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

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/

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