Converting to a Distance Learning Format

Attached is a document describing the strategies for converting a face-to-face training into a blended training. The blended training will include both face-to-face instruction and online interaction. Some of the strategies I have included are developing visual aids such as presentations, animations and graphs. I also mention how the discussions can continue in both environments and the trainer must establish guidelines for the participation in both the online and face-to-face instruction.

Open document below:
Converting to Distance Learning Format

Open Course Analysis

http://oyc.yale.edu/chemistry/freshman-organic-chemistry/content/sessions/lecture01.html

                This open course does include materials that seemed to be pre-planned and designed for distance learning. The materials include podcasts, videos, PowerPoints, wikis, and transcripts of lectures and other vital information. The materials are broken down into units and each set of materials support that unit topic. The organization, however, makes it difficult to understand what is seen. For this course, a great understanding and prior knowledge in chemistry would be needed. There are terms that pertain more to the field of chemistry. It is an environment that keeps the learners’ mind and concentration on chemistry.  Simonson, Smaldino, Albright, and Zvacek (2012) stated that “well-designed instruction is repeatable” which this course clearly does that. Learners can access the same material each term or whenever they access it.

                When it comes to distance learning, the “focus of the instruction shifts to visual presentations” (Simonson, Smaldino, Albright, and Zvacek, 2012). This course has both visual and audio presentations. The powerpoints include pictures, diagrams, animations, and emphasis on certain words by using contrasting colors or bold letters.  The wikis also have information and visuals for note-taking. There are homework problems available for each unit that can be worked out independently or collaboratively. There are several materials delivered to maximize the learning in this course.

                Simonson, Smaldino, Albright, and Zvacek (2012) also stated that distance learning faculty should prepare in the event that technical problems occur. One way that I see this preparation is in the fact that all of the materials and assignments are already posted. All of the content is already accessible and not posted over time or each week. There are instructions for how to open materials and choices of which format to view or listen to.

                This course offers questions and situations to ponder and to add to the discussions and further critical thought.  The course also contains exam questions for review, along with answer keys. The first few were not available, but the ones that were available include open-ended questions with time frames for each question. The overall course is learner-centered in that the learner is actively learning and not seated in a classroom listening to a lecture; and the course’s faculty is “primarily designers” (Simonson, Smaldino, Albright, and Zvacek, 2012) of the courses. The instructor is not an active participant during the course.

 

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

Selecting Distance Learning Technologies

Example 2: Interactive Tours

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

 

The teacher has come up with a great idea to engage students and also allow them to tour actual art museums at a distance. One of the benefits is that using computers in the classrooms “reduce the need for special high-cost equipment or special networking” (Simonson, 2012). It also cuts the costs of travel and lodging when traveling from the west coast of the US to New York City which is on the east coast. A virtual tour still gives students that opportunity to experience visiting a New York museum. This is a great example of distance learning.

The Museum of Modern Art is a great site for students of all ages to explore the exhibitions at this museum. The “Explore” tab includes information on that exhibition, videos and pictures. Students can explore these exhibitions, listen and watch the videos as if on an actual tour with a tour guide, and answer questions as they go along. The “Learn” tab will allow the educator to use slide shows of art work in the classroom and have students answer questions along the way. This can be used a whole class assignment or independently. Working independently, students can work at their own computers, maybe with a partner, and explore these different pieces of art work as they complete questions to support their understanding.

The Frick Collection is also another great art museum. It has an online virtual tour where students can explore the actual museum and interact with the art work pieces. As the students make their way down the halls of this museum, they can click on art work and background information will pop up on that art piece. It gives the feel of actually touring the museum. There are also online lectures and videos. Its elegance does not fit well young visitors, but the Columbia Spectator calls it an easy fit “into the art repertoire of a New York college student” (Corry, 2010). This can get the high school students into the feel of college courses and exploring pieces as a college student, building their higher level thinking skills.

 

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

http://www.moma.org/

http://www.frick.org/

Corry, F. 2010. Reframing the Frick as Student-Friendly. Columbia Spectator.  http://www.columbiaspectator.com/2010/10/15/reframing-frick-student-friendly

Mind Map

My Definition of Distance Learning

My definition of distance learning comes in two different types. To me, distance learning is the process of learning information that is presented from another person or organization in a different location.  In general, this can mean simply the information gained from internet searches or informational websites such as Wikipedia or sites more reliable. People and organizations post information on the World Wide Web all the time and the information is available for anyone who has access online. A person can go online and obtain information on just about any topic there is to know about. Demonstrations and tutorials can also be accessed.

The other type of distance learning is what I consider distance education. Distance education is obtaining information and skills like the above description, but in the form of a course. Courses are given online through universities or other institutions. Distance education can also be through courses through organizations. Some companies forward learning material to their employees.

In other words, I see distance learning as a person obtaining information from others around the world either through books, magazines, internet, or other ways of obtaining information for personal use; and distance education as this same thing, but within the structure and standards of a university, institution, or organization. To me, distance learning is informal, and distance education is formal. Simonson discusses distance learning as a part of distance education: there’s distance teaching and distance learning that makes up distance education. (Simonson, video) What I call distance learning, he calls “self-learning at a distance” (Simonson, video), which I can go along with that term.

I see distance learning growing and becoming even more popular than it is now.  Since the time I felt unsure about distance education, its popularity has grown and technologies are constantly improving and providing opportunities for distance communication. This week’s multimedia program includes how technological tools such as web 2.0 tools are greatly used and contributing to the growth of distance learning. Technological tools are constantly being implemented within companies and organizations, and school systems are also implementing new technologies to communicate with students and parents.

 

Multimedia Program: "Distance Learning Timeline Continuum"

Simonson, M. Video Program: "Distance Education: The Next Generation"

Welcome to the blog!

Hello classmates and visitors! Welcome to my blog for the Distance Learning course. My name is Amy McCutcheon (I got married recently), and I am excited to continue through this journey in the Instructional Technology and Design program. There are lots of exciting uses of technology out there, and I can't wait to learn even more within this course. One example would be the use of this blog! As the course progresses, feel free to stop by here and comment! Don't forget to subscribe!

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