealing method of interactivity, there is a greater need to ensure each student is actively learning. To fulfill the students’ learning needs, each student, regardless of the selected exhibit, will be presented by a museum curator with a series of questions for each student to answer. From a programming perspective, each question may be uploaded by the professor and linked to a learning management system (LMS) in order to assess the each student’s progress. This will allow the professor to gauge the need for intervention and allowing the course to take on a blended approach rather than solely student-centered. Such an assessment will not only engage the students and allow for greater comprehension, but also prepare the students for the required peer forum discussions.

The Forum

Once each student has completed the tour, the professor requested the capability for each student to interact with each other regarding a selected topic or group of topics. In order to best solve this problem, the designers opted to introduce the use of an LMS (i.e. Haiku) that provides the ability to create content blocks to capture images and text and offers the incorporation of discussion boards and/or blogs. Simonson, Smaldino, Albright, and Zvacek (2009) argue that the incorporation of a virtual word and the utilization of web 2.0 functionality (i.e. blogs) will enable and promote an asynchronous learning environment but to be certain to consider the reasoning and method(s) in which the course is delivered and to deter from “shoveling” the desired course information to avoid the opportunity of student-centered learning opportunities (p. 234 – 235). Although each student may access the discussion board and/or blogs remotely, the purpose of such discussion will prompt both asynchronous and synchronous methods of learning comprehension enabling flexibility for the professor and the students. While the virtual tour provides engagement through visual and kinesthetic stimulation, the benefit of the incorporation of the web 2.0 capabilities provides an arena for the enhancement of cognitive learning and offers the option to the professor and the students to interact real-time or on off times.

The 2010 Edublog awards provide visibility to some of the top innovative methods and educators that utilize web 2.0 capabilities to educate students at a distance. An example the successful incorporation of web 2.0 capabilities within the educational arena is demonstrated by a teacher’s extraordinary efforts to engage her third grade students in educational blogging. Linda Yollis, a California elementary school teacher, was a recipient of the 2010 Edublog Best Class Blog and Lifetime Achievement award. Yollis and educational colleague, Morris, speak to the benefits of educational blogs and blogging via a podcast interview (Betcher, 2011). Yollis and Morris have created a learning environment between each of each of their classes in the United States and Australia, respectively, though blogging. Each teacher urges educators to start on a smaller scale (i.e. stories) and provide the learners with the appropriate overview educational tools on how to be successful in blogging. The teachers strive to have a greater connection with other classrooms and students across the world. Yollis and Morris state that one key to success is to initiate and continue to maintain the relationships amongst the students. Yollis argued that such a learning method must be introduced during early education and the buy-in from parents of students is critical. The concern of online bullying provided distain and great concern for students’ safety. Yollis was able to successfully introduce the web 2.0 capabilities by initially making the use of the delivery method on a volunteer basis and ensuring to keep the parents actively involved in the students’ participation. With this in mind, the designers provided a comparison to Professor Gardner’s instructor-led course and the benefits of Yollis’s success in using web 2.0 capabilities.

The Decision

After a long review process, needs analysis, and assessment, Professor Gardner and the school board agreed to the implementation and delivery method of the course for utilization across the each district. The decision allowed for accessibility to all professors interested in providing the opportunity for students within one class or across multiple to learn about art history. The introduction of online learning to schools, universities, corporations, and the like extend the reach of education to various individuals that may have not been granted such privileges in the past. Yet with each benefit there must be heeded caution in regards to any areas of opportunity potential foreseen and unforeseen amongst the intended learner or group of learners. With such consideration, the job of the instructional designer can potentially be much easier to meet the needs of such a project.

Resources

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., & Brizee, A. (2010, May 5). Reference list: electronic sources (web publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/

American Psychological Association (2011). How do you cite an entire website (but not a specific document on that site)? http://www.apastyle.org/learn/faqs/cite-website.aspx

Betcher, C. (2011, January 20). The virtual staffroom. VSR38: student voice. Podcast retrieved from http://virtualstaffroom.net/?powerpress_pinw=349-podcast

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

Distance Education: Evolution through Innovation

Prior to taking the mastery level Distance Learning course with Walden University, the perception of distance learning related solely to the use of modern innovative methods to conduct and access learning and/or training through online universities or colleges, virtual classrooms, or corporate eLearning modules. However, distance learning, or more appropriately distance education (Simonson, Smaldino, Albright, & Zvacek, 2009), has been an available educational option for centuries through various delivery methods pre-existing the computer. Simonson defines distance education as “…formal education in which the learning group are separated by geography and, sometimes, by time…” (Laureate Education, Inc., n.d.). A critical aspect of distance education is not only the mode of knowledge transfer but the methods taken to deliver and assess the learners engaged in distance education. When considering the various delivery methods used to implement distance education, mail correspondence, telephony, and computer generated information may come to the forefront for some, but even these methods limit the innovation put in place to ensure educational access across the world.

Consider the utilization of symbols, such as images and/or objects, to convey a concept or an idea. For instance, smoke signals (Wikipedia, 2011) were used as an earlier form of communication. This method of communication was utilized at a distance as a method to educate or provide awareness to others familiar with such a form of communication. The transformation of man-made smoke signals to “digital smoke signals” (Allen, Resta, & Christal, 2002) provides an example of the introduction of an innovative movement towards digital distance education to allow for flexibility and transparency in learning within the realm of a specific culture.
Innovation tends to drive change and challenge the status quo to achieve better results. As previously argued on the topic of distance education and innovation,

Innovation tends to be coupled with drive and/or passion. Drive and passion tend to stem from a deeper devotion and commitment at an individual level [or purpose]. The concerns raised in relation to the adequacy of distance education warrants a continuous microscopic dissection to ensure learners are receiving a rewarding education…With the introduction of the internet and other technological tools, a commitment to disseminating adequate education through instructional tools and/or other methods must be at the forefront as instructional designers (Evans, 2011).


Today, distance education can be considered the next innovative movement in educational attainment based upon the continuous efforts in finding more innovative ways to provide training to a vast group of learners at a distance. Whether the transformation of previously crafted forms of communication were delivered through mailed correspondence, telephonically, electronically, or through other means, it is essential to understand that the future or evolution of distance education is driven by the concept of innovation and the motivation behind the innovation that may drive its success.

As technology grows so are the innovative methods or approaches to distance education. Think of the concept of three-dimensional imagery and how it was introduced to society through books, films, and social discussions decades before its conception. Innovative thinking and technological growth bring forth a tangible reality to what was once considered science fiction or mythical. With this in mind, it can be argued that distance education is still in its earlier stage(s) of growth and will mature overtime with innovation. The introduction of three-dimensional innovation to distance education can offer an array of flexibility to didactic subject matter courses by offering the learner a more highly interactive and self-paced educational experience while still receiving the adequate level of education required. Consider the utilization of a three-dimensional interactive gaming system (e.g. Nintendo Wii™) for kinesthetic courses such as engine construction. The utilization of a three-dimensional interactive gaming system provides the potential to greatly limit injuries in regards to on-the-job training or may increase the hours a technician may have hands-on experience, whether regulated or autonomously. Innovative thought has a lot to offer the realm of distance education in the very near future.

In conclusion, distance education will continue to provide flexibility to learners as long as innovative thought it continuously being interjected from an instructional designer perspective. After consideration and thought, distance education can be redefined as the innovative collaboration of distance learning and teaching in which different parties are at a distance by geography, time, or space. Distance learning provides an autonomous approach for the learner while distance teaching continuously provides the required guidance and instruction necessary for a learner’s success and assessment. As an instructional designer it is important to continue to find innovative and creative ways to approach an instructional problem, because as education evolves distance learning may be considered the most viable learning method just as classroom learning was decades ago.

Resources

Allen, N., Resta, P., Christal, M. (2002). Technology and tradition: The role of technology in Native American schools. TechTrends, 46(2), 50-55. Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=120958326&sid=1&Fmt=1&clientId=70192&RQT=309&VName=PQD

Evans, R. (2011, January 5). The impact of distance education. Message posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education, Inc. (Producer). (n.d). Distance education: The next generation. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Smoke signals. (2011). In Wikipedia online. Retrieved from http://en.wikipedia.org/wiki/Smoke_signals

New Things for a New Year!

This year, 2011, is the year to take on new opportunities and face your fears. As I continue on my journey in mastery level scholarship, I continue to learn new ways of looking at things. Training has taken on a new form and training development has been brought to a new level of innovation! I am look forward to this year and the teachings and lessons to come.