Interdisciplinary Project "Post-mortem"

            By trade, I'm a 9th grade English teacher. You may or may not know that education is an ever-changing process with an ebb and flow of  "best practices" and new ideas that people, especially administration, are eager to implement. One year our principal was really stressing the importance of interdisciplinary projects, so the 9th grade computer teacher approached me to ask if I would like to work with her. "Sure!" I enthusiastically replied, imagining the cool projects that could be completed in English and Computer class. We made a plan to meet and discuss the project later so I was left racking my brain for things that my students could still complete before the grading period ended.

            The next day we met to discuss our interdisciplinary project; however, I soon learned how rigid the Computer teacher was with her curriculum. "We're studying databases this semester, "she informed me matter-of-factly. "What can you do with databases?"

            "Oh," I said, caught off guard at how little wiggle room there seemed to be. And that was how the project happened−I had to make concessions to fit into her curriculum so we ended up planning to have the students do a database of prefixes, word roots, and suffixes that included their origin and the meaning (i.e. etymology). It was a topic that sort of fit into my curriculum and something I thought could be nice to have in a database form.

            Even though I thought I had made an acceptable compromise, the Computer teacher was concerned about copying and cheating; however, etymology was one of the few things I could think of to do with databases, a concept I didn't even really understand! The Computer teacher did try to explain the program to me, but all I could imagine was an Excel spreadsheet but that wasn't quite right. Nevertheless, we trudged ahead with the project, wanting to fulfill the desires of our principal and hoping it would be a beneficial project for the students.

            After storyboarding the rough idea, we both went to our separate classes and planned how we would conduct our classes and what parts of the project our students would do in our classes. I suppose it was a functionally organized project since we created "separate units addressing the same specialty" (Portny et al., 2008, p. 63). So we did understand our own parts, but I know I did NOT understand the Computer class part of the project! And to be honest, I didn't have the time to do so either because it was my first year at the school so I was planning a new curriculum and having to document it all. It was quite the process and even though Murphy (1994) wrote, ""Proper instructional design, on average, requires between forty and sixty hours of design work for every hour of classroom presentation time" (p. 9), getting that much time is impossible for a teacher. Nonetheless, we did try to remain in constant communication. Although, I believe one of the pitfalls of the project was that we had "different work procedures and reporting systems... to guide [the project]" (Portny et al., 2008, p. 64). We knew what we were looking for in our own specialty area and we weren't clear about what that was and then the communication began to fall apart as students tried to pit us against each other saying that one teacher said this (which was against our original agreement) or by lying about changed due dates. (Though with some e-mails and visits, we were able to nip those rumors in the bud.)

            Nevertheless, I know I was very frustrated with the lack of clarity of the project. At this point in my career, I hadn't even heard of project management so we hadn't established a clear plan. In fact, the plan we had wasn't exactly agreeable for either party either. I think we handled the planning phase of the project too informally because we didn't feel like we had time for much more than a verbal agreement and (very) rough storyboard (Portny et al., 2008, p. 77). It would have been better if I had gotten a better understanding of databases by making one with the Computer teacher. She could have taught me how to make it and what it did by leading me through the process instead of trying to verbally explain it. I think a visual aid would have helped tremendously but we were both feeling pressed for time, so that was never proposed.

            However, as I continue to think about the project, the Achilles' heel of the project was the fact that I didn't understand databases. Without that knowledge, proper planning was impossible and without an appropriate plan, the project falls apart quickly. I was making deliverables and assessments based off of my understanding and perceptions and I think that's when students got frustrated and began to feel like the project didn't really matter and to be honest, maybe it didn't. I never actually got to see the databases because I didn't have the right program on my classroom computer. Clearly, we did not spend enough time planning because I did not understand databases nor did I have the appropriate program to even begin understanding them. Portny et al. (2008) wrote, "Project managers can increase a project's chance for success by planning and guiding based on understanding specific project life cycle phases" (p. 108). That is something the Computer teacher and I did not do, so I believe our project was doomed from the beginning. Lesson learned: Take the extra time that is needed to write the plan as a Statement of Work with a Work Breakdown Document if multiple parties are involved. It will save all stakeholders many future headaches.

References

Allen, S., & Hardin, P. C. (2008). Developing instructional technology products using effective project management practices. Journal of Computing in Higher Education, 19(2), 72–97.
Copyright by Springer-Verlag, New York. Used by permission via the Copyright Clearance Center.

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

Murphy, C. (1994). Utilizing project management techniques in the design of instructional materials. Performance & Instruction, 33(3), 9–11.
Hoboken, NJ: John Wiley & Sons, Inc.

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.

Reflection on Distance Learning & its Future

As technology advances, distance education is becoming more relevant and accepted; however, as Huett, Moller, Foshay and Coleman (2008) wrote, "We just need to choose to view e-learning as the question rather than the answer" (p. 66). There are many unanswered questions about distance learning in regards to academic integrity and fidelity, but it is a trend that will impact the world in ways we cannot yet even imagine.

For example, Moller, Foshay, and Huett (2008) wrote, "We believe that the dominant [distance learning] approach now realizes very little, if any, of e-learning’s transformational potential..." (p. 70). Technology is advancing rapidly, but it takes time for education to evolve. In fact, many of the educational systems that are in place which were designed for a different era (Robinson, 2010). Breaking away from the norm takes time and some trial and error while new ways are being tests. Huett, Moller, Foshay and Coleman (2008) wrote, "What we are witnessing with the current evolution of distance education and the technologies that support it is nothing less than the single most important reorganization of how we will engage learners since we started to gather students together in school buildings" (p. 65-66). Yet now learners are gathering online and participating together in ways that were laughable even five years ago (Laureate Education, Inc., n.d.). This is how education will reach the masses and make a difference in the world as the playing field is leveled for everyone. (Well, at least everyone who has access to technology, but that's an issue for another day.)

With the creation and implementation of Course Management Systems (CMSs) and Learning Management Systems (LMSs) like Blackboard and Moodle (among many others), instructors "of conventional face-to-face courses [can] provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time" (Simonson, Smaldino, Albright, & Zvacke, 2012, p. 183). In fact, I know many instructors and students who used CMSs/LMSs in web-facilitated and hybrid/blended courses, and I am currently enrolled in a distance education program that is wholly presented via an LMS. The bottom line is that more and more people are being exposed to the elements of distance learning and people are beginning to imagine the possibilities available through the tools presented online−e-mail, chat rooms, blogging, wikis, social networking, video conferencing, etc. They're all tools that can be used in any classroom to enhance learner interaction, but "the key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies" (Simonson et al., 2012, p. 115). That is where the instructional designer comes in and though "no one approach to course design is ideal" (Simonson et al., 2012, p. 173), an essential part of the instructional design process calls us to "consider the components of a successful learning system [including] the learners, the content, the method and materials, and the environment, including the technology" (Simonson et al., 2012, p. 152). That information will help us frame the learning experience in a meaningful way.

Nevertheless, there are people who don't seem to completely understand how those tools can be utilized in a distance learning environment to interact with their professor and classmates because "an issue identified [with online learning] was interaction with an instructor...[and] classmates" (Schmidt and Gallegos, 2001, p. 5). Yet the technologies are there and instructional designers need to ensure "teaching methods [are] chosen based on the characteristics of the instructor, students, content, and delivery system" (Simonson et al., 2012, p. 203). Also, learners who are new to distance learning "need guidance as to what they are expected to do within the activities, using the technology, how to efficiently and effectively communicate with peers and with the instructor, and how to demonstrate their knowledge" (Simonson et al., 2012, p. 225), so instructional designers much be intentional about providing training and support systems for new technologies that may be used.

Yet, whether learners are ready or not, distance education is making waves that will impact the near future. Georgia Tech offers an M.S. in Computer Science via MOOCs (Massive Open Online Courses) for the low, low price of $6,600 (Kahn, 2013). Many think this could hurt Georgia Tech's reputation and even the quality of their program, but as Zvi Galil, the head of the school of computing for Georgia Tech, said, "There is a revolution. I want to lead it, not follow it" (Kahn, 2013). Yale, Harvard and Stanford all offer MOOCs as well, but those courses are free and not for credit (Kahn, 2013). Georgia Tech is making history and making everyone take notice. Critics believe the Georgia Tech MOOC will be a watered down version of the master's degree program and interfere with the school's academic integrity−"when the educational program offering is truly equivalent to the quality and standards of the institution"−and fidelity−"measures the nature and extent of integrity or equivalency between on campus programs and online degree programs" (Gambescia & Paolucci, 2009). However, Georgia Tech representatives say the new program "is intended to carry the same weight and prestige as the one it awards students in its regular on-campus program" (Kahn, 2013).

Distance education is here to and impacting education as we know it, even though doubts and imperfections remain. Gambescia and Paolucci (2009) quoted Judith Eaton, the president of the Council for Higher Education Accreditation, who said, "Whatever our opinions may be about distance learning and its future, there is no disputing the evidence that some elements of the distance learning experience are significantly different from the site-based educational experience. The task for institutions and accreditors is to identify and scrutinize those differences to protect quality." Moller, Foshay, and Huett (2008) remind us that "poor quality hurts everyone involved in e-learning" (p. 71), so as instructional designers, it is our duty to uphold the best practices of instruction that begin with an analysis of "the learners, the content, the method and materials, and the environment, including the technology" (Simonson et al., 2012, p. 152) and using that information to create "good instructional goals [that] form the basis for instruction, regardless of the medium used" (Simonson et al., 2012, p. 158).

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.

Kahn, G. (2013, July 23). Georgia Tech's Computer Science MOOC: The super-cheap master's degree that could change American higher education. In Slate. Retrieved from http://www.slate.com/articles/technology/technology/2013/07/georgia_tech_s_computer_science_mooc_the_super_cheap_master_s_degree_that.html

Laureate Education, Inc. (Producer). (n.d.) The Future of Distance Education. [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

 Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Robinson, K. (2010). Ken Robinson: Changing education paradigms. In YouTube. Retrieved from http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

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

 

Converting to a Distance Learning Format

Introduction

Congratulations! You've decided to make the leap into a hybrid/blended learning environment and this guide will help make that leap a little more manageable. After completely reviewing this guide, we urge you to use the Table of Contents to find what you are looking for in a more timely manner in the future. It is our hope that this guide prepares and helps direct you through this transition.
(To see the complete guide more easily, please click here.)

Pre-training Strategies

            When beginning to consider the shift from a traditional classroom to a hybrid/blended classroom, one must begin with an analysis of the learners, content, methods, and environment (Simonson et al., 2012, p. 152). With that information, a more informed decision about how to proceed with the design and development of the course can be made.

Learners

            You should begin by thinking about your learners because "taking the time to learn about the learners in the class yields a more productive learning environment" (Simonson et al., 2012, p. 154). Each learner is different and has his or her own preferences and ways he or she likes to learn so the instructional designer will have to consider that and "develop supporting materials to individualize instruction" (Simonson et al., 2012, p. 155). Using a survey would be a good place to start for this kind of analysis and that survey can enlighten the design and development of the course.

Content

            As Simonson et al. (2012) remind us, "Keep in mind that courses previously taught in traditional classrooms may need to be retooled. The focus on the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information" (p. 153). In fact,  in online learning environments activities help learners engage with and learn the content, so along with a more visual representation of concepts, the designer must think about how to encourage interactivity (Laureate Education, Inc., n.d.).

Method and Materials

            With your desire to have your training materials available on a server  along with interactive activities, the recommended method of delivery for the hybrid/blended learning environment is a Course Management System (CMS). A CMS is an "Internet-based software that manages student enrollment, tracks student performance, and creates and distributes course content" (Simonson et al., 2012, p. 162). These are some of the essential features you will be looking for as you move from a traditional classroom to a hybrid/blended classroom. Your organization will have to choose the CMS that works for you, but there are a number of CMSs (which are also known as Learning Management Systems or LMSs) to choose from, so your institution will have to make that decision according to your previous analysis of the learners, content, methods, and environment.

Modifying Original Aspects of the Traditional Course

            Since the course has been done in a traditional format, the chances are good that you will be able to modify what you've already done to work in a hybrid/blended learning environment. It does take some work, but this chart outlines the materials and activities that are used in the traditional classroom and how they can be modified for a hybrid/blended classroom. The key is that "online education demands that students become engaged in the learning process. They cannot sit back and be passive learners; rather, they must participate in the learning process" (Simonson et al., 2012, p. 195-196). Therefore, the designer needs to plan for a higher amount of interactive activities (Laureate Education, Inc., n.d.).

Shifting from Traditional to Hybrid/Blended Learning

Material/Activity	Traditional Classroom	Hybrid/Blended Classroom
Course Readings	Readings are usually bought before the class or distributed in class as a copy that students can highlight and comment upon. These readings are often stored in a binder or a folder dedicated to the course.	Readings can be bought or distributed using the same means as a traditional classroom, but they can also be hyperlinked to places on the internet or stored on the server and made available through the CMS. This means they are available at anytime, anywhere. Highlighting and commenting can be done digitally, making the resources more user-friendly and searchable.
Handouts	Copies of handouts are given in class and it is the student's responsibility to keep track of them, again, likely in a binder or folder. Comments and highlighting are made directly on the document.	Handouts may be delivered in the traditional classroom, or they can be hyperlinked to places in the internet or stored on the server and made available through the CMS, again, making them available at anytime, anywhere and highlighting and commenting can be done digitally as well.
Lectures	Instructors deliver the message verbally while students listen and take notes. Sometimes visual aids are used to enhance the lecture.	Instructors may still choose to do an in-person lecture, but that lecture can be recorded as a video or podcast and stored in the CMS for students who may not be able to attend. Or the instruct may choose to record his/her lecture instead of delivering it in class. The instructor may even choose not to be seen in the video and feature the visual aids with narration. A narrated PowerPoint presentation would be an example of this kind of technology; however, instructors need to use PowerPoints and these kinds of resources sparingly because they aren't very interactive. As was mentioned before, learners will learn the content through interactivity with the content (Laureate Education, Inc., n.d.). Any kind of video or podcast should remain between 3-10 minutes and if it is longer, the instructor should consider creating a series (Simonson et al., 2012, p. 97).
Assignments	Assignments and papers are collected in class or sometimes they are put in the instructor's mailbox or some other designated collection spot.	The CMS may have an assignment drop box where assignments can be uploaded and time-stamped so instructors are sure learners turned in their work on time. Feedback then also becomes more instantaneous as instructors are able to deliver that as soon as the assignment is graded. The student will find that feedback on the CMS and it will remain there for future reference.
Discussions/ Debates	Discussions/Debates are held during class time and all members are expected to prepare and participate equally. Timid learners often struggle with this portion of a course since they tend to be soft spoken and reluctant to participate.	Discussion forums can host discussions and debates in written or video form. Each participant should be required to post a reaction or response to a given topic and then participants could be required to respond to a certain number of classmates. The same topics that were discussed in the traditional classroom can be used here; however, all participants will be heard and they will have more time to think about their responses (Simonson et al., 2012, p. 273-274). In fact, Simonson et al. (2012) wrote, "One of the most effective techniques to promote interaction in distance education is the threaded discussion " (p. 156).
Quizzes/Tests	Quizzes and/or tests are conducted in class and the instructor usually has to manually grade the questions or at least manually calculate the score if resources like Scantron tests are used.	Many CMSs have "system-scored exams and quizzes" that allow learners to immediately "review their progress" (Simonson et al., 2012, p. 184). Therefore, feedback can be immediate (unless essay questions are also included; then learners will only get a portion of their final grade) and quizzes or tests can be set up so that a learn can have multiple attempts so that he/she can practice the concepts and learn from his or her failures as he or she continues to improve his or her score and comprehension simultaneously (Simonson et al., 2012, p. 273).
Group Projects	The parameters of the group project are delivered in class and the students have some time in class to meet, but are expected to meet outside of class to finish the project.	The instructions may be delivered in person so that clarifying questions can be asked and this information can also be stored on the CMS. The students can choose to work synchronously or asynchronously using Wikis, Skype, Google Documents or other Web 2.0 tools that may be available to them. Those tools are often easily connected to CMSs.

Environment

            As previously mentioned, a CMS would be an ideal environment for a hybrid/blended learning environment. Here are some popular options to examine with your institution:

·         Blackboard − http://www.blackboard.com/

·         Moodle −  http://moodle.com/

·         CourseSites − https://www.coursesites.com/

·         Canvas − http://www.instructure.com/

·         SchoolRack − http://www.schoolrack.com

·         Haiku Learning − http://www.haikulearning.com/

·         Rcampus − http://www.rcampus.com/

·         EDU2.0 − http://www.edu20.org/

·         EctoLearning − http://www.ectolearning.com/default.aspx

·         Joomla − http://www.joomla.org/

·         SilverStripe − http://www.silverstripe.org/

·         CushyCMS − https://www.cushycms.com/en

            Many of these CMSs have similar features that encourage interactivity, but do examine them all and how they could help your organization make the shift from traditional to the hiybrid/blended learning environment. Ultimately, your organization needs to find the CMS that is right for the interactivity that you plan to incorporate.

Role of the Trainer

            In a hybrid class, the instructor becomes more of a learning coach (Simonson et al., 2012, p. 196). Learning in an online environment shifts the learning paradigm from being instructor-focused to learner-focused and the learner is expected to take responsibility for his or her learning. Even though the learner takes a larger responsibility of their learning, they still need guidance and direction so you will have to be engaged and present; although, that presence comes from logging on to the CMS (Simonson et al., 2012, p. 196). The trainer is expected to be present in the learning activities and "by using assessments carefully, the teacher can identify and address weaknesses or gaps in the instruction" and that can be a powerful tool to help the trainer differentiate instruction and help learners where they really need help (Simonson et al., 2012, p. 264). The class time that the distance portion of instruction "saves" and instructor should be "reallocated from presenting to preparing, from lecturing to posting, and from explaining to interacting" (Simonson et al., 2012, p. 215). However, the instructor is still expected to know the lesson plan and to be prepared to teach the content (Laureate Education, Inc., n.d.).

Encouraging Communication & Participation

            Simonson et al. (2012) wrote, "Constant communication is essential [when teaching online]" (p. 135).  One of the best tools for communication between the student and the instructor is the course syllabus. Simonson et al. (2012) wrote, "The syllabus is the single-most important document an instructor can prepare. This is the primary communication with students at a distance" (p. 199). The syllabus should outline how students communicate with the instructor and what expectations they should have for the instructor (i.e., how often he or she will post, how quickly he or she will respond to e-mails, when it is appropriate to call, etc.). Simonson et al. (2012) reminds us, too, that "the announcements tool in a course management system is an excellent means for instructors to get new information to students" (p. 135).

            As far as participation goes,  it is recommended that the instructor "post once for every 4 or 5 student postings [in the discussion forum], then as student take more responsibility for their own learning later in the course, the instructor might post one for each 10 to 12 student postings−primarily to keep the discussions on track" (Simonson et al., 2012, p. 156). Along with helping the learners learn, this will also show them that you care about them and their academic progress, something that can be very motivating for students who begin to feel a connection with a real person and not just their computer (Laureate Education, Inc., n.d.). This constant communication is difficult, but you have to try your best because you can't disassociate yourself or you will lose learners along the way (Laureate Education, Inc., n.d.).

Trainer Tips

·         "Technology used in distance learning should be considered as a tool to deliver the instruction and not as a method" (Simonson et al., 2012, p. 203). 

·         Facilitators must be trained to use the software (CMS) that they will use (Laureate Education, Inc., n.d.). If your organization does not provide training, ask for it.

·         If there are multiple facilitators teaching the same course, they could take the course together as a means of training to teach the course (Laureate Education, Inc., n.d.).  

·         Learners must also be trained to use the software (Simonson et al., 2012, p. 137). And be sure they know where to go and who to ask if they are having any issues with the software, too!

·         "Be prepared in the event that technical problems occur" (Simonson et al., 2012, p. 153). Discuss possible issues with your learners in advance so that they know what to do and what is expected of them in such situations.  

·         "When teaching with technology, always assume the worst and be pleasantly surprised when everything goes well" (Simonson et al., 2012, p. 200).

·         "Instructors should consistently monitor to detect if students are having difficulty navigating the course website and using its components" (Simonson et al., 2012, p. 137).

·         Mind copyright laws and be sure to give credit where credit is due (Simonson et al., 2012, p. 212).

References

Acuña, J. (n.d.). The Networked Teacher. In Reflective Online Teacher: Becoming an Online Instructor. Retrieved from http://reflective-online-teaching.blogspot.mx/2013/05/becoming-online-instructor.html

Laureate Education, Inc. (Producer). (n.d.) Facilitating Online Learning. [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

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

Defining Distance Learning

            Before this course, I thought distance learning was something that was quite new, considering the evolution of the internet and how prominent it has become in our lives. To me, distance learning was something that used the internet and a sort of learning management system (LMS) so that people who were located throughout the world could attend a course from some kind of institution. However, I now know that distance learning is not something that is new, but something that has been evolving through the centuries as new technologies have emerged. For example, correspondence courses were available in 1833 in Europe and later in the United States by 1873 (Laureate Education, Inc., n.d.)! It's hard for me to even imagine how long it would have taken for one's work to reach its destination, be graded, and then returned with descriptive feedback, but that was the beginning of distance learning and it has been evolving ever since.

            In fact, I think the reason the definition of distance learning is always changing is because of the different technologies that have helped shape the way distance learning works. We are now far past the days of using "snail mail" since we can use e-mail and LMSs. Nevertheless, those earlier elements of distance learning have helped shaped its future. Even with the earlier correspondence courses, writing was essential and writing is still a staple in all kinds of educational programs. Later, telecommunications and radio became an integral part of the distance learning programs (Laureate Education, Inc., n.d.), but one could argue that this has been replaced by more modern technologies like podcasts. Simonson, Smaldino, Albright and Zvacek (2012) found that "experimental television teaching programs" began in the 1930s, something that was replaced by satellite technology and later fiber-optic communication systems (p. 39-40).

            Nevertheless, if one speaks of distance learning now, it's almost synonymous with "computer-mediated communications and the Internet" (Simonson et al., 2012, p. 40). Interaction and collaboration with the instructor and classmates is much easier to accomplish nowadays in an online environment; although, it's not hard to see how the earlier elements of distance learning helped shape what it currently is. Correspondence is now more instantaneous but still very much present in distance learning. Similarly, radio and television have been replaced by their more modern counterparts−podcasts and streamed or downloaded videos stored online. Yet there are still some elements that have remained throughout distance learning's history: it involves an institution and physical separation.

            So now I return to the question, "What is distance learning?" I no longer define it as something the uses only the internet because its history is much more extensive than that. Distance learning is a kind of formal education that is supported by an institution (this can be an educational institution or otherwise) who uses interactive systems to connect a community of learners who are separated by location and/or time. I hope that is a definition that encompasses the history and future of distance education, both of which are important. After all, if we remember from where we've come, it's easier to keep moving forward.

            Furthermore, I think the future of distance learning is very bright. I actually think distance learning will become the norm, especially for higher education. Because distance learning is so cost effective, it makes higher education possible for more people (Moller, Foshay, Huett, 2008, p. 70). No longer will people have to take time away from work unless they want to. People won’t have to move to where the university is either. Similarly, if the best program is not in your state, it won’t matter because (to use a cliché) it would only be a click away. Or if one happens to be in a remote location or in a country that may not have the resources to support an educational program, distance learning may help provide the answer since "once developed, tens of thousands of employees or customers can use [the distance learning program] immediately" (Moller et al., 2008, p. 70).

            However, the quality of distance education will have to improve. As it is now, there are some programs that are quite well-known and respected and there are other programs that too easily accept students and aren’t as highly revered. It’s those programs that bring the reputation of distance learning down, so there will need to be more standardization to ensure high-quality programs. Much like the Common Core has swept most of the K-12 education programs, I think there will be a similar revolution in distance education. Moller et al. (2012) wrote, "There must be a means for both producers and consumers to recognize high quality e-learning" (p. 71). I think some kind of standardization will help with such an issue, so I foresee a higher level of uniformity and control in distance learning's future.

References

Laureate Education, Inc. (Producer). (n.d.) Distance learning timeline continuum. [Multimedia Program]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

 Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

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

Shocking Elements of Learning Theories and Instruction

Shock #1: Learning styles don't exist.

     I dare you to walk into a teacher in-service and say, “Learning styles don’t exist.” Heads will turn, jaws will drop, and arguments will ensue. Nevertheless, I feel like I could now walk into that in-service and convince educators that teaching to students’ learning styles isn’t as important as teaching the content in the appropriate way. As long as the content is approached in the proper manner, learners will be able to store the information and recall it when necessary and that's what educators want (Willingham, 2008). We are all able to learn in a variety of ways, so teachers do not need to adjust to learners' learning styles. Instead, teachers need to think about what they want their students to understand. For example, if want my students to know where Shakespeare was born and to be able to identify that on a map, I should present that information visually. Verbally explaining where Stratford-upon-Avon is located will likely not work as well as showing the students on a map. Therefore, even if a learner is considered to be an auditory learner, he/she will best learn to locate Stratford-upon-Avon by seeing it on a map. If you would like to know more about this, please see Daniel Willingham's YouTube video. He clearly explains his views and it will make teachers who have felt guilty about "catering" to specific learning styles feel much better about their practice.

Shock #2: Learning is easy.

     I’ve come to the shocking realization that I don’t really have to try to learn; it kind of just happens since I am connected to so many networks via my place of employment (Colegio Americano deTorreon or CAT), the internet, and my social networks. CAT has in-services and workshops on a semi-regular basis, so I am able to share ideas with colleagues to continue my growth as an educator. The internet is chock-full of resources, too, so without even trying, I follow respected education experts' blogs with Google Reader and I have connected with them on Twitter. It's so easy! And it's a connectivist concept--I'm using my networks of people, technology, social structures, systems, etc. to "share ideas with others, thereby 'cross-pollinating' the learning environment" (Davis, Edmunds, & Kelly-Bateman, 2008). Once you're connected, learning becomes so easy because so much of it just comes to you instead of you going to it.

Shock #3: Learning theories provide the base for good instruction.

     Well, perhaps that statement isn't shocking, except it is for me. Previously learning theories were something I had to learn, but I was more interested in learning styles and how I presented the content to accommodate those learning styles. However, I now understand "learning theories are a source of verified instructional strategies, tactics, and techniques" that "provide the foundation for intelligent and reasoned strategy selection" (Ertmer & Newby, 1993, p. 51). Knowing learning theories will guide one to use the appropriate learning style, whether it be visual, auditory, kinesthetic, naturalist, interpersonal, etc. Likewise, technology may support the learning style and technology (especially with younger learners) increases motivation because learners are using something they with which they are comfortable and something they like.

     Honestly, the most shocking element this course has revealed to me is that learning theories are relevant and they do matter. Before this course, I would have helped prove Ertmer and Newby's (1993) statement: "It appears that the real benefits of theoretical knowledge are, at present, not being realized" (p. 52). I believe I had one undergraduate course that focused on learning theories, so I assumed they were simply these abstract concepts that someone dreamed up that were important to someone somewhere. However, I am now that someone and hope I am able to be a better teacher and instructional designer now that I know how valuable theory can be. Learning theories shall be the guides that lead me intentionally and thoughtfully into the 21st century of education and they will be the light that continues to point me in the right direction.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.
Willingham, D. (2008, August 21). Learning Styles Don't Exist. In YouTube. Retrieved December 21, 2012, from http://www.youtube.com/watch?v=sIv9rz2NTUk

Appreciating the Brain and Its Role in Learning

To be frank, I wasn't excited to begin my second class at Walden University online called "Learning Theories and Instruction." Theories are not my favorite thing; I understand their value, but I struggle to understand them! In my undergraduate studies I struggled with learning theories, and I think that's where part of my hesitation comes from. Well, that and the fact that I am a very concrete-sequential learner and theories are anything but a concrete topic. Nevertheless, I had to accept the challenge to give learning theories a second chance, and I think this time I'm beginning to internalize their value and truly understand why my professors have made/are making me suffer.

This week I read an article by J. M. Worden, C. Hinton, and K. W. Fischer titled "What Does the Brain Have to Do with Learning?" The title caught my eye since I was asking that very same question out of frustration as my Learning Theories and Instruction class began. Nevertheless, I'm in my second week of class, so I'm beginning to appreciate the brain and its role in learning. Worden, Hinton, and Fischer tackled that question by unraveling some common myths:

Myth #1: "The brain is irrelevant in learning" (Worden, Hinton, & Fischer, 2011, p. 9).
It's quite obvious that the brain is needed to learn, but knowing how the brain works is, in fact, relevant to learning. The field of Mind, Brain, and Education (MBE) is growing and with good reason. The more we know about how the brain receives, responds, retains, and retrieves information, the better educators can learn how to teach so that those processes will become more natural. Worden, Hinton, and Fischer (2011) wrote, "While brain research alone can't tell us how to teach children, understanding the brain leads to uncovering underlying learning mechanisms" (p. 10). And once we know those, instruction can become more pertinent to all learners.

Myth #2: "Neuroscientists know it all, and teachers don't understand research" (Worden, Hinton, & Fischer, 2011, p. 10).
Teachers need to study the "why" and the "how" of learning and they can do this best by taking advantage of neuroscientists' studies. The two should actually work together to make research more meaningful, applicable, and ultimately more beneficial. Worden, Hinton, and Fischer (2011) stated, "Both scientists and educators have important knowledge to contribute to solving educational problems, and supporting this type of collaborative work leads to improved educational outcomes" (p. 10).

Myth #3: "Johnny is right brained and that is why..." (Worden, Hinton, & Fischer, 2011, p. 10).
Most people believe that one side of the brain is dominant; however, this is false because people have to use both hemispheres of the brain. The brain has many complex connections and "all complex learning tasks involve a widely distributed network of brain areas" (Worden, Hinton, & Fischer, 2011, p. 11). Believing students use a dominant hemisphere only aids in stereotyping, something that can limit a child's potential.

Myth #4: "Everyone knows you can't learn a language after age __" (Worden, Hinton, & Fischer, 2011, p. 11).
We've all heard this myth and likely accepted it (especially since it so conveniently explains why learning that second language in high school was so difficult), but it's just not true. The brain has so much plasticity that it is possible to learn a language later in life. Worden, Hinton, and Fischer (2011) said, "...extensive research shows that there are sensitive periods for certain aspects of language, but not a critical period for language learning" (p. 11). And as the United States continues to increase and embrace its diversity, it wouldn't be a bad idea to dust off your Spanish books and give it another go. Worden, Hinton, and Fischer (2011) also wrote, "Recent studies have even begun exploring the cognitive benefits of acquiring non-native language in adulthood for mitigating or delaying the symptoms of some age-related disorders such as Alzheimer's" (p. 12). So... ¿Hablas español?

Myth #5: "Girls are better at reading, but boys dominate math and science" (Worden, Hinton, & Fischer, 2011, p. 12).
This is another myth that is tied to stereotyping and therefore the limiting of a child's potential. Worden, Hinton, and Fischer (2011) declared, "No neuroscientific data suggest that boy's brains are better suited to any given domain or subject or vice versa" (p. 12). Every student has their academic strengths and weaknesses, but those are not tied to gender, period.
The format of Worden, Hinton, and Fischer's article was entertaining and made it a quick read. Likewise, they assert ""by working together, we can shift our focus from debunking neuromyths to building understanding of teaching and learning" (Worden, Hinton, & Fischer, 2011, p. 12). Discrediting myths is a great start to building that understanding, so if you have a chance, read their article.

The next article I chose to read was O. O. Abiola and H. S. Dhindsa's "Improving Classroom Practices Using Our Knowledge of How the BrainWorks." The title was intriguing to me, a 9th grade English teacher. As I continue to study and understand the brain, it's important to reflect upon how that can affect my teaching. Worden, Hinton, and Fischer helped me unmask some myths, and Abiola and Dhindsa helped me appreciate the plasticity of the brain and how that can play into instructional practices.Abiola and Dhindsa (2012) assert that "the brain never stops changing through learning" (p. 72). They listed examples of those who are blind or an amputee who must relearn skills and functions; in order to do so, their brains adapt. Abiola and Dhindsa (2012) also discussed the importance of physical activity during brain and body development because it "enhances the process of reorganisation and brainplasticity that favours improved cognition" (p. 75). Physical activity can have a positive effect on neural development so including physical activity in the school curriculum is especially important for young children. In fact, young children can learn through play techniques, so teachers should be "creative in developing new teaching techniques" (Abiola & Dhindsa, 2012, p. 75).

People learn in two different forms: declarative--learning about people, places and things--and procedural--learning motor skills and perceptual strategies (Abiola & Dhindsa, 2012, p. 73). Whatever was learned then goes into the short-term (working) memory where it is encoded, consolidated, and finally "followed by some long-term storage phase where the memories are less vulnerable..." (Abiola & Dhindsa, 2012, p. 74). However, memories can be reconsolidated if they are recalled or reactivated and then they are "vulnerable to disruption" (Abiola & Dhindsa, 2012, p. 74). Abiola and Dhindsa (2012) state, "It is imperative for teachers to be aware of this so that the recalls of materials which are newly taught to students are not done during the destructible labile phase" (p. 74).  Therefore, practice is important as students continue to encode and consolidate (or elaborate) information correctly and it's equally important for teachers to provide feedback on that practice so they know what and when students understand. Similarly, Abiola and Dhindsa (2012) wrote, "It is therefore important that we teach content that lasts for longer durations to minimise the role of hippocampus so that students will not require a modification to their neural structures... and the information becomes accessible more easily" (p. 76). It's like the old cliché says, "Quality over quantity," something that can be difficult with standardized testing always looming overhead. Nevertheless, teachers should focus on the quality of their teaching to ensure students are converting the information to long-term memory accurately as opposed to checking off all part of the curriculum to get it done.

Lastly, Abiola and Dhindsa (2012) explored the effect of the environment on brain development because "the brain learns faster in challenging, creative, accommodating, and healthy environments" (p.77). Students should have a space to express themselves and grow at independent rates. Abiola and Dhindsa (2012) wrote, "...learning environments that provide student choice and empowerment of students, created through the utilization of hands-on, differentiated instruction allow children to be actively responsible for their learning, thus engaging several areas of the brain simultaneously" (p. 77). Personally, I try to offer project and essay options as much as possible and that is an easy way to encourage autonomy in the classroom. It can be difficult to try to teach to every students' strength, but having them show you what they know from an area of strength allows them to take ownership of their learning to produce a product that helps the student make the material more meaningful to them and possibly link "new knowledge to the existing memory" to prevent decay (Abiola & Dhindsa, 2012, p. 77). As Abiola and Dhindsa (2012) said, "Understanding how and when to engineer enhancements in learning and memory development and consolidation will be important to helping teachers to improve their thinking skills and classroom practices" (p. 78). It's no easy task, but as I continue to learn how the brain works and how information is retained and recalled, I'm hoping my instructional design skills will improve as I become more intentional with my design.

References

Abiola, O. O., & Dhindsa, H. S. (2012). Improving Classroom Practices Using Our Knowledge of How the Brain Works. International Journal Of Environmental And Science Education, 7(1), 71-81.

Worden, J. M., Hinton, C., & Fischer, K. W. (2011). What Does the Brain Have to Do with Learning? Phi Delta Kappan, 92(8), 8-13.