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