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.

Exploring MOOCs with edX

edX MOOC course: https://www.edx.org/course/edx/edxdemo101/edx-demo/1038

This is a demonstration of the edX courses provided by Massachusetts Institute of Technology and Harvard University and even from the demonstration you can tell that they have done their homework. The course is very user-friendly because it is designed linearly so that "students move in the same path through the concepts, topics, and modules, and complete the same assessments and tests" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 170). There are navigational menus at the top that take learners through the topics of the modules and there is a menu on the side that defines the modules. In fact,  the modules are divided by the weeks so that students will complete one module per week (Simonson et al., 2012, p. 182). Because of the menus on the top and side of the course, the navigation is very easy and even for learner who are new to the system (like me) and it's very easy to follow.

However, perhaps the most interesting feature of this course is the way the information is presented. It is clearly multifaceted and "the instructors [have begun] to think visually" (Simonson et al., 2012, p. 159) because there is the use of videos (and multiple formats of videos such as a lecture, demonstration, and discussion), interactive reference tables (i.e., there is a table that you are able to scroll over and click on different parts to get more information), zooming diagrams and course readings. Having a variety of resources enriches the environment and makes it suitable for all learning styles and preferences. It was enjoyable to explore each learning object because they were diverse and engaging.

In fact, Simonson et al. (2012) remind us that "it is important to remember that no matter which technological formats are used in distance education, the trend is to reduce the 'amount' of information delivered and to increase the 'interactive value' of the learning experience" (p. 157). I think edX has done well with this because there are a number of ways to be interactive in their courses. There are discussion forums, wikis, quizzes, Google hangouts, and students are encouraged to connect with one another by using Twitter, Facebook or other social networks. edX states, "It's a proven face that if you engage with others while taking a course, you're more likely to succeed" (edX: DemoX edX Demonstration Course, n.d.). Similarly, Benson and Samarawickrema (2009) wrote, "[T]he strongest factor that affected students’ transactional distance and engagement with learning was the transactional distance between student and students, followed by transactional distance between student and teacher" (Benson & Samarawickrema, 2009, p. 9). Therefore, if students are engaged with each other and the content, learning becomes more meaningful.

Finally, even within the demonstration course I can see my progress/grades by clicking on the "progress" tab at the top of the course. There's a graph of my progress so that I can assess how I am doing and see what I still have to do, and there is more detail about each module as I scroll down the page to view my progress. It's a nice feature that will help keep learners of edX course accountable.

It's clear to me that edX has "[taken] the time to plan and organize the learning experience when engaged in teaching at a distance" (Simonson et al., 2012, p. 188). There is diversity in the presentation of the content and the interactivity so that all kinds of learners would enjoy the courses and easily be able to monitor their progress. Andersen (2009) reminds us "that high levels of interconnectedness between learners [leads] to higher levels of knowledge construction" (p. 252). edX seems to have found a number of techniques in which to engage the learner in meaningful and diverse ways, so I believe these courses will maximize the learning opportunities of any student.

References

Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12 (1), 249–257. Retrieved from http://www.ifets.info/journals/12_1/19.pdf

Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: using transactional distance theory to inform design. Distance Education, 30(1), 5-21.

edX: DemoX edX Demonstration Course. (n.d.). In edX. Retrieved from https://courses.edx.org/courses/edX/DemoX/Demo_Course/courseware/d8a6192ade314473a78242dfeedfbf5b/edx_introduction/

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

Scenario 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?" (from Walden University, EDUC 6135)

For this scenario, the two distance learning technologies that will assist the high school history teacher in her endeavor would be media sharing and discussion technologies. To further streamline the technologies, the teacher should use these features within a CMS (course management system) if she can. Nonetheless, I would like to focus upon how she can use media sharing tools and then discussion technologies so that she is able to have her students tour the museum, see various works of art, interact with the curators, and finally critique a work of art as a class.

Social media is one mode of media sharing that is very popular. With the features of smartphones and other mobile devices, sharing media like pictures and videos is possible with a variety of social media sites including Instagram, Facebook, Twitter, Flickr and many others. Weilenmann, Hillman, and Jungselius (2013) confirmed that "mobile technologies such as smartphones are a relatively common sight in modern museums and science centers." Therefore, this history teacher should encourage her students to utilize social media as a means of collaborative learning. Luckily, if she uses a CMS like Canvas (http://www.instructure.com/), she will be able to integrate outside social media tools more seamlessly than with other CMSs, but she should be able to integrate social media tools through links with any CMS. This will help the history teacher because "media sharing sites are Web Sites that facilitate the sharing of content and artifacts such as text, pictures, videos, presentations, and audio files" (Laureate Education, Inc., n.d.), and that is exactly what she wants to do. She wants the students to "tour" the museum so that they can see artwork.

Weilenmann, Hillman, and Jungselius (2013) suggested using Instagram because it "includes dedicated mobile applications that allow users to take and manipulate photographs... and to share them online where other users can react through comments and ‘likes’." The latter could help the students interact with the curators, another goal of the history teacher. Also, Instagram allows users to include tags which "can be seen as a way to direct photos into a certain type of image stream or photo-graphic conversation" (Weilenmann, Hillman, & Jungselius, 2013). With tags, it would be easier to help the students stay on task and to find artworks again with greater ease. As an additional bonus, Instagram can be integrated with Facebook, Twitter, Tumblr and Flickr, sites that also encourage interactions through commenting, replies, and/or "likes". This is especially important because Weilenmann, Hillman, and Jungselius (2013) reported, "It has become relatively common for museums and science centers to use social networks with the aim of facilitating new types of participation with visitors." So if the museums are already using social media networks, the history teacher should be able to work with the museum to find the right media sharing venue for her class.

Once the class has sufficiently toured the museum and interacted with the curators (and possibly other art aficionados who use social media networks), then the history teacher should gather her class by using a discussion technology. Again, if she has a CMS, it should "integrate discussion technologies such as discussion forums, group collaboration areas, and virtual chat tools into the online learning environment" (Laureate Education, Inc., n.d.). However, if she does not have a CMS, there are "Web discussion technologies [that] provide yet another method to actively engage students in learning" (Laureate Education, Inc., n.d.). In fact, the teacher could choose to conduct the discussion on Instagram or whatever social media network was used for the tour. After all, they do allow for commenting; however, if the comments are to be graded, that could become a logistical nightmare and this is why CMSs are so wonderful−they will help you find and grade your students more easily. However, in order to conduct a group critique of an artwork, the history teacher should "spend [her] time preparing materials and the carefully thought out discussion questions and topics that relate to learning objectives" (Andresen, 2009, p. 251). Having guiding questions will help direct the learners and allow her to "intervene, but only in order to keep the discussion on track, or take on a cheerleading role to motivate the discussion" (Andresen, 2009, p. 251) would be the ideal situation. Andresen (2009) found that if the instructor participates in the discussion too much, then the learners "begin to rely on the instructor to answer questions" (p. 251). Therefore, the history teacher should take care to intentionally set up the discussion so that learners can participate and have a lively discussion critiquing the artwork that is steeped in respect, understanding, and constructive learning.

As you can see, using media sharing and discussion technologies will help the history teacher accomplish her learning objectives (and with relative ease if she can use a CMS). These learning tools will help enrich the classroom experience and connect her learners with outside experts, something that may even help them realize the possibilities of social media, helping them become life-long learners.

References

Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12 (1), 249–257. Retrieved from http://www.ifets.info/journals/12_1/19.pdf

Laureate Education, Inc. (Producer). (n.d.). The technology of distance education. [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

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

Try Canvas. (n.d.). In Canvas by Instructure . Retrieved from http://www.instructure.com/try-canvas

Weilenmann, A., Hillman, T., & Jungselius, B. (2013). Instagram at the Museum: Communicating the Museum Experience through Social Photo Sharing. In Academia.edu. Retrieved September 21, 2013, from http://www.academia.edu/3575522/Instagram_at_the_Museum_Communicating_the_Museum_Experience_through_Social_Photo_Sharing

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.

Distance Education

The focus of my blog is changing yet again. I will be using this blog for my latest Walden course: Distance Education. Check back to see what I'm learning and what I will share with you!
Cheers,
Lesley

VoiceThread

How can teachers better engage students? It’s a common question that is often asked and I may have found one tool that could help: VoiceThread. VoiceThread is like a high-tech discussion or as Mary Bart, editor of Faculty Focus, wrote, "[It's] a collaborative, multimedia slide show that holds images, documents, and videos." Users may type responses or they may include webcam videos or voice-recorded discussions. Myra George, an English instructor from Milwaukee Area Technical College, explained a plethora of ways in which to use VoiceThread. She focused on two main areas: teacher-created threads and student-created threads (“The Faculty Minute...”). Teacher-created threads could be questions posed on a discussion board (and students would respond by typing or a voice or webcam recording); reading journals (a place where students can comment on what they've read and leave their thoughts); videos of lectures (students wouldn't have to respond, but it could be uploaded as a resource for students); and teachers could prepare slides with text, images, videos or even PowerPoint slides as a kind of lecture or a supplemental resource as well (“The Faculty Minute...”). Students could also create discussion boards or prompts; they could post presentations (this could be a PowerPoint presentation or other form of slides); or they could even post a speech (“The Faculty Minute...”). Another suggestion from Bart is to have a growing lecture because "discussion in VoiceThread is attached to the lecture itself, which can then be used for the next class, [so] students are adding to the lecture, which grows from class to class."

However, Bart commented, "Typically, the instructor loads his or her narrative slides and students can then add their comments at any point within the lecture." That seems to be the most common use of VoiceThread, but the capabilities seem extensive, especially if one is willing to allow the learners to begin threads or lead learning activities. Sometimes our students have even better ideas than we do, so giving them the freedom to flex their creative muscles (perhaps even getting into some of Gardner's Theory of Multiple Intelligences and allowing students to approach a task from an area of strength) could produce unique results that encourage learning in a way the teacher hadn't thought of before.

There are some factors that would need to be addressed before incorporating VoiceThread, however. One of them is the fact that every user would need an account, so if you were beginning to use this resource in your course, you would need to plan time for students to register. Secondly, if you are using the free account, you are only allowed "3 minutes of phone commenting, 5 VoiceThreads with up to 50 slides each, and unlimited voice and text comments" (“VoiceThread…”). If you want more capabilities and space, you would have to invest something close to $80-$100 per year or $15-$20 a month depending on your needs. (Note: there are other prices for schools and company subscriptions. See the VoiceThread website for more details.) Thirdly, there would be a learning curve for participants as there is with any new kind of tool incorporated into a course; therefore, you would need to plan some time to allow users to familiarize themselves and become more comfortable with the tool.

Nevertheless, VoiceThread does address some of the previous concerns of asynchronous learning. Stefan Hrastinski wrote, "If e-learners seldom meet face-to-face and teachers mainly rely on asynchronous e-learning, students might feel isolated and not part of learning communities, which is essential for collaboration and learning" (53). However, Bart wrote, "Students find that the ability to see and hear their instructor and classmates [in VoiceThread] improves the sense of social presence of others in the classroom." Likewise Bart states that it is easier to understand the nuances of the communication because you are able to hear the voice tones. To me, those are two major pluses for VoiceThread along with the fact that "asynchronous communication increases a person's ability to process information" (Hrastinski 53). That has been a long-known advantage of asynchronous e-learning; the recipient has more time to process the information and comprehend the message because the author isn't expecting an immediate reply. Hrastinski said, "[W]hen discussing complex issues, in which time for reflection is needed, it seems preferable to switch to asynchronous e-learning..." (55). VoiceThread can help you do just that and do it in a way that is more engaging than an old-fashioned written discussion board.

 

Works Cited

Bart, Mary. "Pump up Your Online Discussions with VoiceThread." Faculty Focus. Magna Publications, 10 Feb. 2010. Web. 12 Apr. 2013. <http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/pump-up-your-online-discussions-with-voicethread/>.

Hrastinski, Stefan. "Asynchronous & Synchronous E-Learning." EDUCAUSE Quarterly 31.4 (2008): 51-55. ERIC. Web. 12 Apr. 2013.

 “The Faculty Minute: Introducing VoiceThread with Myra George.” Faculty Focus. Milwaukee Area Technical College. 12 July 2012. Web. 12 Apr. 2013. <http://www.youtube.com/watch?v=ohGLoaAN2jw>

"VoiceThread - Support - How To - Free." VoiceThread - Support - How To - Free. VoiceThread, n.d. Web. 12 Apr. 2013. <http://voicethread.com/support/howto/Account_Types/Free>.