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.

Reflecting Forward: How It All Applies

On April 20, 2010, Good Morning America captured a live interview with parents Christine Yablonski and Phil Biegler on Defending Unschooling: It’s Not Anything Goes. By this time, I had entered my sixth week in the Learning Theories and Instruction course and could not help but ponder the question of whether the concept of “unschooling” will be the next learning movement even after all that I had learned to date. After pondering this thought for awhile, I began to think of how, as an Instructional Designer, my role will play in tomorrow’s world of learning. In order to gain a better understanding of such a role in the future, I needed to allow myself to delve deeper into the understanding of how the various learning theories, styles, approaches and methods played a part in my past and present life.

The Learning Theories and Instruction course brought a plethora of the learning concepts I had been introduced to in the past through informal methods together into a more comprehensive forum. For instance, the concepts of A.D.D.I.E (Analysis, Design, Development, Implementation and Evaluation) and the A.R.C.S (Attention, Relevance, Confidence and Satisfaction) model have been part of my learning path before I realized what each concept meant, offered or how to apply them to learning, not only my own but others as well. In my current role as a training professional, my primary goal is to provide instruction to regional Call Center Associates regarding sales order management systems, procedures and policies for the medical device and diagnostic sectors of our organization. Prior to being introduced to A.D.D.I.E and the A.R.C.S model my method for training was based upon my previous learning experiences and what I felt was the best approach for the attendees of each class. Since my initial approach to learning was later discovered to fall under the cognitive and constructivist school of thought, I realize today that my teaching style fell under the same suit. Although my cognitive approach was found beneficial in delivering systems learning, by analyzing the course curriculum and the Associates motivational levels I found myself incorporating interactive (hands-on) sessions and role playing as part of the curriculum to maintain engagement of the Associates and to gauge (or evaluate) their level of comprehension on the subject matter allowing to build confidence in their daily work responsibilities.

Although earlier approaches were with the intent to understand the subject matter and deliver a strong and comprehensive training, this course has provided me with a deeper knowledge of the best way for me to approach future learning and how to apply such personal growth in how I assist others in their learning quests. To understand that my learning platform is built on cognitive and constructivist thoughts, theories and methodology but has developed into a cornucopia of various learning methods provides me with a renewed outlook on tomorrow and how instrumental such an understanding will play in my role as a current and future Instructional Designer. For example, my understanding of behaviorism provides me with additional instructional design tools in how to approach creating a learning plan or training course dependent on the course attendees. From a personal learning approach, I tend to steer away from behaviorist tendencies however I have come to embrace that such an approach may be beneficial to others when managing a task that requires rote skills.

Though there is so much more to learn, the knowledge I have attained thus far will assist in my growth in the field of Instructional Design by providing me a launching pad of history and the understanding of the various learning theories and styles. It has enabled me to not only understand my learning style(s) but has allowed me to understand and embrace the various ways of how to educate others in turn causing me to think “out of the box”, as well as open my eyes to our current and future world of technology and how it will assist and benefit us in our instructional design efforts.

This brings me back to my initial question and opening statement of whether the concept of “unschooling” will be the next learning movement even after all that I have learned to date. From an Instructional Design perspective, I find that the concept of “unschooling” will be classified as a learning style and theory in approximately 5 years. From a distance, the concept of “unschooling” takes on a different approach to reverse psychology in learning. Ideally, each learning theory and style we have learned over the past 8 weeks may be applied to such an approach with a larger focus on humanism. As an instructional designer, this concept opens us up more to the acceptance of connectivism and the potential to branch our knowledge off into the educational technology arena much like George Lucas’s Edutopia ™. George Lucas captured it perfectly in an interview with Daniel Goleman regarding Edutopia™ and I hope to apply the same principals as I further my path in Instructional Design. He said,

A really good teacher is not a person who is dictating information to students. We have discovered that if a teacher approaches teaching saying this to the student, "You are a bright intelligent person who can figure this out on your own, and if you need help, I'll help you" -- if you take the teacher out from the front of the classroom dispensing information, and you encourage students to find the information on their own with the teacher as a guide or facilitator in their information-finding adventure -- the students will learn a lot more and be much more empowered.

This very notion, regardless of the method of delivery (e.g. on-line training), carries a vast amount of weight in our efforts to learn and instruct, and to embrace this notion allows us as Instructional Designers, in my opinion, to reflect forward and apply all that we have learned and know to provide assistance in growth to others.